Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice




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Commonwealth of Pennsylvania

DEPARTMENT OF EDUCATION

333 Market St., Harrisburg, PA 17126-0333




Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice
             

Student/Candidate’s Last Name First Middle

           

Subject(s) Taught Grade Level



This form is to serve as a permanent record of a student teacher/candidate’s professional performance evaluation during a specific time period, based on specific criteria. This form must be used at least twice during the 12-week (minimum) student teaching experience.

PERFORMANCE EVALUATION

Directions: Examine all sources of evidence provided by the student teacher/candidate and bear in mind the aspects of teaching for each of the four categories used in this form. Check the appropriate aspects of student teaching, and indicate the sources of evidence used to determine the evaluation of the results in each category. Assign an evaluation for each of the four categories and then assign an overall evaluation of performance. Sign the form and gain the signature of the student teacher.





Category I: Planning and Preparation Student teacher/candidate demonstrates thorough knowledge of content and pedagogical skills in planning and preparation. Student teacher makes plans and sets goals based on the content to be taught/learned, knowledge of assigned students, and the instructional context.

Alignment: 354.33. (1)(i)(A), (B), (C), (G), (H)

Student Teacher/Candidate’s performance appropriately demonstrates:

  • Knowledge of content

  • Knowledge of pedagogy

  • Knowledge of Pennsylvania’s K-12 Academic Standards

  • Knowledge of students and how to use this knowledge to impart instruction

  • Use of resources, materials, or technology available through the school or district

  • Instructional goals that show a recognizable sequence with adaptations for individual student needs

  • Assessments of student learning aligned to the instructional goals and adapted as required for student needs

  • Use of educational psychological principles/theories in the construction of lesson plans and setting instructional goals





Sources of Evidence (Check all that apply and include dates, types/titles and number)

 Lesson/Unit Plans See Attached 430-A

 Resources/Materials/Technology See Attached 430-A

 Assessment Materials See Attached 430-A

 Information About Students See Attached 430-A (Including IEP’s)



 Student Teacher Interviews See Attached 430-A

 Classroom Observations See Attached 430-A

 Resource Documents See Attached 430-A

 Other See Attached 430-A


Category

Exemplary 3 Points

Superior 2 Points

Satisfactory 1 Point

Unsatisfactory 0 Points

Criteria for Rating

The candidate consistently and thoroughly demonstrates indicators of performance.

The candidate usually and extensively demonstrates indicators of performance.

The candidate sometimes and adequately demonstrates indicators of performance.

The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance.

Rating


(Indicate √)










Justification for Evaluation: Please see response in Bryn Mawr/Haverford Student Teaching Evaluation and Narrative Assessment: Category I: Planning and Preparation.

             

Student/Candidate’s Last Name First Middle


Category II: Classroom Environment – Student teacher/candidate establishes and maintains a purposeful and equitable environment for learning, in

which students feel safe, valued, and respected, by instituting routines and setting clear expectations for student behavior.

Alignment: 354.33. (1)(i)(E), (B)

Student Teacher/Candidate’s performance appropriately demonstrates:


  • Expectations for student achievement with value placed on the quality of student work

  • Attention to equitable learning opportunities for students

  • Appropriate interactions between teacher and students and among students

  • Effective classroom routines and procedures resulting in little or no loss of instructional time

  • Clear standards of conduct and effective management of student behavior

  • Appropriate attention given to safety in the classroom to the extent that it is under the control of the student teacher

  • Ability to establish and maintain rapport with students


Sources of Evidence (Check all that apply and include dates, types/titles, and number)

 Classroom Observations See Attached 430-A

 Informal Observations/Visits See Attached 430-A

 Student Teacher/Candidate See Attached 430-A
 Interviews See Attached 430-A


 Visual Technology See Attached 430-A

 Resources/Materials/Technology/Space See Attached 430-A

 Other See Attached 430-A


Category

Exemplary 3 Points

Superior 2 Points

Satisfactory 1 Point

Unsatisfactory 0 Points

Criteria for Rating

The candidate consistently and thoroughly demonstrates indicators of performance.

The candidate usually and extensively demonstrates indicators of performance.

The candidate sometimes and adequately demonstrates indicators of performance.

The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance.

Rating


(Indicate √)









Justification for Evaluation Please see response in Bryn Mawr/Haverford Student Teaching Evaluation and Narrative Assessment: Category II: Classroom Environment.



             

Student/Candidate’s Last Name First Middle


Category IIIInstructional Delivery - Student teacher/candidate, through knowledge of content, pedagogy and skill in delivering instruction, engages students in learning by using a variety of instructional strategies.

Alignment: 354.33. (1)(i)(D),(F),(G)

Student Teacher/candidate’s performance appropriately demonstrates:


  • Use of knowledge of content and pedagogical theory through his/her instructional delivery

  • Instructional goals reflecting Pennsylvania K-12 standards

  • Communication of procedures and clear explanations of content

  • Use of instructional goals that show a recognizable sequence, clear student expectations, and adaptations for individual student needs

  • Use of questioning and discussion strategies that encourage many students to participate

  • Engagement of students in learning and adequate pacing of instruction

  • Feedback to students on their learning

  • Use of informal and formal assessments to meet learning goals and to monitor student learning

  • Flexibility and responsiveness in meeting the learning needs of students

  • Integration of disciplines within the educational curriculum





Sources of Evidence (Check all that apply and include dates, types/titles, or number)

 Classroom Observations See Attached 430-A

 Informal Observations/Visits See Attached 430-A

 Assessment Materials See Attached 430-A

 Student Teacher/Candidate See Attached 430-A


Interviews



 Student Assignment Sheets See Attached 430-A

 Student Work See Attached 430-A

 Instructional Resources/ See Attached 430-A
Materials/Technology

 Other See Attached 430-A


Category

Exemplary 3 Points

Superior 2 Points

Satisfactory 1 Point

Unsatisfactory 0 Points

Criteria for Rating

The candidate consistently and thoroughly demonstrates indicators of performance.

The candidate usually and extensively demonstrates indicators of performance.

The candidate sometimes and adequately demonstrates indicators of performance.

The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance.

Rating


(Indicate √)









Justification for Evaluation Please see response in Bryn Mawr/Haverford Student Teaching Evaluation and Narrative Assessment: Category III: Instruction.







             

Student/Candidate’s Last Name First Middle





Category IV – Professionalism - Student teacher/candidate demonstrates qualities that characterize a professional person in aspects that occur in and beyond the classroom/building.

Alignment: 354.33. (1)(i)(I),(J)

Student Teacher/Candidate’s performance appropriately demonstrates:


  • Knowledge of school and district procedures and regulations related to attendance, punctuality and the like

  • Knowledge of school or district requirements for maintaining accurate records and communicating with families

  • Knowledge of school and/or district events

  • Knowledge of district or college’s professional growth and development opportunities

  • Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional Practice and Conduct for Educators; and local, state, and federal, laws and regulations

  • Effective communication, both oral and written with students, colleagues, paraprofessionals, related service personnel, and administrators

  • Ability to cultivate professional relationships with school colleagues

  • Knowledge of Commonwealth requirements for continuing professional development and licensure





Sources of Evidence (Check all that apply and include dates, types/titles, or number)

 Classroom Observations See Attached 430-A

 Informal Observations/Visits See Attached 430-A

 Assessment Materials See Attached 430-A

 Student Teacher Interviews See Attached 430-A

 Written Documentation See Attached 430-A



 Student Assignment Sheets See Attached 430-A

 Student Work See Attached 430-A

 Instructional Resources/Materials/ See Attached 430-A
Technology

 Other See Attached 430-A


Category

Exemplary 3 Points

Superior 2 Points

Satisfactory 1 Point

Unsatisfactory 0 Points

Criteria for Rating

The candidate consistently and thoroughly demonstrates indicators of performance.

The candidate usually and extensively demonstrates indicators of performance.

The candidate sometimes and adequately demonstrates indicators of performance.

The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance.

Rating


(Indicate √ )









Justification for Evaluation Please see response in Bryn Mawr/Haverford Student Teaching Evaluation and Narrative Assessment: Category IV: Professionalism.



Overall Rating

Category

Exemplary (Minimum of

12 Points)

Superior (Minimum of 8 Points)

Satisfactory (Minimum of

4 Points)

Unsatisfactory (0 Points)

Criteria for Rating

The candidate consistently and thoroughly demonstrates indicators of performance.

The candidate usually and extensively demonstrates indicators of performance.

The candidate sometimes and adequately demonstrates indicators of performance.

The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance.

Rating


(Indicate √ )

     

     

     

     

Note: This assessment instrument must be used a minimum of two times. A satisfactory rating (1) in each of the 4 categories, resulting in a minimum total of at least (4) points, must be achieved on the final summative rating to favorably complete this assessment.




Justification for Overall Rating:      

             

Student Teacher/Candidate’s Last Name First Middle
            1/1/2000

District/IU School Interview/Conference Date


School Year: 2003-2004 Term: Fall



Required Signatures:




Supervisor/Evaluator:




Date: 1/1/2000

Student/Teacher Candidate:



Date: 1/1/2000
























(Confidential Document)



PDE-430


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