Student Teaching Handbook:
Assessment and Evaluation

The evaluation stage of the student teaching program is continuous for the student teacher throughout the entire experience. The student teacher is to be continuously analyzing and evaluating his/her effect in the classroom, making changes as a result of his/her evaluation. Without this self-evaluation step, the student teacher cannot grow.

Methods of self-evaluation the student teacher can use include:

1. Visit with mentor teacher after a lesson or at the end of a day to explore together the evidence that the lesson's objectives have been met, the effectiveness of methods and activities used.

2. Videotaping (required) is a valuable tool for helping teachers to analyze their teaching practice, to observe one's non-verbal communication, poise, confidence, voice, lesson structure, etc. Student teachers are to videotape one or more lessons (at least one early in full-teach experience).

3. Audiotape of classroom to be played back at home for student teacher's evaluation of voice, questions, class participation, etc.

4. Informal questions asked to students orally concerning classroom management, class activities, important points of a lesson (What do you think is the most important point made in today's lesson? or What thing(s) did you learn in today's lesson?). Develop a document for students' evaluation of your work -- formative or summative.

5. A journal (required) filled with personal reactions to each lesson taught, the successes and failures with analytical comments. This reflection will become a critical component of your professional portfolio.

6. A professional portfolio (required) will show evidence of mastery of the 13 competencies and document progress and development from student to professional.

7. The evaluation form for the program filled out carefully by the student teacher before the mid-term conference and the final evaluation.

8. The self-assessment inventory (pre- and post- student teaching) to rate your knowledge and abilities corresponding to the principles outlines by the Interstate new Teacher Assessment and Support Consortium (INTASC).
 

The mentor teacher and university supervisor team with the student teacher in a continuous evaluation process that enables them to analyze performance and formulate more effective instructional techniques. As the student teacher progresses in his/her development, the mentor teacher becomes less involved in the evaluation process. The goal of the experience is to enable the student teacher to do effective self-analysis that reveals causes, consequences, and generates alternatives.

Therefore, it is essential that evaluation is not considered a grade or completion of the competency list, but viewed instead as a process which is vital to teacher growth and the improvement of teaching in general..

The Midpoint Evaluation

The midpoint affords a good opportunity for a more comprehensive look at the teacher candidate's progress.  He or she has been in the school long enough for patterns to emerge but has enough time remaining so that concentrated effort can be devoted to improving teaching effectiveness.  This type of conference can be reassuring in terms of progress that has been made as well as identifying areas for continuous growth with enough time to strengthen weak areas.  The structure identified for the mid point conference provides opportunity for the teacher candidate to self evaluate as well as the mentor teacher to provide evaluative feedback.

The midpoint evaluation form should be completed by the mentor teacher and the teacher candidate and shared during a midpoint conference with the university supervisor  present.  If the university supervisor is not present, a copy of the completed midpoint evaluation form should be given to the supervisor. The midpoint evaluation forms will not become a part of the teacher candidate's credential file.

The intent of the midpoint evaluation is:

• To assess the effectiveness of the teacher candidates performance
• Discuss concerns about any areas of difficulty related to the student teaching or supervision experience
• Identify goals for the remainder of the student teaching experience and design a plan for achieving goals directions

  Final Evaluation

  The final recommendation form should be completed by the university supervisor and mentor teacher.   This form will become part of his or her credential file.  The university supervisor will pick up this form at least one week prior to the end of the semester.  Please complete it promptly.  The teacher candidate will need this recommendation in order to be considered for a teaching position.  If you choose to replicate the form on your personal computer, be sure that it includes all of the requested information. 

  Evaluation Form Behavior Descriptors

  The following descriptors may be used as an aid in preparing for the evaluation components of both the Mid-Term and Final Evaluation forms.

  I. Designing instruction and assessment to promote student learning
  1. Selects learner-centered and developmentally appropriate instructional content
  Plans lessons that reflect an understanding of students' developmental characteristics and needs
  Plans a variety of instructional strategies to address learning needs and preferences
  Plans instruction that motivates students to want to learn
  Plans assess that aligns with instruction
  2a. Uses diversity in the classroom and the community to enrich all students' learning experiences
  Acknowledges and respects cultural and socioeconomic differences among students when planning instruction
  Uses resources outside the school (e.g., museums, businesses, community members)
  Accepts and respects students with diverse backgrounds and needs
  Uses teaching techniques that address various learning styles
  2b. Plans and adapts lessons to address students' varied backgrounds, skills, interests, and learning needs, including the needs of English language learners and students with disabilities
  Plans for differences in student(s) needs and abilities
  Prepares subject matter appropriate to student level
  Adapts lessons to meet individual student needs
  3a. Exhibits strong working knowledge of subject matter and central themes/concepts of the discipline
  Possesses sufficient content and methods background Shows an awareness of common student misconceptions or likely sources of student error
  Plans instruction that makes connections within the discipline and across disciplines
  3b. Plans instruction so that activities progress in a logical sequence and support instructional goals (TEKS/TAKS)
  Considers long-range goals in planning
  Understands curriculum including the required content for the grade level
  Uses the TEKS to plan instruction
  Instructional goals and objectives are clear, relevant, meaningful
  Instructional activities progress sequentially
  Instructional materials are prepared prior to presentation
  Has enough planned for entire lesson period
  Prepares written lesson plans
  4. Stimulates reflection, critical thinking and inquiry among students
  Instructional activities engage and challenge students
  Provides students with opportunities to explore content from many perspectives
  Helps students expand their knowledge beyond what is in the text
  Helps student reflect how they can improve their learning
  Stirs the imaginations of students

• II. Creating a positive, productive classroom environment
  5. Establishes a classroom environment of courtesy and respect that is safe, nurturing, inclusive, and productive
  Establishes procedures and routines that are easily followed, that minimize disorder and wasted time, and that promote a productive learning environment
  Interacts with students in ways that show support and respect
  Uses strategies to ensure that interactions among students are polite, respectful and cooperative
  Organizes and manages groups to ensure that students work together cooperatively and productively
  Encourages student self-control
  Redirects inappropriate behavior promptly
  Demonstrates disapproval of inappropriate behavior but acceptance of student
  Exhibits a balance of fairness and firmness
  Enforces rules consistently and fairly
  Uses "do's" instead of "don't's"
  Anticipates problems and plans prevention
  Remains calm in dealing with conflict and disagreement
  6a. Organizes activities, applies procedures, and manages time in ways that promote student learning, appropriate behavior, and ethical work habits in the classroom
  Uses strategies/procedures that promote students' active engagement in learning
  Communicates to students the importance of instructional content and the expectation of high-quality work
  Schedules activities and manages class time in ways that maximize student learning
  Uses appropriate transitional techniques to maximize instructional time
  Uses classroom environment and atmosphere to promote learning
  Implements routines and procedures for the effective management of materials, supplies, and technology
  Consistently enforces expectations for student behavior and good work habits
  Uses effective methods and procedures for monitoring and responding to positive and negative student behaviors
  Starts class promptly with little confusion
  6b. Establishes and maintains positive rapport with students
  Respects students' rights and dignity
  Earns student's respect, does not expect it
  Provides genuine encouragement for all students
  Seeks to know each student as an individual
  Uses students' names
  Uses students' contributions during lessons
  Maintains visual contact with students throughout class activities
  Reinforces appropriate behavior through recognition and/or reward
  Demonstrates tolerance, fairness, and patience for each student

  III. Implementing effective, responsive instruction and assessment
  7a. Demonstrates clear and accurate oral and written communication in the teaching and learning processes and uses language that is appropriate to students' ages, interests, and backgrounds
  Clearly communicates purpose, objectives, and procedures for lessons
  Communicates on students' level of understanding
  Projects voice appropriately
  Avoids overused phrases (OK, Shhhh!, You know)
  Uses correct spelling and grammar
  7b. Exhibits effective communication and interpersonal skills to enhance student understanding
  Interpersonal skills reach students and communicate the teacher's commitment to students
  Exhibits enthusiasm for students and subject matter
  Uses alternative instructional strategies to ensure that all students learn and succeed
  Provides timely and constructive feedback to students
  Listens carefully to others
  Uses effective nonverbal communications
  Adapts to student attention span
  Summarizes and closes the lesson, relating it to past and future learning
  8a. Applies instructional strategies to successfully and actively engage students in the learning process and to promote critical thinking and problem solving
  Uses a variety of activities and groups that engage students in their learning
  Encourages students to actively participate
  Provides adequate opportunities for students to engage in reflection and closure
  Questions and discussion techniques foster student inquiry, higher-order thinking and problem solving
  Uses carefully framed questions to enable students to reflect on their own understanding
  Discussions engage student in exploring ideas and extend students' knowledge
  Relates lesson to prior knowledge
  Provides opportunities for problem solving situations
  Empowers students by giving them instructional choices
  8b. Remediates or enriches as a result of ongoing assessment and reflection
  Uses assessment results to help plan instruction for groups or individual students
  Monitors students' performance & participation
  Uses reflective thinking to analyze instruction
  9. Incorporates the effective use of technology to plan, organize, deliver, and evaluate instruction
  Effectively uses equipment and technology appropriate to the discipline
  Uses technology as a resource for research and publication
  10. Monitors student performance and achievement with appropriate and varied assessments
  Communicates assessment criteria and standards to students
  Uses using a variety of assessment methods
  Evaluates student work comprehensively and fairly with attention given to those with special needs
  Provides immediate & positive feedback
  Diagnoses students' cognitive understandings beyond the recall level
  Analyzes assessment results to help determine students' strengths and needs
  Is aware of individual students - their interest, attention, and performance - through assessment

  IV. Fulfilling professional roles and responsibilities
  11. Develops positive, productive relationships with students, parents, staff and other professionals
  Interacts with others in ways that show respect and courtesy
  Works productively and cooperatively with supervisors to address issues
  Is receptive to suggestions
  Adapts in a flexible manner
  Maintains a sufficient level of energy
  Shows appreciation of other positions
  12a. Exhibits standards of professional dress and demeanor
  Maintains professional image through appropriate dress and behavior
  Dresses appropriately for the classroom
  Conforms to the dress code of the school
  12b. Engages in reflection/self-assessment to identify strengths and challenges, improve teaching performance, and
  achieve professional goals
  Enhances content and pedagogical knowledge through a variety of professional development opportunities (e.g., reading journals, joining professional associations, attending conferences)
  Analyses videotape(s) of teaching to improve performance
  Uses reflective thinking (journals and portfolios) to identify strengths, challenges and potential problems; improve teaching performance
  Recognizes need for improvement and implements change when needed
  12c. Models punctuality, reliability, and dependability
  Is dependable and observes appropriate length of school day
  Meets responsibilities promptly
  Takes initiative in performing tasks
  Participates in routine teacher duties
  Participates in duties outside the classroom as appropriate
  13a. Complies with all school and university policies, operating procedures, and legal requirements
  Knows and adheres to legal guidelines for educators (e.g., those related to special education, students' and families' rights, student discipline, equity, child abuse)
  Understands to procedures for administering state- and district-mandated assessments
  Maintains accurate records and documentatio

• 13b. Models ethical behavior and professionalism on a daily basis with staff, students and colleagues
  Serves as an advocate for students and the profession
  Knows and adheres to legal and ethical requirements regarding educational resources (e.g., copyright, Fair Use, data security, acceptable use policies)
  Applies knowledge of ethical guidelines for educators in Texas (e.g., confidentiality, appropriate interactions with students and others in the school community) as described in the Code of Ethics
  Is discreet with confidential information
  

  Withdrawal

  To withdraw from a required field experience is an important matter with serious consequences. It recognizes that the student, mentor teacher(s), and university supervisor(s) have explored and implemented all appropriate courses of action, but without success. Situations that warrant withdrawal from student teaching include but are not limited to personal circumstances; a change of mind regarding the suitability of a career in a specific field; deficiencies in necessary knowledge, skills or dispositions; absences; irresponsible, unprofessional, or unethical behavior; and violation of rules and responsibilities outlined in the Student Teaching Handbook.

   Student teachers may withdraw from student teaching and receive either a WP or WF according to the University's withdrawal guidelines. Students withdrawing from student teaching must report to the Office of Clinical Experiences.

  Student teachers may appeal beyond the WP deadline for a WP in student teaching because of documented health problems. If the appeal is approved, the student may repeat student teaching in a subsequent term, provided the health problem has been verifiably corrected. An appropriate licensed professional should make verification.
   

  Dismissal

  A student may be dismissed for these reasons:

  1. Non adherence to school policy and/or procedures.

  2. Failure to meet TTU College of Education program requirements.

  3. Failure to meet moral and ethical standards of the profession as defined by the school and the University.

  If the school administrator, the mentor teacher, and /or university supervisor decide that a student teacher is to be dismissed, the Office of Clinical Experiences must be contacted. The student teacher will receive a failing grade. The student will have the opportunity to re-enroll in student teaching in a subsequent semester, dependent upon the grounds for dismissal. See the Code of Conduct  for details on the appeals process.

  A student teacher that is dismissed from a school on the basis of admitted and/or documented evidence of sexual misconduct with pupil(s) at his/her field experience site will have a report of that misconduct become part of his/her permanent record file. Any subsequent field placements will only be made with the full knowledge and consent of the superintendent of the participating school district and the college dean. Recommendation for certification shall remain contingent upon satisfactory completion of all required field experiences, including evidence of good moral character.

  The dean retains the right to deny a student from student teaching.
  
  

  Field Intervention

  Evaluation is a continuous part of the total field experience and is a cooperative process shared by the student, mentor teacher, and supervisor. The field experience should be structured so as to facilitate success, not failure, and every effort should be made to provide each student with the support needed to perform to the best of his/her ability.

  At anytime during the field experience if there is an indication of unacceptable performance, the mentor teacher and/or the supervisor will meet with the student to discuss concerns and implement strategies for improvement. If the mentor teacher and/or supervisor feel that the student's performance warrants further review, they may want to contact the Coordinator of Clinical Experiences regarding extension and/or placement changes. The coordinator will work with the supervisor, mentor teacher, and student to review the following options:

  1. Student may withdraw with the option of re-enrolling in another term at a different site. (Student may receive a grade of WP, WF, or INCOMPLETE.)

  2. Student may be reassigned to another site having been advised that the lack of progress has placed the student in jeopardy.

  3. Student may withdraw from a program leading to certification and complete courseware for a degree that does not include certification in teaching.

  4. Student may continue at the same site having been advised of the limitations and difficulties, but choosing to remain.

  The coordinator will recommend the option that they feel best fits the needs of the student. Action will then be taken immediately to implement the appropriate course of action. The mentor teacher and supervisor will be advised of the decision. The student has the right to appeal in writing.

  A student who has failed student teaching must satisfactorily complete an intervention experience before being considered eligible for a final student teaching experience. The Coordinator of Clinical Experiences arranges the intervention for the student. The length of time for the intervention is determined by the program area and varies with each student's needs. The student teacher is not eligible for redoing student teaching for the second and final time until the intervention has been successfully completed.

  Extended Student Teaching

  If the required number of weeks to meet certification standards is not reached, additional school based classroom time must be completed by the student teacher. The student teacher will receive a grade of U until the time standard has been met. The grade then will be changed to a CR if the experience has been completed successfully.

  Failing Student Teaching

  A student teacher who has failed student teaching is to receive a completed evaluation form and contract indicating the intervention necessary for the student. The mentor teacher and the supervisor complete the evaluation form and the contract and return these to the Office of Clinical Experiences.
   

  Recommendation / Placement Files

  Confidentiality and the Final Recommendation Form

  Since 1974, when congress passed the General Evaluation Provision Act and an amendment, known as the Buckley Amendment, confidentiality of student teaching recommendations are prohibited in teacher education institutions receiving federal funds. The essence of this amendment is that teacher candidates are given absolute right to see their final recommendation. They also have the right not to include the recommendation in their credential file.  Teacher candidates at the Texas Tech University can waive the confidentiality right and maintain a confidential file if they wish to do so.

  Due Process in Teacher Candidate Evaluation

  Case law affirms the principle that education professionals have the right, obligation, authority and ability to evaluate teacher candidates.   The only condition is that due process must be exercised.  The following processes constitute due process in teacher candidate evaluation:

  • Review the evaluation instrument and its interpretation with the teacher candidate.
       a.  Discuss each of the evaluation criteria for understanding.
       b.  Indicate what is expected from the teacher candidate.
  • Observe the teacher candidate, record number of observations and keep a copy of written feedback.
  • Critique and analyze the teacher candidate's performance and inform him/her of any inadequacies so that remedial action may be taken.
  • Provide evaluative feedback on a regular basis.
  • Discuss the completed final recommendation form with the teacher candidate.

  Placement File Information

  Registration with the Career Center is an important first step in your job search and can be completed online via their website as www.careercenter.ttu.edu.  Call them first at (806) 742-2210 or e-mail at cpp@ttu.edu to obtain access information (your ID and PIN numbers).

  The file you establish with your Career Center may either be confidential (closed) or open.  A confidential file means that your references will submit their recommendation sheets directly to the Career Center knowing that you will not be aware of the exact contents; you will know that the recommendations will be confidential from you; and the prospective employer who receives copies of the recommendations will know that they were submitted on a confidential basis.

  An open file means that the person who writes the recommendation knows that it will be available to you; you may ask to see the recommendations in your file; and the prospective employer knows that you are aware of the contents of the file.  The person to whom your credentials are sent, however, is not to make them available to any other prospective employer or individual.  The file is "open" only to you and the prospective employer.

  Recommendations concerning the student teaching experience are automatically forwarded to the Career Center.  The recommendations are placed in the student's file, or held until a file is established.

  Each student makes the final decision as to what materials go into the file.  If you prefer not to have a given recommendation in your file, it is possible to remove it by discussing the matter with a counselor in the Career Center.  Of course, you cannot be shown the contents of a confidential file.  Also, the absence of a student teaching recommendation would probably seem strange to a future employer.  However, you have ultimate authority over the contents of your placement file.

  Letters of Recommendation

  Potential employers consider the final assessment of the student teaching experience as the single most important aspect of the placement credentials.  Consideration is given to both the evaluation form and letters of recommendation.  Although a letter of recommendation is not a required component, greater credence is usually attributed to the written statement.  What is said and not said and how it is written can influence a student's employability.

  
  

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