Student Teaching Evaluation-World LanguagesStudent Teacher: ___________________________________________ Mentor: ______________________________

Supervisor: ________________________________________________Location: ______________________________

Grade and Subject Matter Assignment: __________________________________ Evaluation # 1_____ 2 ______ 3______

(Revised 3.2016)

(r) = RISE (Indiana Department of Education recommended teacher evaluation rubric)ACTFL (American Council on the Teaching of Foreign Languages= professional teacher standards for teachers of foreign languages

Competence: Content Knowledge for Instruction 1 Student teacher displays very limited knowledge about the concepts

2-Student teacher has difficulty explaining certain concepts in own terms

3-Student teacher consistently explains concepts in a clear and accurate manner; is able to describe concepts in own words and uses book only as a resource

4 Student teacher is able to explain concepts in a clear and accurate manner with numerous examples and connections to other subjects and real world

ACTFL 1 Language proficiency: Interpersonal, Interpretive, and Presentational

ACTFL 2 Cultures, Linguistics, Literatures, and Concepts from Other Disciplines

ACTFL 3 Language Acquisition Theories and Knowledge of Students and Their Needs

ACTFL 4 Integration of Standards in Planning, Classroom Practice, and Use of Instructional Resources

ACTFL 5 Assessment of Languages and Cultures – Impact on Student Learning

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ACTFL 6 Professional Development, Advocacy, and Ethics

Competence: Pedagogical Knowledge Student teacher displays little or no competence to lead instruction in this area

1

Student teacher displays skill on a limited or inconsistent basis.

2

Student teacher displays skill on a consistent basis; typical of daily instruction 3

Student teacher displays consistently, provides responsive and engaging instruction on a regular basis for students 4

I. Language, Linguistics, Comparisons

ACTFLStandard 1.a

Demonstrating Language Proficiency. Candidates demonstrate a high level of proficiency in the target language, and they seek opportunities to strengthen their proficiency.

ACTFLStandard 1.b.

Understanding Linguistics. Candidates know the linguistic elements of the target language system, recognize the changing nature of language, and accommodate for gaps in their own knowledge of the target language system by learning on their own.

ACTFLStandard 1.c.

Identifying Language Comparisons. Candidates know the similarities and differences between the target language and other languages, identify the key differences in varieties of the target language, and seek opportunities to learn about varieties of the target language on their own.

II. Cultures, Literatures, Cross-Disciplinary Concepts

ACTFLStandard 2.a.

Demonstrating Cultural Understandings. Candidates demonstrate that they understand the connections among the perspectives of a culture and its practices and products, and they integrate the cultural framework for foreign language standards into their instructional practices.

ACTFLStandard 2.b.

Demonstrating Understanding of Literary and Cultural Texts andTraditions. Candidates recognize the value and role of literary and cultural texts and use them to interpret and reflect upon the perspectives of the target cultures over time.

ACTFLStandard 2.c.

Integrating Other Disciplines In Instruction. Candidates integrate knowledge of other disciplines into foreign language instruction and identify distinctive viewpoints accessible only through the

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target language.

III. Language Acquisition Theories and Instructional Practices

ACTFLStandard 3.a.

Understanding Language Acquisition and Creating a SupportiveClassroom. Candidates demonstrate an understanding of language acquisition at various developmental levels and use this knowledge to create a supportive classroom learning environment that includes target language input and opportunities for negotiation of meaning and meaningful interaction.

ACTFLStandard 3.b.

Developing Instructional Practices That Reflect Language Outcomes and Learner Diversity. Candidates develop a variety of instructional practices that reflect language outcomes and articulated program models and address the needs of diverse language learners.

IV. Integration of Standards into Curriculum and Instruction

ACTFLStandard 4.a.

Understanding and Integrating Standards In Planning. Candidates demonstrate an understanding of the goal areas and standards of the Standards for Foreign Language Learning and their state standards, and they integrate these frameworks into curricular planning.

ACTFLStandard 4.b.

Integrating Standards in Instruction. Candidates integrate the Standards for Foreign Language Learning and their state standards into language instruction.

ACTFLStandard 4.c.

Selecting and Designing Instructional Materials. Candidates use standards and curricular goals to evaluate, select, design, and adapt instructional resources.

V. Assessment of Languages and Cultures

ACTFLStandard 5.a.

Knowing assessment models and using them appropriately. Candidates believe that assessment is ongoing, and they demonstrate knowledge of multiple ways of assessment that are age- and level-appropriate by implementing purposeful measures.

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ACTFLStandard 5.b.

Reflecting on assessment. Candidates reflect on the results of student assessments, adjust instruction accordingly, analyze the results of assessments, and use success and failure to determine the direction of instruction.

ACTFLStandard 5.c.

Reporting assessment results. Candidates interpret and report the results of student performances to all stakeholders and provide opportunity for discussion.

VI. Professionalism

ACTFLStandard 6.a.

Engaging in Professional Development. Candidates engage in professional development opportunities that strengthen their own linguistic and cultural competence and promote reflection on practice.

ACTFLStandard 6.b.

Knowing the Value of Foreign Language Learning. Candidates know the value of foreign language learning to the overall success of all students and understand that they will need to become advocates with students, colleagues, and members of the community to promote the field.

COMPETENCE: UNIT/LESSON PLANNING and ASSESSMENT– Demonstrates the following components:(INTASC Principles 1,2,7,8 and ACTFL 3 and Indiana 8.3)

Student teacher displays little or no competency in performing skill/task

1

Student teacher displays some difficulty in performing task on a consistent basis; at times, candidates unable to satisfactorily complete the task and mentor teacher must assist 2

Student teacher demonstrates skill

on a consistent basis; performing

task part of regular routine and able to do without much assistance from mentor teacher

3

Student teacher demonstrates skill on

a regular basis focusing on student needs and learning with guidance from

mentor teacher;

4Advanced preparation of plans and materials; lessons well-organized (r)

Clear focus, long-range goals, relevant learning progression

Objectives are specific, measurable and aligned to standards (r) Purpose of lessons are effectively communicated to students (r ) Creative learning options and teaching techniques

4

Content reviewed, restated, rephrased and re-taught; main points emphasized repeatedly (r )Engaging introductions to activities (r)

High level of student engagement in lessons (r ) <25% 50% 75%> Developmentally appropriate instructional level (r ) Adapts and differentiates instruction for students’ abilities (r )including IEPs; inclusive activities for all students (ACTFL 3b; IND 8.4)Demonstrates relevance to students’ lives and to the community; provides real world examples and opportunities for learningLessons build on prior knowledge of key concepts and make connections evident ( r) Frequently checks for student understanding using a variety of methods Includes: formal, informal, discussions, student choice, exit slips, do-nows, guided or independent practice (ACTFL 5a’ IND 8.9) (r)Data used for planning lessons (r ) and applies circular model of planning and instructional assessment (pre-post assignment) (ACTFL 5; IND 8.9)Support for students’ self-evaluation Analyzes and creates assessments that are valid (measures standards), reliable, and free from bias (pre/post assignment) (ACTFL 5; IND 8.9) COMPETENCE: ORGANIZING FOR TEACHING and CRITICAL THINKING – Demonstrates the following components: (INTASC Principles 4,5,6, 8)

Student teacher displays little or no

competency in performing

skill/task

1

Student teacher displays some difficulty in

performing task on a consistent basis

2

Student teacher demonstrates skill

on a consistent basis without much guidance from mentor teacher

3

Student teacher demonstrates skill on

a regular basis focusing on student needs and learning

4Positive and respectful classroom climate and good student rapport (r ) Establishes and maintains effective classroom management; students on-task majority of class time with few disruptions (r )Effective time management of classroom activities and other responsibilities (r) (routines, transitions and procedures well-executed) Varied teacher roles (audience member, coach, participant, instructor, etc.) Wait time used effectively (r )Incorporates varied verbal and non-verbal teaching strategies according to student strengths, varied talents and interests ( r) High quality work of all students is displayed - posters, presentations, portfolios and examples (r )Appropriate use of whole class, collaborative group, paired, discussions, independent practice learning structures (r ) Incorporates appropriate examples, explanations and multiple

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representations for content (r ) Responds appropriately to student misunderstanding (r )Enthusiastically seeks and uses resources to enhance teachingUses higher order thinking questions (Blooms) to promote divergent responses (r) Strategic use of digital and computer-related technology (see ISTE standards) and science specific technology (ACTFL 3b; ACTFL 8.7)Clear communication of high expectations to all students (r )Cooperates within and outside the classroom with parents and colleagues (r )

CULTURAL RESPONSIVENESS – Demonstrates the following actions: (INTASC Principle 3)

Student teacher displays little or no

competency

1

Student teacher displays little effort

or difficulty in planning

2

Student teacher displays consistency

and flexibility

3

Student teacher displays consistency,

flexibility, and a focus on high expectations

4Facilitates a community of learners that demonstrates awareness of inclusion (cultural identity, language, socio-economic status, learning differences, beliefs, global perspective, and gender) (IND 8.4)

Creates an atmosphere where all students can be successful and learn to the best of their ability (ACTFL 3a; IND 8.4)Has appropriate accommodations for ELL students (r)

COMMITMENT – Demonstrates the following characteristics: (INTASC Principle 10)

Student teacher has difficulty displaying

professional behavior

1

2Student teacher displays some positive effort

2

Student teacher consistently displays

professional commitment

3

Student teacher consistently displays

a positive, professional contribution

4Cooperation, courtesy, tactConfidence, able to establish teacher presence in classroomConsistently communicates with supervisor and mentor (journal, planning, student teaching seminars)Encourages safe atmosphere for students to take risks ( r)

Self-control, patience, encourages students to work hard and persist (r )

Appropriate professional attire

Initiative and enthusiasm

6

Punctuality and dependabilitySchool and community involvement to support student learning

High expectations and respect for all learners and selfProfessional/demeanor inside and outside the classroom (+student teaching seminar, Share Fair)Flexible and open-mindednessActively collaborates with faculty and mentors about learning needs and talents of students; advocate for students’ needs ( r) Effective and timely parental contact ( r) CRITICALLY REFLECTIVE – Demonstrates the following characteristics: (INTASC Principle 9)

Student teacher displays difficulty

with self assessment and understanding impact on others

1

Student teacher displays some

willingness to analyze teaching and student

learning

2

Student teacher consistently displays self assessment and awareness of impact

on others

3

Student teacher consistently displays self assessment and actively adjusts his/her practice to increase effectiveness 4

Responds to feedback from supervising and mentor teachers (analysis of teaching and student learning)Continually uses reflection and analysis of own instruction to make timely adjustments (journal, analysis of teaching and student learning) Conducts continuous analysis and reflection on his or her teaching practice (journal, analysis of teaching and student learning, student teaching seminar)

ADDITIONAL COMMENTS:

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

Signatures:

College supervisor: ___________________________________________Date:___________________

Student teacher mentor: _______________________________________Date:___________________

Student teacher: _____________________________________________Date:___________________

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