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WRITING
THE FINAL EVALUATION REPORT
CLASS PROFILE
The class profile
should contain a description of the student teaching placement:
- Location
- Total number
of students in the classes
- Ethnic diversity
- Socio-economic
status (optional)
- Number of
students receiving special services (special education, gifted,
Chapter I, etc.)
- Textbooks
and/or prgram(s) (optional)
- Academic,
college prep, honors, etc.
INSTRUCTIONAL
AND PROFESSIONAL COMPETENCIES
Give a rating
and write a summary statement for each domain. To touch upon each
criterion is ideal, however, this is not absolutely necessary. Do,
however, keep in mind that your summary statements should correlate
with your ratings. Summary statements should speak to both strengths
and area for growth. Please keep in mind that statements regarding
areas for growth should be stated in a positive manner.
PERSONAL
ATTRIBUTES
Rate each
item. You do not need to write a summary statement for this section
because each of these items is pretty explicit. Should you have
specific comments for this section, they can be included in the
closing statement.
CLOSING
STATEMENT
The closing
statement should address personal characteristics professional competencies
as appropriate to the student and the placement. The closing statement
should contain information relating to any or all of the following.
- Personal
Characteristics: demeanor, appearance, vitality, poise, confidence,
sense of humor, common sense, interpersonal relationships, sensitivity,
positivism, attendance, punctuality, etc.
- Professional
Competencies: committed to teaching, enthusiastic, student-
oriented, efficient, flexible, willing to do extras, follows suggestions,
makes
contributions beyond what is expected, etc. This statement should
describe
the range of the student teacher's responsibility, as well as
any additional
activities planned and implemented by the student teacher.
- Conceptual
Framework of the University of Delaware's Teacher
Preparation Programs: Using 'reflective practice" as a guiding
principle
cite ways the UD student teacher integrated the three professional
roles:
scholar, problem solver and partner into his/her student teaching
experience.
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