TEACHER INTERN COMPETENCY EVALUATION FORM

Teacher Intern: _______________________________________________________________________

The following scale should be used to determine the score for each indicator and competency area. Please note that if a score of "NC" was assigned the grading scale should be adjusted by 4 points. (There are 125 items worth 4 points each.):

If a final placement grade of "A" is assigned, a teacher intern must meet expectations (score of 2) on all competency items on their end-of-placement evaluation (CE #150). All evaluation forms should be reviewed when assigning a final placement grade.

Please note: The College of Education of the University of Alabama ensures that those persons we recommend for certification are competent to begin their professional role in schools. In accordance with established policies, the College guarantees the success of individuals who complete our approved programs and are employed in their area(s) of specialization/certification. The College shall provide remediation at no cost to such individuals who are recommended by the College of Education if deemed to be unsatisfactory based on performance evaluations established by the State Board of Education and within two years after program completion. (The "College" refers to the intern’s College of Education, assisting classroom teacher, and college supervisor, if applicable.)

Selects/States Long-Range Goals and Short-Term Measurable Objectives

selects long-range goals from state and/or local curriculum guides and sources ______

selects/states and sequences short-term, measurable objectives in accordance with

learner needs and program goals ______

selects objectives from approved state and/or school system sources ______

Identifies Various Instructional Strategies

integrates knowledge and skills across curriculum areas ______

plans creative and innovative activities appropriate to objectives, including the use of technology ______

identifies teaching-learning activities to accommodate individual differences/exceptionalities

among learners (e.g., achievement and ability levels, interests, learning styles) ______

plans instruction consistent with developmental level of students (physical, social, emotional, and cognitive) ______

Prepares Instructional Resources for Use

selects and uses resources that are directly related to the purpose(s) and objectives of the

lesson and the skills/concepts to be mastered ______

selects and uses resources that further clarify the lesson (remediation, reinforcement, or enrichment) ______

selects and uses resources appropriate to student differences (ability, achievement, interests, learning styles) ______

selects and uses technology/media, bulletin boards, models, and/or displays ______

sequences materials in appropriate order and locates them for distribution when needed

makes sure that equipment is in working order and ready for use when needed ______

PREPARATION FOR INSTRUCTION TOTAL: (I) ______

secures students attention ______

states purposes of lesson and its objectives ______

identifies contents/skills to be mastered ______

relates current lesson contents to previous and future lesson content ______

Gives Clear Directions

gives concise, but sufficient, directions ______

presents directions in logical sequence ______

presents directions (written and oral) in easy to follow form ______

provides examples of how to do task ______

identifies steps in the task ______

receives minimum number of procedural questions ______

II. PRESENTATION OF ORGANIZED INSTRUCTION SUBTOTAL: ______

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II. PRESENTATION OF ORGANIZED INSTRUCTION SUBTOTAL FROM PREVIOUS PAGE: ______

Develops the Lesson

explains concepts, terms, vocabulary, principles ______

presents content to fit objectives ______

presents content in logical pattern and sequence ______

provides examples or illustrations from life experiences and current events ______

questions effectively ______

provides smooth transitions from one activity to another ______

relates content to other subject areas ______

uses technology when appropriate ______

Provides Practice and Summarization

provides guided practice when appropriate ______

assigns independent practice (in-school, at-home activities) when appropriate ______

provides review at appropriate points ______

Demonstrates Knowledge of Subject Matter and Pedagogy

uses accurate, up-to-date information ______

establishes relationships among facts, concepts, principles, skills ______

emphasizes main ideas, central themes ______

identifies/questions misconceptions, and faulty logic ______

responds accurately to student questions ______

uses multiple representations and explanations ______

PRESENTATION OF ORGANIZED INSTRUCTION TOTAL (II) ______

checks students understanding, processes, products ______

solicits questions ______

requests students demonstration of task/skill ______

asks questions requiring comprehension, application, evaluation of concept/skill ______

Measures Students Progress Systematically

assesses level of performance and progress regularly ______

uses variety of appropriate assessment methods and instruments ______

uses assessment strategies to involve students in self-assessment activities ______

Provides Feedback About Students Performances

acknowledges participation and response ______

affirms correct responses ______

praises specific behaviors and accomplishments ______

provides specific, corrective statements to inappropriate responses ______

makes specific recommendations for improvement ______

III. ASSESSMENT OF STUDENT PERFORMANCE SUBTOTAL: ______

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III. ASSESSMENT OF STUDENT PERFORMANCE SUBTOTAL FROM PREVIOUS PAGE: ______

Uses Assessment Results

uses assessment data to determine achievement of objectives ______

uses assessment data to modify objectives, contents, instructional strategies ______

clarifies/elaborates directions and explanations ______

reteaches when necessary using alternative strategies, activities and/or materials ______

adjusts pacing of instructions and activities for individuals/groups when necessary ______

uses assessment data in reporting progress and accomplishment to students, parents/guardians,

professional staff by multiple means (report cards, progress reports, notes, conferences, etc.) ______

ASSESSMENT OF STUDENT PERFORMANCE TOTAL: (III) ______

establishes classroom rules and procedures ______

requires and monitors students adherence to rules and procedures ______

anticipates conditions which can lead to inappropriate student behaviors and uses intervention strategies ______

uses verbal and nonverbal (proximity, eye contact, etc.) skills to control students conduct ______

stops inappropriate behaviors using reasonable sanctions ______

rewards (verbally and nonverbally) appropriate students conduct ______

Manages Class Time

begins instruction promptly ______

completes non-instructional duties with minimal loss of instruction time ______

disseminates materials and supplies and uses equipment with minimal loss of instructional time ______

discourages or redirects students digressions ______

follows planned sequence of activities with minimum teacher digressions ______

minimizes students wait time ______

effectively uses class time ______

returns students to task quickly after unavoidable interruptions ______

CLASSROOM MANAGEMENT TOTAL: (IV) ______

encourages active participation ______

ensures equitable participation ______

establishes and maintains effective positive rapport with/between/among students ______

elicits responses ______

encourages students to help each other and share ideas ______

V. POSITIVE LEARNING CLIMATE SUBTOTAL: ______
 
 

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V. POSITIVE LEARNING CLIMATE SUBTOTAL FROM PREVIOUS PAGE: ______

Involves Students in Interactions (continued)

accepts and uses students ideas, questions, and responses ______

seeks alternative responses ______

refers students ideas and questions to other students ______

engages students in generating knowledge and testing hypotheses ______

varies roles in instructional process (facilitator, coach, audience) in relation to content and

purpose of instructional needs of students ______

Expresses Positive Affect/Minimizes Negative Affect

expresses verbal and nonverbal enthusiasm ______

uses positive verbal language ______

uses positive nonverbal cues ______

demonstrates respect and consideration for all students ______

accepts students responses without ridicule ______

avoids use of sarcasm/derogatory statements (verbal and nonverbal) ______

avoids personal criticism of students ______

avoids emotional outbursts ______

Maintains Physical Environment Conducive to Learning within Limitations of Facilities Provided

arranges furniture and equipment to facilitate movement and learning ______

uses assigned facilities to accommodate different types of activities ______

creates an attractive physical environment ______

Communicates High Expectations

establishes and maintains timelines for task completions ______

establishes and maintains standards for consistency, correctness, neatness, and form ______

holds students accountable for assigned activities ______

encourages students to deliver quality performance and products ______

indicates confidence in students' ability to learn ______

POSITIVE LEARNING CLIMATE TOTAL: (V) ______

uses standard speech ______

pronounces words correctly ______

adjusts rate of speaking when needed /requested ______

adjusts pitch for emphasis ______

organizes presentations ______

uses vocabulary and style appropriate to level of students ______

speaks fluently ______

VI. COMMUNICATION SUBTOTAL: ______
 
 
 
 

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VI. COMMUNICATION SUBTOTAL FROM PREVIOUS PAGE: ______

Writes Clearly, Correctly, and Coherently

spells words correctly ______

uses correct grammar and mechanics ______

writes legibly ______

uses vocabulary and style appropriate to level of audience ______

organizes written information ______

COMMUNICATION TOTAL: (VI) ______

completes assigned task on schedule ______

is punctual for school, classes, meetings, conferences, and other scheduled activities ______

Adheres to Written Policies and Regulations

maintains accurate, up-to-date records, including student progress records ______

establishes procedures consistent with established policies, laws, and regulations ______

recommends actions in accordance with applicable laws, policies, and regulations ______

maintains a professional appearance ______

Exhibits Professionalism with Peers, Administrators, Parents/Guardians, Students

treats confidential information about students, staff, and school affairs in a professional and ethical manner ______

demonstrates respect, interest, and consideration for those with whom he/she interacts ______

assists in school planning when requested ______

handles contacts with parents/guardians in a professional, ethical manner ______

maintains ethical and professional relationships with students ______

Promotes Cooperation with Parents/Guardians and Between School and Community

adjusts activities and schedules when necessary to accommodate other programs or activities ______

participates in school-related, parent-/guardian-directed meetings when appropriate ______

acts as an advocate for students ______

seeks outside help for students, as needed ______

attends P.T.A., faculty meetings, seminars, and other school meetings ______

PERFORMANCE OF PROFESSIONAL RESPONSIBILITIES TOTAL: (VII) ______

Additional Comments: