Cooperating teachers and university supervisors evaluate student teachers using two approaches. The first is a checklist of 23 items. The student teacher is rated using a set of rubrics and assigned a number from a low of 1 to a high of 7. The number checked is based on a description given in the set of rubrics. This process is explained in greater detail on pages 15-19 of this handbook. The second part of the evaluation is a narrative, much like a letter of recommendation, that gives the evaluator’s assessment of the student teacher’s abilities.
It is recommended that the cooperating teacher and student teacher complete the rubric checklist midway through the student teaching experience as a FORMATIVE assessment only.
For this evaluation it is best to have the student teacher complete the form as a self-assessment. The cooperating teacher should do the same and together establish learning goals for the remainder of the semester.
During the last week of the student teaching experience, the cooperating teacher and university supervisor should complete separate evaluation checklists and write separate evaluation narratives of the student teacher. Then the results are shared with the student teacher.
→ Evaluation Components (PDF)