Teacher Evaluation Form
Evaluate the effectiveness of a teacher based on several criteria
Professor's Name
First Name
Last Name
Course Title
Quarter
Please Select
Fall
Winter
Spring
Summer
Year
Please Select
2021
2022
2023
2024
2025
2026
2027
2028
ENGAGING & SUPPORTING ALL STUDENTS IN LEARNING
Connecting students' prior knowledge, life experience and interests with learning goals
Link previous knowledge, life experiences, and interests
Real world applications
Student interests integrated into the lesson
Captures students attention
Relates to student activities and interests
Warm- up activities connect to prior learning.
Comments
Using a variety of instructional strategies and resources to respond to students’ diverse needs
Student choice in learning activities
Use of pictures, realia, models, diagrams, hands-on activities
Lesson reflects individual student needs
Modifications are made for students who have special physical, emotional, behavioral, language, or learning differences
Makes use of unexpected events to augment learning
Builds on students’ comments and questions
Comments
Facilitating learning experiences that promote autonomy, interaction, and choice
Students work independently and in small groups
Students build on each other’s ideas
Students are not overwhelmed or confused by too many choices
Homework is reviewed prior to dismissing students
Helps students manage their time
Provides a variety of accessible materials and/or activities
Provides opportunities for students to develop and explore his/her own ideas and experiences
Comments
Engaging students in problem solving, critical thinking, and other activities that make subject matter meaningful
Problem solving
Critical thinking
Open ended questions are asked
Class Discussions
Adequate time is allowed for students to think about their answers
Students choose individual topics, projects, or activities
Students learn to critique their own work and direct their own learning
Comments
Promoting self-directed, reflective learning for all students
Students think, discuss, interact, reflect, and evaluate
Students apply learning to real life situations
End of class discussion, review or reflections of work or activities accomplished for the day
Student portfolio of work with written reflections
Students learn to manage their own work
Students draw conclusions
Comments
CREATING & MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING
Creating a physical environment that engages all students
Safe environments- materials stored safely (sharp ofjects, chemicals, obstuctions, etc)
Classroom environment and arragement facilitates learning
Classroom environment is conducive to learning
Student work is posted
Grades are posted
Classroom is free from distractions
Classroom bulletin boards relate to the subject or school activities
Comments
Establishing a climate that promotes fairness and respect
Teacher models fairness and respect
An atmosphere of warmth and caring is evident in the classroom
Ideas and student responces are valued
Teacher respects and is aware of cultural diversit make-up of the class
Teacher models constructive ways to agree and disagree
Teacher consistently responds to inappropriate behaviour
Communication between teacher and students is courteous and respectful
Comments
Promoting social development and group responsibility
Teacher provides opportunities for all students to participate in activities and discussions
Students feel safe to take risks and be creative
Students provided opportunity to take leadership
Interactions with students during the class are friendly, but business-like rather than social, and focus on learning
Students feel free to ask questions in an atmosphere of open communication
Comments
Establishing and maintaining standards of student behavior
Teacher consistently responds to inappropriate behavior
Posted rules and consequences
Teacher reminds students of expected behavior
Teacher models positive behavior
Behavior standards are understood and maintained by students
Teacher has established, and consistently and tactfully enforces reasonable standards of good student conduct
Comments
Planning and implementing classroom procedures and routines that support student learning
Routines are practiced
Students have jobs
Students demonstrate awareness of class routines
Smooth, efficient classroom routines keep disruptions to a minimum
Teacher moves about the classroom to monitor and assist students
Comments
Using instructional time effectively
Class assignments with timelines/deadlines are posted
Appropriate pacing of lesson
Meaningful and relevant extension activities are provided for remaining/extra instructional time
Time spent on non-instructional processes is minimized, (i.e. taking roll, distributing materials, collecting work)
Smooth transitions between activities
Extensions are provided for fast learners
Comments
PLANNING INSTRUCTION & DESIGNING LEARNING EXPERIEINCES FOR ALL STUDENTS
Demonstrating knowledge of subject matter content and student development
Teacher demonstrates knowledge of the subject matter that extends beyond the textbook
Teacher is familiar with how the content relates to students’ development
Teacher has knowledge of student cognitive development
Teacher models the skill being taught
Teacher answers students questions accurately
Teacher clarifies explanations as needed
Provides clear and accurate information that is both current, relevant, and goes beyond the basic curriculum
Comments
Interrelating ideas and information within and across subject matter areas
Teacher addresses the different relationships between and among disciplines when planning the curriculum
Teacher recognized when it is appropriate to integrate different disciplines
Comments
Developing student understanding through instructional strategies that are appropriate to the subject matter
Teacher is familiar with the curriculum, available materials and resources
Instructional strategies enable students to engage with the subject matter
Students are engaged in the content in a way that allows for student choice
Teacher uses a variety of strategies in order to teach all students
Instructional strategies reflect current pedagogical research
Comments
Using materials, resources, and technologies to make subject matter accessible to students
Instructional materials are suitable to the students
Instructional materials are appropriate to the subject
Instructional materials have clear value in enhancing student understanding of content
Teacher uses technology to present the lesson
Comments
UNDERSTANDING & ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING
Drawing on and valuing students’ backgrounds, interests, and developmental learning needs.
Student interests, motivation, developmental levels, and cultural resources are taken into consideration
Teacher consults with colleagues to learn additional grouping and instructional strategies to meet the needs of all grouping and instructional strategies for all students
Teacher makes the lesson relevant to students interests
Comments
Establishing and articulating goals and student learning
Lesson standard and objective is posted for the students
Lesson standard and objective is clearly stated to the students
Goals and objectives are clearly distinguished from activities
Goals and objectives may include values, thinking skills, performance skills, and/or behavioral goals
Goals chosen challenge students, yet are within their grasps
Goals address both short-term and long-term learning
Students are held accountable to complete work within the time allotted
Comments
Developing and sequencing instructional activities and materials for student learning
Learning activities are structured and sequenced over time to help students achieve specific learning goals
Activities focus on lesson objective/standard
A variety of activities are planned for the period
The lesson is presented using various learning modalities
Students work in groups
Sufficient time is provided to complete the learning activity
Lesson includes guided practice
Lesson includes independent practice
Closure is done at the end of the lesson
Student activities include: Reading, Writing, Discussion, Products
Lesson shows advanced planning and preparation
Transitions between lesson activities were smooth and short
Comments
Designing short-term and long-term plans to foster student learning
Lesson includes short and long-term plans
Students summarize the lesson objective
Teacher explains the scope and sequence of skill development
Classwork and homework were designed to increase motivation, comprehension, and higher-level thinking
Comments
Modifying instructional plans to adjust for student needs
Teacher modifies his or her instructional plans to re-teach the missing concepts, methods or skills
Modifications are made in response to observed difficulties
Students are shown different types of examples
Students are provided more structure for an activity
Time is extended for student to work
Scaffolding activities assist students to accomplish more than they might on their own
Teacher monitors by asking questions, paying attention to nonverbal cues from students, and watching for signs of student progress
Provides graphic organizers to help students understand textbook passages
Comments
ASSESSING STUDENT LEARNING
Establishing and communicating learning goals for all students
Students meet the objective for the lesson
Students demonstrate competency on the lesson objective
Students are shown different types of examples
Students understand the learning goals
Learning goals differentiate through setting separate goals for individual students
Multiple learning goals are established that reflect the complete range of knowledge, skills, and abilities that students are to learn
Learning goals are communicated at the beginning of the lesson; either orally or in writing for direct instruction
Comments
Collecting and using multiple sources of information to assess student learning
Assessment is embedded within instruction
Teachers uses multiple sources of information to assess student learning
Teacher asks open-ended questions
Questions are addressed to the entire class before calling on individual students
Test, quiz, writing assignment, white boards, discussions
Journals were used to assess student learning
Comments
Involving and guiding all students in assessing their own learning
Students understand a target for their learning from clear learning goals and performance criteria
Performance criteria is communicated through rubrics
Students are provided examples of completed products
Student examples illustrate a range of performances
Student’s grades are posted
Comments
Using the results of assessments to guide instruction
Teacher adapts the lesson based on student performance
Information from a variety of ongoing assessments is used to: modify lessons, plan, support individual student needs, and support student achievement
Comments
Communicating with students, families, and other audiences about student progress
Teacher provides feedback to the students on their performance
Students evaluate and edit student work
Students are aware of their performance
Comments
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TEACHER
EVALUATION
What aspect of this course do you find to be the most valuable? Please explain:
Are there areas of this class that could be improved?Please explain:
What do you predict your final grade for this course to be?
Please Select
Pass
Not passing
A
B
C
D
E
F
N/A (Course not taken for credit)
Has this course prepared you to move on the the next level?
Yes
No
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