Spring 2015
Early Childhood Education
Student Teaching Evaluation Form
Below is an example of the evaluation instrument that you will complete for your NAU student teacher candidate at
midterm and final dates. Please check with the University Supervisor to determine a “best fit” timeframe for completion
of each evaluation. Completion and submission of the midterm and final evaluations are required to finalize remuneration
for mentoring a candidate.
The evaluation instrument is delivered to your reported email through the NAU Qualtrics Survey System. Upon
successful completion, the results will be emailed to your teacher candidate and the University Supervisor. If there is a
need to report an “unsatisfactory progress” on behalf of the teacher candidate, the results will also be sent to the Director
of the Office of Fieldwork Experiences as an “alerted” situation.
Thank you for taking the time to provide a meaningful, guided evaluation of your teacher candidate’s performance in your
classroom noting the impact they have on student learning.
N-Not Applicable/Not Observed U-Unacceptable A-Acceptable T-Target
Performance
1. Promoting Child Development & Learning N U A T
Incorporates varied strategies which convey understanding of young children’s
characteristics and needs
Demonstrates understanding of multiple influences on children’s development and
learning
Creates appropriate learning environments for all children
Reviews his or her practices and systematically evaluates the influences of practices
on student growth and learning
2. Building Family & Community Relationships N U A T
Demonstrates understanding of the importance of family, culture, and community in
a child’s development
Supports and empowers families through respectful and reciprocal relationships
Offers parents appropriate and timely feedback on developmental progress
3. Observing, Documenting, & Assessing to Support Young Children and Families N U A T
Demonstrates understanding and uses of assessment goals
Uses a variety of appropriate formal and informal assessments aligned with
instruction
Uses assessment results to positively promote child development and growth
Maintains ongoing records of student work and performance and uses them to guide
instructional decisions
Practices appropriate assessment
4. Teaching and Learning N U A T
Demonstrates understanding of early childhood curricular and developmental
expectations
Develops meaningful and authentic curriculum
Demonstrates understanding of developmentally effective approaches
Appropriately implements a teacher-designed lesson plan
Maximizes the amount of class time students are engaged in learning
Focuses instruction on early childhood standards
Incorporates children’s prior knowledge into content
Addresses cultural, linguistic, and ability differences among learners
Encourages critical thinking and problem-solving strategies
Uses a variety of effective teaching strategies to actively engage students actively in
learning
Spring 2015
Displays effective classroom management
Facilitates social interactions and cooperative learning
Organizes materials, equipment, and other resources appropriately
N-Not Applicable/Not Observed U-Unacceptable A-Acceptable T-Target
5. Becoming a Professional N A U T
Identifies with and upholds ethical and professional standards within the field of early
childhood
Establishes positive rapport with students
Demonstrates ethical behavior and reasoning
Addresses students with respect
Engages in advocacy for children and the profession
Uses student names (asks when doesn’t know)
Engages in continuous learning
Responds appropriately to student needs
Shows enthusiasm and a positive attitude
Demonstrates use of voice projection and inflection
Collaborates with colleagues to achieve teaching goals
Demonstrates caring and empathetic disposition
Fulfills requirements of attendance and punctuality
Demonstrates initiative
Demonstrates preparedness in meeting the responsibilities of the day well before
school begins
Displays confidence
Accepts constructive criticism in a professional manner and makes adjustments
Maintains an appropriate appearance
Open to new ideas
Addresses families, teachers, administrators, and university supervisor with respect
Progress
Student Teacher Professional Progress
Student Teacher Professional Progress (check one)
Professional progress is satisfactory for time and placement
Professional progress is not satisfactory for time and placement (mark ALERT at top)
Comments: Please provide any additional comments you would like to add regarding this student’s performance.
Comments: How did your candidate use technology to impact student learning in the classroom? Please be specific in
terms of the software, applications, hardware, other devices, or technology integration strategies used.
Spring 2015
Comments: How did your candidate demonstrate appropriate professional behavior? (e.g., professional dress,
language, punctuality, ethical behavior, reflective practice, flexibility, initiative, collaboration, responsibility, accepting
constructive feedback, fostering respectful communication, etc.)
Comments: Briefly describe how your student teacher candidate interacted with your students to positively impact your
students' overall learning (e.g., analysis of learning-teaching context, review or implementation of pre-assessment(s),
active engagement of students, differentiation of instruction, use of formative assessment techniques, analysis of
assessment data in relation to learning outcomes, etc.)?
Please note the interpretation for the scoring rubric is as follows:
N = Not Applicable/Not Observed = You have not seen evidence of candidate demonstrating the criteria.
U = Unacceptable = You have seen evidence of candidate demonstrating unacceptable performance in the criteria.
A = Acceptable = You have seen evidence of candidate demonstrating acceptable or appropriate performance in the criteria.
This would be the level in which all candidates are expected to “meet” by the end of their experience in your classroom.
T = Target = Exceeding = You have repeatedly seen evidence of candidate demonstrating a level above the standard expectation
of practice for a student teacher candidate. The performance would be equal to a practicing teacher beyond the first year.
