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Evaluation
Assessment and evaluation of field experience students are complex processes for the cooperating teachers and university instructors. Commonality of goals and understanding of the processes at each stage are important. These processes form the certification of the education students. It is the joint responsibility of the cooperating teacher and supervisor to communicate effectively relative to this process.
It is important that continual feedback be given to the student. Teachers should use the clinical experience activity sheet and student evaluation as a starting point for the review and feedback process. These items will provide a checklist and starting point for activities that may be completed by the novice. An ongoing dialogue will provide for an accurate assessment at the semester's end. Remember, students are assessing themselves and addressing several important questions.
Some of these questions are:
• Do I really want to be a teacher?
• Will I be and effective teacher?
• Am I a good role model?
• Do I relate well with the students?
• Are my lessons effective?
• How can I get better?
Many of the above questions will parallel the university supervisor's and your own.
During student teaching the focus will change from "Can I? or "Should I?" to "How can I improve and grow as a teacher?" The student will need constant feedback through the daily and weekly conferences, as well as a midterm assessment consisting of a numeric and narrative evaluation.
Issues to be addressed involve four general categories with specific rubrics:
• methods / instructional techniques,
• classroom management and discipline,
• academic preparation, and
• personal and professional characteristics.
At the end of the experience the final evaluation will be completed and discussed in concert with the university supervisor and the student.
The completion of the evaluation and the narrative should be representative of the student's overall growth during this experience.
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