This form is to be filled out by the student teacher's Cooperating Teacher(s) and University/TFA Clinical Supervisor (and/or CPS Mentor).
There are several sections to this form. Please make sure you complete all of the sections. Failure to complete all of the sections and questions may result in the loss of data.
Directions: Allow enough time to complete this entire survey in one sitting. Please complete this completely and click on "Submit Form" at the bottom of the screen. On the next screen, click on “Create a Printable Version” and print a hard copy when you are finished. This hard copy must be signed and submitted to the seminar instructor.
Please Note: You are able to save or bookmark your completed form by copying and saying its unique URL. After you click on "Create a Printable Version," the resulting pages will provide the unique URL for your completed form. You will be able to copy and save this unique URL to share it with the student teacher, cooperating teacher, and/or seminar instructor and to access the completed form at a later date.
Please click on the link below to get started:
- Exceeds = Teacher candidate demonstrates competency above and beyond the intern level.
- Meets = Teacher candidate demonstrates competency at the intern level.
- Developing = Teacher candidate needs some support to exhibit competency at the pre-service/in-service teacher level.
- Does Not Meet = Even with substantial support, teacher candidate exhibits minimal or nocompetency at the pre-service teaching level.
- Not Applicable = Lack of basis for judgment at this time.
The NLU Secondary Education Student Teaching Competency Appraisal assessment instrument is an adaptation of Charlotte Danielson's Framework for Professional Practice. In this framework, Danielson explains that typical early-career teachers are likely to have a mix of 'basic' and 'proficient' components to their practice; excellent teachers with several years of experience are likely to have many 'distinguished' components; and teachers with any 'unsatisfactory' components to their practice are in immediate need of targeted professional development to improve. The Secondary Science Program equates the 'developing' and 'meets' performance levels in its competency appraisal with Danielson's "basic" and 'proficiency' performance levels, respectively.
As such, we expect that graduates from the NLU Secondary Education program will be at least 'basic' or 'developing' in all components of practice; ideally, they are also 'proficient' in or 'meeting' several components and clearly trending towards proficiency in all components. In rare instances, a student teacher may be distinguished or exceeding in some components of practice (for instance, this might be a teacher candidate who has taught for a number of years in a private school and is now seeking certification); this is possible, though highly unlikely.
As a guideline to compute a grade for student teaching, the NLU Clinical Supervisor and the Cooperating Teacher(s) should consider a candidate's performance rating as 'basic' or 'developing' in all components to have earned a 'B.' A candidate that is at least 'basic' in most components with several 'proficient' or 'meets' components has earned an 'A-.' If a candidate scores 'proficient' in a majority of components, then the grade earned is an 'A.' A student teacher that rates as 'proficient' in all components will have earned an 'A+.' If a student teacher rates as 'unsatisfactory' or 'does not meet' in any component, the grade earned is a 'C.' Moreover, the NLU student teaching seminar instructor (SEC 590 or SEC 592) should be contacted immediately for discussion about how to move forward with the candidate as an 'unsatisfactory' rating in any component is a serious concern.