TEH Appendix H: Student Teaching Evaluation
Appendix H: Student Teaching Evaluation
Instructions:
Based on your observations, please indicate the extent to which the teacher candidate (i.e., student teacher) exhibits behaviors consistent with Ohio Standards for the Teaching Profession and CAEP Standards as identified in the rubric below. Information can and should be gleaned from both observations of teaching and learning in various forms of instructional delivery and intentional follow-up conversations with the teacher candidate and mentor teacher. Teacher candidate performance should be evaluated based on delivery mode, acknowledging differences in virutal environments. Items requiring conversation with the teacher candidate and/or mentor teacher are marked with an asterik, but conversations can be used to collect evidence for all items and criteria.
Scoring:
The "Met Standard" level is the expected level of performance. Teacher candidates in their final clinical experience are not required to meet the "Exceeded" category. The exceeded category is included to indicate performance above and beyond the standard, which can help teacher candidates envision ways to grow in the future. No additional points will be awarded for exceeded ratings; it is for feedback only and should be selected only if the performance truly exceeds the standard and meets the description provided.
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Content and Instruction
Supervisor Rating 1 - Content-area concepts, assumptions, skills (OSTP 2.1), and content-specific instructional strategies (OSTP 2.2) (CAEP R1.2, R1.3)
InTASC Alignment: 4 - Content Knowledge, 7 - Planning for Instruction, 5 - Application of Content, 8 - Instructional Strategies
Mentor Teacher Rating Not Met The teacher candidate does not demonstrate knowledge of core concepts, facts, academic language, strategies, and skills in the content area(s), nor do they sequence lessons and adjust instruction to address misconceptions. Not Met Partially Met The teacher candidate demonstrates adequate knowledge of core concepts, facts, academic language, strategies, and skills in the content area(s), attempts to sequence lessons, and adjusts learning experiences to build understanding. Partially Met Met Standard The teacher candidate demonstrates strong knowledge of core concepts, facts, academic language, strategies, and skills in the content area(s), successfully links instruction with prior knowledge, and adjusts instruction to address misconceptions. Met Standard Exceeded "Met" and... The teacher candidate seeks to extend their content knowledge, articulates how their instructional strategies are supported by research, and uses multiple representations and explanations of concepts to illustrate key ideas in their content area(s). These should be verified through discussion. Exceeded Supervisor Rating 2 - Utilization of Ohio College and Career Ready Standards, alignment to Ohio Academic Content Standards (OSTP 2.3) and school/district curriculum goals (OSTP 4.1) (CAEP R1.2, R1.3)
InTASC Alignment: 4 - Content Knowledge, 7 - Planning for Instruction
Mentor Teacher Rating Not Met The teacher candidate does not align instruction with content and/or concepts in the Ohio College and Career Ready Standards nor do they incorporate Ohio Academic Content standards and curriculum priorities of their school and district. Not Met Partially Met The teacher candidate aligns instruction with content and/or concepts in the Ohio College and Career Ready Standards and incorporates either Ohio Academic Content Standards or the curriculum priorities of their school and district. Partially Met Met Standard The teacher candidate aligns instruction with content and/or concepts in the Ohio College and Career Ready Standards and incorporates both Ohio Academic Content Standards and curriculum priorities of their school and district. Met Standard Exceeded "Met" and... The teacher candidate structures instruction to ensure every strudent achieves these standards and priorities. Exceeded Supervisor Rating 3 - Disciplinary connections with other content areas (OSTP 2.4) and relevant life experience (OSTP 2.5) (CAEP R1.2, R1.3)
InTASC Alignment: 4 - Content Knowledge, 5 - Application of Content, 7 - Planning for Instruction, 8 - Instructional Strategies
Mentor Teacher Rating Not Met The teacher candidate does not link relevant content connections between disciplines and relevant real-life/real-world experiences. Not Met Partially Met The teacher candidate links relevant content connections between disciplines or relevant real-life/real-world experiences. Partially Met Met Standard The teacher candidate links relevant content connections between disciplines and relevant real-life/real-world experiences by engaging students in activities such as authentic problem-solving or discussion. Met Standard Exceeded "Met" and... The teacher candidate incorporates local and global issues or engages students in generating and evaluating new ideas or approaches. Exceeded Supervisor Rating 4 - Communicates clear learning goals (OSTP 4.3) and plans instruction for the achievement of those specific goals (OSTP 4.3, 4.4) (CAEP R1.1, R1.2, R1.3)
InTASC Alignment: 3 - LEarning Environments, 4 - Content Knowledge, 7 - Planning for Instruction, 8 - Instructional Strategies
Mentor Teacher Rating Not Met The teacher candidate does not communicate learning goals to students and does not plan instructional activities specific to the achievement of those goals. Not Met Partially Met The teacher candidate communicates learning goals to students and plans instructional activities for the achievement of those specific goals. Partially Met Met Standard The teacher candidate communicates learning goals to students, plans instructional activities for the achievement of those specific goals, and articulates why they selected the specific activities. Met Standard Exceeded "Met" and... The teacher candidate utilizes research-based strategies and addresses the needs of each student in achieving those specific goals. Exceeded Supervisor Rating 5 - Applies knowledge of how students think and learn to instructional design (OSTP 3.5, 4.4) and creates/selects activities designed to help students develop as independent learners and complex problem-solvers (OSTP 4.6) (CAEP R1.1, R1.2, R1.3)
InTASC Alignment: 3 - LEarning Environments, 5 - Application of Content, 7 - Planning for Instruction, 8 - Instructional Strategies
Mentor Teacher Rating Not Met The teacher candidate does not select and create learning activities appropriate to the instructional strategy and their students' cognitive or developmental maturity. Not Met Partially Met The teacher candidate selects and creates learning activities appropriate to the instructional strategy and their students' cognitive or developmental maturity or sequences instruction thoughtfully to provide a foundation for future learning. Partially Met Met Standard The teacher candidate selects and creates learning activities appropriate to the instructional strategy and their students' cognitive or developmental maturity and sequences instruction thoughtfully to provide a foundation for future learning. Met Standard Exceeded "Met" and... The teacher candidate implements open-ended and reflective learning opportunities for their students. Exceeded Supervisor Rating 6 - Recognizes (OSTP 1.5) and differentiates (OSTP 4.5) instruction to meet needs of all students, including gifted students, students with disabilities, and at-risk students (CAEP R1.1, R1.3, R1.4)
InTASC Alignment: 1 - Learner Development, 2 - Learning Differences, 7 - Planning for Instruction, 9 - Professional Learning and Ethical Practice
Mentor Teacher Rating Not Met The teacher candidate does not recognize gifted students, students with disabilities, English language learners, or at-risk students (1.5), nor do they employ strategies to differentiate instruction to support the learning needs of all students (4.5). Not Met Partially Met The teacher candidate recognizes gifted students, students with disabilities, English language learners, or at-risk students (1.5), but applies only moderately effective strategies to differentiate instruction to support the learning needs of all students. Partially Met Met Standard The teacher candidate recognizes gifted students, students with disabilities, English language learners, or at-risk students (1.5), and applies effective strategies to differentiate instruction by using grouping and pacing as appropriate (4.5). Met Standard Exceeded "Met" and... The teacher candidate identifies ways to advocate for the needs of students with disabilities, at-risk students, English language learners, and gifted students. These should be verified through discussion. Exceeded Supervisor Rating 7* - Uses resources effectively, including technology, to enhance student learning (OSTP 4.7, CAEP R1.2, R1.3, R1.4)
InTASC Alignment: 5 - Application of Content, 8 - Instructional Strategies, 10 - Leadership and Collaboration
Mentor Teacher Rating Not Met The teacher candidate does not use available resources and technology appropriate to their discipline(s). Not Met Partially Met The teacher candidate uses available resources or technology appropriate to their discipline(s) to enhance student learning but does not explain how the selected technology enhances learning (ISTE Standard 2.5), empowers students (ISTE Standard 2.2), or improves student achievement (ISTE Standard 2.6). Partially Met Met Standard The teacher candidate uses available resources or technology appropriate to their discipline(s) to enhance student learning and explains how the selected technology enhances learning (ISTE Standard 2.5), empowers students (ISTE Standard 2.2), or improves student achievement (ISTE Standard 2.6). Met Standard Exceeded "Met" and... The teacher candidate effectively uses technology to collaborate with colleagues and students to improve practices, discover, and share resources and ideas (ISTE Standard 2.4). Exceeded -
Assessment and Instruction
Supervisor Rating 8* - Knowledge of assessment types, purposes, and the data they generate (OSTP 3.1) and selection of appropriate types of diagnostic, formative, and summative assessment (OSTP 3.2) (CAEP 1.3)
InTASC Alignment: 6 - Assessment
Mentor Teacher Rating Not Met The teacher candidate does not connect assessment types and data they generate from evaluation of student learning and does not select appropriate formal and informal assessment types (diagnostic, formative, and summative assessments). Not Met Partially Met The teacher candidate connects assessment types and data they generate from evaluation of student learning and uses a limited variety of formal and informal assessment types (diagnostic, formative, and summative assessments). Partially Met Met Standard The teacher candidate connects assessment types and data they generate from evaluation of student learning and uses a variety of formal and informal assessment types (diagnostic, formative, and summative assessments). Met Standard Exceeded "Met" and... The teacher candidate designs tools likely to collect valid and reliable data and uses those data to adjust instruction. Exceeded Supervisor Rating 9* - Analyzes data to monitor student learning and plans to modify instruction (OSTP 3.3, 4.2) (CAEP R1.1, R1.3, R1.4)
InTASC Alignment: 1 - Learner Development, 2 - Learning Differences, 6 - Assessment, 7 - Planning for Instruction, 8 - Instructional Strategies, 9 - Professional Learning and Ethical Practice
Mentor Teacher Rating Not Met The teacher candidate does not analyze data collected from assessment tools, nor do they identify how the data were used to modify instruction. Not Met Partially Met The teacher candidate analyzes data collected from assessment tools but does not connect data to planning or differentiating instruction. Partially Met Met Standard The teacher candidate analyzes data collected from assessment tools, connects data to planning and differentiating instruction, and monitors progress on learning goals. Met Standard Exceeded "Met" and... The teacher candidate analyzes data to identify trends and reflects on how to close student learning gaps and how to improve their teaching practice. Exceeded Supervisor Rating 10* - Collaborates with students, parents, and colleagues on student progress (OSTP 3.4, 6.2) (CAEP R1.1, R1.3, R1.4)
InTASC Alignment: 3 - Learning Environments, 6 - Assessment, 10 - Leadership and Collaboration
Mentor Teacher Rating Not Met The teacher candidate does not connect assessment to standards and criteria, nor do they provide feedback to students, parents/caregivers, or other school personnel while maintaining confidentiality. Not Met Partially Met The teacher candidate connects assessment to standards and criteria, or provides feedback to students, parents/caregivers, or other school personnel while maintaining confidentiality. Partially Met Met Standard The teacher candidate connects assessment to standards and criteria, and provides feedback to students, parents/caregivers, or other school personnel while maintaining confidentiality. Met Standard Exceeded "Met" and... The teacher candidate's feedback includes guidance to empower growth. Exceeded -
Students and Learning Environments
Supervisor Rating 11* - Developmental and learning characteristics of age groups (OSTP 1.1) (CAEP R1.1)
InTASC Alignment: 1 - Learner Development, 2 - Learning Differences
Mentor Teacher Rating Not Met The teacher candidate does not demonstrate an understanding of how students develop (cognitive, linguistic, social, emotional and physical), construct knowledge, acquire skills, and establish thinking processes through use of instructional strategies or creativity/flexibility in teaching. Not Met Partially Met The teacher candidate demonstrates limited understanding of how students develop (cognitive, linguistic, social, emotional and physical), construct knowledge, acquire skills, and establish thinking processes by using developmentally appropriate instructional strategies or creativity/flexibility in teaching. Partially Met Met Standard The teacher candidate demonstrates understanding of how students develop (cognitive, linguistic, social, emotional and physical), construct knowledge, acquire skills, and establish thinking processes by using developmentally appropriate instructional strategies and creativity/flexibility in teaching. Met Standard Exceeded "Met" and... The teacher candidate adjusts the instructional strategies and modalities to respond to students' ability to develop and construct knowledge. Exceeded Supervisor Rating 12* - Knowledge of student needs and use of students' prior knowledge to meet needs (OSTP 1.2) (CAEP R1.1, R1.2, R1.3)
InTASC Alignment: 1 - Learner Development, 2 - Learning Differences, 3 - Learning Environments, 5 - Application of Content, 7 - Planning for Instruction
Mentor Teacher Rating Not Met The teacher candidate does not incorporate what students know, nor do they use it to inform instruction. Not Met Partially Met The teacher candidate incorporates what students know, but does not meet their needs effectively through instruction. Partially Met Met Standard The teacher candidate incorporates what students know and meets their needs effectively through instruction. Met Standard Exceeded "Met" and... The teacher candidate identifies and utilizes relevant pedagogical or instructional research to plan and implement differentiated instruction. Exceeded Supervisor Rating 13 - Demonstrates respect for students' diverse cultures, language skills, and experiences (OSTP 1.4) (CAEP R1.1, R1.2, R1.4)
InTASC Alignment: 2 - Learning Differences, 5 - Application of Content, 9 - Professional Learning and Ethical Practice, 10 - Leadership and Collaboration
Mentor Teacher Rating Not Met The teacher candidate does not demonstrate respect for the diverse cultures, language skills, and experiences of students. Not Met Partially Met The teacher candidate demonstrates respect by displaying knowledge of interests or cultural heritage of groups but does not intentionally foster a community of appreciation. Partially Met Met Standard The teacher candidate demonstrates respect by displaying knowledge of interests or cultural heritage of groups and intentionally fosters a community of appreciation. Met Standard Exceeded "Met" and... The teacher candidate builds relationships with students and colleagues to ensure all students are recognized and valued. This should be verified through discussion. Exceeded Supervisor Rating 14* - Creates a learning environment that is respectful, supportive, and caring (OSTP 5.1), physically and emotionally safe (OSTP 5.2), and conducive to learning for all students (OSTP 1.3, 5.5) (CAEP R1.1, R1.4)
InTASC Alignment: 2 - Learning Differences, 3 - Learning Environments, 9 - Professional Learning and Ethical Practice, 10 - Leadership and Collaboration
Mentor Teacher Rating Not Met The teacher candidate does not create a learning environment that is respectful and supportive, physically and emotionally safe, and conducive to learning for all students. Not Met Partially Met The teacher candidate regularly creates a learning environment that is respectful and supportive, physically and emotionally safe, and conducive to learning for all students. Partially Met Met Standard The teacher candidate constantly creates a learning environment that is respectful and supportive, physically and emotionally safe, and conducive to learning for all students. Met Standard Exceeded "Met" and... The teacher candidate enforces age-appropriate expectations for behavior within and outside the learning environment, makes standards of conduct clear, and uses a variety of strategies to respond to appropriate and inappropriate behavior. The teacher candidate promotes positive relationships, cooperation, and collaboration among students. Exceeded Supervisor Rating 15 - Motivates students to be productive (OSTP 5.3), creates environments with collaborative and individual work (OSTP 5.4), and encourages students to take responsibility for their own learning (OSTP 5.3) (CAEP R1.1, R1.3, R1.4)
InTASC Alignment: 3 - Learning Environments, 8 - Instructional Strategies, 10 - Leadership and Collaboration
Mentor Teacher Rating Not Met The teacher candidate does not utilize strategies to increase student motivation and interest and does not create learning situations in which students work independently, collaboratively, and as a whole class. Not Met Partially Met The teacher candidate utilizes strategies to increase student motivation and interest and creates learning situations in which students work independently, collaboratively, or as a whole class. Partially Met Met Standard The teacher candidate utilizes strategies to increase student motivation and interest and creates learning situations in which students work independently, collaboratively, and as a whole class. Met Standard Exceeded "Met" and... The teacher candidate recognizes student success and encourages students to set goals and take responsibility for productivity in the classroom environment. These should be verified through discussion. Exceeded -
Collaboration, Communication, and Professional Responsibility
Supervisor Rating 16* - Uses effective language (written and oral) and appropriate technology for communication (OSTP 6.1) (CAEP R1.4)
InTASC Alignment: 9 - Professional Learning and Ethical Practice, 10 - Leadership and Collaboration
Mentor Teacher Rating Not Met The teacher candidate does not communicate clearly with students and does not leverage technology for communication (ISTE Standard 2.4). Not Met Partially Met The teacher candidate's communication with student is moderately clear. Written and oral vocabulary is effective for the age group. The teacher candidate uses technology to a limited degree for communication (ISTE Standard 2.4). Partially Met Met Standard The teacher candidate's communication with student is clear. Written and oral vocabulary is effective for the age group, and nonverbal communication is appropriate. The teacher candidate uses technology effectively for communication (ISTE Standard 2.4). Met Standard Exceeded "Met" and... The teacher candidate adjusts their language (written and oral) and technology use to ensure audience (parents, students, community) understanding of the topic. Exceeded Supervisor Rating 17* - Collaborates effectively with other teachers (OSTP 6.3) (CAEP R1.1, R1.3, R1.4)
InTASC Alignment: 3 - Learning Environments, 7 - Planning for Instruction, 10 - Leadership and Collaboration
Mentor Teacher Rating Not Met The teacher candidate does not establish productive relationships with other teachers through co-teaching, consultation, or other collaborative opportunities. Not Met Partially Met The teacher candidate establishes productive relationships with other teachers through co-teaching, consultation, or other collaborative opportunities, but cannot describe how this engagement informed or improved their own practice. Partially Met Met Standard The teacher candidate establishes productive relationships with other teachers through co-teaching, consultation, or other collaborative opportunities, and describes how this engagement informed or improved their own practice. Met Standard Exceeded "Met" and... The teacher candidate identifies opportunities for future consultation or collaboration for the improvement of their own practice. Exceeded Supervisor Rating 18* - Engages effectively with administrators and/or school and district staff (OSTP 6.3, 6.4) (CAEP R1.1, R1.3, R1.4)
InTASC Alignment: 3 - Learning Environments, 7 - Planning for Instruction, 9 - Professional Learning and Ethical Practice, 10 - Leadership and Collaboration
Mentor Teacher Rating Not Met The teacher candidate does not establish productive relationships with administrators and school and district staff. Not Met Partially Met The teacher candidate establishes productive relationships with administrators and school and district staff but cannot describe how this engagement informed or improved their own practice. Partially Met Met Standard The teacher candidate establishes productive relationships with administrators and school and district staff and describes how this engagement informed or improved their own practice. Met Standard Exceeded "Met" and... The teacher candidate identifies opportunities for future collaboration (e.g., projects, new initiatives) across the school, district, and/or local community to promote student learning. Exceeded Supervisor Rating 19* - Understands, upholds and follows professional ethics, policies, and legal codes of professional conduct (OSTP 7.1) (CAEP R1.4)
InTASC Alignment: 9 - Professional Learning and Ethical Practice
Mentor Teacher Rating Not Met The teacher candidate does not understand or uphold professional ethics, policies, and legal codes of professional conduct in their practice. Not Met Partially Met The teacher candidate understands and follows professional ethics, policies, and legal codes of professional conduct in their practice, but does not clearly link practice to these elements. Partially Met Met Standard The teacher candidate understands and follows professional ethics, policies, and legal codes of professional conduct in their practice, and clearly links practice to these elements. Met Standard Exceeded "Met" and... The teacher candidate serves as a model for their fellow student-teachers. Exceeded Supervisor Rating 20* - Engages in reflection and makes plans for engaging in continuous, purposeful professional development (OSTP 7.2), including new technologies and practices with technology to enhance student learning (CAEP R1.4)
InTASC Alignment: 9 - Professional Learning and Ethical Practice
Mentor Teacher Rating Not Met The teacher candidate does not reflect and plan for engaging in continuous, purposeful professional development, including exploring new technologies to improve student learning (ISTE Standard 2.1). Not Met Partially Met The teacher candidate reflects on their strengths and weaknesses and plans for engaging in continuous, purposeful professional development. Plans do not include exploring new technologies to improve student learning (ISTE Standard 2.1). Partially Met Met Standard The teacher candidate reflects on their strengths and weaknesses and plans for engaging in continuous, purposeful professional development. Plans include exploring new technologies to improve student learning (ISTE Standard 2.1) in those plans. Met Standard Exceeded "Met" and... The teacher candidate connects specific professional development opportunities (technology or otherwise) to specific personal development goals. Exceeded Supervisor Rating 21* - Seeks opportunities to positively impact teaching quality and student achievement (partial alignment to OSTP 7.3) through use of research and evidence to develop an understanding of the teaching profession (CAEP R1.4)
InTASC Alignment: 9 - Professional Learning and Ethical Practice, 10 - Leadership and Collaboration
Mentor Teacher Rating Not Met The teacher candidate does not incorporate research-based best practices in their teaching. Not Met Partially Met The teacher candidate incorporates a limited variety of research-based best practices in their teaching. Partially Met Met Standard The teacher candidate incorporates a variety of research-based best practices in their teaching. Met Standard Exceeded "Met" and... The teacher candidate can articulate how these best practices have positively impacted student achivement using data. Exceeded
Last updated July 23, 2025
Teacher Education Handbook
- Teacher Education Handbook (TEH)
- TEH Section 1: Introduction
- TEH Section 2: Pre-Advanced Study Phase
- TEH Section 3: Advanced Study Phase
- TEH Section 4: Student Teaching Phase
- TEH Section 5: Program Completer Phase
- TEH Section 6: Academic Advising
- TEH Section 7: Assessment and Accreditation
- TEH Section 8: Regional Campuses
- TEH Section 9: Professionalism and Academic Expectations
- TEH Section 10: Teacher Education Coordinators
- TEH Section 11: Graduate/Non-Degree
Appendix
- TEH Appendix A: Disposition Assessment – Education in a Democratic Society Version
- TEH Appendix B: Disposition Assessment – Full Version
- TEH Appendix C: Non-Academic Dimensions Rubric
- TEH Appendix D: Faculty Advanced Study Review Deadlines
- TEH Appendix E: Pre-Service Teacher Permit
- TEH Appendix F: Request for Permission to Student Teach on the Job
- TEH Appendix G: Undergraduate Petition for Exception to Student Teaching Requirements
- TEH Appendix H: Student Teaching Evaluation
- TEH Appendix I: Applying for Licensure 12 Months or Later After Program Completion