UNIVERSIDAD CATÓLICA DE SALTA
SCHOOL / INSTITUTION : …….…………………….…………………………………………………
Course:………………………… Date:………………………………… Class Number:…………………….
Student-Teacher ________________________ Cooperative Teacher _____________________
Class Topic_________________________Objectives:__________________________________
4 3 2 1 0 Comments*
A. Knowledge of Content Area
1. The teacher demonstrates an understanding of
subject matter
2. Integrates other curriculum areas
3. Uses pertinent examples for the student
4 3 2 1 0 Comments*
B. Knowledge of Pedagogical Content
1. Demonstrates knowledge of Curricular Framework for
the English Program
2. Demonstrates knowledge of expectations, processes
and concepts of the level being taught
3. Integrates Daily Plan and turns it in three days before
4 Writes operational objectives correctly
5. Initial, development and closing activities are
pertinent to operational objectives and learning
expectations
4 3 2 1 0 Comments*
C. Teaching and Learning Process
1. Activities are student-centered
2. Develops the class according to the written plan
3. Uses methodologies that are student-centered
4. Integrates the teaching of moral values
5. Uses questioning and discussion techniques that
stimulate inclusion and inquiry
6. Uses materials, resources, and technologies that
amplify conceptual understandings
7. Uses transitional time productively and effectively
8. Students’ individual needs were met
9. Reviewed past lesson
10. Reviews material at the end of the class
11. The activities are appropriate for student level
4 3 2 1 0 Comments*
D. Critical Thinking
1. Demonstrates creativity during the teaching-learning
process
2. Develops critical thinking skills
4 3 2 1 0 Comments*
E. Teaching Strategies
1. Exhibits initiative, enthusiasm, and self-confidence
2. Encourages active student participation and
responsibility
3. Anticipates and responds to possible
misunderstandings
4. Appropriately manages student learning and
behavior.
5. Follows recommendations and applies them
4 3 2 1 0 Comments*
F. Communication Skills
1. Speaks and writes correctly, effectively, and
expressively
2. Uses well-chosen, developmentally appropriate
language and correct tone of voice
4 3 2 1 0 Comments*
G. Assesssment
1. Engages students in productive active learning and
assessment activities
2. Communicates clear and consistent instructions of
expectations
4 3 2 1 0 Comments*
H. Student Learning Process
1. Engages students in productive and spontaneous
active learning and assessment activities
2. Students are highly motivated during the class
3. Students demonstrate through assessment a learning
domain
Total Points Final Grade:
Total Points Final Grade:
Observations, recommendations and agreements:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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_______________________________ __________________________
Student-teacher Cooperative Teacher
Rating Scale
4 EXEMPLARY: The candidate is highly sophisticated and insightful, unusually thorough and consistent in ability
to draw on extensive knowledge of learners and teaching to create and adjust powerful learning opportunities. Is
highly aware of strengths and limitations; actively pursues professional growth. The candidate meets all or nearly all
performance indicators with outstanding quality—performance exceeds expectations.
3 GOOD: The candidate is completely able to plan, teach, and assess all students. In nearly all circumstances the
candidate is able to adequately draw on knowledge of learners and learner discovery to create appropriate learning
opportunities. The candidate can articulate strengths and limitations as well as plan for continued professional
growth. The candidate meets all or nearly all performance indicators with high quality—performance consistently
meets expectations.
2 SATISFACTORY: The candidate is performing at the minimum level expected of a new teacher. The candidate
has basic but appropriate understandings of learning and teaching. Ability to be adaptive, creative, and innovative is
limited. Appears to be somewhat aware of limitations. May require close supervision and support as a new teacher in
order to become proficient. The candidate meets nearly all performance indicators with acceptable quality
consistent with a novice teacher—knowledge and skills are emerging.
1 UNSATISFACTORY: The candidate relies on a limited repertoire of routines, can perform only with coaching,
relies on highly scripted procedures or approaches, and is generally unaware of limitations. The candidate is not
prepared to be a first-year teacher. The candidate met fewer than half of the performance indicators; or most
indicators but with poor quality.
0 NOT OBSERVABLE: An assessment of the candidate cannot be made due to a lack
of candidate work or evidence.
