Evaluation Criteria

Student teaching performance objectives, in the categories of Planning, Instruction, Assessment, and Professionalism, serve as the basis of candidate evaluation at the conclusion of each student teaching course on the SUNY Oswego School of Education (SOE) Student Teaching Evaluation Form and on the Capstone Teacher Performance Assessment. They reflect the priorities of the SUNY Oswego School of Education (SOE) Conceptual Framework, the New York State Teaching Standards, and the national InTASC Model Core Teaching Standards. Alignment of each objective to the aforementioned priorities and standards is specified in the student teaching syllabus and the SOE Student Teaching Evaluation Form. The 25 objectives are as follows:

Planning

1.  Plan with learners’ development in mind.

2.  Plan with learners’ strengths, interests, and needs in mind. 

3.  Plan an inclusive learning environment. 

4.  Plan for learners’ language development.

5.  Plan individualized support for learners with identified needs. 

6.  Plan using content standards and curriculum. 

7.  Plan with prior assessment outcomes in mind. 

8.  Plan aligned, sequenced, and varied learning experiences. 

9.  Plan for technology integration. 

10.   Plan for assessment of learning. 

Instruction  

11.   Facilitate a positive learning environment. 

12.   Facilitate a safe learning environment. 

13.   Engage learners meaningfully and equitably.  

14.   Communicate with clarity, using multiple representations, and academic language. 

15.   Make connections between prior and current concepts of study.

 16.   Promote critical thinking.  

17.   Attend to literacy development.  

18.   Monitor learning and adjust instruction. 

Assessment 

19.   Assess learning in varied ways and throughout instruction. 

20.   Provide feedback on performances.  

21.   Analyze and interpret assessment data. 

Professionalism

22.   Participate in professional learning opportunities. 

23.   Reflect on teaching and learning.  

24.   Collaborate within the school setting. 

25.   Communicate with families. 

Professional dispositions are the habits of mind and resulting behaviors that make it possible for candidates to use their professional knowledge and skills to fulfill the vision expressed by the conceptual framework of the SUNY Oswego School of Education, the New York State Teaching Standards, and the INTASC Model Core Teaching Standards.  At the end of each student teaching course, the cooperating or mentor teacher and the college supervisor complete the SUNY Oswego School of Education Professional Dispositions Assessment. At the end of the final student teaching course, the candidate completes a self-assessment of their professional dispositions using this same instrument. Alignment of dispositional categories to the aforementioned priorities and standards is specified in the the SOE Professional Dispositions Form. The dispositional categories assessed are as follows:

Integrity. Educators are expected to exhibit honesty, fairness, trustworthiness; adhere to professional ethics and standards of behavior; recognize and challenge injustice in productive ways, and act in the best interest of all individuals in the learning community.

Socially-Conscious Respect. Educators are expected to demonstrate cultural sensitivity, empathy, and caring. They are expected to seek to understand and work effectively with people who are different from them and believe all students can learn authentically at high levels.

Socially-Conscious Responsibility. Educators are expected to hold themselves accountable for creating meaningful, authentic learning opportunities and are expected to exhibit initiative, reliability, maturity, and sound judgment in implementing equitable practices. 

Critical Reflection. Educators are expected to exhibit self-awareness and critical inquiry into their own biases and educational practices within a socio-cultural perspective. They are also expected to seek and respond to feedback to improve their own practice.

Collaboration and Leadership. Educators are expected to listen, communicate, and work effectively with individuals from diverse backgrounds to provide a safe, inclusive, equitable, and shared learning environment.

Advocacy and Leadership. Educators are expected to understand how social structures and power relations disadvantage some groups of learners; assume an effective leadership role in recognizing and challenging injustice; and act with courage and patience to ensure all students can learn authentically at high levels in socially just schools.