Q2.

The main purpose of this evaluation form, completed by the university supervisor, is to be used as a
final evaluation of a student's performance in order to facilitate the student's professional growth as a
teaching candidate in the first year of the clinical experience. This instrument may be used for formative
purposes involving a regular observation/feedback cycle. This student teacher evaluation form is
aligned with the Connecticut Common Core of Teaching (CCCT). The following CCCT standards are
communicated for your reference. Additionally, the form is aligned to standards in your field as
articulated in the displayed rubric.
A. Teachers apply knowledge by:

1. Planning - Teachers plan instruction based upon knowledge of subject matter, students, the curriculum, and the community, and
create a structure for learning by selecting and/or creating significant learning tasks that make subject matter meaningful to
students.
2. Instructing - Teachers create a positive learning environment, use effective verbal, nonverbal, and media communication
techniques, and create and facilitate instructional opportunities to support students' academic, social, and personal
development.
3. Assessing and Adjusting - Teachers use various assessment techniques to evaluate student learning and modify instruction as
appropriate.

B. Teachers demonstrate professional responsibility through:

1. Professional and Ethical Practice - Teachers conduct themselves as professionals in accordance with the Code of Professional
Responsibility for Teachers.
2. Reflection and Continuous Learning - Teachers continually engage in self-evaluation of the effects of their choices and actions
on students and the school community.
3. Leadership and Collaboration - Teachers demonstrate a commitment to their students and a passion for improving their
profession.

When you are through reading this page, please click the "next" arrow located at the bottom of this
screen.

Q4. Directions
There will be a three-way meeting among the student, cooperating teacher, and university supervisor.
Student Teacher - Should come prepared with a self-assessment of your own progress. Cooperating
Teacher - Should come prepared to discuss the progress of the student. University Supervisor - Will
facilitate discussion and reaching of consensus at the meeting in relation to student teacher's scores for
each of the standards. The university supervisor will enter student scores electronically into Qualtrics.
As part of the three-way meeting, this form, which is in three sections, will be completed. The first
section of the form answers some general questions about placement. The second section asks you to
indicate a score for the candidate's performance on each standard. The third section requests
background information.
For each of the students, the following scale will be used to evaluate the teaching candidate:
3 = Student is making outstanding progress by effectively planning/implementing instruction to address
this standard.
2 = Student is making satisfactory progress by making deliberate attempts to address this standard.
1 = Student is not making satisfactory progress and still remains weak in addressing this standard.
N/A = For use only in the mid-term: means "not applicable" because this standard is yet to be covered.
Follow-Up
Within two weeks after the due date, the student, cooperating teacher, university supervisor, and
advisor will receive a PDF of the completed form. If you do not receive this email within two weeks and
you have checked your junk mail folder, please contact the Office of Assessment at
NSOE_Assessment@uconn.edu.

Grading
Midterm: A letter grade is not issued on the midterm evaluation, but if a teacher candidate has more
than five ratings of "1," the university supervisor and cooperating teacher need to work together with the
student to create an Action Plan. Also, Dr. Robin Hands must be contacted at robin.hands@uconn.edu
with this information.
Final: Because satisfactory progress is the target for this learning experience, teacher candidates need
to aim for a minimum rating of "2" as they seek to meet each standard. On the final, if the teacher
candidate has mostly "2's" and five or more "3's," s/he will receive a letter grade of A. If the candidate
has predominantly "2's," a grade of A- is awarded. If the candidate has mostly "2's" and three "1's", s/he
will receive a B+. If the candidate has four "1's," s/he will receive a grade of B. If there are five or more
"1's," the teacher candidate will receive a grade of B- or below.

Q6. Please indicate the program component in which the student is enrolled:
IB/M Storrs
TCPCG Avery Point
TCPCG Hartford
TCPCG Waterbury
Curriculum & Instruction (Not IB/M)

Q8. Please indicate the student's year of entrance to the Teacher Education Program:
2013-2014

2015-2016

2017-2018

2019-2020

2014-2015

2016-2017

2018-2019

2020-2021

Q10. Student Teacher/Candidate Name:

First

Christina

Last

deVecchis

Q12. Cooperating Teacher Name:

First and Last:

Dave Maloney

Q14. University Supervisor Name:

First and Last:

Larry Anderson

Q33. Advisor Last Name:

Marcus

Q59. District of Student Teaching:

Bolton

Plainfield

Willington

East Hartford

Regional School District #19

Windham

Glastonbury

South Windsor

Windsor

Hartford

Tolland

Woodstock

Killingly

Vernon

Other (please specify):

Manchester

West Hartford

Q61. Name of School:

Manchester High

Q20. Grade Level Placement (check all that apply).

K

12

10

Ungraded

11

Q51. CT Common Core of Teaching II - Teachers Apply This Knowledge by Planning, Instructing,
Assessing, and Adjusting

Q66.

Score 3: Making Outstanding

Progress
1. Plans and implements
Effectively implements
instruction based on knowledge of instruction based on
the academic principles, essential knowledge of the academic

Score 2: Making Satisfactory

Score 1: Not Making
Progress
Satisfactory Progress
Makes deliberate attempts
Knowledge and use of
to implement instruction based on
H/SS academic content,
knowledge of the academic
essential concepts, and

concepts, respect for language

diversity, and learning strategies
appropriate to the discipline of
History/Social Studies (H/SS).
(NCTE/NCATE 3.1.4, 3.1.6)

principles, essential concepts,

respect for language diversity,
and learning strategies
appropriate to the discipline of
History/Social Studies (H/SS).

principles, essential concepts,

respect for language diversity,
and learning strategies
appropriate to the discipline of
History/Social Studies (H/SS.)

2. Responds to the group or

individual student's levels of H/SS
understanding while teaching.
(NCTE/NCATE 3.1.4, 3.1.6)

Regularly responds to the

group or individual student's
levels of H/SS understanding
while teaching.

Increasingly responds to the

group or individual student's
levels of H/SS understanding
while teaching.

3. Plans and implements H/SS

instruction based on knowledge of
the community context and of
students as a group and as
individuals. (NCTE/NCATE 2.5,
4.4)

Effectively plans and

implements H/SS instruction
based on knowledge of the
community context and of
students as a group and as
individuals.

Demonstrates
4. Constructs H/SS lessons that are accurate understanding of
adapted to diverse student needs students' different
based on understanding of
developmental levels and
students' different developmental approaches to learning, and
levels and approaches to learning. routinely constructs H/SS
(NCTE/NCATE 2.1)
lessons that are adapted to
meet diverse student needs.
Regularly
5. Connects interdisciplinary
connects interdisciplinary
concepts, procedures, and
concepts, procedures, and
applications to build understanding
applications to build
and to help students apply H/SS
understanding and to help
knowledge and skills to real world
students apply H/SS
problems. (NCTE/NCATE 2.5, 2.6,
knowledge and skills to real
4.3)
world problems.

essential concepts, and

appropriate learning
strategies are weak;
language diversity is not
respected.

Finds it challenging to
respond to the group or
individual student's levels
of H/SS understanding
while teaching.
Does not plan and
Makes deliberate attempts to plan
implement H/SS
and implement H/SS
instruction based on
instruction based on knowledge
knowledge of the
of the community context and of
community context and of
students as a group and as
students as a group and as
individuals.
individuals.
Shows lack of
Shows increasing understanding
understanding of students'
of students' different
different developmental
developmental levels and
levels and approaches to
approaches to learning, and often
learning, and rarely
constructs H/SS lessons that are
constructs H/SS lessons
adapted to meet diverse student
that are adapted to meet
needs.
diverse student needs.
Has difficulty
Is working on
connecting interdisciplinary
connecting interdisciplinary
concepts, procedures, and
concepts, procedures, and
applications to build
applications to build
understanding and to help
understanding and to help
students apply H/SS
students apply H/SS knowledge
knowledge and skills to
and skills to real world problems.
real world problems.

Q67. 3 = Student is making outstanding progress by effectively planning/implementing instruction to

address this standard.
2 = Student is making satisfactory progress by making deliberate attempts to address this standard.
1 = Student is not making satisfactory progress and still remains weak in addressing this standard.
N/A = For use only in the mid-term: means "not applicable" because this standard is yet to be covered.
3

1. Plans and implements instruction based on knowledge of the academic

principles, essential concepts, respect for language diversity, and learning
strategies appropriate to the discipline of History/Social Studies (H/SS).
(NCTE/NCATE 3.1.4, 3.1.6)
2. Responds to the group or individual student's levels of H/SS
understanding while teaching. (NCTE/NCATE 3.1.4, 3.1.6)
3. Plans and implements H/SS instruction based on knowledge of the
community context and of students as a group and as individuals.
(NCTE/NCATE 2.5, 4.4)
4. Constructs H/SS lessons that are adapted to diverse student needs
based on understanding of students' different developmental levels and
approaches to learning. (NCTE/NCATE 2.1)
5. Connects interdisciplinary concepts, procedures, and applications to
build understanding and to help students apply H/SS knowledge and skills
to real world problems. (NCTE/NCATE 2.5, 2.6, 4.3)

Q68.

Score 3: Making
Outstanding Progress

Score 2: Making Satisfactory Score 1: Not Making

Progress
Satisfactory Progress

6. Plans and implements

instruction based on H/SS
national and state curriculum
frameworks and classroom
curricular goals. (NCTE/NCATE
3.1.2)
7. Activates students' prior H/SS
knowledge and experiences.
(NCTE/NCATE 3.3.2)
8. Asks questions and
implements methods that
encourage students to think
critically. (NCTE/NCATE 2.4)
9. Provides opportunities for
students to solve problems,
explain their thinking, and
evaluate their own performance.
(NCTE/NCATE 2.4)
10. Seeks out and uses
resources from a variety
of sources to create meaningful
and challenging curriculum to
support students' learning in
H/SS. (NCTE/NCATE 3.3.3, 4.1)

Consistently
plans instruction based on
H/SS national and state
curriculum frameworks and
classroom curricular goals.

In most instances,
plans instruction based on
H/SS national and state
curriculum frameworks and
classroom curricular goals.

Has difficulty planning

instruction based on H/SS
national and state curriculum
frameworks and classroom
curricular goals.

Regularly activates students' Often activates students' prior Seldom activates students' prior
prior H/SS knowledge and H/SS knowledge and
H/SS knowledge and
experiences.
experiences.
experiences.
Habitually asks questions
Works diligently to ask
Rarely asks questions and
and implements methods
questions and implement
implements methods that
that encourage students to methods that encourage
encourage students to think
think critically.
students to think critically.
critically.
Purposefully and frequently
Attempts to provide
Randomly and rarely
provides opportunities for
some opportunities for students provides opportunities for
students to solve problems,
to solve problems, explain their students to solve problems,
explain their thinking, and
thinking, and evaluate their
explain their thinking, and
evaluate their own
own performance.
evaluate their own performance.
performance.
Actively seeks out and uses In some instances, seeks out Demonstrates little initiative in
resources from a variety of and uses resources from a
seeking out and using resources
sources to create meaningful variety of sources to create
from a variety of sources to create
and challenging curriculum meaningful and challenging
meaningful and challenging
to support students' learning curriculum to support students' curriculum to support students'
in H/SS.
learning in H/SS.
learning in H/SS.

Q69. 3 = Student is making outstanding progress by effectively planning/implementing instruction to

address this standard.
2 = Student is making satisfactory progress by making deliberate attempts to address this standard.
1 = Student is not making satisfactory progress and still remains weak in addressing this standard.
N/A = For use only in the mid-term: means "not applicable" because this standard is yet to be covered.
3

6. Plans and implements instruction based on H/SS national and state

curriculum frameworks and classroom curricular goals. (NCTE/NCATE
3.1.2)
7. Activates students' prior H/SS knowledge and experiences.
(NCTE/NCATE 3.3.2)
8. Asks questions and implements methods that encourage students
to think critically. (NCTE/NCATE 2.4)
9. Provides opportunities for students to solve problems, explain their
thinking, and evaluate their own performance. (NCTE/NCATE 2.4)
10. Seeks out and uses resources from a variety of sources to create
meaningful and challenging curriculum to support students' learning
in H/SS. (NCTE/NCATE 3.3.3, 4.1)

Q71.

Score 3: Making Outstanding

Progress
Routinely creates a respectful,
11. Creates a respectful,
supportive, and challenging
supportive, and challenging
environment that supports
environment that supports
individual student's
individual student's development,
development, construction of
construction of H/SS knowledge,
H/SS knowledge, and
and motivation to learn; in doing
motivation to learn; in doing so,
so, demonstrates considerable
demonstrates considerable
knowledge of child and/or
knowledge of child and/or
adolescent development and
adolescent development and
understanding of the multiple
understanding of the multiple

Score 2: Making Satisfactory Score 1: Not Making

Progress
Satisfactory Progress
Usually creates a respectful,
Has difficulty creating a
supportive, and challenging
respectful, supportive, and
environment that supports
challenging environment that
individual student's
supports individual student's
development, construction of development, construction of
H/SS knowledge, and
H/SS knowledge, and
motivation to learn; in doing so, motivation to learn;
demonstrates adequate
constrained by limited
knowledge of child and/or
knowledge of child and/or
adolescent development and adolescent development and
understanding of the multiple understanding of the multiple

understanding of the multiple understanding of the multiple

interacting influences on H/SS interacting influences on H/SS
learning.
learning.
12. Uses informal and formal
On some occasions, uses
Consistently uses informal and
assessment data to modify H/SS
informal and formal
formal assessment data to
instruction and to plan
assessment data to modify
modify H/SS instruction and to
appropriate lessons, including
H/SS instruction and to plan
plan appropriate lessons,
purposeful choices regarding
appropriate lessons, including
including purposeful choices
group formations. (NCTE/NCATE
purposeful choices regarding
regarding group formations.
3.1.2, 3.7.4.10 )
group formations.
Purposely and effectively
Attempts to deliberately
13. Sequences learning tasks
sequences learning tasks into sequence learning tasks into
into coherent units of instruction
coherent units of instruction
coherent units of instruction
derived from the H/SS curriculum
derived from the H/SS
derived from the H/SS
in an effort to effectively scaffold
curriculum in an effort to
curriculum in an effort to
student learning.
effectively scaffold student
effectively scaffold student
(NCATE/NCATE 2.4)
learning.
learning.
14. Creates positive and
Routinely creates positive and Attempts to create positive and
supportive interactions with
supportive interactions with
supportive interactions with
students by using respectful,
students by using respectful,
students by using respectful,
appropriate, and effective verbal
appropriate, and effective
appropriate, and effective
and nonverbal communication
verbal and nonverbal
verbal and nonverbal
techniques. (NCTE/NCATE 2.1,
communication techniques.
communication techniques.
4.2)
Is beginning to systematically
15. Documents student H/SS
Systematically
document student H/SS
learning in both ongoing and
documents student H/SS
learning in both ongoing and
summative ways, and provides learning in both ongoing and
summative ways, and often
students with this feedback.
summative ways, and provides
provides students with this
(NCTE/NCATE 4.2, 4.10)
students with this feedback.
feedback.
interacting influences on H/SS
learning. (NCTE/NCATE 2.1)

understanding of the multiple

interacting influences on H/SS
learning.
Rarely uses informal and
formal assessment data to
modify H/SS instruction and to
plan appropriate lessons,
including purposeful choices
regarding group formations.
Does not intentionally
sequence learning tasks into
coherent units of instruction
derived from the H/SS
curriculum in an effort to
effectively scaffold student
learning.
Has difficulty creating positive
and supportive interactions
with students by using
respectful, appropriate, and
effective verbal and nonverbal
communication techniques.
Is not systematically
documenting student H/SS
learning in both ongoing and
summative ways, and rarely
provides students with this
feedback.

Q72. 3 = Student is making outstanding progress by effectively planning/implementing instruction to

address this standard.
2 = Student is making satisfactory progress by making deliberate attempts to address this standard.
1 = Student is not making satisfactory progress and still remains weak in addressing this standard.
N/A = For use only in the mid-term: means "not applicable" because this standard is yet to be covered.
3
11. Creates a respectful, supportive, and challenging
environment that supports individual student's development,
construction of H/SS knowledge, and motivation to learn; in
doing so, demonstrates considerable knowledge of child
and/or adolescent development and understanding of the
multiple interacting influences on H/SS learning.
(NCTE/NCATE 2.1)
12. Uses informal and formal assessment data to modify H/SS
instruction and to plan appropriate lessons, including
purposeful choices regarding group formations.
(NCTE/NCATE 3.1.2, 3.7.4.10)
13. Sequences learning tasks into coherent units of instruction
derived from the H/SS curriculum in an effort to effectively
scaffold student learning. (NCATE/NCATE 2.4)
14. Creates positive and supportive interactions with students
by using respectful, appropriate, and effective verbal and
nonverbal communication techniques. (NCTE/NCATE 2.1,
4.2)
15. Documents student H/SS learning in both ongoing and
summative ways, and provides students with this feedback.
(NCTE/NCATE 4.2, 4.10)

Q73.

Score 1: Not Making

Score 3: Making
Score 2: Making
Satisfactory
Outstanding Progress Satisfactory Progress
Progress
Successfully prepares
Rarely prepares
At times prepares
students for active
students for active
16. Uses social studies concepts and historical data to
students for active
participation in
participation in
help prepare students for active participation in
participation in American
American society
American society
contemporary American society. (NCSS 1.10)
society through the study
through the study of
through the study of
of social studies/history.
social studies/history.
social studies/history.
Effectively uses
Is beginning to use
technology such as
technology such as
Does not use
online resources,
online resources,
17. Uses technology to enhance students' learning of
technology or uses
classroom technology, classroom technology,
H/SS. (NCSS 3.1, 1.8)
technology
simulations, etc. to
simulations, etc. to
ineffectively.
enhance student
enhance student
learning of H/SS.
learning of H/SS.
18. Makes connections between social studies
Shows little
Demonstrates some
domains (US History, World History,
Engages all students
understanding intraability to make intra- and
government/civics/political science, geography,
in intra- and interand inter-disciplinary
inter-disciplinary
economics, and behavioral sciences) as well as with
disciplinary connections
connections and how
connections to enhance
the other disciplines when discussing content
to enhance their
they enrich students'
students' understanding
knowledge. (NCSS 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, understanding of H/SS.
understanding of
of H/SS.
1.9, 1.10)
H/SS.
Expertly develops
Does not use primary
students' ability to
Attempts to support
and/or secondary
19. Develops students' ability to effectively analyze
effectively analyze
students in effectively
sources, or does not
primary and secondary sources. (NCSS 1.1, 1.2, 1.3,
primary and secondary analyzing primary and support student
1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10)
sources in order to
secondary sources.
analysis of these
better understand H/SS.
sources.

Q74. 3 = Student is making outstanding progress by effectively planning/implementing instruction to

address this standard.
2 = Student is making satisfactory progress by making deliberate attempts to address this standard.
1 = Student is not making satisfactory progress and still remains weak in addressing this standard.
N/A = For use only in the mid-term: means "not applicable" because this standard is yet to be covered.
3

16. Uses social studies concepts and historical data to help

prepare students for active participation in contemporary
American society. (NCSS 1.10)
17. Uses technology to enhance students' learning of H/SS.
(NCSS 3.1, 1.8)
18. Makes connections between social studies domains (US
History, World History, government/civics/political science,
geography, economics, and behavioral sciences) as well as with
the other disciplines when discussing content knowledge. (NCSS
1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10)
19. Develops students' ability to effectively analyze primary and
secondary sources. (NCSS 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9,
1.10)

Q53. CT Common Core of Teaching II - Teachers Demonstrate Professional Responsibility through

Professional and Ethical Practice, Reflection, and Continuous Learning, Leadership, and Collaboration

Q75.

Score 3: Making Outstanding

Progress

Score 2: Making Satisfactory Score 1: Not Making

Progress
Satisfactory Progress
Makes attempts at
20. Creates opportunities to
Creates frequent opportunities to communicating with
Does not take initiative to
communicate with families in
communicate with families
families in supportive and
communicate with families in
supportive and empowering
in supportive and empowering
empowering ways,
supportive and empowering
ways, establishes respectful
ways, establishes respectful and establishing respectful and
ways, establish respectful and
and collaborative relationships
collaborative relationships with collaborative relationships
collaborative relationships with
with families, and involves
families, and involves families in with families, and involving
families, or involve families in
families in students' H/SS
students' H/SS learning.
families in students' H/SS
students' H/SS learning.
learning. (NCSS 3.1)
learning.
21. Collaborates with a variety Regularly collaborates with a
Occasionally collaborates with
Seldom collaborates with faculty
of faculty members in the
variety of faculty members in the faculty members in the school
members in the school
school community to support school community to support
community to support
community to support students'
students' H/SS learning and
students' H/SS learning and well- students' H/SS learning and
H/SS learning and well-being.
well-being. (NCSS 3.1, 3.2)
being.
well-being.
22. Reflects critically on his/her Consistently reflects critically on Often reflects critically on
Rarely reflects critically on
own practice and uses
his/her own practice and
his/her own practice and uses his/her own practice and
reflection to grow and change constantly uses reflection to grow reflection to grow and change infrequently uses reflection to
practice; is willing to ask
and change practice; is routinely practice; is often willing to ask grow and change practice; is
probing questions and draw
willing to ask probing questions probing questions and draw seldom willing to ask probing
upon H/SS research and
and draw upon H/SS research
upon H/SS research and
questions and draw upon H/SS
theory in an effort to inform and and theory in an effort to inform theory in an effort to inform
research and theory in an effort
shape practice. (NCSS 3.1)
and shape practice.
and shape practice.
to inform and shape practice.
Exceeds expectations in seeking
23. Seeks out and participates
Usually seeks out and
Rarely seeks out and
out and participating in
in opportunities to grow
participates in opportunities to participates in opportunities to
opportunities to grow
professionally. (NCSS 3.1)
grow professionally.
grow professionally.
professionally.

Q76. 3 = Student is making outstanding progress by effectively planning/implementing instruction to

address this standard.
2 = Student is making satisfactory progress by making deliberate attempts to address this standard.
1 = Student is not making satisfactory progress and still remains weak in addressing this standard.
N/A = For use only in the mid-term: means "not applicable" because this standard is yet to be covered.
3

20. Creates opportunities to communicate with families in

supportive and empowering ways, establishes respectful and
collaborative relationships with families, and involves families in
students' H/SS learning. (NCSS 3.1)
21. Collaborates with a variety of faculty members in the school
community to support students' H/SS learning and well-being.
(NCSS 3.1, 3.2)
22. Reflects critically on his/her own practice and uses reflection
to grow and change practice; is willing to ask probing questions
and draw upon H/SS research and theory in an effort to inform
and shape practice. (NCSS 3.1)
23. Seeks out and participates in opportunities to grow
professionally. (NCSS 3.1)

Q55. Teachers have knowledge of students, content, and pedagogy regarding planning, instructing,
assessing, and adjusting.

Q57. What 2-4 strengths did the student teacher candidate possess in this area?

Actively sought collaboration with department and school

Reflection and adjustment of lessons

Q59. What are 2-4 areas for improvement for the student teacher candidate in this area?
Needs to realize you can't teach everything
Seek opportunities for professional growth

Q61. Teachers have knowledge of students, content, and pedagogy regarding the professional and
ethical practice, reflection and continuous learning, leadership, and collaboration.

Q63. What 2-4 strengths did the student teacher candidate possess in this area?
Excellent use of technology
Strong rapport with students

Q65. What are 2-4 areas for improvement for the student teacher candidate?
Work on seeing the big picture rather than concentrate on small details
Continue to work on content knowledge

Q35. Final Grade:

Guide for Final Grade: Because satisfactory progress is the target for this learning experience, teacher
candidates need to aim for the number 2 as they seek to meet each standard. On the final, if the teacher
candidate has mostly #2s and five or more #3s (Making Outstanding Progress), s/he will receive a
grade of A. If the candidate has predominantly #2s, a grade of A- is awarded. If the candidate has
mostly #2s and three #1s, s/he will receive a B+. If the candidate has four #1s, s/he will receive a
grade of B and if five or more #1s, the teacher candidate will receive a grade of B- or below.

A-

B+

B-

C+

C-

D+

D-

Q33. By clicking the button below to continue, your response will be recorded and submitted as
a final response. Please take a moment to check your answers before proceeding.

Location Data
Location: (41.907196044922, -72.472801208496)
Source: GeoIP Estimation