Esol Field Experience Evaluation Form - Block 4

ESOL FIELD EXPERIENCE EVALUATION FORM - BLOCK 4

FOR

ELEMENTARY EDUCATION, EARLY CHILDHOOD EDUCATION

AND SPECIAL EDUCATION

Teacher Candidate:Date:

Major:Degree:

Cooperating Teacher:School:

Telephone:Email:

Please Note:Teacher candidates must satisfactorily complete a minimum of multiple weeks planning, implementing, and evaluating instruction for one or more ELL pupils, supervised by a cooperating teacher who has obtained the ESOL endorsement. A cooperating teacher who is pursuing the endorsement may supervise an FGCU intern. If the teacher candidate does not demonstrate the required ESOL Performance Standards (ESOL PS) by the completion of Blocks 2 & 4 ESOL Field Experience Internship, then the teacher candidate must repeat the experience during her/his final internship. FGCU internship supervisors who are assigned to teacher candidates who must repeat the field experience during their final internship must complete the ESOL training requirement in order to sign this form, if the cooperating teacher is not ESOL endorsed.

Please INITIAL the appropriate box. Sections of this form may be completed by different teachers as applicable during various field experiences. Some standards will be met more than once over the field experiences and should be noted by all teachers involved. This evaluation process begins in Block 2 and continues in Block 4 and 5. During Block 2, the student submits this form to the TSL instructor. The University Supervisor is responsible for submitting the completed form to the program office during Blocks 4 & 5.

ESOL Teacher Evaluation: (Please see rubric below)
5=Exemplary, 4=Proficient, 3=Developing, 2=beginning, 1=Unsuccessful, N/A=Not Applicable / Eval.
Date / Eval.
(5-1) / Tchr.
Initials
The teacher candidate has demonstrated understanding of the district policies and procedures for implementing the various elements of the Consent Decree, including identification, classification, and exit procedures for ELL students and appropriate documentation for comprehensible instruction. FL-ESOL.1
The teacher candidate has demonstrated knowledge of various ESOL instructional support services and resources as well as social services for ELL students and their families. FL-ESOL.7
The teacher candidate has demonstrated effective strategies for ELL parent communication, including modifying communications sent to the home. FL-ESOL.23
The teacher candidate has demonstrated effective use of ESOL resources to teach and assess ELL pupils, such as collaborating with bilingual aides and providing computer-based enhancements. FL-ESOL.15, .16, .17, .18, .20, .22
The teacher candidate has demonstrated effective strategies for teaching one or more ELL pupils in a mainstreamed instructional setting. FL-ESOL.13, .18
The teacher candidate has demonstrated appropriate modifications of communication for one or more ELL pupils, in whole class, small group, and one-on-one interchanges, through simplifying language, repetition/paraphrasing, connecting form and meaning, asking questions at students’ level of proficiency, and rephrasing and expanding the ELL pupil’s linguistic output. FL-ESOL.5, .6, .8, .11, .13, .21
The teacher candidate has demonstrated effective use of ESOL teaching methods such as TPR, the Natural Approach, etc. FL-ESOL.5, .6, .11, .12, .17, .18, .24
The teacher candidate has demonstrated appropriate modifications of instructional input for one or more ELL pupils, including providing pictures, props, gestures, a high degree of context, and other extralinguistic cues. FL-ESOL.6, .17, .18
The teacher candidate has structured appropriate modifications of student-to-student interaction for one or more ELL pupils, including assigning the ELL pupils tasks and roles that are appropriate for their level of proficiency, and creating an environment in which they can negotiate meaning. FL-ESOL.5, .13, .16, .24
The teacher candidate has applied knowledge of language structure and the second language acquisition process in planning, implementing, and evaluating Language Arts and Literacy instruction for ELL pupils. FL-ESOL.10, .20
The teacher candidate has demonstrated effective use of ESOL resources to teach and assess ELL pupils, such as collaborating with bilingual aides and providing computer-based enhancements. FL-ESOL.15, .16, .17, .18, .20, .22
The teacher candidate has demonstrated effective lesson planning for ELL pupils, including modifications appropriate to multiple levels of ELL students (if present) evaluated by the instructor of ESOL III as well as the cooperating teacher, and, where necessary, an ESOL resource teacher and/or university supervisor. FL-ESOL.6, .8, .16, .24
The teacher candidate has demonstrated appropriate modifications of curriculum for one or more ELL students, including simplifying texts, providing support materials (e.g., bilingual and picture dictionaries), analyzing a task for the degree of contextual support and cognitive complexity and making necessary adjustments accordingly. FL-ESOL.5, .8, .9, .11, .12, .15
The teacher candidate has demonstrated appropriate modification of assessment for one or more ELL students, including developing alternative assessments that assess content rather than linguistic knowledge and has used ELL pupils’ results on standardized English proficiency tests to make instructional decisions. FL-ESOL.12, .19, .20, .21
The teacher candidate has demonstrated culturally sensitive classroom management strategies as well as cross-cultural competence in interactions with ELL pupils and their families. FL-ESOL.3, .4, .14, .22, .23
The teacher candidate has demonstrated reflection on her/his effectiveness teaching ELL pupils and has adjusted lesson plans and instruction accordingly. FL-ESOL.14

RUBRIC GUIDELINES (please read carefully)

5=ExemplaryThe teacher candidate demonstrates this ESOL Performance Standard at a level exceeding that expected of a beginning teacher.

4=ProficientThe teacher candidate demonstrates this ESOL Performance Standard at a level expected of a beginning teacher.

3=DevelopingThe teacher candidate demonstrates this ESOL Performance Standard at a level expected of a beginning teacher, although not consistent over time.

2=BeginningThe teacher candidate demonstrates this ESOL Performance Standard inconsistently and at a level less than expected of a beginning teacher.

1=UnsuccessfulThe teacher candidate is unsuccessful in demonstrating this ESOL Performance Standard.

NA=Not applicable

Upon completion of this document, the teacher candidate must show minimum ratings of “Beginning” and or “Developing” in Block 2. In Block 4 and 5, the teacher candidate needs to show a “Proficient” rating in the greater majority of identified ESOL Performance Standards - with no ESOL Standard being evaluated as less than “Developing” - in order to receive a “Satisfactory” rating, pass the internship course, and demonstrate readiness for teaching.

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ESOL Cooperating Teacher’s SignatureSchoolDate