The following principles are paramount when evaluating the competencies of student teachers.

• Evaluation is based upon the growth toward achieving the student teaching p performance outcomes listed in this handbook.

• Evaluation is a continuous process. Only when the student teacher is continuously aware of the quality and quantity of his/her achievement can he/she plan for self improvement. Frequent conferences, informal discussions, and written comments and reports are helpful in appraising the progress of the student teacher. This should occur at least weekly and more often in the beginning of the student teaching experience.

• Evaluation is a cooperative process. Holding joint conferences with the student teacher, the cooperating teacher and the university supervisor are desirable procedures. The principal may be involved in this procedure.

Evaluation forms (clinical supervision forms and checklist) will be completed by the university supervisor each time the student teacher is visited (at least five times per quarter). Copies will be given to the student and the cooperating teacher and will be sent to the major department. The original copy will be kept in the Center for Teacher Education office. Students seeking adolescent (7-12) and multi-age (preK-12) licensure will also be visited by a faculty member from the major department twice during the quarter. Major department supervisors will also complete and distribute evaluation forms (clinical supervision forms, checklist and/or department evaluation forms).

The student teacher, cooperating teacher, and the university supervisor each complete a mid-quarter and final evaluation form. They then meet to discuss the results of their individual evaluations. Copies of the forms are distributed. It is imperative that strengths and/or areas which need improvement be discussed at this time. The mid-term evaluation should occur during the fifth week, and the final evaluation should occur within the last two weeks of the quarter.

The cooperating teacher and university supervisor each complete narrative final evaluation forms (see pages 130 and 131). These forms become part of the student teacher's credential file in the Ohio Northern University's Student Development Center. The top portion of the final evaluation form (regarding retaining or waiving the right to inspect the contents) must be filled out and signed by the student teacher before completion of the form by the supervisors.

The student teacher will receive a mark of satisfactory (S) or unsatisfactory (U) for his/her student teaching performance. The university supervisor has the responsibility of determining the final grade after consultation with the cooperating teacher and major department supervisor (if applicable). The criteria to be used in determining the final grade are:

• development and improvement of knowledge, skills, and dispositions as listed in the student teaching performance outcomes.
• All evaluations from throughout the quarter.
• other written evidence, such as daily lesson plans, submitted to the University supervisor.

EDUC 475 Student Teaching Seminar is an essential part of the student teaching experience. It is worth one credit hour of credit. A satisfactory (S) or unsatisfactory (U) grade is assigned by the faculty member responsible for coordinating this experience. The candidate must also pass this class in order to graduate.