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MEES Practicum Evaluation Form

Drury University > School of Education & Child Development > MEES Practicum Evaluation Form

MEES Formative Assessment Directions: 

Teacher Candidates (Practicum Students) will be scored based on a 0-4 scale and assessed by both the Cooperating Teacher and Course Faculty Member. The scores are equally weighted and reported during the certification recommendation process. Below are the scoring descriptors:

N/A – This criteria was not observed or required during this placement.

0 – The Teacher Candidate does not possess the necessary knowledge, therefore, the standard is not evident or is incorrect in performance.

1 – The Teacher Candidate can articulate the necessary knowledge, but does not demonstrate in performance.

2 – The Teacher Candidate can articulate the necessary knowledge and demonstrates in performance with some success.

3 – The Teacher Candidate can articulate the necessary knowledge and effectively demonstrates in performance.

4 – The Teacher Candidate adapts and develops the lesson according to the teaching environment/student response.

MEES Teacher Candidate Rubric Scoring Protocols: The mean of all indicator scores in a standard is the score for the entire standard.

  • Not all standards must be scored on the Formative Evaluations – use ‘No Evidence as Not Applicable’ where necessary.
  • An evaluator will assign scores for each of the quality indicators for each standard.
  • Each quality indicator should be scored independently based solely on the evidence available.
  • An evaluator will take all quality indicator scores assigned for the standard and determine the mean.

For example – an evaluator may assign a score of 2, 4, and 2 for the quality indicators of a particular standard.

  • The mean of these three indicator scores is 2.7 (score should be reported to one (1) decimal).
  • In this example, the teacher candidate would receive a score of 2.7 for the standard.
  • If a particular strand within a standard is not observable, score the standard based on the evidence available.
  • If a Teacher Candidate has two cooperating teachers with time equally split between them, the scores for the standard will be averaged by the University. For other lengths of placements, please consult your University.
  • Scores are reported to one (1) decimal.
  • Each University may require artifacts to support scoring.
  • A final overall mean score will be calculated.

One final score will be calculated based on the mean numbers you input for each section.

Course Code (choose one of the following):
Please choose one of the following:
Student's Name

MEES Standard 1

MEES Standard: Standard 1.1 Vocabulary and Terminology - The teacher candidate understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for students.
MEES Standard 1.2 Content Delivery - The teacher candidate understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for students.
MEES Standard 1.3 Student Application of Content - The teacher candidate understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for students.
MEES Standard 1.4 Student Engagement with Content - The teacher candidate understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for students.

MEES Standard 2

MEES Standard 2.1 Differentiated Lesson Design - The teacher candidate understands how students learn, develop, and differ in their approaches to learning. The teacher candidate provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students.
MEES Standard 2.2 Standard 2.2 Differentiation of Instruction to Meet Students' Needs - The teacher candidate understands how students learn, develop, and differ in their approaches to learning. The teacher candidate provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students.
MEES Standard 2.3 Diverse Social and Cultural Perspectives - The teacher candidate understands how students learn, develop, and differ in their approaches to learning. The teacher candidate provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students.

MEES Standard 3

MEES Standard 3.1 Alignment of Learning Activities for Standards - The teacher candidate recognizes the importance of long-range planning and curriculum development. The teacher candidate implements curriculum based upon student, district, and state standards.
MEES Standard 3.2 Articulation of Learning Objectives - The teacher candidate recognizes the importance of long-range planning and curriculum development. The teacher candidate implements curriculum based upon student, district, and state standards.

MEES Standard 4

MEES Standard 4.1 Instructional Strategies Leading to Student Centered Ideas and Solutions - The teacher candidate uses a variety of instructional strategies and resources to encourage students’ critical thinking, problem solving, and performance skills.
MEES Standard 4.2 Instructional Strategies Leading to Student Engagement in Problem-Solving and Critical Thinking - The teacher candidate uses a variety of instructional strategies and resources to encourage students’ critical thinking, problem solving, and performance skills.
MEES Standard 4.3 Questioning Techniques - The teacher candidate uses a variety of instructional strategies and resources to encourage students’ critical thinking, problem solving, and performance skills.
MEES Standard 4.4 Higher Order Thinking - The teacher candidate uses a variety of instructional strategies and resources to encourage students’ critical thinking, problem solving, and performance skills.

MEES Standard 5

MEES Standard 5.1 Classroom Expectations - The teacher candidate uses an understanding of individual/group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction, and self-motivation.
MEES Standard 5.2 Positive Classroom Environment, Relationships, and Interactions - The teacher candidate uses an understanding of individual/group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction, and self-motivation.
MEES Standard 5.3 Classroom Management Strategies - The teacher candidate uses an understanding of individual/group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction, and self-motivation.

MEES Standard 6

MEES Standard 6.1 Verbal and Non-Verbal Communication - The teacher candidate models effective verbal, nonverbal, and media communication techniques with students, colleagues, and families to foster active inquiry, collaboration, and supportive interaction in the classroom.
MEES Standard 6.2 Models Expectations for Student Communication - The teacher candidate models effective verbal, nonverbal, and media communication techniques with students, colleagues, and families to foster active inquiry, collaboration, and supportive interaction in the classroom.
MEES Standard 6.3 Communication Positively Impacts Lesson Delivery - The teacher candidate models effective verbal, nonverbal, and media communication techniques with students, colleagues, and families to foster active inquiry, collaboration, and supportive interaction in the classroom.
MEES Standard 6.4 Communication Conventions - The teacher candidate models effective verbal, nonverbal, and media communication techniques with students, colleagues, and families to foster active inquiry, collaboration, and supportive interaction in the classroom.
MEES Standard 6.5 Communication with Respect for Diverse Backgrounds and Experiences - The teacher candidate models effective verbal, nonverbal, and media communication techniques with students, colleagues, and families to foster active inquiry, collaboration, and supportive interaction in the classroom.

MEES Standard 7

MEES Standard 7.1 Use of Data to Monitor Student Learning - The teacher candidate understands and uses formative and summative assessment strategies to assess the learner’s progress and uses both classroom and standardized assessment data to plan ongoing instruction.
MEES Standard 7.2 Formative Assessment Strategies - The teacher candidate understands and uses formative and summative assessment strategies to assess the learner’s progress and uses both classroom and standardized assessment data to plan ongoing instruction.
MEES Standard 7.3 Assessment Records - The teacher candidate understands and uses formative and summative assessment strategies to assess the learner’s progress and uses both classroom and standardized assessment data to plan ongoing instruction.

MEES Standard 8

MEES Standard 8.1 Reflection on Lesson Effectiveness - The teacher candidate is a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher candidate actively seeks out opportunities to grow professionally in order to improve learning for all students.
MEES Standard 8.2 Use of Feedback to Improve Practice - The teacher candidate is a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher candidate actively seeks out opportunities to grow professionally in order to improve learning for all students.
MEES Standard 8.3 Reflection on Professional Conduct - The teacher candidate is a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher candidate actively seeks out opportunities to grow professionally in order to improve learning for all students.
MEES Standard 8.4 Professional Learning and Development - The teacher candidate is a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher candidate actively seeks out opportunities to grow professionally in order to improve learning for all students.

MEES Standard 9

MEES Standard 9.1 Professional Collaboration - The teacher candidate has effective working relationships with students, families, school colleagues, and community members.
MEES Standard 9.2 Positive Relationships - The teacher candidate has effective working relationships with students, families, school colleagues, and community members.