College of Education > C & I Field Experiences > Field Experiences > Student Teaching > Student Teaching Handbook > Appendix H: Hints for Mentors: Student Teacher Assessment

Appendix H: Hints for Mentors: Student Teacher Assessment

The following suggestions may be useful to the mentor teacher and University Supervisor as a guide in writing comments and/or letters of reference as required in completing the narrative section of the Final Assessment Summary.

  • Describe briefly the setting of the placement assignment—grade, subject, or any other unusual facts which greatly affected the work of the student teacher
  • Give both strengths and areas of need, being careful not to overdo either.
  • Be careful to avoid blunt statements in presenting the areas of need of the student teacher.
  • Make an honest judgment of student teacher presently and a reasonable prediction of his or her probable future development.
  • Identify the type of situation in which the student teacher is most likely to succeed.
  • Recall the student teacher’s most outstanding achievement and try to make brief reference to it.
  • Align comments to the PSU performance framework.

The following open-ended statements (Sandefer & Hinely, Peabody Journal of Education, January, 1966) may prove helpful:

  • The learning activities that ________ seem to direct most effectively were…
  • The students’ response to _________ was…
  • _________’s ability to maintain effective classroom behavior was…
  • _________ was particularly strong in his/her ability to…
  • _________ could improve by strengthening competence in…
  • Some activities ________ participated in other that student teaching were…
  • _________’s ability to work effectively with other professional staff was…

The following global scale from the same source may offer additional help:

  • ________ is making progress and shows promise; for his/her own good, however, it would probably be best if in his/her first position he/she could continue to receive close supervision and support for a while longer.
  • ________ has done a reasonably good job, and I feel he/she is now competent to handle a classroom of his/her own satisfactorily.
  • ________ has done a very good job. I am convinced he/she will be an asset to whatever school system may hire him/her; he/she may even become outstanding in time.
  • ________ has done an unusually good job; with a little more opportunity for professional growth which will come from having a classroom of his or her own, he/she is almost certain to become an outstanding teacher.
  • ________ has done such an outstanding job that I believe right new he/she could step into any elementary/secondary school in this area and be considered an outstanding teacher.