Hannah Teacher Candidate Observation Instrument (TCOL) Frncr Initial Candidate (Student Teaching) T, LIBERAL EDUCATION: A liberal education prepares one for “lifelong intellectual, personal, and professional growth.” A liberally-edueated teacher is one who possesses great content knowledge and a passion to communicate this knowledge. Hele. Values intellectual independence (D) Indicators # Evidence Tia & Tb, Possesses and applies content % —Allcontent is accurately demonstated Knowledge across the curriculum (KS) Uses multiple resources in addition tothe textbook (Domain 1- Planning and Preparation} Readily comets teacher and student errors 1 Gives constructive and supportive feedback to |. Little or no knowledge of content in one or incorrect student responses tmore subjects; makes uncortested errors in Additional Evidence: Content; Goes not covrect errors made by students; Tacks awareness of connectedness of concep Aulditional Suggestions: ‘Clarifies concepts and adéreses misconceptions 2, Limited knowledge of content in one or more © Gives appropriate feedback to correct student subjects; makes content errors in one or more responses ‘subjects or does not correct exrors made by 2 '* Provides prompts to increase the student’s ability students; lacks awareness of comestedness of to recognize and correct errors concepts 3. Familiar withthe concepts inthe disciplines being taught; corrects teacher and student errors, COMMENTS: : limited awareness of how the concepts eate to 7 one another 3 doh & gpk 4, Accurate knowledge of concepts in the subjects ( taught; corrects teacher and student errors; solid pr . 1 awareness of how the concepts in he ds ddick relate to one another 5. Accunte, dep andextensive knowldge ot | 4 5 annoys sonceptinthe dcp toto le Setitooncanter nd tar dcpins, readily assists students in corecting errors or misconceptions in content ‘Not Able to Rate (NATR) 6 NATR 1 Revised 1/7/13,Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) T. LIBERAL EDUCATION: A liberal education prepares one for “lifelong intellectual, personal, and professional growth.” A liberally-educated teacher is one who possesses great content knowledge and a passion to communicate this knowledge. Tete, Values intelectual independence (D) T-ib, Practices and encourages critical thinking, problem-solving and innovation to et students? needs (S) {Domain 3: Instruetion} 1. No attempts are made to encourage critical {thinking ; all questions are of poor quality (i. low level with single correct response; questions are asked quickly giving students litle time 10 think, 2. Few attempts are made to encourage critical thinking; most questions are of low level and asked quickly with litle time to think of thoughtful responses 3. Multiple attempts are made to encourage ctitcal thinking; questions re a combination of Tow and high quality (one answer responses and open-ended); some questions elicit thoughtful responses 4, Multiple atempts are made to encourage critical thinking; most questions are of ‘high uality; students are given adequate time to respond, 5. Consistently practices and encourages critical thinking by using various and alternate explanations in an effort to enhance students? deep understanding; questions are consistently of high quality with adequate time to respond, Students sometimes develop their own questions. Not Able to Rate (NATR) NATR ‘Uses appropriate instructional strategies (eg. eo eee eo Fo oe ee projects, discussions, discovery learning, differeneiated instruction, cooperative learning, literacy centers, balanced literacy techniques) t0 facilitate critical thinking Consistently uses open-ended questions Uses “vaittime” effectively ‘Uses various group configurations to meet students’ needs and address individual interests Consistently uses metacoganitve techniques (2.2, think-alouds) to teach strategies Explicitly teaches various critical thinking strategies (c.g, inductive and deductive thinking, ‘comspaze/contrast, metaphorical reasoning, analogies, tc.) ‘Uses Bloom's Taxonomy to select activities, instructional strategies, and questions ‘Guides students as they make various connections to other subject areas Uses “gradual release of responsibility” effegtively ‘Uses open-ended and divergent questions to generale discussions Fosters independent thinking by allowing students to give thei opinions based on evidence Gives students choices in methods of presenting assignments Facilitates student-gencrated problems and solutions Additional Evidence: COMMENTS: Revised 1/7/13,Teacher Candidate Observation Instrument (TCOT) Initial Candidate (Student Teaching) I, LIBERAL EDUCATION: A liberal edueation prepares one for “lifelong intellectual, personal, and professional growth.” A liberally-cdueated teacher Is one who possesses great content knowledge and a passion to communieate this knowledge. L-2c, believes that positive constructivist classroom is critical to student engagement (D) Indicators # Evidence "Ea, Understands constructivism as it pertains Cees “yeadval release of esponsibiliy” model to student learning and students ereating thelr effectively ‘own meaning. (K) 4 Teacher asks higher level open-ended questions 1. Demonstrates no understanding of “Respects students” opinions as they respond to constructivism and its relationship to student L questions learning. 4 Uses students” background knowledge asthe starting point forthe lesson and to bring meaning 2, Demonstdies litle understanding of and relevance tothe lesson, ‘constuctivism and its relationship to student Teachers use strategies and activities tht eequie learning. students to synthesize information presented Teachers guide students as they “discover” 3. Demonstrates a developing understanding of pattems and make connections. ‘constructivism and its lationship to student 2 4 Teachers guide students as they use information fo Jeaming. draw conclusions. 4 Teachers allot enough ime for students fo explore 4. Demonstrates thorough understanding of concepts constructivism and its relationship to student Explain the natu of earning to students learning; shares that understanding with students Additional Bvidence: 5, Consistently demonstrates thorough 3 understanding of constructivism and its relationship to student learning; explicitly teaches students about constructivism and its implications for learning. [Not Able to Rate (NATTR) NATR ‘COMMENTS: Your Heron waL- dl Sh Pare Rit abggt Lars. Revised 1/7/13,Teacher Candidate Observation Instrument (TCOT) Initial Candidate (Student Teaching) I. LIBERAL EDUCATION: A liberal education prepares one for long intellectual, personal, and professional | growth.” A liberally-educated teacher is one who possesses great content knowledge and a passion to communicate this knowledge. ‘Disposition ‘I-2c, believes that a postive constrctvistelassroom is eritical to student engagement Indicators # Evidence T-db, Creates a Tearni # Studente workin small cooperative groups bolsters the tenets ofc 4 Physica arrangement of classroom allowe students encouraging student to work in smal groups, participation in purposeful activities (8) 4 Physical arrangement allows teacher to see all students and have access to them {Domain 2: The Classroom Environment} 1 4 Teacher guides class discussions. 4 Students lead diseussions in small groups. 1.No evidence that students are encouraged 10 4 Lesson and assignments meet the learning needs of {neract and participate in purposeful class all students. activities; teacher interaction toward most Facilitates studen-to-teacher and stugent-to- students is negative, demeaning or sarcastic; stent interactions students show no respect for the teacher ‘Teacher has high expectations forall students (ea, level of questions, cues given, various 2. Little evidence that students are encouraged to | 2 assignments, ee.) interact and participate in purposeful class 4 Motivates and invites al students to participate activites; teacher interaction to some students is 4 Students are not isolated for inexplicable reasons. negative or sarcastic; students show litle respect 4 Mos ofthe students are actively engaged for the teacher throughout the lesson, 4 Students and feacher interact with cach other in 3. Some evidence that students are encouraged to respectful ways (eno sarcasm, ridicule, ct). interact and participate in purposeful class 3 4 Ensures that attention is given equitably tall activites; tacher-student interactions are usually students (gender, race, SES, etc.) appropriate with oecesional inconsistencies, Additional Evidence: favoritism, or insensitivity to some students” cultures; students show minimal respect forthe Other Suggest teacher. ‘+ Uses various instructional formats (c.g ‘whole group, small group, pairs, 4, Usually encourages students to interact and 4 individual, ete.) participate in purposeful class activites; teacher- + Confers with individual students student interactions are cordial and demonstrate + Heterogeneous Seating Arrangement and caving and respect, Interactions ate appropriate Grouping (race, gender, ability, Imguage, forthe age and caltures ofthe students, Students ete) show respect forthe teacher, ‘© Prepares modified anc/iffereniated assignments ahead of time and participate in purposeful class activities; own learning teacher interactions with groups and individval studenis appear genuine; students seem fo trst come! the teacher. Not Able To Rate (NATR) NATR Ht 7 wag, honcule Belt ott ny agquat 4p }euehe i Revised 1/7/13Teacher Candidate Observation Instrument (TCOT) Initial Candidate (Student Teaching) Tl, PROFESSIONAL KNOWLEDGE: Danielson (1996) posits that © a person cannot teach what he or she does not know” (p. 62). The researcher further contends that while content knowledge is necessary in the development of exemplary teachers, pedagogical techniques are eritical to a teacher’s effectiveness. Wesleyan College’s teacher education candidates are (hose who attain a high degree of competence in their knowledge, skills, and dispositions necessary to lead a elassroom of students. In addition, the candidates recognize the preeminence of human relationships in teaching. g Dispositions H3e, Appreciate the impact of learner development on instructional decisions Tndieators ¥ Bvidence Ti-3a, Understands and uses best practices, Lesson meets all students’ developmental needs ‘various learning theories, subject matter, (anatrials and resources, length of lesson, etc) as curriculum development, and learner indicated by the level of student engagerment. development to make curricular and 4 Information is accessible to all students. instruetional decisions (K, S) 1 4 Students are actively engaged throughout the lesson (Domain I: Planning and Preparation} “Teacher activates and builds schema before the lesson, 1. The content, curricular and instructional ‘Teacher is responsive to students’ questions decisions are not based on learning theories and 4 Teacher responds to students’ lack of the developmental needs of students; no evidence understanding, of diffeeniation of instructional strategies 4 ‘Teacher provides tho necessary support for 2 student a they learn new material 2, The content, urccular, and instructional (constructivism). decisions ave partially based on fearing theories 4 Uses “gradual release of responsibility” effectively ana the developmenal needs of students; tle aud consistently evidence of differentiation of instuetional += Uses questioning and diseussing techniques stiategies. Adiltional Evidence: 3, While the content and cunzicular decisions are 3 ‘based on leaming theories and the developmental COMMENTS: rnoeds of students, the instructional strategies lack IA cri uate eat a uaa duyporcbaler 7 decisions are based on leaning theories and the : ho icrertasccawems| (| A oy strategies are differentiated, although ier decisions are based consistently o1 theories and the developmental needs of students. Instactionelstategies are differentiated s “to pperd ‘consistently “ ture ANE Not Able To Rate (NATR) gy a name Ho dutlp ragher por 5 Revised 1/7/13Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) IL, PROFESSIONAL KNOWLEDGE: Danielson (1996) posits that * a person cannot (each what he or she does not Know” (p. 62). The researcher further contends that while content knowledge is necessary in the developinent of ‘exemplary teachers, pedagogical techniques are eritical (0 a teacher's effeetiveness. Wesleyan College’s teacher ‘education candidates are those who attain a high degree of competence in their knowledge, skills, and dispositions necessary to lead a classroom of students. In addition, the candidates recognize the preeminence of human relationships in teaching. IE3e, Approciates the impact of learner development on instructional decisions __Tndieato z % Tividenee TE3b, Develops lesson plans using a variety of © Teacher uses various strategies that keep the instructional methods, resourees, and students engaged (e.g., manipulatives, graphic technology that support knowledge of learner organizers, discussions, think-pait-share, development. (S) 1 comprehension strategies, vocabulary strategies, critica thinking strategies, writing strategies, {Domain 1: Planning and Preparation} modeling, think-alouds, science experiments, K WL, music, etc.) and mect the students" 1. Lesson plans lack a variety of instructional developmental needs (intellectual, social, physica, sirateaies, resources, and technology to support ete) knowledge of child development. Plens ack 4 Teacher uses various resources (literature, charts, understanding of prerequisite skis necessary to raps, human resources, technology {websites, understand new concept 2 Intemet, overhead projector, TV/VCR, PowerPoint, tape/CD player, et.}) to meet the 2. Lessons plans have litle variety of students’ developmental needs (intellectual, social, instructional strategies, resources, and technology physical, et.) to support knowledge of child development, Plans 4 Adjusts instructional strategies and activities to show litle awareness of prerequisite skills meet the needs of diverse learners necessary fo understand new concept. 4 Activates and assesses prior knowledge 3 4 Adjusts materials and resources to meet the 3. While lesson plans uilize various instructional developmental nceds of the students strategies, resources, and technotogy to support 4 Uses variety of group configurations (whole, knowledge of child development, some are small, individual. imappropriate. Plans show some knowledge of % Adilional Evidence: prerequisite skills necessary to understand new ‘concept, although there might be gaps or inadequacies in this knowledge. 4 | comments: ae Plans reflect an accurate and adequate 5. Lesson plans consistently utilize various instructional strategies, resources, and technology to support knowledgo of child development appropriately throughout the lesson. Plans reflect extensive knowledge of the prerequisite skills as well asthe relationships among these skills. NATR Not Abte To Rate (NATR) 6 Revised 1/7/13Teacher Candidate Observation Instrument (TCO) Initial Candidate (Student Teaching) I. PROFESSIONAL KNOWLEDGE: Danielson (1996) posits that “a person cannot teach what he or she does not know” (p, 62). The researcher further contends that while content knowledge is necessary in the development of exemplary teachers, pedagogical techniques are critical to a feacher’s effectiveness. Wesleyan College's teacher education candidates are those who attain a high degree of competence in their knowledge, skills, and dispositions necessary to lead a classroom of students. In addition, the candidates recognize the preeminence of human teaching. Disposition iates student diversity by acknowledging flexibility and fuldity of curricular decisions based on ‘students? diverse needs. _| feceaaest ‘Indicators z a Hvidence Uda, 4b, Demonstrates an understanding of Physical arrangement of the classroom makes diversity by structuring the classroom to ; materials and resources accessible to diverse provide for the learning needs of a broad learners (efficient taffic low). Leamning or range of diverse learners, (K,S) physically disabled children’s needs are 1 accommodated. {Domain 2: Classroom Environment) 4 Physical arrangement ofthe classroom facilitates interaction among students and teacher (c.g, 1. Classroom structure does not support the needs discussions) and ensures safety. of diverse learners. The physical structure (e.g, 4 Flexible arrangement of desks/tables ensures that arrangement of furniture) of the classroom may various types of activities (discussions, centets, present safety dfficultics. Learning is presentations, hands-on) are taking place. inaccessible to most learners. ++ Ensures that attention is given equitably to all 2 students (gender, race, SES, etc.) 2. Classroom structure supports the needs of Materials are prepared ahcad of time and are ‘some diverce learness. The physical stucture ‘eadily available to teacher and students. (eg., arrangement of funiture, accessibility of + Provides meaningful assignments for students who ‘materials) of the classroom hampers effective finish tasks early. Teaming by some students. Learning is Physical resources (e.g, chars, technology inaccessible to some learners. ‘equipment, overhead projectors) are used 3 effectively with the students. 3, Classroom structure supports the needs of tes classroom procedures diverse leamers. The classroom structure presents no safety issues. Learning is accessible to most students. Teacher usually makes adequate use of the physical structure of the ‘© Heterogencous Seating Arrangement and classroom, although movement of the fi Grouping (race, gender, ability, language, sometimes decreases the effectiveness of the 4 etc.) lesson. «Prepares modified andi/differentiated assignments ahead of time 4. Classroom structure supports the needs of ‘© Students assume responsibility for their diverse leemers. ‘The classroom is safe. Leaming own learning is accessible to all leamers. ‘Teacher always makes adtoit use of physical space, and the flexible physical structure (e.g. movement of desks) is effective for eaming activities COMMENTS: 5. Classroom structure supports consistent ‘engagement of diverse leainers, The classroom is safe, Students take ownership of using the physical stricture to facilitate learning for all students, NATR Not Able To Rate (NATR) 7 Revised 1/7/13Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) TI. PROFES Know" (p. 62). exemplary teachers, pedagogical techri education candidates are those who att; TONAL, KNOWLEDGE: Danielson (1996) posits that “a person eannot teach what he or she does not te researcher further contends that while content knowledge is necessary in the development of are eritical ( a teacher"s effectiveness. Wesleyan College’s teacher high degree of competence in their knowledge, skills, and dispositions necessary to lend a classroom of students, In addition, the candidates recognize the preeminence of hurnan relationships in teaching. TES, realizes the impact of « positive classroom environment on teaching and Tearaing Indicators # Evidence TBs, Sb. Creates and uses a viable classroom management plan to enhance the elassroom climate (KS) {Domain 2: Classroom Environment} 1. No evidence of a management plan; inconssten/inappropriate responses to student ‘behavior; reaction to disruptive behavior interferes with instruction; classroom environment (management of time, space, materials, clear expectations) interferes with teaching and student learn tions are always chaotic 2. Little evidence of a management plan; inconsistenVoften inappropriate responses to student behavior; reaction to disruptive behavior often interferes with instruction; classroom envionment (management of ime, space, materials, clear expectations) sometimes interferes with teaching and learning; tatsitions are sometimes chaotic. 3. Evidence of 2 management plan; consistent responses (sometimes inappropriate) to student behavior; classroom environment (management of time, space, materials, clear expectations) sometimes contributes to the inefficient use of instructional time; some transitions are ineffective. 4. Bvidence of a management plan; consistent and appropriate responses fo student behavior; corrects misbehavior with litle or no interruption of instructional time; classroom environment (management of time, space, materials, clear expectations) contributes to effective teaching and student learning 5. Consistent use of management plan, proactive ‘management styl; student internalization of plan is evidentas indicated by ther self monitoring of bbchavior; classroom environment (management oftime, space, materials, clear expectations) consistently contributes to and supports effective teaching and learning Not Abte To Rate (NATR) NATR ve oe oe oe ° * o ‘Classroom rales and consequences are posted for allto see. Classroom rules are consistently enforced. ‘Uses efficient and appropriate methods for geting the attention of the students; does not make various noises (e., shush) or yelling to get students quiet. Does not use sarcasm ‘Uses variety of appropriate praise fori ‘and/or whole class. Uses positive reinforeement for appropriate behavior Observes all students? behavior ‘Most ofthe students are actively engaged throughout the lesson, ‘Students know the rituals and routines for daily tasks (eg, smooth transitions for group work, literacy centers, obtaining, collecting, and turning in assignments, getting materials, entering and ‘exiting the room, etc.) Calmness pervacies the classroom Additional Evidence: viduals ‘Other Suggestions: Uses various management techniques to avoid interruption to instruction (¢g., eye contact, physical proximity, nonverbal gestures, ec.) Materials are readily available and accessible. Performs noninstructional tasks effectively COMMENTS: Revised 1/7/13( Teacher Candidate Observation Instrument (TCOT) Initial Candidate (Student Teaching) TI, PROFESSIONAL KNOWLEDGE: Danielson (1996) posits that * a person eannot teach what he or she does not know” (p. 62). The researcher further contends that while content knowledge is necessary in the development of exemplary teachers, pedagogical techniques are critical (0 a teacher's effectiveness, Wesleyan College’s teacher education candidates are those who attain a high degree of competence in their knowledge, skills, and dispositions necessary to lead a elassroom of students, In addition, the candidates recognize the preeminence of human ‘lationships in teaching. : Disposition ‘1-66, believes that building caring relationships with students is ertical to lifetime of learwing Indicators # z Bvidence T-6a, 6b. Understands and demonstrates % Uses cooperative learning groups methods of fostering effective interpersonal 4 Assigns group work (projects) relationships in the classroom. (K, S) 4 Discusses and demonstrates the dynamies and bbchavioral norms of group work (Domain 2: The Classroom Environment) 4 Uses vatious grouping configurations (whole _group, small groups) daring instruction (eg. 1. Does not foster the development of literature izes, guided reading) ierpersonalrclationships in the classroom (e.g, | 1 Students use literacy centers and other kinds of ‘working cooperatively, treating cach other with centers effectively respect and fairness); teacher interacts negatively 4 Students help each other when appropriate with most students; students’ interactions with 4 Students show respect foreach other when ‘engaged in discussions cach other are negative. ‘Students and teacher interact with each other in 2. does not consistently foster the development of respectfll ways (e.g, no sarcasm, ridicule, etc). interpersonal relationships in the classroom (e.g,, | 2 Bogages students in discussions ‘working cooperatively, treating each other with Uses questioning techniques respect and fairness); teacher interacts negatively % Additional Evidence: ‘with some students; students” interactions with each other are usually negative. 3. Fosters the development of interpersonal COMMENTS: in the classroom (¢.g,, working ‘cooperatively, treating each other with respect 3 and faimess); teacher interacts appropriately most ‘ofthe time with some students; students” interactions with each other are not respectful 4 consistently fosters the development of, interpersonal relationships in the classroom (e.g, | 4 working cooperatively, treating each other with respect and faimess); teacher interacts appropriately with all students; students? interactions with each other and with the teacher are respectful 5. Consistently and explicitly fosters inteypersonal 0 relationships in the classroom (c.g., working ‘cooperatively, treating each otier with respect and faimess); teacher shows genuine cate and respect for students; students monitor treatment of pects with respect and make adjustments as necessary NATR Not Able To Rate (NATR) 9 Revised 1/7/13,Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) Til, EVALUATION (Gelfand Pa “Teacher candidates understand that the purpose af student assessment fs to monitor and determine the effectiveness of a progeai, as indicated by the level of student earning. Wesleyan’s teacher education culty constantly and consistently reminds candidates that in order to become effective teachers, they must internalize the habit of reflecting on their practices and acting on those practices. Disoosition Te Believes tha is necessary to use a variely of assessinents to make informed instructional decisions Tndieators # Evidence TH-Ta, To, Understands and uses various formal “Develops and wees various types of assessments ‘nl inormal assessments (K,5) (portfolios, rubrics, observations, anecdotal {Domain 3 istration) : records, checklists, tess, et) to knowiedgeof purposes of asessment (., e mariciet tucson rind eng iets of ‘Explains the ora forte aseosment before he Ecacenie sta tore cameo to 1 4 ‘The assessment is aligned with the lesson’s assessments; assessments are not congmuent with the standards and objectives tesson’s objectives and standards 4 Tncorporates various types of assessments in instruction 2: title knowledge of purposes of astesment i, 4 Teacher provides examples of student work csereient or an of earning); Knows tte variety containing iten commentary from the teacher ofan denon de sng of be and/or peer ‘atonal fo the few known types of assessment ile setae ere naryeeerier ‘eationship between the assessments and the standards |» - ‘Teacher provi helpful and timely feedback to beatcried 4 Teacher assesses for leaming (formative 3. Developing knowiedye of purposes of sessment assessment) and of laming (summative Ge, assessment for and flaring); Knows various assessment). Iypes of asesments, demonsates a udientary % Additonal Bvidence: Unerstanding ofthe ration or various (pes of {ssesimens, able to atclate the rationale for some of COMMENTS: the assessments; undesands that there i relationship between aisessment and standards and objectives, but | the relationship is unclear 4. ull understanding ofthe purposes of assessment (Ge, assessment for and of learning); Knows various {ypes of ecsessments to meet the needs ofall studets; demonstrates understanding ofthe rationale for vrs (ypes of assessments; teacher develops saegies for ‘sing he various assessments and clearly understands the celationship between the eson's objectives andthe assessment. 7 5. Knows and develops various types of assessments to meet the needs of particular studeats; demonstrates 2 deep understanding of the purposes of assessment (ie, for or of assessment of learning) andthe rationale for various types of assessments; articulates effectively the rationale to the students, peers, and parents; students ‘ere given opportunities develop and use these aesesements; assessments are completely aligned with the lesson's objectives the conten, and the instructional methods. Not Able To Rate (NATR) NATR 10 Revised 1/7/13Teacher Candidate Observation Instrument (TCOT) Initial Candidate (Student Teaching) ‘Disposilon {1hc, recognizes that reflections con be used wo revise and refine professional and/or pedagogical practices Tndleators [#8 i Evidence Ti-Ba, Bh, Koows and uses a variety of slf= % Mainiains a reflecive journal and shares thoughts assessiment (reflective) strategies to change with mentor professional and/or pedagogical behaviors. (KS) {Domain 3: Instruction} 1. Does not examine her lesson; does not assess her teaching and student learning; does not know whether lesson was effective; does not have suggestions for changing lesson and improving in the future 2, Examines lesson, but not vis-a-vis student earning and student engagement; docs not know hhow to change lesson in the furure; does not ‘modify teaching practices to impact student achievement; does not augment professional knowledge based on reflections; does not know whether the lesson met its objectives; has little understanding of the effectiveness of lesson 3. Examines lesson and teaching vis-A-vis student Teavning and student engagement during the lesson; assumes that lesson me ils objectives based on student engagement; teacher has a general notion ofthe lesson’s effectiveness; understands the need to change the lesson and has a few general suggestions of way’ to improve the specific lesson; attempts to modify teaching methodologies to impact student achievement, begins to discuss ways to increase professional knowledge 4, Examines her lesson and teaching vis-a-vis shudent learning and student engagement; accurately assesses the lesson effectiveness and ‘whether it met its instructional goals; can cite examples of lesson's effectiveness, uses reflections to modify pedagogical practices to impact student achievement; makes a few suggestions of how the lesson can be improved in the future; augments professional knowledge based on reflections 5. Consistently examines her lesson and teaching vis-3+ vis student learning and student engagement; makes insightful and aesurate assessment of lesson’s effectiveness and can cite specific examples; shows evidence of making modifications in pedagogical practices based on reflections; reflections provide support for ongoing sustained augmentation of, professional knowledge; makes several specific suggestions for improvement and niakes predictions for the suceess of future lessons. [Not Able To Rate (NATR) NATR (2) + Shows insight about lessor when discussing lessons with mentor or colleagues, + Candidate identifies areas needing improvement and suggests possible modifications of future lessons +> Candidate clearly explains why a lesson should or should not be changed for future instruction Candidate makes an accurate assessment of the level of student engagement during the lesson Uses assessment resulls to make judgment about instructional strategies Maintains records of assessment results, Provides insightful and accurate assessment of lesson effectiveness Identifies strengths of lessons Implements necessary changes based on assessment of lesson Articulates reasons for selecting specific instructional strategies, resources, materials, and technology for the lesson. + Candidate continues to increase her professional knowledge by participating in professional development 4 Additional Evidence: + oe ee oe 4 COMMENTS: 11 Revised 1/7/13,Teacher Candidate Observation Instrument (TCOL) Initial Candidate (Student Teaching) POST CONFERENCE: The candidate will: -adiseuss the rationale for selecting instructional strategies provide insightful and accurate assessment of the lesson’s effectiveness as it relates to the attainment of its goals (should cite specific examples) «identify strengths and areas that need work; should provide specific suggestions for improvement identify best practices used in the lesson Overall Rating: 4, 1 Comments: "Teacher Candidate's Signature! Da ‘Observer's Signature/Date Is Bf Aefis ‘The format and some of the information contained in this assessment were based on the COE Observation Instrument developed by Valdosta State University in 2005. Other information was obtained from the following sources: Danielson, C. (2007). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development. Stronge, J. H. (2002). Qualities of effective teachers. Alexandria, VA: Association for Supervision And Curriculum Development. GSTAR (A state assessment system used for TAPP) 12 Revised 1/7/13