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    80 views12 pages

    Teacher Tcoi

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    © All Rights Reserved
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    Teacher Candidate Observation Instrument (TCOT) 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 fo communicate this knowledge. Tle, Values intelectual independence (D) Indicators Evidence j ¥-la & ib, Possesses and applies content Knowledge agross the curriculum (K,S) {Domain 1- Planning and Preparation} 1, Little or no knowledge of content in one oF moe subjects; makes uncorrected errors content; does not correct errors made by st lacks awareness of connectedness of concepts. ats; 2. Limited knowledge of content in one or more subjects; makes content errors in one or moro ‘subjects or does not corect errors made by students; lacks awareness of connectedness of concepts 3. Familiar withthe concepts inthe disciplines being taught; corrects teacher and student erroxs; limited awareness of how the concepts relate to fone another 4, Accurate knowledge of concepts in the subjects taught; corrects teacher and student errors; solid awareness of how the concepts in the discipline relate to onc another 5. Accurate, deep, and extensive knowledge of concepis in the discipline and how they relate both to one another and to other disciplines; readily assists students in correcting etrors or ‘misconceptions in content Not Able to Rate (NATR) ATR, fees + Adal COMMENTS: pued idetr fron mulkole sous ‘All content is accurately demonstrated ‘Uses multiple resources in addition to the textbook | Readily corrects teacher and student errors | ‘Gives constructive and supportive feedback to incomect student responses Additional Evidence: ional Suggestions: Clarifies concepts and addresses misconceptions Gives appropriate feedback to correct student responses Provides prompts fo increase the student's ability to recognize and conrect esrors on, TE, Wow plow ideas | trom other Neachers | Revised 1/7/13 Teacher Candidate Observation Instrument (TCOT) Initial Candidate (Student Teaching) I, LIBERAL EDUCATION: A liberal education prepares one for “lifelong intellectual, personal, and profes passion to communicate this knowledge. onal growth.” A liberally-educated teacher is one who possesses great content knowledge and a Ele. Values intellectual independence (D) Tb, Practices and encourages eritical thinking, problem-solving and innovation to meet students? needs (S) (Domain 3: Instruetion) 1, No attempts are made to encourage critical thinking ; all questions are of poor quality (.c., Tow level with single correct response; questions are asked quickly giving students litle time to think 2, Few attempls are made to encourage critical thinking; most questions are of low level and asked quickly with litte time to think of thoughtful responses 3, Multiple attempts are made to encourage citical thinking; questions are a combination of fow and high quality (one answer responses and ‘open-ended); some questions elicit thoughtful responses 4, Multiple attempts are made to encourage ccitcal thinking; most questions are of high ‘quality; students are given adequate time to respond. 5. Consistently practices and encourages critical thinking by using various and altemate ‘explanations in an effort to enhance students’ ‘deep understanding; questions are consistently of igh quality with adequate time to respond. Students sometimes develop their own questions. Not Able to Rate (NATR) NATR * bee * ‘Uses appropriate instructional strategies (¢.g., projects, discussions, discovery leaming, differenciated instruction, cooperative learning, literacy centers, balanced literacy techniques) to facilitate critical thinking Consistently uses open-ended questions ‘Uses "wait-time” offectively ‘Uses various group configurations to meet students’ needs and address individual interests Consistently uses metacognitive techniques (e.g., {hink-alouds) to teach strategies Explicitly teaches various critical thinking strategies (¢.2., inductive and deductive thinking, ‘compare/contrast, metaphorical reasoning, analogies, etc.) 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” effectively Uses open-ended and divergent questions to ‘generate discussions Fosters independent thinking by allowing students 1 give their opinions based on evidence Gives students choices in methods of presenting assignments Facilitates student-generated problems and solutions Additional Evidence: COMMENTS: @& wal time used fo sue obuleots Approp tine 6 Wut , quiden Anhlonk Ho care lothea “onby oAtao. over Ledrrnr ito Shrlee FZoen cha nur Prove their anowere Revised 1/7/13 Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) growth.” A liberally-edueated teach this knowledge. TZ, LIBERAL EDUCATION: A liberal education prepares one for ‘one who possesses great content knowledge and a passion to communicate Jong intellectual, personal, and professional 1-26, believes that positive constructivist classroom is critical student engagement (D) Indicators aac Evidence 12 cpa a eae ee nets cers ne seer eee eer a eae US, Rene ome ee Cee rr ee Prelate ee eee es De oliallce = en aed 4 ‘Teachers guide students as they “discover” Se at taba ee 2:Demtsa eect ot | | ten 2 ne ina = py ee a al We eee Ea Pa retag ie spo tere ee Ot Feelin irl Serene ae : Se eae pe ce eee ge eee I 2 ! Golo ‘due ' aa clepor’ Aysohous l NAIR Aiquin a dhovghet fed ravawers k gwdenee -b arppact their dvawer “Poviaws |oplialy io [dines do slat Won Revised 1/7/13, Teacher Candidate Observation Instrument (TCO) Initial Candidate (Student Teaching) mn prepares one for “lifelong intellectual, personal, and professional [E. LIBERAL EDUCATION: A liberal educ growth,” A liberally educated teacher is oe who posseses great content knowledge and a pasion to communicate {his knowledge. Disposition 1-2, believes that a postive constructivist classroom ix eiticl lo student engagement Bl 4 Evidence Rb, Greater a learning 0 Students workin small cooperalive groups bolsters te tenes of eons ‘Physical arangement of classroom allows students encouraging student interaction and to work inamall group. participation in purposeful activities (S) 4 Physical anangement allows tacher ose all students and have acces them {Domain 2: The Classroom Environment) 1 4 Teacher guides clas discussions. Students Jead discussions in small groups. 1.No evidence that students are encouaged to Lesson and assignments meet he Teaming needs of interact and partieipae in purposeful class all sudens. activities eacher interaction foward most 4+ Fults stodent-to-tacher and studen-to- Stents is negative, demeaning or sarcastic; student inferations ldents show no respect forthe tucher 4 Teacher has high expectations forall students (eg, level of questions, cues given, various 2. Little evidence that stdents are encouraged to | 2 assignments, ete.) Jnveract and participate in purposeful class 4 Motivates and invites ll students to participate activities; teacher interaction to some students is Students are not isolated for inexplicable reasons. negative or sareastic;stadents show lite respect Most ofthe stadents are actively engaged forthe teacher throughout the leson. ‘Students and teacher interact with each other in 3. Some evidence tha studens are enouraged 10 respectful ways (eg n sarcasm, iil et.) interact nd patcipate in purposeal class 3 4 Ensures that attention is given equitably to all activities; teacher-student interactions are usually students (gender, race, SES, etc.) appropriate with occasional inconsistencies, Additional Evidence: favoritism, o insensitivity o some students calles; students show minimal zeepect forthe Other Suggestions: teacher. Uses various instructional formal (25 whole group, small group, pais, 4, Usally encourages stents to interact and 4 individual, te.) participate in purposeful class activities; teachcr- © Confers with individual students student interactions are cordial and demonstrate ‘© Heterogeneous Scating Arrangement and ating and respect. Interactions are appropriate Grouping (race, gender, ability, language, for the age and cultures of the students, Stodents etc.) Show respect for the teacher + Prepares modified and/aitferentiated assignments abcad of ine 5. Consstenty encourages stents to interact | C3, i sauces locos eaacaliy ert and participate in purporefl class activities; eaeeue teacher intoractions wi groups and individual students appear genuine; students seem to (ust counnrre the teacher. Not AbleT Rete (NATR) dn uomiges Atl 48 eo wea | P&THCUDEK: over “shut prea Who don't ite Ao ayak prt euidea hom Wo pax hu pak 0 Alu moves Atderch to heb in hair learning Revised 1/7/13 Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) relationships in teaching. to a (eacher's effec! TL 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 cont exemplary teachers, pedagogical techniques are criti ‘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 eandidates recognize the preeminence of human ( knowledge is necessary in the development of ess, Wesleyan College's teacher Dispositions Ise. Appreciates the impact of learner development on instructional decisions Tndieators a Evidence 13a, Understands and uses best practices, various learning theories, subject matter, curriculum development, and learner development to make curricular and instructional decisions (K, 8) {Domain 1: Planning and Preparation} 1. The content, curricular and instructional decisions are not based on learning theories and the developmental needs of students; no evidence of differentiation of instructional strategies 2. The conteat, curricular, and instructionat decisions are partially based on learning theories and the developmental needs of students; litle ‘evidonce of differentiation of instructional strategies. 3. While the content and curricular decisions are ‘based on leaming theories and the developmental ‘needs of stxlents, the instructional strategies lack

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