Harrah Teacher Candidate Observation Instrument (TCOT) Initial Candidate (Student Teaching) | passion fo communicate this Inowledge. T, LIBERAL EDUCATION: A liberal education prepares professional growth.” A liberally-educated teacher is one who possesses great content ne for “lifelong Intellectual, personal, and jowledge and a Fle, Values intellectual intependtence (D) Indicators # Evidence Tla & fb, Possesses and applies eontent knowledge across the curriculum (IGS) {Domain 1- Planning and Preparation} [. Little or no knowledge of content in one or ‘more subjects; makes uncorrected errors in content; does not correct errors made by students; Tacks awareness of connectedness of concepts. 2. Limited knowledge of content in one or more jects; makes confent errors in one or mate subjects or does not couect ents made by students; lacks awareness of connectedness oF concepts 3. Familiar with the concepts in the disciplines being taught; corrects teacher and student errors; 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 one another 5. Accurate, deep, and extensive knowledge of ‘concepts in the discipline and how they relate both to one another and to other disciplines; readily assists stadens in comecting errors or misconceptions in content Not Able to Rate (NATR) NATR ® All content is accurately demonstrated Uses multiple resources in addition tothe textbook. 4 Readily comects teacher and student errors 4 Givos constructive and supportive feedback to ‘incorrect student responses 4 Additional Evidence: Additional Suggesttons: ‘© Clarifies concepts and addresses misconceptions + Gives appropriate feedback to comect student responses, ‘© Provides prompts to increase the student's ability {0 recognize and correct extors COMMENTS: ps obviewsty parrel yet a Be Hew lene adeger 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, a professional growth.” A liberally-educated teacher is one who possesses great content knowledge and 2 | passion.to communicate this knowledge. F-1e, Values intellectual independence (D) Tb, Practices and encourages eritfeal ,inlcing, problem-solving and innovation to ‘meet students? needs (S) (Domain 3: Instruction} 1. No attempts are made to encomage critical thinking ; all questions ave of poor quality (i... low level with single comect response; questions are asked quickly giving students litle time to think, 2, Few attempls are made to encourage critical ing; most questions are of low level and asked quickly with litte time (o think of thoughtful responses 3. Multiple attempts are made to encourage ical thinking; questions are a combination of low and high quality (one answer responses and open-ended); some questions elicit thoughtful responses 4, Multiple attempts are made to encourage critical thinking; most questions are of high quality; students are given adequate time to respond, 5. Consistenily practices and encourages critical thinking by using various and alternate explanations in an effort to enbance students" deep understanding; questions ate consistently of high quality with adequate time to respond. Students sometimes develop their own questions. Not Able to Rate (NATR) ‘ATR “Uses appropriato instructional swategies (6g, ‘projects, discussions, discovery learning, differenciated instruction, cooperative learning, teracy centers, balanced literacy techniques) 0 facilitate critical thinking Consistently uses open-ended questions Uses “‘wait-time” effectively Uses various group configurations to mest studont? needs and adéress individual nteosts Consistently uses metacognitive techniques (eg, {hink-alouds) to teach sialegies Explicily teaches various critical thinking strategies (eg, inductive and deductive thinking, compare/contast, metaphorical reasoning, analogies, et.) Uses Bloom's Taxonomy fo sect activities, instructional strategies, and questions Guides students as they make various connections to other subject arces Uses "gradual release of responsibility” effectively Uses open-ended and divergent questions to generate discussions Fosters independent thinking by allowing students to give ther opinions based on evidence Gives students choices in methods of presenting assignments Facilitates student-generated problems and solutions Additional Evidence: o & See * + oe 8 oe COMMENTS: “tle EP - Vhe~ cows] cfikeed alhechve+ lage gs LORS Revised 1/7/13,Teacher Candidate Observation Instrument (TCOL) Initial Candidate (Student Teaching) T. LAMERAL 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 ‘communicate this knowledge. 1-2e, believes that postive constructivist classroom is critieat to student engagement (D) Indicators # Evidence Ta, Understands constructivism as it pertains F Uses "gradual release of responsibility” model to student learning and students creating their effectively. Teacher asks higher level open-cnded questions 4 Respects students? opinions as they respond to construetivism and its relationship to student 1 questions leaining. 4 Uses students’ background knowledge as the starting point for the lesson and to bring meaning 2. Demonstates litle understanding of ‘and relevance to the lesson. ‘constructivism and its relationship to student + Teachers use strategies and activities that require leaming. students to synthesize information presented. +h Teachers guide students as they “discover” 3. Demonstrates a developing understanding of patterns and make connections. ‘constructivism and its relationship to student 2 +} Teachers guide students as they use information to leaning. 4, Demonstrates a thorough understanding of constructivism and its relationship to student Teeuning; shaves that understanding with students, 5. Consistently demonstrates a thorough understanding of constructivism and its relationship to student learning; explicitly teaches students about constructivism and its implications for learning, Nat Able to Rate (NATR) NATR draw conclusions. +b Teachers allot enough time for students to explore concepts > Explains the nature of learning to students 4 Additional Evidence: COMMENTS: oid joe Io see o bid vsece tocbol of Fe Jessen byw! fceke One fa whedes's Revised 1/7/13Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) I. LIBERAL EDUCATION this knowledge, 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 communieate Disposition F-2e, belleves that a positive constructivist classroom: is cit salto student engagement Indicators evidence [1-20 Creates a Tearning community that bolsters the tenets of constructivism by enconraging student Inferaction participation in purposeful activities (S) {Domain 2: The Classroom Environment} I. No evidence that students are encouraged to interact and participate in purposeful class activities; teacher interaction toward most students is negative, demeaning or sarcastic; students show no respect for the teacher 2, Litle evidence that students are encouraged to jnteraet ond participate in purposeful class activites; teacher interaction fo some students is negative or sarcastic; students show fitle respect for the teacher 3. Some evidence that students are encouraged to ineract and participate in purposeful class activites; teacher-student interactions are wsually ‘appropriate with occasional inconsistencies, favoritism, oF insensitivity to some students" ‘cultures; students show minimal respect for the teacher. 4, Usually encourages students to interact and participate in pusposeful class activities; teaches student interactions are cordial and demonstra ‘cating and respect. Interactions are appropriate forthe age and cultures of the students. Students show respect for the teacher. 5. Consistently encourages students to interact and participate in purposeful class activities; teacher interaetions with groups and individual students appear genuine; students seem to trust the teacher, Not Able ‘To Rate (NATR) NATR % Stadenis work in small cooperative groups 4 Physical arrangement of classroom allows students ‘to work in small groups. Physical arrangement allows teacher to see all students and have access to them 4 Teacher guides class discussions. Students lead discussions in small groups. 4 Lesson and assignments meet the leamiing needs of all students. Facilitates studont-to-teacher and stuxdent-to- student interactions 4} Teacher has high expectations for all students (eg, level of questions, cues given, various assignments, otc) 4 Motivates and invites all students to paticipate 4 Students are not isolated for inexplicable reasons. 4} Most ofthe students are actively engaged throughout the lesson. 4 Students and fencher interact with each other in respectful ways (e.g, no sarcasm, ridicule, et.) 4 Bnsuses that attention is given equitably tall. students (gender, race, SES, etc.) % Additional Evidence: Other Suggestions: pu ‘© Uses various instructional formats (eg., whole group, smelt group, pai individual, te.) Confers wit individual students + Heterogeneous Seating Arrangement and Grouping (race, gender, ability, language, tc.) ‘+ Prepares modified and/differentioted assignments ahead of time ‘© Students assume responsibility for their ‘own learning seca valal cay you dob moi coobel of He \esson i Sducets nana? Revised 1/7/13Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) TL PROFESSIONAL, KNOWLEDGE: Danielson (1996) posits that “a person cannot teach whal he or she does not know (p. 62). The researcher further contends that while content knowledge is necessary in the development of exemplary teachers, pedagogieal techniques are critical to a feaches’s effectiveness, Wesleyan College’s teacher teaication enndidates are those who attain a high degree of competence in thelr knowledge, skills, and dispositions necessary to lead a classroom of students, In addition, the candidates recognize the preeminence of ps in teaching. Dis I-3e, Appreciates the impact of learner development on instructional decisions Indicators. a Bvidenes W-3a, Understands and uses best practices, % Lesson meets all students” developmental needs 5, subjeet matter, (Caterials and resources, length of lesson, ete) as curriculum development, and learner indicated by the level of student engagement. development to make curricular and “Information is accessible to all students. instructional decisions (IG, S) 1 4 Students ate actively engaged throughout the Tesson "Teacher activates and builds schema before the lesson. ‘Teacher is responsive to students® questions ‘Teacher responds to students? lack of (Domain 1: Planning aud Preparation} 1. The content, eurricafar and instructional decisions are not based on learning theories and ete es the developmental needs of students; no evidence ‘understanding. of differentiation of instructional strategies “Teacher provides the necessary support for 2 students as they Team new material 2. The content, curricular, and instructional (constructivism). dcisions are pautially based on learning theories 4 Uses “gradual release of responsibility” effectively and the developmental nceds of students; litle and consistently evidence of differentiation of instructional 4 Uses questioning and discussing techniques sategies, Additional Evidence: 3. While the eontont and enmicular decisions ave 3 based on learning theories and the developmental ‘COMMENTS: needs of students, the instructional slrategies lack differentiati 4, All of the content, curricular, and instructional decisions are based on learning theories and the developmental needs of students; the insrctional | (4) strategies ae differentiated, although $A ott couen cuando Very wt Plarved 9 decisions are based consistently on learning connected theories and the developmental neds of students Instructional strategies are differentiated 5 consistent. Not Able To Rate (NATR) NATR 5 Revised 1/7/13,Teacher Candidate Observation Instrument (TCO) Initial Candidate (Student Teaching) PROFESSIONAL KNOWLEDGE: Danielson (1996) posits that “a person cannot feach what he or she does not now" (p. 62). The researcher further contends that while content knowledge is necessary in the develoy exemplary teachers, pedagogieal techniques are eritical to a toncher’s effectiveness. Wesleyan College’s ten of education candidates are those who attain a high degree of competence in their knowledge, skills, and dispositions necessary to lend a classroom of students. In addition, the candidates recog relationships in teaching. ‘Disposiiion IE3e. Appreciates the impact of learner development ou instructional decisions the preeminence of human Tndleators Evidence (3b, Develops lesson plans using a variety of structional methods, resourees, and technology that support knowledge of learner development. (8) {Domain 1: Planning and Preparation) 1. Lesson plans lack a vatiety of instuctional strategies, resources, and technology to support knowledge of child development, Plans lack derstanding of prerequisite skills necessary to understand new concep. 2. Lessons plans have litle variety of instructional strategies, resources, and technology to support knowledge of child development. Plans show litle awareness of prerequisite skills necessary to understand new concept. 3. While lesson plans utilize various instruc! strategies, resources, and technology to support knowledge of child development, some are inappropriate, Plans show some knowledge of prerequisite skills necessary to understand new concept, although there might be gaps or inadequacies in this knowledge. 4, Lesson plans wtilize various instructional strategies, resources, and technology to support knowledge of child development appropriately. Plans veflect an accurate and adequate ng ofthe prerequisite skills necessary to understand new concept 5. Lesson plans consistently utilize various. instructional strategies, resources, and technology to support knowledge of child development appropriately Uhoughout the lesson. Plans reflect extensive knowledge of the prerequisite skills as ‘well as the relationships among these skill. Not Able To Rate (NATR) ATR eo te % “Teacher uses various strategies that Keep the students engaged (¢.g,, manipulatives, graphic organizers, discussions, think-pait-share, ‘comprehension strategies, vocabulary strategies, critical thinking strategies, writing strategies, ‘modeling, think-alouds, science experiments, K- WL, music, et.) and meet the students" developmental needs (intellectual, social, physical, tc.) ‘Teacher uses vatious resources (literature, charts, raps, human resources, technology (websites, Internet, overhead projector, TV/VCR, PowesPoint, tape/CD player, etc.}) to mect the students’ developmental needs (intellectual, soci physical, ote). Adjusts instructional strategies and activities to meet the needs of diverse learners ‘Activates and assesses prior knowledge Adjusts materials and resources to meet the developmental needs of the students. Uses variety of group configurations (whole, small, individual). COMMENTS: Nig ue of inleache lave. Revised 1/7/13Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) TI, 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 ave critical to a teacher's effectiveness. Wesleyan College’s teacher education candidates are those who attaln a igh degree of competence in their knowledge, skills, and dispositions necessary to lend a classroom of students, In addition, the candidates recognize the preeminence of human relationships in teaching. Disposition de, apprectates student diversity by acknowledging flexibility and fluidity of currteular decisions based on students’ diverse needs. Indicators a Evidence arate an underaTandlg of Piya avangement of ie casszoom makes ith classroom to trates and sources accessibe to diverse fences ofa broad Temes (fin ac low). Leaning o Te-4a, 4b. Den iversity by struct provide for the lea ange of diverse lear physically disable chicven's needs are 1 accommodated. {Domain 2: Classroom Environment} “Physical arrangement of the classroom facilitates. inferaetion among students and teacher (eg, 1. Classroom structore doesnot support the needs discussions) and ensure safety. of diverse tearers, ‘The physica structure (6, 4 Flexible arrangement of desks/tables ensures that rangement of furniture) ofthe classroom may vatios types of activities (discussions enters, present safety difficulties. Learning is presentations, kands-on) are taking pee inaccessible to most earers 4 Bnoures that attention is given eqitbly to al 2 students (gender, race, SES, ete) 2. Classroom stnseture supports the needs of 4 Materials ae prepared ahead of tie and are some diverse learners, ‘The physical sactare readily available to teacher and students. (eg. arrangement of furniture, accessibility of 4 Provides meaningful assignments for students who materials) ofthe classroom hampers effective tasks ently Teeming by some students. Learning is 4 Physical resources ex, chats technology inaccessible to some leamers. equipment, overhead projectors) are used 3 effectively with the students, 3. Classroom structure supports the needs of 4 Manages and communicates classroom procedures diverse lamers. The classroom stractore Additional Bviden presents no safety issues. Leaning is accesible {omoststdenis. Teacher usually makes Other Suggestions: adequate use ofthe physical sirctore ofthe ‘Heterogeneous Seating Arrangement and classroom, although movement of the funiture Grouping (rece, gender, ability, language, Sometimes decreas the effectiveness ofthe f) ote) tesson. 2 + Prepares modified anddifferentiated VY assignments ahead of timc 4. Classroom structure supports the needs of ‘© Students assume responsibility for their See eee it ne | an COMMENTS: is accessible o all learners, Teacher always makes adroit use of physical space, and the flexible physical strcture (c.g, movement of desks) is effective for learning activities Ip vafocchers Very etepes ‘5, Classroom structure supports consistent ‘engagement of diverse learners. ‘The classroom is safe, Students take ownership of using the physical structure to facilitate learning for all students. NATR, Not Able To Rate (NATR) 7 Revised 1/7/13Teacher Candidate Observation Instrument (TCOT) Initial Candidate (Student Teaching) I, PROFESSIONAL KNOWLEDGE: Danielson (1996) posits dit “a person cannot (each what he or she does not Know” (p. 62). ‘The researcher (wrther contends that while content knowledge is necessary in the development of exemplary teachers, pedagogical techniques are critical to a teacher’s effectiveness, Wesleyan College’s teacher education candidates are those who attain a high degree of competence in their knowledge, skills, and disposition necessary (o lead classroom of students. In addition, the candidates recognize the preeminence of relationships in teaehing. IESe. realizes the inipact ofa positive classroom environment on teaching and lenraing Indicators # Evidence TESh, Sb. Creates and uses a vinble classrox Classroom rales and consequences are posted for ‘management plan to enhance the elassroc allt see. climate (IS) 4 Classroom rules are consistently enforced. {Domain 2: Classroom Environment) 4 Uses efficient and appropriate methods for getting 1. No evidence of a management plan; the attention of the students; does not make \consistenl/inappropriate tesponses to student various noises (e.g, shush) or yelling to get ‘behavior; reaction (o disruptive behavior 1 students quiet. interferes with instruction; classroom 4 Does not use sarcasm ‘environment (management of time, space, Uses variety of appropriate praise for individuals ‘materials, clear expectations) interfeves with and/or whole class. teaching and student learning; transitions are 4 Uses positive reinforcement for appropriate always chaotic behavior 4 Observes all students’ behavior 2, Lille evidence of a management plan; 4 Most ofthe students are actively engaged inconsistenv/often inappropriate responses to ‘throughout tite lesson. student behavior; eaction to distuptive beh 4 Students know the rituals and routines for daily oflen interferes with instruction; classtoom 2 ‘tasks (¢.g., smooth transitions for group work, environment (management of time, space, literacy centers, obtaining, collecting, and turning ‘materials, clear expectations) sometimes inassignments, getting materials, entering and interferes with teaching and learning; transitions exiting the room, etc.) fare sometimes chaotic. 4 Calmness pervades the classroom Additional Evidence: 3. Evidence of a management plan; consistent responses (sometimes inappropriate) to student Other Suggestions: behavior; classroom environment (management ‘© Uses various management techniques to avoid. ‘of time, space, materials, clear expectations) 3 interruption fo instruction (e.g, eye contact, physical proximity, nonverbal gesture, te.) “Materials are readily available and accessible nal asks effectively sometimes contributes to the ineffective 4, Bvidence of a management plan; consistent and appropriate responses to student behavior; corrects misbehavior with litle or no interuption |, of iastve Je; elassroom environment (management of time, space, materials, clear well monoge expectations) contribites to effective teaching and a student learning a effteietly 5. Consistent use of manegement plan; proactive management style; student internalization of plan is evident as indicated by their self monitoring of | 5 behavior, classroom environment (managemen of time, space, materials, clear expectations) ‘consistently contributes to and supports effective teaching and learning. Not Able To Rate (NATR) NATR. ef 8 Revised 1/7/13,Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) Ti, PROFESSIONAL KNOWLEDGE: Danielson (1996) posits iat “a person ennnot teach what he or she does not — know” (p62). The researcher further contends that while content knowledge is necessary in the development of exemplary (eachers, pedagogical fechaiques are critieal to a feacher’s effectiveness. Wesleyan Colleges teacher ‘education candidates are those who attain a high degree of competence in their knowledge, skills, and disposit necessary to lead a classroom of students. In addition, the candidates recognize the preeminence of hun relationships in tenehing. Dispos Ibe, believes that building caring relationships with students is ertical to lifetime of learuing Tadieators # Evidence Ti-6a, 6b, Understands and demonstrates Uses cooperative learning groups ‘methods of fostering effective interpersonal 4b Assigns geoup work (projects) relationships in the classroom. (KS) 4 Discusses and demonstrates the dynamies and behavioral norms of group work Uses various grouping configurations (whole group, small groups) during insimuction (e.g, 1. Does not foster the development of literature circles, guided reading) {Domain 2: The Classro interpersonal relationships in the classroom (eg., | 1 4 ‘Students use literacy centers and other kinds of ‘working cooperatively treating each other with centers effectively respect and faimess); teacher interacts negatively 4 Snudents help each other when appropriate ‘with most students; students’ interactions with 4 Stadenis show respect foreach other when each other are negative. engaged in discussions 4 Students and teacher interact with each other in 2, does not consistently foster the development of respectial ways (eg. 0 sarcasm, ridicue, etc) interpersonal relationships in the classroom(cg., | 2 4 Bngages students in discussions working cooperatively, treating each otter with 4 Uses questioning techniques respect and fainness);feacher interacts negatively % ‘with some students; students interactions with each oer are usually negative, 3. Fosters the development of interpersonal COMMENTS: zelationships in the classroom (e.g, working cooperatively, tweating each other with respect (2) ad faimess); teacher interacts appropriately most cy ofthe time with some students; students? : uy pate pray Bele interactions with each other are not respect Vota Me erne py jolvachens feet uled 4. consistently fosters the development of intepersonal relationships inthe classtoom(eg., | 4 working cooperatively, treating each other with respect and fairness); teacher interacts appropriately with all students; students! interaetions with each other and withthe teacher ate respectful 5. Consistently and explicitly fosters interpersonal relationships inthe classtoom (.g., working 5 cooperatively, treating each other with respect ‘and fainness); teacher shows genuine care and respect for students; students monitor treatment of peers 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) li, EVALUATION (Self and P-I2): Teacher candidates understand that the purpose of student assessment is Co monitor and ‘Wesleyan’s teacher education faculty determine te effectiveness of pros Constantly snd consistently reminds candidates that harder lo become effective teaches, Uiey must internalize the habit of {eflestingom ther practees and ating on those pracles. é Dispos | 111-7. Relieves that it’s necessary 1 use a varity of assessments to make informed instructional decisions Tndleators i Evidence TIE Ta, 7h, Unvdevstads and uses varus formal Develops and uses various types oF assessments aud informal assessinents (KS) (portfolios, rubrics, observations, anecdotal {Pamain 3: srt) i recoids, checklists, ests, tc) no knowledge of parposes oF sessment (ic, om Se aie sszsment for and of ering) itl knowledge of ee eee tefore ih various types of assssments, demonstaes 10 : tinerstanding ofthe ational forthe known types of | ‘The assessments aligned with the leson’s assessments; assessments are not congruent with the standards and objectives lessons objectives and standards 4 Incomporates vrious types of assessments in instuction 2. litte knowledge of purposes of assessment (i.e, 4 Teacher provides examples of student work aseisment for and of earning); Krows limited variety containing writen commentary fom the teacher of esessmenis; demonsvats ile uderstanding oF the esr pane Fationale for the few known types of asses 6 Tede provides helpfl and timely Feedback to telatonship between the asseasinens and thestndards | 9 aa ena Teacher assesses for learning (formative 3, Developing knowledge of purposes of assessment assessment) and of leaming (summative assessment). Ge, eseesment for and oF enrig); Knosvrions {ypesof messes demonsratesa rudimentary derstanding ofthe lion fr various yes of fsacssmeni, abl to aula the rationale for some of the assesment; ndreond hal there isa relationship Uween assent and standards and objectives, bt the relationship wnlear Q nal Bvidence: Gx assessment for and of learning); Knows various types of asessments to meet the needs oFal students, : demonstrates understanding ofthe rationale for vais this less types of esessments, teacher develops sages for ‘sng the varius assessment and clearly understands the celatioship between the leson'sobjetives and thy asscssment 4. Pl understating of the purposes of assessment Howe did jor ome 5. Knowe and develops varios types of assessments to teet the needs of particular students; demonstrates & ‘deep understanding ofthe purposes of asessment (ie. far or of assessment of learning) and the rationale for ns types of assessments articulates effectively the rational fo the student, pests, and parents; students are given opportunities to develop and use these fassessmens; assessments are completely aligned with the lesson's objectives, the conten, andthe instructional methods [Not Able To Rate (NATR) NATR, 10 Revised 1/7/13Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) Disposition Le, recognices that reflections cur be used to revise and refine profesional and/or pedagogical practices Tnxlleators # Evidence Ticia, ih, Knows and uses variety of sel Maintains a reflective journal and shares thoughis assessment (relletive) strategies to change ‘with mentor professional and/or pedagogical bohaviors. (GS) 4 Shove insight about lesson when discussing lessons with mentor or colleagues. Candidate identifies areas needing improvement 1 and suggests possible modifications of future Tessons 4 Candidate clearly explains why a lesson should or should not be changed for future instruction 4 Candidate makes an accurate assessment of the level of student engagement during the lesson 4 Uses assessment results to make judgment about instructional strategies 2 4 Maintains records of assessment results| o * e * 1. Does not examine her lesson; does not assess ig and student learning; docs not know whether lesson was effective; does not have suggestions for changing lesson and improving in the future 2, Examines lesson, but not vis--vis student Tearning and student engagement; does not know how to change lesson inthe future; does not ‘modify teaching practices fo impact student achievement; dacs not augment professional knowledge based on reflections; does not know whether the lesson met its objectives; has little understanding of the effectiveness of lesson Provides insightful and accurate assessment of Jesson effectiveness Identifies strengths of lessons Implements necessary changes based on assessment of lesson “Aiclates reasons for slooting specific 3 instuctional strategies, resources, materiel, and technology forthe lesson. 3. Examines Tesson and teaching vis-vi student learning and student engagement daring the lesson; sssunies that lesson met ils objectives based on stent Candidate continues to increase her professional ‘engagement; teacher has a general notion ofthe knowledge by participating in professional lesson’s effectiveness; understands the noed to change development the lesson and has afew general suggestions of ways 10 a Additional Fvidences improve the specific lesson; attempts to modify teaching methodologies to impact stant achievement; |/ 4 begins to diseuss ways to increase professional knowledge COMMENTS: 4, Examines her lesson and teaching vis-i-vis student learning and student engagement; accurately assesses the lesson effectiveness a whether it met its mal goals, ‘examples of Iesson's effectiveness; uses reflections to modify pedagogical practices to He impact student achievement; makes a few pho suggestions of how the lesson can be improved in the fatuce; augments professional knowledge based on reflections 5, Consistently examines her lesson, and teaching vis- vis student learning and student engagement; makes | NAT. insightful and accurate ossessment of lesson’ effectiveness and can ete specific examples; shows evidence of making modifications in pedagogical practices based on reflections; reflections provide suppor for ongoing sustained augmentation of professional knowledge; makes several specific Suggestions for improvernent and mokes predictions (or the suceess of Future lessons. [Not Able To Rate (NATR) tt Revised 1/7/13,Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) POST CONFERENCE: The candidate will: «discuss the rationale for selecting instructional strategies provide insightfil 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: —_ Lt, Comments: ‘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) 4 Bi ay 12 Revised 1/7/13Hannah Finch 3/2515, Lesson Debrief Reflection Questions I was really proud overall of how this lesson turned out and as a whole I am happy with the way I faught arrays, Something I thing went really well was the lesson I did with M&Ms where students made arrays in boxes with them and then had to answer questions about the arrays. [then assessed using thumbs again and split students into groups. The group that was still struggling completed an array sort and I liked how this one challenged the students but was not 0 difficult it made students give up. I thought this activity worked really well to challenge students enough that it helped build their self-efficacy about arrays when they were able to complete it.I also believe it gave students a better understanding of the relationship between arrays, multiplication and repeated addition. If were to teach these lessons again, I would try to be more organized and have a variety of manipulatives. I would like to be more organized by having the activities for the students working independently laid out and ready (o go for them. This way they would not be interrupting the group to ask questions. I would like to have more manipulatives for my students ‘who were struggling, That way students could use what hefped them the most because I believe even using the rubix cubes was a little difficult for some students, but the base ten blocks helped clear up some confusion. | learned that as a teacher, I really enjoy teaching math, There are so many different activities and hands on experiences for students that give them a better understanding of different ‘math topics. I enjoy teaching it because I enjoy sceing students excited about al the hands on ‘work and when the topic clicks they get so excited. I didn’t think I would enjoy teaching math, but it might have actually been one of my favorite subjects to teach. Tam certain that students learned how to form arrays and they learned the difference between rows and columns. I know this because of the post-assessment they took, partially because of the scores, but also because many students fold me how much easier the post assessment was than the pre assessment. I also have students pointing out rows, columns and ‘arrays everywhere we see them. That always makes me happy to see the connections they are making between what they have learned in class and the real world!