ale 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-edueated teacher is one who possesses great content knowledge to communicate this knowledge. ad a Efe. Values intettectuat independence (D) Indicators # Evidence Ein & Th, Posseses and applies content Jmowtedge neross the eurrieulum (K,S) {Doniain 1- Planning and Preparation} 1. Little or no knowledge of content in one or ‘more subjects; makes uncorrected errors in content; davs not correct errors made by students; lacks awareness of connectedness of concepts. 2, Limited knowledge of content in one or more subjects; makes content errors in one or more subjects or oes not correct errors made by students; lacks awareness of connectedness of ‘concepts 3 Familiar with the concepts in the disciplines being taught; cotrects teacher and student errors; sd awareness of how the concepts rolate to ‘another 4, Accurate knowledge of concepis in the subjects (aught; corrects teacher and student errors; solid awareness of iow the concepts in the diseipline relate o one another 5. Accurate, deep, and extensive knowledge of conceplsin the disipline nd how they relate both to one another and to other disci readily assists students in correcting errors or misconceptions in content Not Abig to Rate (NATR) NATR ‘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 incorrect student responses % Additional Evidence: pees Additional Suggestions: + Clarifies concepts and addresses misconceptions + Gives appropriate feedback to correct student responses, + Provides prompts to increase the student's ability {0 recognize and correct errors COMMENTS: Very wsell prepares 4 researched JesrorsTeacher Candidate Observation Instrument (TCOZ) Initial Candidate (Student Teaching) T, LIBERAL EDUCATION: A liberal education prepares one for “ ‘A liberally-educated teacher is one who possesses great content knowledge and professional growth passion (o communicate this knowledge. felong intellectual, personal, and E-le, Values intellectual independence (D) T-Ib, Practices and enco ‘thinking, problem-solving au meet students’ needs (S) {Domain 3: Instruction) 1, No attempls are made 10 encourage critical thinking ; all questions are of poor quality Tow level with single correct response; questions are asked quickly giving students lite time to think. 2, Few attempls are made to encourage thi st questions are of tow level and asked quickly with little time to ‘thoughtful responses, 3. Multiple attempts are made to encourage critical thinking; questions are a combination of Jow 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 students are given adequate time to 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, NATR + eo ee a Uses appropriate instructional strategies (e., projects, discussions, discovery learning, differenciated instruction, cooperative learning, Titeracy centers, balanced literacy techniques) to facilitate ertical thinking, Consistently uses open-ended questions Uses “wait-time” effectively Uses various group configurations to meet students" needs and address individual interests Consistently uses metacognit techniques (€8., compare/eontrast, metaphorical reasoning, analogies, ete.) 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 to give their opinions based on evidence Gives students choices in methods of presenting assignments Facilitates student-generated problems and solutions Additional Evidence: COMMENTS: Aishes + Not Able to Rate (NATR) [Peeviows cbs bs only idee s] content 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 gre: this knowledge. content knowledge and a passion to communicate 1-2c, belleves that positive constructivist classroom: ts critical to student engagement (D) Indicator: # Evidence Ta, Understands constructivism as it p Uses “gradual release of responsibility” model to student learning and students creating thei effect ‘own meaning. (6) ++ Teacher asks higher level open-ended questions 1. Demonstrates no understanding of 1 4 Respects students’ opinions as they respond to constructivism and its relationship to student questions learning. A Uses students’ background knowledge as the starting point for the lesson and to bring med 2. Demonstrates litle understanding of 2 and relevance tothe lesson, constructivism and its relationship to student learning, 3, Demonstrates a developing understanding of ‘constructivism and its relationship to student learning. 4, Demonstrates a thorough understanding of ‘constructivism and its relationship to student learning; shares that understanding with students 5. Consistently demonstrates a thorough understanding of constructivism and its relationship to student learning; ex students about constr for learning, ly teaches, ivism and its implica Not Able to Rate(NATR) NATR 4 Teachors use strategies and activities that require students to synthesize information presented, +} Teachers guide students as they “discover” patterns and make connections. Teachers guide students as they us draw conelusions. 4 Teachers allot enough time for concepts, + Explains the nature of eaming to students Additional Evidence: formation to dents to explore COMMENTS: Vey heache duecled lessors i or You felease por Fespor ibibely bes shes” Revised 1/7/13Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) T, LIBERAL EDUCATION: A liberal education prepares one for “lifeto led teacher is one who possesses great ¢ growth.” A liberally-edi this Knowledge. intellectual, personal, and professional to communicate (ent knowledge and a passi Disnoslion 1-6, believes that a positive conssructvst classroom is erteal fo student engagement Tndieators a Evidence ¥-2b. Creates a learning comm bolsters the tenets of construct encouraging student interact participation in purposeful activities (S) {Domain 2: The Classroom Envirot nent) 1. No evidence that students are encouraged to interact and participate in purposeful class activites; teacher interaction toward most students is negative, demeaning or sarcastic; students show no respect for the teacher 2. Lite evidence that students are encouraged to interact and participate in purposeful class activities; teacher interaction fo some students is negative or sarcastic; students show little respect for the teacher 38 interact evidence that students are encouraged to participate in purposeful class activites; teacher-stucent interactions are usually appropriate with occasional inconsistencies, sm, or insensitivity to some students” 4, Usually encourages students to interact and participate in purposeful class activities; eacher= respect. Interactions are appropriate for the age and cultures of the students. Studew show respect for the teacher. 5. Consistently encourages students to interact ‘and participate in purposeful class activities; teacher interactions with groups and individual students appear genuine; students seem to trust the teacher. Not Able To Rate (NATR) + e + oe see oo See Other Suggestions: ‘Students work in small cooperative groups Physical arrangement of classroom allows students to work in small groups. Physical arrangement allows teacher to see all students and have access to them ‘Teacher guides class discussions. ‘Students fead discussions in small groups. Lesson and assignments meet the learning needs of all students, Facilitates student-to-teacher and student-to- student interact Teacher has high expectations for al st (eg, level of questions, cues given, various ts assignments, efe.) Motivates and invites all students to participate Students are not isolated for inexplicable reasons. ‘Most of the students are actively engaged throughout the lesson, ‘Students and teacher interact with each other in respectful ways (e.g, no sarcasm, ridicule, etc). Bnsures that attention is given equitably to all students (gender, race, SES, ete.) Additional Evidence: rious instructional formats (e.g, Ml group, pai Uses whole group, sn individual, ete.) + Confers with individual students ‘+ Heterogeneous Seating Arrangement and Grouping (race, gonder, ability, language, etc.) + Prepares modified and/differentiated assignments ahead of time ‘+ Students assume responsibility for their own learning COMMENTS: Agen : ices wo \Mbd een th 1 onerod id Joho? Revised 1/7/13Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teachir TI, PROFESSIONAL KNOWLEDGE: Danielson (1996) posits that “a person cannot teach what he or she does not know” (p. 62). The researeher further contends that while content knowledge is necessary in the development of exemplary teachers, pedagogical techniques are critical to # teacher's effectiveness. Wesleyan College's feacher ‘education candidates are those who attain a high degree of wledge, skills, necessary to lead a classroom of students. In addition, the can e preeminence of i relationships in teaching. ‘Diswositions -3e, Apprectates the impact of learner development on instructional decisions Indicators @ Evidence TE-3a, Understands and uses best practices, % Lesson meets all students” developmental needs various learning theories, subject matter, (materials and resources, length of lesson, etc.) as ‘curriculum developm: cated by the level of student engagement. +} Information is accessible to all students. + Students are actively engaged throughout the lesson Teacher 1 lesson. 4 Teacher is responsive to students’ questions. 4 Teacher responds to students” lack of understanding. ivates and builds schema before the 1 The content, curricular and decisions are not based on leaming theories: tho developmental needs of students; no evi strategies. : 4 Additional Evidence: YY 3. While the content and curricular decisions are Se ' 4. All of the content, curt decisions are based on learning theo developmental needs of stents; the instructional andl, strategies are differentiated, although Veo) 5 ichied J orgernre i inconsstenccs remain. : fc lorinesaea! nar aul lessons Fiera ease So mienoeeaenereial ear ware Not Able To Rate (NATR) 5 Revised 1/7/13Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) Tl, PROFESSIONAL KNOWLEDGE: Danielson (1996) posits that “a person eannot feach what he or she does not Kuiow" (p. 62). The researcher further contends that while content knowledge is necessary in the development of exemplary teachers, pedagogical techniques are crit ‘a high degree of competence necessary to lend a classroom of students. In addition, the ¢ education candidates are those who atta relationships in teaching. al toa teacher's effectiveness. Wesleyan College’s teacher ledge, skills, and dispositions Ih3c. Apprectates the impact of learner development on instructional decisions Tndientors aT Evidence T-3b. Develops lesson plans using a variety of instruetional methods, resourees, and technology that support knowledge of learner development. (S) {Domain 1: Planning and Preparation} 1. Lesson plans lack a variety of instructional strategies, resources, and technology to support knowledge of child development. Plans lack understanding of prerequisite sills necessary to ‘understand new concept. 2. Lessons plans have litle variety of instructional strategies, resourees, and technology {0 support knowledge of child development. Plans show litle awareness of prerequisite skills ‘nocessary to understand new concept. 3. While lesson plans wilize various instructional BHrtegies, resources, and technology to suppor knowledge of child development, some are rappropriae, Plans show some knowledge of prerequisite skills necesary to understand new concept, although there might be gaps or vadequacies in this knowledge. 4, Lesson plans utilize various strategies, resources, and technology to support Knowledge of child development appropriately. Plans reflect an accurate and adequate ‘understanding of the prerequisite skills necessary ‘to understand new concept. 5. Lesson plans consistently utilize various insiructional strategies, resources, and technology to support knowledge of child development appropriately throughout the lesson. Plans reflect extensive knowledge of the well as the relationships a Not Able To Rate (NATR) uw Be NATR Teacher wses various strategies that Keep the students engaged (e.g, manipulatives, graphic organizers, discussions, think-pairshare, strategies, vocabulary strategies, critical thinking strategies, writing strategies, modeling, think-alouds, science experiments, K- W-L, music, ete.) and meet the students? developmental needs (intellectual, social, physical, etc.) 4 Teacher uses various resources ( literature, charts, ‘maps, human resources, technology (websites, Internet, ovorhead projector, TV/VCR, PowerPoint, tape/CD player, et.}) to meet the students’ developmental needs (intettectual, social physical, ete). 4 Adjusts instectional strategies and acti meet the needs of diverse learners 4 Activates and assesses prior knowledge 4 Adjusts materials and resources to meet the developmental needs of the students. 4 Uses variety of group configurations (whole, small al). 4 Adiional Evidence: COMMENTS: Always yer aspecls 1 peluded exprewlly a Revised 1/7/13Teacher Candidate Observation Instrument (TCOT) Initial Candidate (Student Teaching) know” (p. 62). ‘The resear ‘exemplary teachers, pedagogical teciniques are ‘education candidates are those who atta necessary to lend 2 classroom of students. In a relationships in teaching. sal toa jegree of e ition, the e Ti, PROFESSIONAL KNOWLEDGE: Danielson (1996) posits that “ a person cannot feach what he or she does not further contends that while content knowledge is necessary in the development of teacher's effectiveness. Wesleyan College’s teacher npetence in their knowledge, skills, and dispositions, candidates recognize the preeminence of human students? diverse needs. i Tre, appreciates student diversity by acknowledging flexibility and fluldity of eurricutar decisions based on to most students. ‘Teacher usually makes adequate use of the physical stracture of the classroom, although movement of the furniture sometimes decreases the effectiveness of the Tesson. 4. Classroom structure supports the needs of diverse learners. ‘The classroom is safe. Learning Teacher always flexible physical stnacture (e.g, movement of desks) is effective for learning activities 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 Not Able To Rate (NATR) NATR Indicators z IF-4a, 4b, Demonstrates an understanding of cy diversity by structuring the classrooin to materials and resources accessible o diverse provide for the learning needs of a broad learners (efficient traffic low). Leatning or (Ks) physically disabled children's needs are accommodated. (Domain 2: Classroom Eavironment) 4 Physical arrangement of the classroom facilitates interaction among students and teacher (¢., 1. Classroom structure does not support the needs discussions) and ensures safety. of diverse learners. ‘The physical structure (eg. 1 4 Floxible arrangement of desks/tables ensures that arrangement of furniture) of the classroom may various types of activities (discussions, centers, present safety difficulties. Learning is presentations, hands-on) are taking place. inaccessible to most learners. Ensures that attention is given equitably to all students (gender, race, SES, etc.) 2, Classroom structure supports the needs of +} Materials are prepared ahead of time and are some diverse learners, The physical structure readily available to teacher and students. (eg, arrangement of furniture, accessibility of 2 ° ningful assignments for students who materials) of the classroom hampers effective Sh tasks early learning by some students. Learning is 4 Physical resources (e.g, charts, technology inaccessible to some leanners. ‘equipment, overhead projectors) are used effectively with the students. 3. Classroom structure supports the needs of Manages and communicates elassroom procedures diverse learners. The classroom structure Additional Evidence: presents no safety issues. Learning is accessible 3 ‘Other Suggestions: + Heterogeneous Seating Arrangement and Grouping (race, gender, ability, language, ele.) + Prepares modified and/differentiated assignments ahead of time + Students assume responsibility for their own learning COMMENTS: we geavol tty } evcha-ghd cleo Vey reps Revised 1/7/13,Teacher Candidate Observation Instrument (TCOL) Ini ial Candidate (Student Teaching) know” (p. 62). The research relationships in teaching. ‘exemplary feachers, pedagogical (echniques are critical to a teach education candidates are those who attain a high degree of competence in the necessary to lead a classroom of students, In addition, the candidates recognize the preeminence of human Tl, PROFESSIONAL KNOWLEDGE: Danielson (1996) posits that “a person cai r further contends that while content knowledge is necessary in (he development of i teach what he or she does not effectivencss. Wesleyan College’s teacher knowledge, skills, and disposi L-Sc, realices the impact of a positive classroom environment on teaching and learning 3. Evidence of a management plan; consistent responses (sometimes inappropriate) to student behavior, classroom environment (management of time, space, materials, clear expectations) nes contributes to the inefficient use of instructional time; some transitions are ineffe 4, Evidence of a managen nt plan; consistent and corrects misbehavior with litle or no of instructional time; classroom environment 2, space, materials, clear expectations) contributes to effective teaching and student learning 5. Consistent use of management plan; proactive ‘management style; student internalization of plan is evident as indicated by their self monitoring of behavior; classroom environment (management of time, space, materials, clear expectations) consistently contributes to and supports effective teaching and leasning, Not Able To Rate (NATR) NATR Tndieators # ___ Evidence TESa, Sb, Creates and uses a Classroom rales and consequences are posted for ‘management plan fo enhanee the classroo all to se, timate (KS) 4 Classroom rules are consistently enforced. ‘Classroom Environment} 4 Uses efficient and appropriate methods for getting we of a management plans the atiemion of the studenis; does not make ‘onsistent/inappropriate responses to student various noises (eg. shush) or yelling to get behavior; reaction to disruptive behavior 1 students quiet. eres with istruetion; classroom 4 Does not use sarcasm ‘environment (management of time, space, Uses varcty of appropriate praise for individuals materials, clear expectations) interferes 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. Litle evidenee of a management plan; 4 Most ofthe students are actively engaged sistenVoften inappropriate responses to throughout the lesson. ‘student behavior; reaction to disruptive behavior 4 Students know the rituals and routines For daily often interferes with instruction; classroom 2 tacks (e.g, smooth transitions for group work, ‘environment (management of time, space, literacy centers, obtaining, collecting, and turning. raterials, clear expectations) sometimes assignments, getting materials, entering and interferes with teaching and learning; transitions ‘exiting the room, etc.) are sometimes chaotic. 4 Calinness pervades the classroom & Additional Evidence: Otter Suggestions: Uses various management techniques to avoid interruption to instruction (e-., eye contact, physical proximity, nonverbal gestures, etc.) Materials are readily available and accessible. Performs noninstructional tasks effectively COMMENTS: Fewsoe of ° Ie oo Jock canmeds 1S suds. Na mn Jibs waste ths! & 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 are critical toa (cacher’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 huma relationships in teaching. é Disposition T1-6e, belleves that building caring relationships with students is ertical to lifetime of learning Indicators a Bvidence T-6a, 6b, Understands and demonstrates Uses cooperative learning groups metious of fostering effective interpersonal Assigns group work (projects) relationships in the classroom. (K, 8) 4 Discusses and demonstrates the dynamies and behavioral norms of group work {Domain 2: ‘The Classroom Environment) 4 Uses various grouping configurations (whole group, sinall groups) during instruction (eg, 1, Does not foster the development of Titerature circles, guided reading) interpersonal relationships inthe classroom (e.g, | 1 + Students use literacy centers and other kinds of working cooperatively, treating each 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 for each other when each other are negative. engaged in discussions 4 Students and Ceacher interact with each other in 2, does not consistently foster the development of respectful ways (eg, no sarcasm, ridicule, ete.) interpersonal relationships in the classroom (eg, | 2 ‘Engages students in working cooperatively, treating each other with 4 Uses questioning techniques ly 4 Additional Evidence: respect and fairness); teacher interacts ne with some students; students’ interactions each othor aro usually negative, 5. Foster the development of interpersonal communts: tninmips inthe rstoon (2g, Working See eee |G) tna ness teacher ners apropiely mast \ fa Some stents; stents Cor lh) Le nro coy C60 ingeractions with each other are not respectful i locke * 4. consistently fosters the development of interpersonal roationship inthe classroom (eg, | 4 Ve working cooperatively, treating cach other with ¢ Wwe respel ond fires) teacher neacs tppropvitely with ll staents, stents imeraetions With each aer and with he eacher are respect ‘5. Consistently and explicitly fosters interpersonal ‘relationships in the classroom (@.., working 5 cooperatively, treating each other with respect ‘and fairness); teacher shows genuine care and respect for students; students monitor treatment of peers with respect and make adjust necessary NATR ‘Not Able To Rate (NATR) 9 Revised 1/7/13Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) Til, EVALUATION (Gelfand P-12): Teacher candidates understand tht the purpose of student assessment i fo monitor a determine the effectiveness ofa program, as indicated by the level of studs ‘constantly and consistently reminds candidates that inorder to become eff reflecting on thelr practices and aeting on these practices. teachers, they must internalize the habit of Disposition IIT-Te, Belleves that it's necessary to use a variety of assessments to make informed instructional decisions. Indicators E Tia, 7b, Understands and uses various formal ‘and informal assessments (KS) (Domain 3: Instruction} 1. no knowledge of purposes of assessment (ie., assessment for and of earning; litle knovedge of various types oF assessments; demonstrates no inderstanding ofthe rationale forthe known types of assessments; assessmonts ave not congruent with the lesson’s objectives and standards 2 tte knowledge of purposes of assessment (i. assessment for and of leatning); Knows limited variety ‘of assessments; demonstrates litle understanding ofthe tational forthe Few kaown types of assessments; litle relationship between the assessments and dhe stands and objectives 3, Developing knowledge of purposes of assessme (is, assessment for and of learning); Knows various {pes of assesoments; demonstrates a nadimentary understanding of the rationale for various types of assessments, able wo aticuate the rationale for some of the assessments; understands that there is relationship between assessment and stindards and objectives, but the relationship is unclear 4. Full understanding of the purposes of assessment {ic, ssessment for and of learning); Knows various Iypes of assessments fo meet the needs oF al students; demonstrates understanding ofthe rationale for various \ypes of assessments; eacher devetopssiratepes for ving the various assessments and clearly understands the relationship between the lesson’ objectives nd the assessment 5, Knows and develops various types of assessments 10 meet the needs of particular students; demonstrates 2 deep understanding ofthe purposes of assessment {ror of assessment of learning) andthe rationale for various types of assessments; articulates effectively tie rationale to the stadens, peers, and parents; students are given opportaites fo develop and use these sssessmenis;assossments are completely aligned with the lesson's objectives the content, and the insirvetional methods. Not Abie To Rate (NATR) NATR Develops and uses various types of assessments (portfolios, rubrics, observations, anecdotal records, checklists, tests, etc.) Explains the criteria for the assessment before the lesson 4 ‘The assessment is aligned with the lesson’s standards and objectives 4 Incorporates various types of assessments instruction Teacher provides examples of student work containing written commentary from the teacher and/or peer 4 ‘Teacher provides helpful and timely feedback to student 4 Teacher assesses for learning (Formative assessment) and of learning (summative assessment). 4 Additional Evidence: COMMENTS: )abys Un gute puny assetenrens 6 lv. 10 Revised 1/7/13Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) Hic, recognizes that reflections eau be used to revise and refine professional and/or pedagogical practices inlar i sence TII-8a, 8b. Knows and uses a variety of self- ‘Maintains a reflective journal and shares thoughts ‘ses (ett) sae ing wither Protea sao engi (5) Sie e coca dace lessons with mentor or enleapes Oe 1 ‘ Candidete identifies areas needing improvement 1. Does not examine her lesson; does not assess. meets Possible modifications of future her nching ad sade ering nt ko Cnt early explains why a eson sould o : 2 ‘should not be changed for future instruction suggestions for changing lesson and the future nproving in 2, Examines lesson, but not vis-i-vis student learning and student engagement; does not know hhow to change lesson in the future; does not modify teaching practices to impact student achievement; does not augment professional knowiedge based on reflections; does not know whether the lesson met its objectives; has little understanding of the effectiveness of lesson 3. Bat teaming and student engagement during the lesson; assumes that lesson met is objectives based on student engagement; teacher basa general notion ofthe Iesson's effectiveness; understands the need to change: the lesson and has a few general suggestions of ways 10 improve the specifi lesson; attempts to modily teaching methodologies to impact stident achievement; begins to discuss ways to increase professional knowledge 4. Examines her lesson and teaching vis-A-vis, student learning and student engagement; accurately assesses the lesson effectiveness and ‘hethor 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 und teaching vis-b- ‘vis siudent learning and student engagement, makes insightful and accurate assessment of lesson’ effectiveness and can cite specific examples; shows ‘evidence of making modifications in pedagogical practices based on refletions; reflections provide support for ongoing sustained augmentation of professional knowledge; makes several specific ‘suggestions for improvement and makes predictions for the success of future lessons. [Not Able To Rate (NATR) NATR * Candidate makes an accurate assessment of the level of student engagement during the lesson Uses assossment results to make judgment about instructional strategies 4 Maintains records of assessment results +h Provides insightful and accurate assessment of Tesson effectiveness 4 Identifies strengths of lessons ‘Implements necessary changes based 0 assessment of lesson 4 Articulates reasons for selecting specific instructional strategies, resources, materials, and technology for the lesson, 4 Candidate continues to increase her professionat knowledge by participating in professional development % Additional Evidence: COMMENTS: lo a you pnclease eee hs %9 (ego fps bo His 08 fag iL Revised 1/7/13,Teacher Candidate Observation Instrument (TCOL) Initial Candidate (Student Teaching) POST CONFERENCE: The candidate will: -ndiscuss 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 thet need work; should provide specific suggestions for improvement identify best practices used in the lesson ‘Comments: Kaylo~ Stuspsan) or a 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). Enhaneing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development. Stronge, J. 11. (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