Lord Rachel Tcoi Student Teaching sp17 4-17-2017

Teacher Candidate Observation Instrument (TCOI)
Initial Candidate (Student Teaching)

I. 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.
I 1c. Values intellectual independence (D)

-
Indicators # Evidence
I-la & lb. Possesses and applies content All content is accurately demonstrated
knowledge across the curriculum (K,S) Uses multiple resources in addition to the textbook
{ Domain 1- Planning and Preparation} Readily corrects teacher and student errors
Gives constructive and supportive feedback to
1. Little or no knowledge of content in one or incorrect student responses
more subjects; makes uncorrected errors in 1 Additional Evidence:
content; does not correct errors made by students;
lacks awareness of connectedness of concepts. Additional Suggestions:
Clarifies concepts and addresses misconceptions
2. Limited knowledge of content in one or more Gives appropriate feedback to correct student
subjects; makes content errors in one or more 2 responses
subjects or does not correct errors made by Provides prompts to increase the student's ability
students; lacks awareness of connectedness of to recognize and correct errors
concepts
3. Familiar with the concepts in the disciplines
being taught; corrects teacher and student errors; 3 COMMENTS:
limited awareness of how the concepts relate to ,
one another
9f168AS PLV-120 ifti)v) et fos) ktokst
4. Accurate knowledge of concepts in the subjects 50 1 Stred-t6 i a
taught; corrects teacher and student errors; solid ii..1.
awareness of how the concepts in the discipline 4 14VS alttgiqi0rn Illa`ter
er
relate to one another
4 Ati in to romies h
5. Accurate, deep, and extensive knowledge of
concepts in the discipline and how they relate 5
goo SAS as Wen.
both to one another and to other disciplines;
readily assists students in correcting errors or
misconceptions in content
Not Able to Rate (NATR) NATR
Revised 1/7/13
I. 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.
I-Ic. Values intellectual independence (D)

I-lb. Practices and encourages critical Uses appropriate instructional strategies (e.g.,
thinking, problem-solving and innovation to projects, discussions, discovery learning,
meet students' needs (S) differenciated instruction, cooperative learning,
literacy centers, balanced literacy techniques) to
{Domain 3: Instruction} facilitate critical thinking
:* Consistently uses open-ended questions
1. No attempts are made to encourage critical 1 Uses "wait-time" effectively
thinking ; all questions are of poor quality (i.e., Uses various group configurations to meet
low level with single correct response; questions students' needs and address individual interests
are asked quickly giving students little time to Consistently uses metacognitive techniques (e.g.,
think. think-alouds) to teach strategies
2 Explicitly teaches various critical thinking
2. Few attempts are made to encourage critical strategies (e.g., inductive and deductive thinking,
thinking; most questions are of low level and compare/contrast, metaphorical reasoning,
asked quickly with little time to think of analogies, etc.)
thoughtful responses Uses Bloom's Taxonomy to select activities,
instructional strategies, and questions
3. Multiple attempts are made to encourage 3 Guides students as they make various connections
critical thinking; questions are a combination of to other subject areas
low and high quality (one answer responses and Uses "gradual release of responsibility" effectively
open-ended); some questions elicit thoughtful Uses open-ended and divergent questions to
responses generate discussions
Fosters independent thinking by allowing students
4. Multiple attempts are made to encourage to give their opinions based on evidence
critical thinking; most questions are of high Gives students choices in methods of presenting
quality; students are given adequate time to assignments
respond. Facilitates student-generated problems and
5 solutions
5. Consistently practices and encourages critical :* Additional Evidence:
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.
COMMENTS:
NATR
Not Able to Rate (NATR)
Revised 1/7/13
I. 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.
1-2c. believes that positive constructivist classroom is critical to student engagement (D)
I-2a. Understands constructivism as it pertains Uses "gradual release of responsibility" model
to student learning and students creating their effectively.
own meaning. (K) Teacher asks higher level open-ended questions
1. Demonstrates no understanding of 1 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 meaning
ir
2. Demonstrates little understanding of 2 and relevance to the lesson.
constructivism and its relationship to student Teachers use strategies and activities that require
learning. students to synthesize information presented.
Teachers guide students as they "discover"
3. Demonstrates a developing understanding of 3 patterns and make connections.
constructivism and its relationship to student Teachers guide students as they use information to
learning. draw conclusions.
Teachers allot enough time for students to explore
4. Demonstrates a thorough understanding of concepts.
constructivism and its relationship to student 0 Explains the nature of learning to students
learning; shares that understanding with students. Additional Evidence:
5
5. Consistently demonstrates a thorough
understanding of constructivism and its COMMENTS:
relationship to student learning; explicitly teaches
students about constructivism and its implications
for learning.
,
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NATR (/011 alt Cto 0 tt MY
-I ,
Not Able to Rate (NATR)
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Revised 1/7/13
I. 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.
Disposition
1-2c. believes that a positive constsructivist classroom is critical to student engagement
I-2b. Creates a learning community that 4 Students work in small cooperative groups
bolsters the tenets of constructivism by Physical arrangement of classroom allows students
encouraging student interaction and to work in small groups.
participation in purposeful activities (S) 4 Physical arrangement allows teacher to see all
students and have access to them
{Domain 2: The Classroom Environment) Teacher guides class discussions.
Students lead discussions in small groups.
1. No evidence that students are encouraged to Lesson and assignments meet the learning needs of
interact and participate in purposeful class I all students.
activities; teacher interaction toward most Facilitates student-to-teacher and student-to-
students is negative, demeaning or sarcastic; student interactions
students show no respect for the teacher Teacher has high expectations for all students
(e.g., level of questions, cues given, various
2. Little evidence that students are encouraged to assignments, etc.)
interact and participate in purposeful class :. Motivates and invites all students to participate
activities; teacher interaction to some students is Students are not isolated for inexplicable reasons.
negative or sarcastic; students show little respect Most of the students are actively engaged
for the teacher throughout the lesson.
Students and teacher interact with each other in
3. Some evidence that students are encouraged to respectful ways (e.g., no sarcasm, ridicule, etc.).
interact and participate in purposeful class 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, or insensitivity to some students'
cultures; students show minimal respect for the Other Suggestions:
teacher. Uses various instructional formats (e.g.,
whole group, small group, pairs,
4. Usually encourages students to interact and individual, etc.)
participate in purposeful class activities; teacher- Confers with individual students
student interactions are cordial and demonstrate Heterogeneous Seating Arrangement and
caring and respect. Interactions are appropriate Grouping (race, gender, ability, language,
for the age and cultures of the students. Students etc.)
show respect for the teacher. Prepares modified and/differentiated
assignments ahead of time
5. Consistently encourages students to interact
Students assume responsibility for their
and participate in purposeful class activities;
own learning
teacher interactions with groups and individual
students appear genuine; students seem to trust
COMMENTS: -
the teacher.
&Onl/Ch Ina Sitidill tC, tfa-v n
Not Able To Rate (NATR) AI aka! IlAlsc LovoL
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Revised 1/7/13
II. 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 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 classroom of students. In addition, the candidates recognize the preeminence of human
relationships in teaching.
Dispositions
II-3c. Appreciates the impact of learner development on instructional decisions
II-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 development, and learner indicated by the level of student engagement.
development to make curricular and Information is accessible to all students.
instructional decisions (K, S) Students are actively engaged throughout the
lesson
{Domain 1: Planning and Preparation) Teacher activates and builds schema before the
1 lesson.
1. The content, curricular and instructional Teacher is responsive to students' questions
decisions are not based on learning theories and :* Teacher responds to students' lack of
the developmental needs of students; no evidence understanding.
of differentiation of instructional strategies :. Teacher provides the necessary support for
students as they learn new material
2. The content, curricular, and instructional 2 (constructivism).
decisions are partially based on learning theories Uses "gradual release of responsibility" effectively
and the developmental needs of students; little and consistently.
evidence of differentiation of instructional Uses questioning and discussing techniques
strategies. Additional Evidence:
3
3. While the content and curricular decisions are
based on learning theories and the developmental COMMENTS: - -
needs of students, the instructional strategies lack
differentiation. (1.0b2_ / i. ' run5 of (1 b---
4. All of the content, curricular, and instructional titan 5k-
r
CA 0(X) , 16
11
decisions are based on learning theories and the

developmental needs of students; the instructional
Lityi ctt CI CL ig YIOU litki 11
strategies are differentiated, although
Whil VIS ir'e Ill Marl' on t""
inconsistencies remain.
5. All of the content, curricular, and instructional
decisions are based consistently on learning
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theories and the developmental needs of students. )
Instructional strategies are differentiated D yo r
114 a was iita.vtlir 64 -
,,,,,,,
consistently. NATR
Not Able To Rate (NATR)
Revised 1/7/13
H. PROFESSIONAL KNOWLEDGE: Danielson (1996) posits that " a person cannot teach what he or she does not
Disposition
II-3c. Appreciates the impact of learner development on instructional decisions
I1-3b. Develops lesson plans using a variety of 1 Teacher uses various strategies that keep the
instructional methods, resources, and 2 students engaged (e.g., manipulatives, graphic
technology that support knowledge of learner organizers, discussions, think-pair-share,
development. (S) 3 comprehension strategies, vocabulary strategies,
4 critical thinking strategies, writing strategies,
{Domain 1: Planning and Preparation} modeling, think-alouds, science experiments, K-
W-L, music, etc.) and meet the students'
I. Lesson plans lack a variety of instructional developmental needs (intellectual, social, physical,
strategies, resources, and technology to support NATR etc.)
knowledge of child development. Plans lack Teacher uses various resources ( literature, charts,
understanding of prerequisite skills necessary to maps, human resources, technology {websites,
understand new concept. Internet, overhead projector, TV/VCR,
PowerPoint, tape/CD player, etc.}) to meet the
2. Lessons plans have little variety of students' developmental needs (intellectual, social,
instructional strategies, resources, and technology physical, etc.).
to support knowledge of child development. Plans Adjusts instructional strategies and activities to
show little awareness of prerequisite skills meet the needs of diverse learners
necessary to understand new concept. Activates and assesses prior knowledge
Adjusts materials and resources to meet the
3. While lesson plans utilize various instructional developmental needs of the students.
strategies, resources, and technology to support Uses variety of group configurations (whole,
knowledge of child development, some are small, individual).
inappropriate. Plans show some knowledge of Additional Evidence:
prerequisite skills necessary to understand new
concept, although there might be gaps or
inadequacies in this knowledge. COMMENTS:
4. Lesson plans utilize various instructional

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

instructional strategies, resources, and technology
to support knowledge of child development
appropriately throughout the lesson. Plans reflect
extensive knowledge of the prerequisite skills as
well as the relationships among these skills.
Revised 1/7/13
Disposition
I1-4c. appreciates student diversity by acknowledging flexibility and fluidity of curricular decisions based on
students' diverse needs.
II-4a, 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 traffic flow). Learning or
range of diverse learners. (K,S) physically disabled children's needs are
accommodated.
{Domain 2: Classroom Environment} Physical arrangement of the classroom facilitates
interaction among students and teacher (e.g.,
1. Classroom structure does not support the needs discussions) and ensures safety.
of diverse learners. The physical structure (e.g., I Flexible 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.
(e.g., arrangement of furniture, accessibility of 2 Provides meaningful assignments for students who
materials) of the classroom hampers effective finish tasks early.
learning by some students. Learning is Physical resources (e.g., charts, technology
inaccessible to some learners. equipment, overhead projectors) are used
effectively with the students.
3. Classroom structure supports the needs of Manages and communicates classroom procedures
diverse learners. The classroom structure Additional Evidence:
presents no safety issues. Learning is accessible 3
to most students. Teacher usually makes Other Suggestions:
adequate use of the physical structure of the Heterogeneous Seating Arrangement and
classroom, although movement of the furniture Grouping (race, gender, ability, language,
sometimes decreases the effectiveness of the etc.)
lesson. Prepares modified and/differentiated
assignments ahead of time
4. Classroom structure supports the needs of Students assume responsibility for their
diverse learners. The classroom is safe. Learning own learning
is accessible to all learners. Teacher always COMMENTS:
makes adroit use of physical space, and the
flexible physical structure ( 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 5
physical structure to facilitate learning for all
students.
Not Able To Rate (NATR) NATR
Revised 1/7/13
II-5c. realizes the impact of a positive classroom environment on teaching and learning
II-5a, 5b. Creates and uses a viable classroom Classroom rules and consequences are posted for
management plan to enhance the classroom all to see.
climate (K,S) Classroom rules are consistently enforced.
{Domain 2: Classroom Environment} Uses efficient and appropriate methods for getting
1. No evidence of a management plan; the attention of the students; does not make
inconsistent/inappropriate responses to student various noises (e.g., shush) or yelling to get
behavior; reaction to disruptive behavior 1 students quiet.
interferes with instruction; classroom Does not use sarcasm
environment (management of time, space, Uses variety of appropriate praise for individuals
materials, clear expectations) interferes with and/or whole class.
teaching and student learning; transitions are Uses positive reinforcement for appropriate
always chaotic behavior
Observes all students' behavior
2. Little evidence of a management plan; Most of the students are actively engaged
inconsistent/often inappropriate responses to throughout the lesson.
student behavior; reaction to disruptive behavior Students know the rituals and routines for daily
often interferes with instruction; classroom 2 tasks (e.g., smooth transitions for group work,
environment (management of time, space, literacy centers, obtaining, collecting, and turning
materials, clear expectations) sometimes in assignments, getting materials, entering and
interferes with teaching and learning; transitions exiting the room, etc.)
are sometimes chaotic. 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 to instruction (e.g., eye contact,
sometimes contributes to the inefficient use of physical proximity, nonverbal gestures, etc.)
instructional time; some transitions are Materials are readily available and accessible.
ineffective. Performs noninstructional tasks effectively
4. Evidence of a management plan; consistent and

appropriate responses to student behavior;
corrects misbehavior with little or no interruption
_ CCMMENTS:1
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of instructional time; classroom environment
(management of time, space, materials, clear
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expectations) contributes to effective teaching and
student learning ,01(61 has Ofittr POS"Iiive Vgvitivi
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5. Consistent use of management plan; proactive
management style; student internalization of plan
du c f 1 v la al Caiiet ., orctsi
is evident as indicated by their self monitoring of
behavior; classroom environment (management
5 1 1112, WO I'd CAW- D a
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of time, space, materials, clear expectations)
consistently contributes to and supports effective
e0( i-v ovits. iv eavn s
teaching and learning
Not Able To Rate (NATR) NATR
Revised 1/7/13
H. PROFESSIONAL KNOWLEDGE: Danielson (1996) posits that " a person cannot teach what he or she does not
Disposition
II-6c. believes that building caring relationships with students is critical to lifetime of learning
II-6a, 6b. Understands and demonstrates Uses cooperative learning groups
methods of fostering effective interpersonal Assigns group work (projects)
relationships in the classroom. (K, S) Discusses and demonstrates the dynamics and
behavioral norms of group work
{Domain 2: The Classroom Environment} Uses various grouping configurations (whole
group, small groups) during instruction (e.g.,
1. Does not foster the development of literature circles, guided reading)
interpersonal relationships in the 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 Students help each other when appropriate
with most students; students' interactions with Students show respect for each other when
each other are negative. engaged in discussions
Students and teacher interact with each other in
2. does not consistently foster the development of respectful ways (e.g., no sarcasm, ridicule, etc.).
interpersonal relationships in the classroom (e.g., 2 Engages 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:
relationships in the classroom (e.g., working II Ole? , irini-r
W
cooperatively, treating each other with respect
and fairness); teacher interacts appropriately most
3 Pfit ri *a.).
n trt4 oo(f C-hit f-c 05k---
f s i
of the time with some students; students'
interactions with each other are not respectful.
4. consistently fosters the development of
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c o,
interpersonal relationships in the classroom (e.g., 4 141914: 4. CISY 0 ' 0 C V7.-
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working cooperatively, treating each other with Vyt(SS iw

respect and fairness); teacher interacts
appropriately with all students; students'
interactions with each other and with the teacher
are respectful
5. Consistently and explicitly fosters interpersonal

relationships in the classroom (e.g., 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 adjustments as
necessary
NATR
Revised 1/7/13
III. EVALUATION (Self and P 12): Teacher candidates understand that the purpose of student assessment is to monitor and
-
determine the effectiveness of a program, as indicated by the level of student learning. Wesleyan's teacher education faculty
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.
Disposition
III-7c. Believes that it's necessary to use a variety of assessments to make informed instructional decisions
III-7a, 7b. Understands and uses various formal Develops and uses various types of assessments
and informal assessments (K,S) (portfolios, rubrics, observations, anecdotal
{Domain 3: Instruction} records, checklists, tests, etc.)
I. no knowledge of purposes of assessment (i.e., Explains the criteria for the assessment before the
assessment for and of learning); little knowledge of
various types of assessments; demonstrates no sson
understanding of the rationale for the known types of 1 The assessment is aligned with the lesson's
assessments; assessments are not congruent with the standards and objectives
lesson's objectives and standards Incorporates various types of assessments in
instruction
2. little knowledge of purposes of assessment (i.e., Teacher provides examples of student work
assessment for and of learning); Knows limited variety containing written commentary from the teacher
of assessments; demonstrates little understanding of the and/or peer
rationale for the few known types of assessments; little
Teacher provides helpful and timely feedback to
relationship between the assessments and the standards
and objectives 2 student
Teacher assesses for learning (formative
3. Developing knowledge of purposes of assessment 41 assessment) and of learning (summative
(i.e., assessment for and of learning); Knows various assessment).
types of assessments; demonstrates a rudimentary Additional Evidence:
i.
understanding of the rationale for various types of
assessments; able to articulate the rationale for some of COMMENTS:
.1-e5 t- 170 5+ Te 'Sf

the assessments; understands that there is a relationship
between assessment and standards and objectives, but /girt
the relationship is unclear
3
4. Full understanding of the purposes of assessment

(i.e., assessment for and of learning); Knows various Jati,as -60 h oaket,c lo
types of assessments to meet the needs of all students; outiotts 3.1rAgj -
demonstrates understanding of the rationale for various
types of assessments; teacher develops strategies for
using the various assessments and clearly understands
the relationship between the lesson's objectives and the
1 fe . +each w kith Nees-sal
12
assessment.
5. Knows and develops various types of assessments to

meet the needs of particular students; demonstrates a
deep understanding of the purposes of assessment (i.e.,
6
for or of assessment of learning) and the rationale for
various types of assessments; articulates effectively the
rationale to the students, peers, and parents; students
are given opportunities to develop and use these
assessments; assessments are completely aligned with
the lesson's objectives, the content, and the
instructional methods.

5
NATR
10 Revised 1/7/13
Disposition
III-8c. recognizes that reflections can be used to revise and refine professional and/or pedagogical practices
III-Sa, Sb. Knows and uses a variety astir- :* Maintains a reflective journal and shares thoughts
assessment (reflective) strategies to change with mentor
professional and/or pedagogical behaviors. (K,S) :. Shows insight about lesson when discussing
lessons with mentor or colleagues.
(Domain 3: Instruction) I '... Candidate identifies areas needing improvement
1. Does not examine her lesson; does not assess and suggests possible modifications of future
her teaching and student learning; does not know lessons
whether lesson was effective; does not have : Candidate clearly explains why a lesson should or
suggestions for changing lesson and improving in 2 should not be changed for future instruction
the future + Candidate makes an accurate assessment of the
level of student engagement during the lesson
:- Uses assessment results to make judgment about
2. Examines lesson, but not vis-vis student
learning and student engagement; does not know instructional strategies
how to change lesson in the future; does not 3 :. Maintains records of assessment results
modify teaching practices to impact student Provides insightful and accurate assessment of
achievement; does not augment professional lesson effectiveness
knowledge based on reflections; does not know Identifies strengths of lessons
whether the lesson met its objectives; has little Implements necessary changes based on
understanding of the effectiveness of lesson assessment of lesson
+ Articulates reasons for selecting specific
3. Examines lesson and teaching vis-a-vis student 0 instructional strategies, resources, materials, and
learning and student engagement during the lesson; technology for the lesson.
assumes that lesson met its objectives based on student .1. Candidate continues to increase her professional
engagement; teacher has a general notion of the knowledge by participating in professional
lesson's effectiveness; understands the need to change development
the lesson and has a few general suggestions of ways to 5 Additional Evidence:
improve the specific lesson; attempts to modify
teaching methodologies to impact student achievement;
begins to discuss ways to increase professional
knowledge
COMMENTS:
4. Examines her lesson and teaching visavis NATR ityl iss [orot 1 r t. ect,f cthout
student learning and student engagement;
accurately assesses the lesson effectiveness and
whether it met its instructional goals; can cite ditclssinq wig -t- worP, tt. . 0
examples of lesson's e ffectiveness; uses

reflections to modify pedagogical practices to l-R' 6Cf Cl. RD t W 1(it- I
impact student achievement; makes a few
suggestions of how the lesson can be improved in
a- 1 esS0vi.
the future; augments professional knowledge
based on reflections
5. Consistently examines her lesson and teaching vis-a-
vis student learning and student engagement; makes
insightful and accurate 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 makes predictions for
the success of future lessons.
11 Revised 1/7/13
POST CONFERENCE: The candidate will:
...discuss 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:
Comments:
4 d /07
Teacher Candidate's S gnature/ Date Observer's Signature/Date
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)
Revised 1/7/13
12

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Teacher Candidate Observation Instrument (TCOI)

Initial Candidate (Student Teaching)

I 1c. Values intellectual independence (D)

Not Able to Rate (NATR) NATR

I-Ic. Values intellectual independence (D)

Not Able to Rate (NATR)

decisions are based on learning theories and the

tin. viA I'Clh Iry cr.

4. Lesson plans utilize various instructional

5. Lesson plans consistently utilize various

Not Able To Rate (NATR)

5. Classroom structure supports consistent

Not Able To Rate (NATR) NATR

4. Evidence of a management plan; consistent and

Not Able To Rate (NATR) NATR

working cooperatively, treating each other with Vyt(SS iw

5. Consistently and explicitly fosters interpersonal

.1-e5 t- 170 5+ Te 'Sf

4. Full understanding of the purposes of assessment

5. Knows and develops various types of assessments to

Not Able To Rate (NATR)

examples of lesson's e ffectiveness; uses

POST CONFERENCE: The candidate will:

...discuss the rationale for selecting instructional strategies

Danielson, C. (2007). Enhancing professional practice: A framework for

Stronge, J. H. (2002). Qualities of effective teachers. Alexandria, VA: Association

GSTAR (A state assessment system used for TAPP)

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