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-edueated teacher is one who possesses great content knowledge and a passion to communicate this knowledg Ete, Values intellectual independence (D) Indicators # Evidenee Tela & Tb, Possesses and applies content $F Alcontent is accurately demonstrated knowledge across the curriculum (K,S) 4 Uses multiple resources in addition tothe textbook (Domain 1- Planning and Preparation} Readily comects teacher and student errors 4 Gives constructive and supportive feedback to |. Little or no knowledge of content in one or Jncomect student responses more subjects; makes uncomrected exrors 1 & Additional Evidence: content; does not correct errors made by studens; Jacks awareness of connectedness of eoneepts. nal Suggestions: Clarifies concepts and addresses misconceptions 2. Limited knowledge of content in one or more ives appropriate feedback to correct student subjects; makes eontent errors in one or more 2 responses subjects or does not correct errors 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 10 ‘ove another 4, Accurate knowledge of concepts in the subjects tought; corrects teacher and student errors; solid awareness of how the concepis in the diseipline 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 ather disciplines; readily assists students in correcting errors or rmisconeeptions in content Not Able to Rate (NATR) Provides prompts to increase the students ability to recognize and correct errors 3 | comments: NATR. Revised 1/7/13,Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) T, LIBERAL EDUCATION: A liberal education prepares one for “lifelong intellectual, person: and professional growth.” A liberally-educated teacher is one who possesses great content knowledge and a passion to communicate this knowledge. I-tc. Values intellectual independence (D) T-ib, Practices and encourages eritical thinking, problem-solving and innovation to meet students? needs (S) {Pomain 3: Instruction} 1. No attompts are made to encourage critical thinking ; all questions are of poor quality (i.e. low level with single correct response; questions are asked quickly giving students little time to think, 2, Few attempis are mado to encourage ertical thinking; most questions are of low level and asked quickly with lite time to think of thoughtful responses 43. Multiple attempts are made to enco ‘xitcal thinking questions area combination of low and high quality (one answer responses and ‘pen-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. Consistently practices and encourages critical thinking by using various and alternate explanations in an effort fo enhance students" ‘deep understanding; questions are consistently of high quality with adequate time to respond. Students sometimes develop their own questions. Not Able to Rate (NATR) NATR * eo ee ooo & be ee ‘Uses appropriate instructional strategies (eg, projects, discussions, discovery leaming, differenciated instruction, cooperative learning, literacy centers, balanced literacy techniques) 10 facilitate critical thinking Consistently uses open-ended questions Uses “waittime” effectively Uses various group configurations to meet students’ needs and address individual interests ‘Consistntly uses metacognitive techniques (e.g. think-alouds) to teach strategies Explicitly teaches vasious critica thinking strategies (eg, inductive and deductive thinking, ‘compare/contrast, metaphorical reasoning, analogies, ete) Uses Bloom’s Taxonomy fo select activities, instructional strategies, and questions ‘Guides students as they make various connections to othe 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 ther opinions based on evidence Gives students choices in methods of presenting Facilitates student-generated problems and solutions Additional Evidence: ‘COMMENTS: 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-edueated (eacher is one who possesses great content knowledge and a passion (o communicate relationship to student leaming; explicitly teaches students about constructivism and its implications for learning. [Not Able to Rate (NATR) NATR this knowledge. i Z = 1-2c, believes that postive constructivist classroom is ertieal to student engagement (D) Indicators # Evidence 2a, Understands constructivism w ses “gradual release of responsibility” model if and students creating their effectively own meaning. (K) 4 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 4 Uses students’ background knowledge as the starting point for the lesson and to bring meaning 2. Demonstrates ttle understanding of 2 and relevance tothe lesson. constructivism and its relationship to student 4 Teachers use strategies and activities that require | Teaming. students to synthesize information presented, | 4 Teachers guide students as they “discover” 3. Demonstrates a developing understanding of 3 patterns and make connections ‘constructivism and its relationship to student 4 Teachers guide students as they use information to learning, draw conclusions. 4 Teachers allot enough time for students to explore 4. Demonstrates a thorough understanding of 4 concepts. constructivism and its relationship to student 4 Explains the nature of learning to students, learning; shares that understanding with students @ 4 Additional Evidence: 5. Consistently demonstrates thorough Understanding of constructivism and its ‘COMMENTS: Revised 1/7/13[Z. LIBERAL EDUCATION: A liberal education prepares | Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) growth.” A liberally-educated teacher this knowledge. Disposition 1-2c, believes that a positive constsructivist classroom is eritical to student engagement 1¢ for “Tifetong intellectual, personal, and professional ie who possesses great con(ent knowledge and a Indicators # Evidence 1-2b, Creates a learning community that bolsters the tenets of constructivism by ‘encouraging student interaction and participation in purposeful activities (8) {Domain 2: The Classroom Environment} 1. 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. Little evidence that students are encouraged to interact and participate in purposeful class activities; teacher interaction fo some students is negative or sarcastic; students show litle respect for the teacher 3, Some evidence that students are encouraged to interact and participate in purposeful class activities; teacher-student interactions are usually appropriate with occasional inconsistencies, favoritism, or insensitivity to some students? ‘cultures; students show minimal respect for the teacher. 4. Usually encourages students to interact and participate in purposeful class activities; teacher- student interactions are cordial and demonstrate caring and respect. Interactions are appropriate for the 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 interactions with groups and individual students appear genuine; students seem to trust the teacher ‘Not Able To Rate (NATR) = ° * + * ° ‘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 lead discussions in small groups. ‘Lesson and assignments meet the leaning needs of all students. Facilitates student-to-teacher and studen student interactions ‘Teacher has high expectations for all students (eg, level of questions, cues given, various assiguments, ete.) 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 (et, n0 sarcasm, ridicule, etc). Ensures that altention is given equitably to all students (gender, race, SES, cte.) Additional Bvidence: 40. Other Suggestions: ‘© Uses various instruetional formats (e.g, whole group, small group, pairs, idual, ete.) ‘Confers with individual students Heterogencous Seating Arrangement and Grouping (race, gender, ability, language, etc.) ‘© Prepares modified and/differentiated assignments ahead of time ‘© Students assume responsibility for their ‘own lear COMMENTS: Revised 1/7/13Teacher Candidate Observation Instrument (TCOL) Initial Candidate (Student Teaching) TI, PROFESSIONAL KNOWLEDGE: Danielson (1996) posits that“ a person cannot teach what le 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 h relationships in teaching. Dispositions 11-3. Appreciate the impact of learner development on instructional decisions Indicators ¥ Evidence | TE3a. Understands and uses best practices, Lesson moots al students” developmental needs various learning theories, subject matter, (materials and resourees, ength of lesson, et.) as curriculum development, and leurner indicated by the level of student engagement. development to make curricular and 4 Information is accessible to all students. instructional decisions (K, $) 4 Students are actively engaged throughout the lesson Domain 1: Planning and Preparation} 4 Teacher activates and builds schema before the 1 lesson. 1. The content, cusicolar and instructional 4 Teacher is responsive to students” questions decisions are not based on learning theories and 4 Teacher responds to students” lack of the developmental noeds of students; no evidence understanding. of differentiation of instructional strategies 4 Teacher provides the necessary support for student as they lean new material 2. The content, eurricular, and instructional 2 (constructivism). decisions are partially base on learning theories, 4 Uses gradual release of responsibility” effectively and the developmental needs of students; litle and consistently ‘evidence of differentiation of instructional 4 Uses questioning and discussing techniques Additional Evidence: strategies 3. While the content and curricular decisions are ‘based on learning theories and the developmental COMMENTS: needs of students, the instructional strategies lack differentiation, 4. All of the content, curricular, and instructional decisions are based on learning theories and the developmental needs of students; the instructional strategies are differentiated, although inconsistencies remain. oO 5. Allof the content, curricula, and instructional decisions are based consistently on learning, theories and the developmental needs of students, Instuctional strategies are differentiated: consistently. NATR Not Able To Rate (NATR) 5 Revised 1/7/13Teacher Candidate Observation Instrument (TCOT) Initial Candidate (Student Teaching) |. PROFESSIONAL KNOWLEDGE: Danielson (1996) posits th “a person canod teach what he of he Joes nal 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 (o lead a classroom of students. In add 3, the candidates recognize the preeminence of human relationships in teaching. : Disposition I-3e, Appreciates the impact of learner development on instructional decisions ___Indieators Heer aaa] % Evidence TESb, Develops lesson plans using a variety of | 1 ® Teacher uses various strategies that Keep the instructional methods, resources, and {echinology that support knowledge of learner development. (8) (Domain 1: Planning and Preparation} L. Lesson plans lack a variety of instructional strategies, resources, and technology to support knowledge of child development. Plans lack understanding of prerequisite skills necessary to understand new concept. 2, Lessons plans have litle variety of instructional stracgies, 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 instructional 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 inthis knowledge. 4. Lesson plans utilize various instructional strategies, resources, and technology to support knowledge of child development appropriately. Pans 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 ‘0 support knowledge of child development appropriately throughout the lesson. Plans refleet extensive knowledge ofthe prerequisite skills as well asthe relationships among these skills, ‘Not Able To Rate (NATR) NATR oe oe & students engaged (e., manipulatives, graphic ‘organizers, discussions, think-pair-share, comprehension strategies, voeabulary strategies, critical thinking strategies, writing strategies, ‘modeling think-slouds,seience experiments, K- W-L, music, ete.) and meet the students’ developmental needs (intellectual, social, physical, ete) “Teacher uses various resources (literature, charts, naps, human resources, technology {websites, Internet, overhead projector, TV/VCR, PowerPoint, tape/CD player, etc.}) to meet the students’ developmental needs (intellectual, social, physical, ete) ‘Adjusts instructional strategies and acti meet the need 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). Adiliional Evidence: ies to COMMENTS: Revised 1/7/13Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) TI, PROFESSIONAL KNOWLEDGE: Danielson (1996) posits that “ a person eannot teach what he or she does not know” (p. 62). The researcher further contends that while content knowledge is necessary in the development of exemplary teachers, pedagogical techniques are critical to a teacher’s effectiveness, Wesleyan College’s teact education candidates are those who attain a high degree of competence in their knowledge, sl necessury to Jead a classroom of students. In addition, the candidates recognize the preem relationships in teaching. Disposition 1-4e. appreciates suudent diversity by acknowledging flexibility and fluidity of curricular decisions based on _ students diverse needs sees Indicators z Evidence i-da, dh, Demoustrates an understanding of ysica arangement ofthe classroom makes diversity by structuring the classroom to ‘materials and resources accessible to diverse provide for the learning needs of broad leaimets (efficient trafic flow). Learning or Fange of diverse learners. (K,S) {Domain 2: Classroom Environment} 4 Physical arrangement of the classroom faci interaction among students and teacher (¢.g., L. Classroom structure does not support the needs: discussions) and ensures safety. of diverse learners, The physical sructure(ee, | 1 4 Flexible arrangement of desks/ables ensure that arrangement of furniture) ofthe elassraom may various types of activities (discussions, centers, present safety difieulies, Learning is presentations, hands-on) are taking place. inaocessible to most learners, Ensures that attention is given equitably to all students (gender, race, SES, ete) 2, Classroom structure supports the needs of & Materials are prepared ahead of time and are some diverse leamers. The physical stucture readily available to teacher and students, (Ge, arrangement of furniture, accessibility of 2 & Provides meaningful assignments for students who materials) of the classroom hampers effective finish tasks early. Jearning by some students. Leaming is Physical resources (eg, chars, technology ‘inaccessible to some leamers. ‘equipment, overhead projectors) are used effectively with the students 3. Classroom structure supports the needs of 4 Manages and communicates classroom procedures diverse Ieamers. The classroom structure © Adiitional Evidence: presenis no safety issues. Learning is accessible | 3 ‘omost students, Teacher usually makes Other Suggestions: adequate use of the physical structure of the © — Heterogeneous Seating Arrangement and classroom, although movement ofthe furniture Srouping (race, gender, ability, language, sometimes decreases the effectiveness ofthe ete) lesson ‘+ Prepares modified and/ifferentiated 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 4 | comments: makes adroit use of physical space, and the {exible physical stucture (eg, movement of desks) is effective for learning activities 5, Classroom structure supports consistent engagement of diverse learners. ‘The classroom is physical structure to facilitate leaning forall students. Not Able To Rate (NATR) NATR, 7 Revised 1/7/13Teacher Candidate Observation Instrument (TCOL) Initial Candidate (Student Teaching) Tl, PROFESSIONAL KNOWLEDGE: Danielson (1996) posits that “a person cannot teach what he or she does not Know” (p. 62). The researcher further contends that while content knowledge is necessary in the development of exemplary teachers, pedagogical techniques are 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 (0 lead a classroom of students. In addition, the candidates recognize the preeminence of humai relationships in teaching. IESe. realices the impact of a positive elassroom environment on teaching and learning — Indicators z Tividence Ti-Sa, Sb. 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) 4 Classroom rules are consistently enforced, {Domain 2: Classroom Environment} Uses efficient and appropriate methods for getting I. No evidence of a management plan; the attention of the students; does not make inconsistenWnappropriate responses (o student various noises (eg, 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 varity of appropriate praise for individuals ‘materials, clear expectations) interferes with and/or whole class teaching and student earning; transitions are Uses positive reinforcement for appropriate always chaotic behavior ee ++ Observes all students’ behavior 2. Little evidence of a management plan: 4 Most of the students are actively engaged inconsistentoften inappropriate responses to throughoat the lesson, student behavior: reaction to distuptive behavior 4 Students know the rituals and routines for daily often interferes with instraction; classroom 2 tasks (cg, smooth transitions for group work, environment (management of time, space, literacy centers, obtaining, collecting, and turning, ‘materials, clear expectations) sometimes inassignments, geting material, entering and interferes with teaching and learning; transitions exiting the room, ete.) are sometimes chaotic. + Calmness pervades the classroom % Additonal Evidence: 3. Bvidence of a management plan; consistent responses (sometimes inappropriate) to student Other Suggestio ‘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, ete.) instructional time; some transitions are ‘+ Materials are readily available and accessible, ineffective ‘+ Performs noninstructional tasks effectively 4, Bvidence of a management plan; consistent and COMMENTS: appropriate responses to student behavior; corrects misbehavior with litle or no interruption of instructional time; classroom environment (management of time, space, materials, clear expectations) contributes to effective teaching and student learning 5. Consistent use of management plan; proactive ‘management style; student intemalization 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 learning Not Able To Rate (NATR) NATR 8 Revised 1/7/13Teacher Candidate Observation Instrument (TCOT) Initial Candidate (Student Teaching) LL, 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 (eachier education candidates are those who attain a high degree of competence in their knowledge, skills, and necessary t0 lead a classroom of students, In addition, the candidates recognize the preeminence of human relationships in teaching. Disposition I-66, believes that building caring relationships with students is critical to lifetime of tearning Tndieators 7] Evidence TF-6a, 6b, Understands and demonstrates ‘Uses cooperative learning groups ‘methods of fostering effective interpersonal Assigns group work (projects) Discusses and demonstrates the dynamics and behavioral norms of group work Uses various grouping configu group, small groups) during instru 1 Does not faster the development of literature circles, guided reading) ps in the classroom. (K, S) e eee {Pomain 2: The Classroom Environment} interpersonal relationships inthe classroom (eg, | 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 (6.8, no sarcasm, ridicule, et). interpersonal relationships in the classroom(e.g., | 2 ob 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 ‘cach other are usually negative. 3. Fosters the development of interpersonal COMMENTS: relationships in the classroom (eg,, working, ‘cooperatively, treating each other with respect 3 and faimess); teacher interacts appropriately most of the time with some students; students” interactions with each other are not respectful. 4, consistently fosters the development of interpersonal relationships inthe classroom (eg, | 4 ‘working cooperatively treating each other with respect and faimess; teacher interacts appropriately with all students; teractions with each other and with the teacher are respectful rolationships in the classroom (e.g., working ‘cooperatively, treating each other with respect ness); teacher shows gen respect for students; students monitor treatment of peers with respect and make adjustments as necessary 5. Consistently and explicitly fosters intepersonal a NATR Not Able To Rate (NATR) 9 Revised 1/7/13,Teacher Candidate Observation Instrument (TCOT) Initial Candidate (Student Teaching) wdidates understand that the purpose of student assessment is to monitor and josition He 11.7. Ras hats neces tonne vray spre ake ford sao! acho inate Z ner E77 Varin a toa eel + Decigrarian abe pa fia acacia [ee aged ener ean 7 anja nian reset records, checklists, tests, etc.) eee ates eens ‘Exist eter forte assert before eee eee ot | 1 | % Tonsesmentisatined wih helesons tsscrmentsasesements are no congruent wth he standards and objectives pena ae Lao of men af assent. Macher roves example often work dice a eng te sour poe cee ee etgrcaegets |, | & Taher ovides epi anil teak to deanna ‘Teacher assesses for learning (formative | 3. Developing knowledge of purposes of assessment assessment) and of learning (summat | eae a ata! vice Soca aoe hecens etcetera comments: Sees orem mera aca Serco ecsmscusnc meme oat | Slap neem TEontentredonesdagattarabane eros cee een 5. Knows and develops various types of assessments to ‘meet the needs of particular stdents; emonstaes deep understanding ofthe purposes of assessment (ie, for orof assessment of learning) and the rationale for various types of assessinents articulates effectively the tational to the students, peers, and parents: students ace given opportunities to develop and use these assossmonts; assessments are completely aligned with the lesson’s objectives, the content, and the incitctional methods Not Able To Rate (NATR) NATR 10 Revised 1/7/13Teacher Candidate Observation Instrument (Teor) Initial Candidate (Student Teaching) ‘ipa iB. recognise tha reflections canbe used to revise and ra profssona andor pedal paces = Tadleators 4 "Evidence iff TIL, 8. Knows and woes a variety ofa ‘ Waintains a reflective journal and shares thoughts asesrment eflectiv) strategies fo change with mentor Professional and/or pedagogical behaviors. (K,S) Shows insight about esson when discussing {Drmnin’: lstrocion) lessons with mentor or colleagues. 1 Candidate identifies arees nesting improvement i Dee Weinman ee and suggests posible odietions offre hier teaching and student learning; does not know soa whether lesson was effective; does not have : - Seat ak Sealy explains why Ieseon shoal or rie aerE Rn should not be changed for future instruction {Rages for changing lesson and improving ‘ Candidate makes an aecuratearscrorat othe level of student engagement during the lesson 2. Examines lesoon, but not vis-t-vis student % Uses assessinent results to make judgment about learning and student engagement; doesnot know instructional strateges hhow to change lesson in the future; does not 3 & Maintains records of assessment results modify teaching practice to impact erat Provides insightful and accurate assessment of achicvement; does not augment professional lesson effectiveness knowledge based on reflections; does not know Lents 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 4 4 _Amiculates reasons fr selecting specific 3. Hxamines lesson and teaching vis-evis student learning and student engagement during the lesson; assumes that lesson met is objectives based on student ngugement; feacher has a general notion ofthe lesson’s effectiveness; understands the nee fo ehange the lesson and has a few general suggestions of ways to Jmprove the specific lesson; auempis to modify teaching methodologies to impact student achievement; ‘begins to diseuss ways to increase professional knowledge 4. Examines her lesson and teaching vis-a-vis student leaming and student engagement; ‘accurately assesses the lesson effectiveness and whether it met its instructional goals; can cite examples of lesson’s effectiveness; uses reflections to modily pedagogical practices to npact student achievement; makes a few suggestions of hovr the lesson can be improved in. the future; augments professional knowledge based on reflections 5. Consistently examines her lesson and teaching vis-- vis student learning and student cagagement; makes sighifl and accurate assessment of lesson’s, ctfectivencss and ean ete specific examples; shows evidence of making, modifications in pedagogical, practices bascd on reflections; reflections provide Suppor for ongoing sustained augmentation of professional knowledge; makes several specific suggestions for improvement and makes predictions for the suocess of future lessons, [Not Able‘To Rate (NATTR) NATR instructional strategies, resources, materials, and technology for the lesson, * Candidate continues to increase her professional knowledge by participating in professional development Additional Evidence: COMMENTS: 11 Revised 1/7/13,Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) POST CONFERENCE: The candidate wi 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 (shoild cite specific examples) identify strengths and areas that need work; should provide specific suggestions for improvement .. identify best practices used in the lesson commas: Ms. frill ys a very Waele dge able student teacher. She receive Positive feedback Drom the administrative Team, thor > Ibi Teacher Candidates Signaturel Date Slaven Saghlrene oe ‘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 effeetive teachers. Alexandria, VA: Association for Supervision And Curriculum Development. GSTAR (A state assessment system used for TAPP) 12 Revised 1/7/13