Teacher Candidate Observation Instrument (TCO!) iniial Candidate (Student Teaching) @ 2°20 abby Ropes, ‘Scoring: NATR (Not Able Observer __Mes. Har __. Subject/Time _ELWv9:5am_ 1 Not Demonstrated, 2- Parity Demonstrated, 3 Adequately Demonstrated, 4- Efecively Demonstrate, 5 Exceptonally Demonstrated (See indicators and Cuenca) Planning |: 12 8 1b Possesses and applies content knowledge across the curriculum Score: | Comments Gabby gave appropriate feedback to students to help them correct misconceptions, All content delivered urately wath the use of multiple fesources, Made real world connections with the students a6 the lesson was being 4 "ered. Gabby used appropriate instructional strategies o deliver the content to the students, Cooperative learning, ferentiation, and literacy station were incorporated during the lesson. Need to focus on walt lime and asking more high-order thinking question to make the students think abstractly. erstands and uses best practices, various learning theories, subject malter, curiculum development, and learner make curncular and instructional decisions, Seare:_| Comments All information/content was made accessible to all students. Focus on answering students question no ‘Tutte tey are alert or nor during the lesson. Teacher provided the necessary support to most students during the lesson to help them be successful developm. Gece Develops lesson plans using a vanety of nstruchonal methods, resources, and technology thal suppor knowledge of eamer Comments, Teacher used available resources to delver the content to the students. Students prior knowledge was. 4 | activated and materials were adjusted based on the needs of the individual student. Whole group and small group Configuration was observed during the delivery ofthe lesson, ces and encourages critical thinking, problem-solving and innovation to meet students’ needs. Comments: Gabby used appropriate instructional strategies to deliver the content tothe students. Cooperative learning, | | S*erentaton, and ieracy station were incorporated during the lesson, ‘Need to focus on wai time and asking mare high-order thinking question to make the students think abstract [Za Understands constructivism as f pertains fo student leaming and students crealing their own meaning ‘Score: | Comments: Gabby used strategies to help the students synthesize and make sense of the content being taught. 4 | Guiding ofthe students to help the m make connections with the lesson was observed. It was evident that most of the students were given respect oftheir opinions as the responded to questions, IIE Ta. Te Understands and uses various formal and informal assessments ‘Score’ | Comments: Gabby assessed the students based on the content for the lesson, There is a need for improvement in 2 | knowing the goal ofthe lesson based on the assessment. Create how the students are going to be tested fst, based fon the needs of the standards. {IE Ga, 6b Knows and uses a variety of self-assessment (eflecive) strategies lo change professional andlor pedagogical bahaviors Score: | Comments: Reflection of the lesson was given. Gabby is wiling fo increase her professional knowledge by adapting to 4 | the feedback given. It is evident that Gabby listen and reflects on the process of how she will deliver the content to the students, Classroom Environment’ Management 2b Creates a learning community that bolsters the tenets of constructivism by encouraging student interaction and participation in purposeful actives. ‘Score: | Comments: Facilitates student-to-teacher and studento-student interactions among most students, The students are 3 | aiven the opportunity to lead to discussion. The physical arrangement ofthe classroom allows the students to work in small gtoups. Focus more on students being of task and easily distracted. Always give the opportunity tobe actively ‘engaged inthe lesson,|l-4a, 4b Demonstrates an understanding of diversity by structuring the classroom to provide for the learning needs of a broad range of diverse loamors. fangement of the room is ‘a, Sb Creales and uses a viable classroom management plan fo enhance te ‘Score: } Comments: Classroom rules and consequences are posted for al to see and are enforced consist them. Materials should be prepared and readily availabe prior to the day of the lesson. 3] some students, but sarcasm for others. Students know the rituals and routines for dally tasks and are expected te {1a, Gb Understands and demonstrates methods of fostering efleclve interpersonal relationships a ihe Oasstoom 4 | classroom iscussions, ‘Score: | Comments: Gabby uses a variety cooperative learning groups and centers, peer monitoring, and engages students in (Overall Scare ctis Garett ceeameee ere ‘Comments: Gabby has done an amazing job with her student teaching. Itis evident that Gabby reflects and put forth effort to becom: better each time she delivers a lesson. | have seen Gabby grow and hope fo see her as an educator in her gum class one day. it has ‘been a great pleasure to work with Gabby and guide her in making the transition to becoming an excellent educator. Positives: Gabby is very knowledgeable when delivering the material to the students. Great lessons are plan that keep the students engaged. Adapt to feedback to make herself more efficient for the students, ‘Areas for Improvement: Remember to focus on transitioning from one area to the nex! and also on time. Be more mindful of the types (of responses given to the students when redirecting them. Create the assessment for the material prior io de End in Mind), japan Bi ow AIL ing (Begin with the beaver owe 4/ {/// ‘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. Qtr (Astate assessment system used for TAPP)