Teacher Candidate Observation instrument (TCO) Initial Candidate (Student Teaching) Candidate Emiy Willams Dale 326/19 Observer Os. Kaye Mlavaty SubjeclTime Reading 1040-11:15 ‘Seong: NATR (Not Able o Rate 1- Not Demonstrated, 2- Partly Demonstrated, 3- Adequately Demonsrated, 4 Etlectvely Dementaed, 5 Exceptionaly Demonstrated (See Indicators and Evdence) Planning 1-18 1b Possesses and applies content knowledge across the curculumn Score: | Comments: Al content was accurately demonstrated. You gave appropiate feedback to corect and incorect students E Tesponsos; however, more postive reinforcement such as “Jood thinking” was needed. The guided reading lesson was conducted in a smoath manner. | 3a Understands and uses best pracices, various learning theories, bjedi mater, Gumiculum development, and Teamer evelopment to make curigular and instrucional decisions. ‘Score: | Comments: A the start of the lesson you activated and bull schema. You were responsive to the students’ questions 3 {and responded appropriately o students’ lack of understanding. While the content and curricular decisions were based ‘n learning theories and the developmental needs of students, the instructional srategles lacked differentiation IE Develops taro pans using vari of evuciona matiods, resource, and ecology that suppor Krave of earrer evelopment, Score: | Comments: Your plans were appropriate, but the delivery didnot support knowledge of learer development for his age 3 | group. The lesson had a very slow delivery andthe lesso's objective could have been achieved much more quickly. ‘The timingfiw ofthe lesson was not age appropriate which caused sludents fo lose focus. Frequent stops were made to address behavior, a quicker paced lesson delivered with enthusiasm would have helped maintain focus and resulted in better behavior Instruction | tb Practices and encourages critical thinking, problem-solving and innovation to meet students’ needs, ‘score: | Comments: You used an appropriate instructional strategy (guided reading) for this lesson, Questions ware 4 interspersed throughout the lesson. Work on questions skils such as consistently using metacogntive techniques, ‘explo teaching various cca thinking strategies and ublzing Bloom's Taxonomy to incorporate various levels of ‘Questions. Good use of "voting this created an opportunity for students to analyze what had been discussed, Even ‘though you received a score of 4", ou need fo incorporate an increased number of opportunites to encourage riical thinking into future lessons. {Za Understands constiuciviam as i perlains to Sader Tearing and students creating thet own meaning ‘Score: | Comments: The students’ opinions were respected 2s they responded to questions. temps were made to guide 2 ‘students as they used information to draw conclusions, To bud dooper understand a connection tothe rain forest orto the animals could have been used fo make the story more relevant (Which of te animals in the story ive in Forsyth? How do the woods in Forsyth compare tothe ran forest?) In addition, the chart results could have been used to. construct deeper knowledge (Who can tell me why the tree wae so important?) as a summary, ITE Ta, Th Understands and uses various formal and iforal assessments ‘Score: | Comments: The use of assessment was very limited, Assessments need io be incorporated throughout the lesson (who 2°” | agrees? Tum and tell your elbow buddy why you agree or disagree, etc). Ths will promote engagement while you scan nd Isten in on conversations. Due tothe long period of siting, ncoxporate types of mavement into the informal ‘assessment strato {IE Ga, Bo Knows and uses a varely of sot assessment (efecve) sategies fo change professional andlor pedagogical behaviors ‘Score: | Comments: Your reflection showed that you thought thatthe lesson needed very few changes but definite changes are 2 needed. You need to think trough each lesson before teaching fo analyze how you will encourage student tengagement, postive behavior and deep understanding through assessment techniques. Then, afer the lesson, ‘analyze the lesson in these same areas. You coreclyientiied that a strength ofthe lesson was using the T-chart however you faled to noe that very few students were engaged in completing the chart. Realize that ential reflection is necessary to become a quality teacher Classroom Environment’ Management 2b Creates a leaming community tat bolsters the tenets of constructivism by encouraging student interaction and participation in urposefl activites. ‘Score: | Comments: The physical arrangement allowed you to see al the students as you guided the cass discussion. Students 3° | were encouraged to participate. The lesson cid nat contain modifications or dferentiation that were purposeful (ask lower level questions of weaker students and higher level questions of stronger students). No sarcasm or ridicule was ‘observed durina the lesson= 1-4a, 4b Demonstrates an understanding of diversity by structuring he classroom to provide forthe leaning needs of abroad range of ‘dverse leamers, Score: | Comments: Materials were prepared ahead of ime. Physical resources (chart, technology) were used effectively with 3 the students. Leaming was accessible to the students. There was no evidence in your plans orn your debvery of preparation of modified andiferentated assignments. \T5a, Bb Creates and uses a viable dascroom management plan to enhance the classroom Clmate Score: | Comments: There was evidence of a management plan and you used various management techniques such as eye 3 ‘contact and physical proximity. The “frogs” for Nicholas was 2 good idea. You need fo utiize posive reinforcement to encourage active engagement forall students. This can be achieved by using a variety of verbal praise for individuals ‘and forthe whole class. Nicholas was striving for attention which resulted in him creative distractive noses; try to ecognize for postive behavior so that students don't resort to gtting noticed for negative behaviors, |FGa, 65 Understands and demonsirates methods of fostering ofocive interpersonal relationships inthe classroom: ‘Score: | Comments: The development a interpersonal relationships have been fostered but the student's interactions with each 3 | other were occasionally not respectful. More attention needs tobe given to directing students fo sten to their ‘lassmates'ideas. Instead, each students answer was given insolation. A suggestion for encouraging interpersonal relationships would be to ask ‘Connor, what do you thnk of Emily's answer? Can you add toi” Overall Score 31 (average 2.8) Comments: This lesson demonstrated that you possess the knowedge and skils necessary to become a very good teacher. As you ‘ead each of your indicator scores and comments, you wil se that you ae doing @ good job but tere is room for improvement and ‘growth. This will develop a8 you continue to work wih students conan won Goi hllaamigg ome HIB fh a Ae 2 ‘Observer Signature: ‘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)