‘Teacher Candidate Observation Instrument (TCO!) Initial Candidate (Student Teaching) Candidate Edrienne Brown Date 3/18/19 Observer Dr. Kave Hlavaly SubjectTime Phonics 9-10 ‘Scoring- NATE (Not Able to Rate) 1- Not Demonstrated, 2- Partially Demonstrated, 3- Adequately Demonstrate, 4- Effectively Demonetrated, ‘5: Exceplonally Demonstrated (See Incicators and Evidence) Planning |: 1a.& tb Possesses and applies content knowledge across the curriculum Score: 5 Comments: During the lesson you displayed accurate and deep knowledge of concepts, You readily gave construction ‘and supportive feedback to incorrect student responses while provided appropriate feedback to correct responses. You Used multiple resources in teaching this lesson, |i 3a Understands and uses best pracices, various leaming theories, subject maller, curriculum development, and leamer development to make curricular and instructional decisions. Score: 5 Comments: The lesson was designed to meet the students’ developmental needs with the incorporation of age ‘appropriate materials, resources and length of lesson. You activated and built schema by introducing the new letter and then immediately engaging the students in a video that had them using the letir in multiple words. Students were able to leam as a group and then demonstrate their abilities individually. Your techniques addressed different styles of leaming modalities, i 1-3 Develops lesson plans using a veriely of instructional mathods, resourese, and technology that support knowledge of leamer development. Score: 5 Comments: The lesson began with a method to activate and assess prior knowledge. You used various strategies that kept the students engaged. In addition, multiple resources such as the letter cut out, word cards, and videos were used to support the leaming target. The video included audio, visual and kinesthetic modalities that met the needs of your students, Instruction |: 4b Practices and encourages critical thinking, problem-solving and innovation to meet students’ needs Score: ‘Comments: While this particular lesson did not incorporate a lot of diferent questioning levels multiple attempts were ‘made to encourage entical thinking, Weit me was used effectively throughout the lesson which provided students the ‘opportunity to show understanding. {2a Understands constructivism as i pertains fo student learning and students creating their own Meaning. ‘Score: | Comments: Students were able to construct their understanding of the lesson’s concept in multiple waye. Student's 4 ‘background knowledge was the sterting point for the lesson. Students had the opportunity to suggest additional words that begin with “Q°. You graciously let students know if their word was incorrect without discouraging others to ty, You sllowed enough time for students to explore concepts but did not let the lesson drag on. During the lesson you asked higher level open-ended questions and respected the students’ opinions as they responded. You used previously learned letter formation to demonstrate how to form upper and lower case “a IIE 7a, 7b Understands and uses various formal and informal assessments ‘Score: | Comments: The lesson was fled with a lot of different activities for you to observe student understanding. This allowed 3 | you to assess understanding of the lesson’s slandards and objectives. You were able to visually monitor and provide verbal feedback. Given the timing (Monday) and the age group (kindergarten) the students were not yet propared for formal assessments, HE 8a, 8b Knows and uses a variety of seltassessment (reflective) strategies to change professional andlor pedagogical behaviors. ‘Score: | Comments: Your reflection showed ways to improve but also gave yourself credit for what went wel! 4 Classroom Environment! Management 2o Creates a teaming community that bolsters the tenets of constructivism by encouraging stucent interaction end participation in urposeful activities. Score: | Comments: You guided class discussions and students were consistently encouraged to interact and participate in 5 | purposeful class activities. All students were motivated to participate. You consistently scanned the group to promote Student engagement. Supportive praise was used throughout. Interactions between students and teacher vere ‘espectful. Attention was given equitably to all students.-4a, 4b Demonstrates an understanding of diversity by structuring the classroom to provide forthe learning needs of @ broad range of diverse leamers. ‘soore: | Comments: The physical arrangement of the classroom facilitated the interaction among the students and you in @ safe 4 way. The materials were prepared ahead of time and were readiy available. The physical resources were used ‘ficiently and effectively. The structure of the room and the lesson supported the needs of diverse learners. Ia, 5b Creaies and uses a viable classroom management plan fo enhance the Gessroom climate. ‘Score: | Comments: The management plans was employed consistently and effectively. The classroom rules were enforced with 4 positive reinforcement used to recognize and support appropriate behavior. You frequently scanned the students for Engagement and well as for behavior needs. Noninstructional tasks were performed effectively. ira, 6b Understands and demonstrates methods of fostering effective interpersonal relationships in the Gassroom. ‘Score: | Comments: Various grouping configurations were used during instruction. No instances of sarcasm or ridicule ocourred 4 | between students andlor teacher. Al interactions were respect Overall Score: 46 (4.2 average) Comments: The observed lesson went very well! You looked confident and in control during the entire lesson. | enjoyed my time and | know that the students did, too! Positives: Throughout the lesson you moved very confidently around the room and used proximity to redirect students’ attention. You Showed enjoyment during the ABC letters video which encouraged the students to also enjoy making the sounds and imitating the movements. You have incorporated some of your own flair such as “buckle up for Ms. Brovm's Airline” and using ciass Dojo to select students for participation. ‘Aceas for Improvement: You continue to grow through your own personal reflection so there is no need for me to note specific areas for improvement. However, | encourage you to make a note of how some of the students are wnting their letters co that handwirting issues: ‘can be addressed before they are too engrained to be changed. canaidate Sinate: Ebueune B. foreote vue 3/2.2//4 cowenersirwe Lh. Kaya Maia vae_az240 ‘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)