Observation of Field Performance Instrument

Teacher Candidate: Observer: Date:

School: Subject/Lesson Topic: Grade Level:

Directions: This rubric is aligned to INTASC and TAPS Standards. The first page provides opportunity for an overall
summary of Observed Strengths/Improvement/Comments. In the feedback section, please write specific evidence
and/or comments observed for each indicator throughout the lesson. The Rubric is included for reference. Mentor
Teachers may use this rubric to observe and provide regular feedback. University Supervisors use this rubric to
observe, provide feedback, and enter final practicum and student teaching observation scores on the electronic rubric
via iCollege. The Teacher Candidate should scan the handwritten documents, or upload word-processed copies of
each observation to iCollege.

Observed Strengths:

Suggestions for Improvement:

Overall Comments:

___________________________________ ____________
Observer’s Signature

Teacher Intern Signature

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 Observation of Field Performance Instrument

Observation Notes
INDICATOR

PROFESSIONAL KNOWEDGE

1-PK:

Knowledge of the Learner

2-PK:

Content Knowledge

3-PK:

Academic Language

4-PK: Pedagogical Content

Knowledge

INSTRUCTIONAL DELIVERY

1-ID:
Learner Engagement.

2-ID:
Use of Technology

3-ID:

Differentiation/UDL
ASSESSMENT OF AND FOR LEARNING

1-AL:

Assessment for Learning

2-AL:

Provides / Models Feedback

LEARNING ENVIRONMENT

1-LE:

2

INDICATOR
Positive Learning
Environment
2-LE:
Classroom Facilitation
3-LE:
*Classroom Safety
STRENGTHS:
AREAS FOR
IMPROVEMENT:
STRATEGY:
INDICATOR
Knowledge of the Learner:
1-PK
Builds upon learners’ existing
academic, developmental,
linguistic, personal,
cultural/community strengths,
Content Knowledge:
2-PK
Demonstrates accurate and
Academic Language:
3-PK
Models and facilitates learners’
use of language supports to meet learners in using
academic language demands to
Pedagogical Content
4-PK
Knowledge:
Develops learner conceptual
Observation of Field Performance Instrument
Observation Notes
Advanced Proficient Developing Insufficient
PROFESSIONAL KNOWLEDGE
Does not use learner’s
Maximizes learner’s Uses learner’s prior Uses learner’s prior prior knowledge by
prior knowledge by knowledge by knowledge by integrating lesson
objectives with
integrating lesson integrating lesson integrating lesson
objectives with learners’ objectives with learners’ objectives with learners’ academic,
personal,
academic, personal, academic, personal, learners’ academic,
developmental, developmental, AND personal, developmental,
Demonstrates
Demonstrates accurate Demonstrates accurate Demonstrates inaccurate OR outdated
AND current content AND current content accurate content content knowledge.
knowledge in authentic knowledge. knowledge.
Does not model using
Models and facilitates Models and facilitates Models by using language supports to
the whole class/a small the whole class/a small language supports to present academic
group AND individual group of learners in present academic language demands.
using language supports language demands to
language supports to to meet academic the whole class, to a
Develops learner Develops learner Develops learner Does not develop
conceptual conceptual acquisition of learner acquisition of
understanding; AND understanding; AND knowledge/skills. knowledge/skills.
anticipates AND anticipates OR resolves
INSTRUCTIONAL DELIVERY
3

Learner Engagement:
1-ID
Engages learners in active
learning by developing higher
order, critical/creative thinking
Use of Technology:
Integrates technology to
2-ID
facilitate learning; involves
learners in use of technology;
provides rationale if technology
is not used.
Differentiation:
Provides appropriate
accommodations and/or
3-ID
modifications for individual
learners with various levels of
language development, IEP, EIP,
504, EL-TPC plans; employs
principles of Universal Design
for Learning (UDL)/whole group
Assessment for Learning:
1-AL
Uses assessment tools for both
formative and summative
Provides/Models Feedback:
2-AL
Provides feedback to learners;
models use of feedback to
Positive Learning
Environment: Promotes a
positive and safe learning
1-LE
community.
Classroom Facilitation:
2-LE
Maximizes learning by
organizing, classroom
Classroom Safety:
3-LE
Establishes and maintains a safe
classroom environment
Observation of Field Performance Instrument
Engages learners in Engages learners in Directs learners to Directs learners to
active learning by active learning by acquire knowledge acquire knowledge OR
developing higher order, developing higher order, AND skills through skills through teacher-
critical/creative thinking critical/creative thinking teacher-directed directed learning.
through inquiry-based through teacher- learning.
Uses appropriate Use appropriate Uses appropriate Does not use
technology to facilitate technology to facilitate technology to support technology to support
learning AND involves learning AND involves instruction (e.g., instruction.
learners in innovative learner in using lesson plans,
use of technology. technology. instructional
materials,
Provides appropriate Provides appropriate Provides appropriate Does not provide
accommodations and/or accommodations and/or accommodations appropriate
modifications for modifications for and/or modifications accommodations
individual learners in the individual learners in the for individual learners and/or modifications
class with various levels class with various levels in the class with for individual learners
of language of language various levels of in the class with various
development, IEP, EIP, development, IEP, EIP, language levels of language
504, EL-TPC plans; AND 504, EL-TPC plans; AND development, IEP, EIP, development, IEP, EIP,
employs principles of employs principles of 504, EL-TPC plans; 504, EL-TPC plans; does
UDL including students UDL. does not employ not employ principles
ASSESSMENT OF AND FOR LEARNING
Uses appropriate Uses appropriate Uses appropriate Uses inappropriate
formative/summative formative/summative formative/summative formative/summative
assessment tools to assessment tools to assessment tools to assessment tools OR
document learners’ prior document learners’ prior document learners’ does not document
Provides feedback to Provides feedback to Provides feedback to Provides superficial /
learners AND models learners AND models learners OR models insufficient feedback to
use of feedback to use of feedback to use of feedback to learners AND does not
address strengths, address strengths, needs, address strengths, model use of feedback
LEARNING ENVIRONMENT
Promotes a positive Promotes a positive Promotes a positive Promotes a learning
(trusting, caring, and (trusting, caring, and (trusting, caring, and environment that does
respectful) and safe respectful) and safe respectful) and safe not facilitate learners in
learning community: learning community: learning environment: self-regulation, or
facilitates learners in facilitates learners in facilitates positive positive student-
self-regulation, positive self-regulation and teacher-student student or teacher-
student-student and positive teacher-student interactions; student interactions,
teacher-student interactions; maintains maintains high AND/OR does not
interactions; maintains high expectations; and expectations; and establish a physically
high expectations; and establishes a physically establishes a safe space.
Maximizes learning by Maximizes learning by Directs learning by Does not organize
organizing classroom organizing classroom organizing classroom classroom community
community expectations, community expectations, community expectations, time,
time, space, AND time, space, AND/OR expectations, time, space, OR materials,
Enforces classroom, Enforces classroom, Enforces classroom, Does not enforce, OR
school AND community school AND/OR school OR community ineffectively enforces,
safety rules AND policies community safety rules safety rules OR classroom, school OR
relevant to the content AND/OR policies policies relevant to the community safety rules
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Observation of Field Performance Instrument