MENTOR TEACHER MID-PLACEMENT CHECK-IN (SHORT FORM)

Created by: Judy Oakleaf - Coach Superstar

Created For: Sierra Londenberg - Teacher Candidate
Published: Apr 4th 2021
Title: SLondenberg_Factoring when a=1 Lesson - Apr 4th 2021

MENTOR TEACHER MID-PLACEMENT CHECK-IN (SHORT FORM)

1. DEMONSTRATION OF MASTERY OF PEDAGOGICAL EXPERTISE IN THE CONTENT

Not Emergent Developing Proficient

Observed
Lesson plan Implements Implements
is available lessons that and
and reflects align to communicates
appropriate district’s learning
Colorado plan of objectives and
Academic instruction student
Standards, and reflect outcomes
a. Choose one: relevant vertical and based on
instructional horizontal standards
objectives, alignment of
and the grade or
formative content
and area
summative
assessment
results
 Evidence/Comments
Let's talk about how and
Not Emergent Developing Proficient
Observed
when you tackle this
Connects Implements Makes
target. I know you do.
lessons to instructional interdisciplinary
key concepts strategies that connections
and themes include explicit to
within other literacy, students,
disciplines mathematical strategically
and/or practices, and integrates
content language literacy skills
b. Choose one: areas, development (reading,
supports across writing,
literacy and content listening,
mathematical areas, makes speaking)
practices in content across content
content specific areas,
area(s) language and integrates
reading mathematical
accessible to practices across
students content areas

Not Emergent Developing Proficient

Observed
Scaffolds Implements Anticipates
questions, content- student
concepts, based misconceptions
and skills strategies related to
based on a that align to learning and
sequence of the learning addresses
learning, objective, those
uses multiple misconceptions
instructional models and during
materials that delivery instruction,
are accurate methods to implements
c. Choose one:
and explain challenging
appropriate concepts tasks and
for the lesson accurately, opportunities
being taught, questioning that encourage
encourages techniques students to ask
and provides to support questions and
opportunities disciplinary construct new
for students inquiry meaning
to make
connections
to prior
learning
Areas of
celebration:

Growth areas/next
steps:

2. SAFE, INCLUSIVE, AND RESPECTFUL LEARNING ENVIRONMENT

Not Emergent Developing Proficient

Observed
Maintains Facilitates Makes
safety and student maximum use
welfare of accountability of time by
students and to school and implementing
environment, class purposeful
clear procedures pacing and
expectations and routines, efficient
a. Choose one: for student consistently transitions,
behavior, reinforces reinforcing
procedures student positive
and routines expectations, behavior,
to guide fosters a redirecting
instruction caring disruptive or
and relationship off-task
transitions with each behaviors
student
 Not Emergent Developing Proficient
Observed
Acknowledges Establishes Delivers
the influence of processes lessons to
race, ethnicity, that result in a ensure
gender, religion, sense of students’
socioeconomics community backgrounds
and other among and contextual
aspects of students, knowledge are
culture on effective considered,
student interactions capitalizes on
perspectives, among diversity as an
b. Choose one:
creates a students, and asset in the
classroom incorporates classroom,
environment in instruction uses materials
which diversity that reflects and lessons
is used to further diverse that counteract
student learning backgrounds, stereotypes
experiences, and
and different acknowledges
points of view the
contributions
of all cultures

Evidence/Comments
c. Choose one: You do this so well!
Not Observed Emergent Developing Proficient
Megan is a perfect
Plans for Implements a mentor for how to deliver
students who variety of instruction to a diverse
have a inclusion,
group of learners.
variety of intervention
learning or
needs and enrichment
interests, practices to
adapts the address
physical unique
environment learning
to support needs and
individual interests
student
needs,
reviews
information
from learning
plan(s) to
support the
needs of
students
 Initiates
collaboration
with
colleagues to
better
understand
and respond
to student
learning
needs,
provides
opportunities
and support
for students
to self-select
tasks that
accelerate
progress
towards their
learning
goals, and
integrates
self-
advocacy
skills into
instruction

Not Emergent Developing Proficient

Observed
Establishes a Uses a variety Coordinates
classroom of methods to communication
environment initiate between
that is communication families and/or
inviting to with families colleagues who
families and/or provide student
and/or significant services,
significant adults in the recognizes
d. Choose one:
adults and school and obstacles to
respectful community. family and
relationships community
with participation
students, and seeks
their families, solutions to
and/or overcome
significant them.
adults

Areas of
celebration:
Growth
areas/next steps:

3. PLAN AND DELIVER EFFECTIVE INSTRUCTION

Not Emergent Developing Proficient

Observed
Plans Collaborates Engages
lessons that with students in
reflect the colleagues developmentally
relationship who have appropriate
of expertise in learning
a. Choose one:
intellectual, child and and creative
physical, adolescent learning
social, and development experiences
emotional to improve
development the quality of
of students instruction

b. Choose one:
Not Emergent Developing Proficient
Observed
Uses Models how
assessment to
results to incorporate
guide real- feedback to
time improve
adjustments learning,
to instruction, provides
evaluates students
and opportunities
documents to revise their
student work based
performance on feedback
based on
multiple
measures to
set learning
goals,
provides
timely
feedback to
students that
is
academically
focused,
frequent, and
high quality
Determines
students’
current skill
levels and
uses that
information
to plan
instruction,
selects
assessment
strategies
aligned to
the learning
objectives,
monitors
student
learning in
relation to
the
objective,
shares
feedback on
student
progress
with families
and/or
significant
adults
 Not Emergent Developing Proficient
Observed
Plans Uses Integrates
lessons available available
incorporating technology technology to
available to facilitate enhance
technology, classroom creativity,
assesses instruction, use of
available develop information,
technology to students’ and
use with knowledge collaboration
c. Choose one: instruction and skills
based on
lesson
outcomes,
models
responsible
and ethical
use of
technology
and
applications

Not Emergent Developing Proficient

Observed
Establishes Uses Models
expectations questioning critical
at a level that strategies to thinking and
challenges develop problem-
students, students’ solving skills
plans critical
lessons that thinking
d. Choose one:
incorporate skills and
critical problem-
thinking and solving
problem- skills, uses
solving skills wait time to
encourage
student
responses.
 Not Emergent Developing Proficient
Observed
Has a clear Provides Holds
purpose for opportunities for students
student students to accountable
collaboration. participate using for work
various roles product and
and modes of collaboration
e. Choose one:
communication, processes,
adjusts team promotes
composition teamwork
based on and
learning leadership
objectives and skills
student needs.

Not Emergent Developing Proficient

Observed
Establishes Articulates Teaches
classroom thoughts students,
practices to and ideas with
support effective clearly and audience in
f. Choose one: communication, effectively, mind, to
provides clear uses active articulate
directions to listening thoughts
guide student strategies and ideas
learning and with clearly and
behavior students effectively

Evidence/Comments
Areas of
celebration: Nicely done! Great lesson plan and insightful reflection. I agree with your
responses an what went well and what you would change.

Growth areas/next
steps:

4. DEMONSTRATE PROFESSIONALISM
 Not Emergent Developing Proficient
Observed
Maintains Models Promotes
confidentiality ethical ethical
of student behavior, behavior of
records as interactions students as
required by are individuals
law, respectful, and as
confidentiality consistent, members of
of student, and society
a. Choose one:
family, and reasonable
fellow teacher
interactions
with
colleagues,
demonstrates
reliable and
responsible
behavior

Not Emergent Developing Proficient

Observed
Engages in Applies Implements
professional knowledge performance
learning and skills feedback
activities learned from
aligned to through supervisor
Colorado professional and/or
b. Choose one: Academic learning to colleagues to
Standards, improve improve
school and student practice
district outcomes
goals, and
professional
goals and
growth plan
 Not Emergent Developing Proficient
Observed
Maintains a Adapts to Collaborates
productive the changing with
and demands of colleagues to
respectful the navigate
relationship classroom change while
with and school maintaining a
c. Choose one:
colleagues environment focus on
student
learning,
contributes to
school
improvement
planning

Not Emergent Developing Proficient

Observed
Contributes Seeks Increases the
to school opportunities to capacity of
committees lead, actively colleagues to
and teams participates in identify and
school decision- use multiple
making tools and
processes, acts strategies to
as an informal improve
mentor/resource practice,
to applies
d. Choose one: colleagues research as
key
component of
ongoing
learning and
development,
promotes an
inclusive
school culture
through family
or community
outreach

Areas of
celebration:

Growth areas/next
steps:
Overall Observations

Are students YES

meeting the learning NO
targets regularly?

At what level?

How do you know?

What evidence of
learning do you see
and hear?

Co-teaching
feedback?