TEACHER-CANDIDATE OBSERVATION FEEDBACK

Date: ____________ Candidate: ____________________________ Observation # _____Focus Area(s): __________________________

Please rate items according to the designations: 0 Not Observed, 1 Unsatisfactory, 2 Basic, 3 Proficient

1: Planning for Instruction and Assessment (Scholar, Effective Practitioner) 0 1 2 3 A. Plans for instruction build on each other to - create a meaningful context that supports learning of skills with - clear and consistent connections to essential concepts and skills B. Planned supports are tied to learning targets and the central focus/big idea/enduring understanding. C. Supports address the needs of specific individuals or groups with similar needs and/or candidate attends to requirements in IEPs and 504 plans. D. Candidate justifies why learning tasks (or their adaptations) are appropriate using - examples of students prior academic learning - examples of personal/cultural/community assets E. Candidate identifies and includes targeted support for academic language demand(s). F. Assessment adaptations (IEP or 504) are made as necessary. G. Lesson plans include citations for the source of all materials that the candidate did not create (e.g., published texts, websites, and material from other educators). H. Lesson plans document alignment with state-adopted academic content standards and/or Common Core State Standards that are the target of student learning. Comments:

2: Instructing and Engaging Students in Learning (Guardians, Effective Practitioner) 0 1 2 3 A. Students are engaged in learning tasks that integrate their understandings of content area concepts and essential skills. B. Candidate links both prior academic learning and personal, cultural, or community assets to new learning. C. Candidate elicits and builds on students responses to explicitly portray, extend, or clarify content concepts and skills. D. Candidate explicitly teaches students how to apply strategies or use representations to deepen understanding and provides opportunities for guided practice. Comments:

3: Environment (Guardians, Effective Practitioner) 0 1 2 3 A. Monitors student learning and makes appropriate adjustments in instruction. B. Intervenes in inappropriate or off-task behavior quickly and effectively. C. The candidate demonstrates rapport with and respect for all students. D. Candidate provides a challenging learning environment that promotes mutual respect among students. Comments:

4: Assessing Student Learning (Effective Practitioner) 0 1 2 3 A. Uses formative/summative, informal/formal assessments to understand student progress toward the standards/targets. B. Demonstrates understanding of student performance related to standards/targets. C. Provides students with feedback to guide and improve their learning. Comments:

5: Student Voice (Guardians, Effective Practitioner) 0 1 2 3 A. Gives students opportunities to articulate both the learning target and its importance and monitor their own progress. B. Guides students toward resources available to meet targets or for content enrichment. Comments:

6: Reflection (With Supervisor) (Scholars, Effective Practitioner) 0 1 2 3 A. Identifies the extent to which students met the learning targets. B. Identifies student successes and missed opportunities to monitor learning and classroom environment. C. Articulates what changes will be made for subsequent lessons. D. Communicates enthusiasm and appears to enjoy teaching. Comments:

Follow-up focus: __________________________________________________________________________________ Teacher Candidate

Signature

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Supervisor/Mentor

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Signature

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