Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) T. LIBERAL EDUCATION: A liberal education prepares one for “lifelong intelleetual, personal, and professional growth.” A liberally-educated teacher is one who possesses great content knowledge and a passion to communicate this knowledge. J-te, Values tntettectual independence (D) Indicators # Evidence Fla & Ib, Possesses and applies content Knowledge across the eurriculum (K,S) {Domain 1- Planning and Preparation} 1. Little or no knowledge of content in one or more subjects; makes uncorrected errors in content; does not correct errors made by students; Jacks awareness of connectedness of concepts, 2. Limited knowledge of content in one oF more subjects; makes content errors in one or more subjects or does not correct errors made by students; lacks awareness of connectedness of concepts 5. Familiar with the concepts in the disciplines boeing taught; corrects teacher and student errors; limited awareness of how the concepts relate to fone another 4, Accurate knowledge of concepts in the subjects taught; corrects teacher and student errors; solid ‘awareness of how the concepts in the diseipline relate to one another 5. Accurate, deep, and extensive knowledge of ‘concepts in the discipline and how they relate both to one another and to other disciplines; readily assists students in correcting errors or misconceptions in content ‘Not Able to Rate (NATR) ca) NATR % Allcontent is accurately demonstrated Uses multiple resources in addition to the textbook + Readily correets teacher and student errors 4 Gives constructive and supportive feedback to incorrect student responses, Additional suggestions: + Clarifies concepts and acdresses misconceptions + Gives appropriate feedback to correct student responses + Provides prompts to increase the student’s ability to recognize and correct errors COMMENTS: Revised 1/7/13,| passi Teacher Candidate Observation Instrument (TCOL) Initial Candidate (Student Teaching) I. LIBERAL EDUCATION professional growth.” A n to communicate this knowledge. : A liberal education prepares one for “lifelong intellectual, personal, au erally-educated teacher is one who possesses great content knowledge and a I-te. Values ineltectuat indepenidence (D) _ Tih, Practices and encourages eritical thinking, problem-solving and innovation to iicet students? needs (S) {Domain 3: Instruction} 1, No attempts are made fo encourage critical thinking ; all questions are of poor quality (ue., low level with single correct response; questions are asked quickly giving students litle time to think, 2. Few attempts are made to encourage critical ‘thinkiig; most questions are of low level and asked quickly with litle time to think of thoughtful responses 3. Multiple attempts are made to encourage critical thinking; questions are a combination of low and high quality (one answer responses and ‘open-ended); some questions elicit thoughtful responses 4, Multiple attempts are made to encourage critical thinking: most questions are of ‘high ‘quality; students are given adequate time to respond. 5. Consistently practices and encourages criti thinking by using various and alternate ‘explanations in an effort to enhance students? deop understanding; questions are consistently of high qualicy with adequate time to respond. Students sometimes develop their own questions. Not Able to Rate (NATR) NATR ‘s+ Uses appropriate histructional strategies (©. projects, discussions, discovery learning, differenciated instruction, cooperative learning, literacy centers, balanced literacy techniques) to facilitate critical thinking + Consistently uses open-ended questions oe Uses “wait-time” effectively + Uses various group configurations to meet students’ needs and address individual interests + Consistently uses metacognitive techniques (e.g., think-alowds) to teach strategies Explicitly teaches various critical thinking strategies (e.., inductive and deductive thinking, compare/contrast, metaphorical reaso analogies, etc.) ‘+ Uses Bloom’s Taxonomy to select activities, instructional stategies, and questions +h Guides students as they make various connections, to other subject areas sh Uses “gradual release of responsibilty” effectively se Uses open-ended and divergent questions 10 generate discussions s+ Fosters indopendent thinking by allowing students {o give their opinions based on evidence + Gives students choices in methods of presenting assignments +b Facilitates student-generated problems and solutions “Additional Evidence: COMMENTS: Revised 1/7/13,Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) L. growth.” A libe this knowledge. IBERAL EDUCATION: A liberal education prepares one for “lifelong intellectual, personal, and professional ly-educated teacher is one who possesses great content knowledge and a passion to communicate 1-2c, believes that positive constructivist classroom is eritical o student engagement (D) Indicators # Evidence Understands constructivism as it pertains Uses “gradual release of responsibility” model to student learning and students creating thei effectively. ‘own meaning. (K) 4 Teacher asks higher level open-ended questions. 1. Demonstrates no understanding of 1 4 Respects students’ opinions as they respond to constructivism and its relationship to student questions learning, 4 Uses students? background knowledge as the starting point for the lesson and (o bring meaning 2. Demonstrates little understanding of 2 and relevance to the lesson. ‘constructivism and its relationship to student 4 Teachers use strategies and activities that require learning. students to synthesize information presented, 4 Teachers guide students as they “discover” 3, Demonstrates a developing understanding of || <3} patterns an make connections, constructivism and its relationship to student i % Teachers guide students as they use information to teaming draw conclsions. 4 Teaches slot enough tae for students explore 4, Demonstates a thorough understanding of 4 concepts. constuctvism and its relationship to student 4+ Expats the nature of lean o students Tearing shares that understanding wih tudes, Additonal Evidence: s 5. Consistently demonstrates a thorough understanding of constructivism and its COMMENTS: relationship to student learning; explicitly teaches students about constructivism and its implications for learning, NATR f Not Able to Rate (NATR) 3} 3 Revised 1/7/13,Teacher Candidate Observation Instrument (TCOL) Initial Candidate (Student Teaching) I. LIBERAL EDUCATION: A liberal edueation prepares one for “lifelong intellectual, personal, and professional growth.” A liberally-educated teacher is one who possesses great content knowledge and a passion to communicate this knowledge. 5, Consistently encourages students to interact and participate in purposeful class activities; teacher interactions with groups and individual students appear genuine; students seem to trust the teacher ‘Not Able To Rate (NATR) Disposition le 1-2, believes that u positive constructivist classroom is critical fo student engagement Indicators # Evidence Tb, Creates a learning community that Students work in small cooperative groups bolsters the tenets of constructivism by Physical arrangement ofclasroom sllows students encouraging student interaction and to work in small groups participation im purposeful activities (S) Physical arrangerment allows teacher to see all students and have access to them (Domain 2: The Classroom Environment} Teacher guides class discussions. 4 Students lead discussions in small groups, 1. No evidence that students are encouraged to 4 Lesson and assignments meet the learning needs of interact and participate in purposeful class 1 all students, activities; teacher interaction toward most 4 Paclitates studentto-teacher and student-o- students is negative, demeaning oF sarc student interactions students show no respect forthe teacher Teacher has high expectations forall students (Gz, level of questions, cues given, various 2, Lite evidence that students are encouraged to assignments, ete) interact and participate in porposeful class 4 Motivates and invites all students to participate activities; teacher interaction to some students is Students are nt isolated for inexplicable reasons, negative or sarastc; students show lito respect, Most ofthe students are actively engaged for the teacher throughout the lesson, 4 Students snd teacher interact with each other in 3, Some evidence that students are encouraged to respectful ways (e,g., no sarcasm, ridicule, etc.) interact and patieipate in purposefl class ‘Ensures that attntion is given equitably to all activities; teacher-stadent interactions are usually students (gender, race, SES, ct.) appropriate with occasional inconsistencies, % Addidonal Evidence: favoritism, or insensitivity to some students" cultures; students show minimal respect for the Other Suggestions: teacher ‘+ Uses various instructional formats (e.g., whole group, small group, pairs, 4, Usually encourages students to interact and individual, ete) participate in purposeful class activities; teacher- + Confers with individual students Suen interactions are cordial and demonstrate + Heterogeneous Seating Arrangement and | caring and respect. Interactions are appropriate Grouping (race, gender, ability, language, for the age and cultures ofthe students. Students ete) show respect forthe teacher + Prepares modified andiffeentated > assignments ahead of time + Students assume responsibility for their ‘own learning comments: Revised 1/7/13,Teacher Candidate Observation Instrument (TCOT) Initial Candidate (Student Teaching) Tl, PROFESSIONAL KNOWLEDGE: Danielson (1996) posits that ™# person cannot (each what he or she does not know” (p. 62), The researcher further contends that while content knowledge is necessary in the development of exemplary teachers, pedagogical techniques are critical (o 8 teacher’s effectiveness. Wesleyan College’s teacher education candidates are those who attain a high degree of competence in their knowledge, skills, and dispositions necessary to lead a classroom of students. In addition, the eandidates recognize the preeminence of human relationships in teaching. Dispositions Ll-3e, Appreciates the impact of learner development on instructional decisions Indicators # Byidence Eeassaeseeeey Ti-3a. Understands and uses best practices, Lesson meets all students” developmental needs various learning theories, subject matter, (materials and resourees, length of lesson, ete.) as curriculum development, and learner indicated by the level of student engagement. development to make curricular and Information is accessible to all students. instructional decisions (K, 8) Students are actively engaged throughout the Tesson (Domain 1: Planning and Preparation} 4 ‘Teacher activates and builds schema before the 1 lesson. 1. The content, curricular and instruetionel 4 Teacher is responsive to students’ questions decisions are not based on learning theories and 4 ‘Teacher responds to students” lack of | the developmental needs of students; no evidence understanding, of differentiation of instructional strategies 4 Teacher provides the necessary support for students as they learn new material 2. The content, curricufar, and instructional 2 (Constructivism). ‘decisions are partially based on learning theories 4 Uses “gradual release of responsibility” effectively tand the developmental needs of students; tittle and consistently. evidence of differentiation of instructional 4 Uses questioning and discussing techniques strategies. & Additional Evidence: 3 3. While the content and curricular decisions are based on learning theories and the developmental COMMENT: needs of stuns, the instructional strategies lack differentiation. 4 4, Allof the content, curricular, and instructional : docisions are based on learning theories and the developmental needs of students; the instructional stratogies are differentiated, although inconsistencies remain 5 5, Allof the content, curricular, and instructional decisions are based consistently on learning theories and the developmental needs of students. Instructional strategies are differentiated consistently NATR Not Able To Rate (NATR) 5 Revised 1/7/13,Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) Ti PROFESSIONAL KNOWLEDGT: Danielson 1996) posits that person cannot teach what he or she does not know® (p62). The researcher further contends that while content knowledges necessary In the development of taemplaty tenchers, pedagogies! (echniques are critical oa teacher's effectiveness, Wesleyan Colleges teacher telucation candidates ave those who atiain a high degree of eompetence in their knowledge, ski, and dispositions necessary toad a classroom of students th addition, the candidates recogoize the preeminence of relationships in teaching. a Disposition Ll-se, Appreciates the impact of learner development an instructional decisions Indicators a : % Evidence TE-3b. Develops lesson plans using a variety of | I “Teacher uses various strategies that Keep the wethods, resources, and 2 students engaged (e.g., manipulatives, graphic technology that support knowledge of learner organizers, discussions, think-pair-share, development. (S) 3 comprehension strategies, vocabulary strategies, 4 critical thinking strategies, writing strategies, {Domain 1: Planning and Preparation} ‘modeling, think-alouds, science experiments, K- (3) W-L, music, etc.) and meet the students’ 1. Lesson plans lack a variety of instructional developmental needs (intellectual, social, physical, strategies, resources, and technology to support | NATR etc) knowledge of child development, Plans lack 4 Teacher uses various resources (literature, charts, understanding of prerequisite skills necessary to ‘maps, human resources, technology {websites, understand new coneept Internet, overhead projector, TV/VCR, PowerPoint, tape/CD player, etc.}) to meet the 2. Lessons plans have little variety of students’ developmental needs (intellectual, social, instructional strategies, resources, and technology physical, et.) to support knowledge of child development. Plans 4 Adjusts instructional strategies and activities to show little awareness of prerequisite skills meet the needs of diverse learners necessary to understand new concept. 4 Activates and assesses prior knowledge 4 Adjusts materials and resources to meet the 3, While lesson plans utilize various instructional dovelopmental needs of the students, strategies, resources, and technology to support 4 Uses variety of group configurations (whole, knowledge of child development, some are small, individual), inappropriate, Plans show some knowledge of 4 Additional Evidence: prerequisite skills necessary to understand new ‘concept, although there might be gaps or inadequacies inthis knowledge. COMMENT: 4, Lesson plans utilize various instructional strategies, resources, and technology to support knowledge of child development appropriately Plans reflect an accurate and adequate understanding of the prerequisite skills necessary ‘to understand new concept 5. Lesson plans consistently utilize various instructional strategies, resources, and technology to support knowledge of child development appropriately throughout the lesson. Plans reflect extensive knowledge of the prerequisite skills as wall as the relationships among these skills Not Able To Rate (NATR) ised 1/713Teacher Candidate Observation Instrument (TCOL) Initial Candidate (Student Teaching) TL, PROFESSIONAL KNOWLEDGE: Danielson (1996) posits that “a person cannot teach what he or she does not know” (p. 62). ‘The researcher further contends that while content knowledge is necessary in the development of ‘exemplary teachers, pedagogical techniques are critical to a teacher's effectiveness. Wesleyan College’s teacher education candidates are those who attain a high degree of competence in their knowledge, skills, and dispositions necessary fo lead a classroom of students. In addition, the candidates recognize the preeminence of hums relationships in (exch Disposition H-4e, appreciates stuent diversity by acknowledging flexibility and fluidity of curricular decisions based on students’ diverse needs. Indicators a Evidence é Ti-4a, 4b, Demonstrates an understanding of ‘% Physical arrangement ofthe classroom makes diversity by structuring the classroom (0 materials and resources accessible to diverse provide for the learning needs of a broad learners (efficient traffic flow), Learning or range of diverse learners. (ICS) physically disabled children’s needs are accommodated, {Domain 2: Classroom Environment} 4 Physical arrangement ofthe classroom facilitates interaction among students and teacher (€.2. J. Classroom structure does not support the needs discussions) and ensures salety ofdiverse learners. The physical structure (eg 1 4 Flexible arrangement of desks/tables ensures that arrangement of furniture) of the classtoom may various types of activities (discussions, centers, prosont safety difficulties. Leaming is presentations, hands-on) are taking place. inaccessible to most learners. 4 Ensures that attention is given equitably to all students (gender, race, SES, etc.) 2. Classroom structure supports the needs of 4 Materials are prepared ahead of time and are some diverse learners, ‘The physical structure readily available to teacher and students (eg, arrangement of furniture, accessibility of 2 4 Provides meaningful assignments for students who ‘materials) of the classroom hampers effective finish tasks early learning by some students. Leaming is Physical resources (eg, chars, technology inaccessible to some learners, ‘equipment, ovethead projectors) are used effectively with the students. 3. Classroom structure supports the needs of 4 Manages and communicates classroom procedures diverse leamers. The classroom structure & Additional Evidence: presents no safety issues. Learning is accessible 3 to most students. Teacher usually makes Other Suggest adequate use of the physical structure of the + Heterogencous Seating Arrangement and classroom, although movement of the furniture Grouping (race, gender, ability, anguage, sometimes decreases the effectiveness of the etc.) lesson, + Prepares modified and/differentiated assignments ahead of time 4, Classroom structure supports the needs of + Students assume responsibility forth diverse leamers, The classroom is safe. Learning own learning is accessible to all learmers. Teacher always 4 | comments: makes adroit use of physical space, and the flexible physical structure (e.g. movement of desks) is effective for learning activities 5. Classroom structure supports consistent ‘engagement of diverse learners. The classroom is safe, Students take ownership of using the physical structure to facilitate learning for sll students Not Able To Rate (NATR) NATR 7 Revised 1/7/13,Teacher Candidate Observation Instrument (TCOL) Initial Candidate (Student Teaching) TI, PROFESSIONAL KNOWLEDGE: Danielson (1996) posits that “a person cannot teach what he or she does not know” (p. 62). The researcher further contends that while content knowledge is necessary in the development of ‘exemplary teachers, pedagogical techniques are critical to a teacher's effectiveness. Wesleyan College’s teacher education candidates are those who attain a high degree of competence in their knowledge, skills, and dispositions necessary to lead a classroom of students. In addition, the candidates recognize the preeminence of human relationships in teaching TE-Se. realizes the impact of a positive classroom envionment on teaching and learning Indicators, # Evidence TH-Sa, Sh, Creates and uses a viable classroom Classroom rules and consequences are posted for ‘management plan to enhance the classroom all to se. climate (K.S) 4 Classroom rules are consistently enforced. (Domain 2: Classroom Environment} 4 Uses efficient and appropriate methods for getting 1. No evidence of a management plan; the attention of the students; does not make inconsistenv/inappropriate responses to student various noises (e.., shush) ot yelling to get behavior; reaction to disruptive behavior 1 students quiet interferes with instruction; classroom 4 Does not use sarcasm environment (management of time, space, 4 Uses variety of appropriate praise for individuals ‘materials, clear expectations) interferes with and/or whole class. teaching and student learning; transitions are Uses positive reinforcement for appropriate always chaotic behavior 4 Observes all students’ behavior 2. Little evidence of a management plan; 4 Most of the students are actively engaged inconsistentoften inappropriate responses to throughout the lesson. student behavior; reaction to disruptive behavior 4 Students know the rituals and routines for daily often interferes with instruction; classroom 2 tasks (e.g., smooth transitions for group work, environment (management of time, space, literacy centers, obtaining, collecting, and turning ‘materials, clear expectations) sometimes in assignments, getting materials, entering and interferes with teaching and learning; transitions exiting the room, ete.) are sometimes chaotic. 4 Calmness pervades the classroom Additional Evidence: 3. Evidence ofa management plan; consistent responses (sometimes inappropriate) to student Other Suggestions: behavior; classroom environment (management ‘+ Uses various management techniques to avoid of time, space, materials, clear expectations) 3 interruption to instruction (e.g, eye contact, sometimes contributes to the inefficient use of physical proximity, nonverbal gestures, etc) instructional time; some transitions are + Materials are readily available and accessible ineffective, + Performs noninstructional tasks effectively 4, Evidence of a management plan; consistent appropriate responses to student behavior; corrects misbehavior with litle or no interruption | 4 of instructional time; classroom environment (oanagement of time, space, materials, clear be expectations) contributes to effective teaching and student learning COMMENTS: 5. Consistent use of management plan; proactive ‘management style; student internalization of plan is evident as indicated by their self monitoring of | (5) bochaviors classroom environment (management oftime, space, materials, clear expectations) consistently contributes to and supports effective teaching and learning Not AbleTo Rate(NATR) NATR 8 Revised 1/7/13Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) Tl, PROFESSIONAL KNOWLEDGE: Danielson (1996) posits that “a person eannot (each what he or she does not know” (p. 62). The researcher further contends that while content knowledge is necessary in the development of exemplary teachers, pedagogical techniques are critical to a teacher’s effectiveness. Wesleyan College's teacher education candidates are those who attain a high degree of competence in their knowledge, skills, and dispositions necessary to lead a classroom of students. In addition, the candidates recognize the pres relationships in teaching, Disposition I-66. believes that building caring relationships with students is erltcal to Ufetime of learning “Tadicators a Evidence TE-6a, Gb. Understands and demonstrates Uses cooperative learning groups methods of fostering effective interpersonal Assigns group work (projects) relationships in the classroom. (K, 8) 4 Discusses and demonstrates the dynamies and bbehavioral norms of group work {Domain 2: The Classroom Environment) Uses various grouping configurations (whole ‘group, small groups) during instruction (e-., 1. Does wot foster the development of literature circles, guided reading) interpersonal relationships in the classroom (eg, | 1 4h Students use literacy centers and other kinds of ‘working cooperatively, treating each other with centers effectively Students help each other when appropriate respect and fairness}; teacher interacts negatively Students show respect for each other when ‘with most students; students’ interactions with each other are negative. engaged in discussions 4 Students and teacher interact with each other in 2, does not consistently foster the development of respectful ways (e.g., no sarcasm, ridicule, ete). interpersonal relationships in the elassroom (eg, | 2 4 Engages students in discussions ‘working cooperatively, treating each other with Uses questioning techniques rospect and fairness); teacher interacts negatively Additional Evidence: with some students; students’ interactions with cach other are usually negative. 3. Fosters the development of interpersonal COMMENT: relationships in the classroom (e.g., working cooperatively, treating each other with respect 3 and fairness); teacher interacts appropriately most : re of the time with some students; students” interactions with each other are not respectful. 4. consistently fosters the development of interpersonal relationships in the classroom (eg, | 4 working cooperatively, treating each other with rospect and fairness); teacher interacts appropriately with all students; students? interactions with each other and with the teacher are respectful 5. Consistently and explicitly fosters interpersonal relationships in the classroom (o.g., working 6 cooperatively, treating each other with respect and faimess); teacher shows genuine care and respect for students; students monitor treatment of peers with respect and make adjustments as necessary NATR Not Able To Rete (NATR) 9 Revised 1/7/13Teacher Candidate Observation Instrument (TCOT) Initial Candidate (Student Teaching) Til, EVALUATION (Gelfand P-12): Teacher candidates understand that the purpose of stadent assessment Isto monitor and determine the effectiveness of program, as indieated by the level of student learning. Wesleyan's teacher education faculty constantly and consistently reminds candidates that in order to become effective teachers, they inust internalize the habit of reflecting on their practices and acting on those practices. Disposition Mi-7e, Believes tat it's necessary to use a variety of ussessnents fo make informed instructional decisions Indicators # Evidence TU17a, 7b, Understands and uses various formal © Develops and uses various types of assessments al astessments (KS) (portfolios, rubries, observations, anecdotal sstruction} records, checklists, tests, etc.) 1 no knowledge of puss of assessment (ic. + Explains the eiteria fr the assessment before the assessment for and of learning ite knowledge of beh Micsecais ores aitaans nian eases 1 4 The assessment is aligned withthe lesson’s understanding of the rationale for the known types of assessments; assessments are not congruent with the lesson’s objectives and standards standards and objectives + Incorporates various types of assessments in instruction Teacher provides examples of student work 2 tte Knowledge of purposes of assessment (16. | sessment fran! of earning: Krows limited variety containing written commentary from the teacher ofassessments; demonstrates fst understanding of he ‘ind/or peer ‘atonal fb he few known types of assesment ile 4 Teacher provides helpful and timely feedback to «clationship between the assessments and the standards 2 ‘student ie ui if and objectives ‘Teacher assesses for learning (formative | 3, Developing knowledge of purposes of assessment assessment) and of learning (summative Ge, assessment for and of earning); Knows various assessment) {types of assessments; demonstrates a rudimentary % Additional Evidence: Understanding ofthe rationale for various types of assessments; able to articulate the rationale for some of COMMENTS: the assessments; understands that there isa relationship, between assessment and standards and objectives, but i the relationship is uneleae 4, Pull understanding of the pumposes of asse (i, assessment for and of learning); Knows various types of assessments to meet the needs ofall students, demonstrates understanding of the rationale for various types of assessments; eacher develops strategies for using the various assessments and elealy understands the relationship between the lesson’s objectives und the 5. Knows and develops various types of assessments 10 rect the needs of particular students; demonstrates a deep understanding of the purposes of assessment (ie, for or of assessment of learning) and the rationale for various types of assessinents; articulates effectively the ralfonale fo the students, pees, and parents; students are given opportunities o develop and use these assesiments; assessaents are completely aligned with the lessons objectives, the content, and the instructional methods, Not Able To Rate (NATR) NATR 10 Revised 1/7/13,Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) Me. recognics Disposition that reflections can be used to revive and refine professional and/or pedagogical practices # ‘Evidence THR, Bb. Knows and uses a variety of el sssessinent (reflective) strategies to change professional and/or pedagogieal behaviors, (K,S) (Domain 3: Instruction} 1. Does not examine her lesson; does not assess her teaching and student learning; does not know whether lesson was effective; does not have suggestions for changing lesson and improving in the future 2. Examines lesson, but not vis-i-vis student learning and student engagement; does not know how to change lesson in the future; does not modify teaching practices to impact student achievement; dees not augment professional knowledge based on reflections; does not know whether the lesson met its objectives; has little understanding of the effeetiveness of lesson 3. Examines lesson and teaching vis-bovis student learning and student engagement during the lesson: assumes that lesson met ils objectives based on stodeat engagement, teacher has a general notion of the lesson’s effectiveness; understands the need to change the lesson andl has few general suggestions of way’ (0 improve the specific lesson; atlempis to modify {caching methodologies to impact student achiovements begins to discuss ways to increase professional knowledge 4, Examines her lesson and teaching vis-a-vis student learning and student engagement; accurately assesses the lesson effectiveness and ‘whether it met its instructional goals; can cite examples of lesson’s effectiveness; uses reflections to modify pedagogical practices to impact student achievement; makes a few suggestions of how the lesson can be improved in the future; augments professional knowledge based on reflections 5, Consistently examines her lesson and teaching visd- ‘is student learning ane student engagement; makes insiphtfol and accurate assessment of lesson’s effectiveness and can cite specific examples; shows ‘evidence of making modiications in pedagogical precices based on reflections; reflections provide Support for ongoing sustained augmeniation of professional knowledge; makes several speci suggestions for improvement and makes predictions for the success of futuce lessons. [Not Able To Rate (NATR) NATR Maintains a reflective journal and shares thoughts with mentor Shows insight about lesson when discussing lessons with mentor or colleagues. Candidate identifies areas needing improvement and suggests possible modifications of future lessons ‘Candidate clearly explains why a lesson should or should not be changed for future instruction ‘Candidate makes an accurate assessment of the level of student engagement during the lesson Uses assessment results to make judgment about instructional strategies Maintains records of assessment results Provides insightful and accurate assessment of lesson effectiveness Identifies strengths of lessons Implements necessary changes based on assessment of lesson Asticulates reasons for selecting spe instructional strategies, resources, materials, and technology for the lesson, Candidate continues to increase her professional knowledge by participating in professional development Additional Evidence: ‘COMMENTS: a1 Revised 1/7/13,Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) POST CONFERENCE: The candidate will: discuss the rationale for selecting instructional strategies provide insightful and accurate assessment of the lesson’ effectiveness as it relates to the attainment of its goals (should cite specific examples) identify strengths and areas that need work; should provide specific suggestions for improvement identify best practices used in the lesson Overall Rating: A Comments: Teacher Candidate's Signature/ Date 7 “Observer's Signature/Date ‘The format and some of the information contained in this assessment were based on the COE Observation Instrument developed by Valdosta State U: Other information was obtained from the following sources: rersity in 2005. 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) 12 Revised 1/7/13,