Discuss timeline with Cooperating Teacher for submitting lesson plans for approval prior to teaching. Include all lesson plans, observation notes, and Cooperating Teacher evaluations in 3-ring binder. Prepare for first supervisory visit. Begin work on student teaching projects (Instructional Plan, edTPA). Begin co-teaching with the Cooperating Teacher.. Cooperating Teacher Co-teach a lesson with Teacher Candidate. Increase Teacher Candidate’s planning and teaching responsibilities. Discuss teaching schedule, lesson planning, instructional plan development, types and use of assessments, school involvement, use of technology/resources. Complete week two evaluation form. Submit evaluation form to college supervisor. College Supervisor Assist Teacher Candidate with refining lesson planning, delivery and assessment. Review lesson plans. Provide feedback on instructional plan and/or edTPA. Collect two week evaluation from Cooperating Teacher. Inform Coordinator if there are any issues noted on the two-week evaluation form. Week 3: Teacher Candidate Maintain your 3-ring binder of plans, evaluations, reflections. Continue to develop instructional plan and edTPA. Keep your Teacher work sample assignment in mind as you develop the instructional unit. Solicit constructive feedback from Cooperating Teacher and College supervisor. Make sure you submit plans prior to teaching. Reflect on progress. Cooperating Teacher Require lesson plans to be submitted for your approval by the designated time you establish. If the student does not submit plans, he or she should not teach. Conduct formal observation/teaching evaluation #1. Debrief with Teacher candidate to discuss strengths and weaknesses. Provide college supervisor with copy of observation evaluation. College Supervisor Assist Teacher Candidate with refining lesson planning, delivery and assessment. Review lesson plans. Provide feedback on instructional plan and edTPA. Complete observation and written evaluation #1. Debrief with Teacher Candidate to discuss strengths and weaknesses. Week 4 Teacher Candidate Keep everything up to date for Cooperating Teacher and supervisor. Continue to develop your class management skills. Solo week dates should be established. Begin planning for solo week.
needs is consistently evident. Appropriately high expectations are maintained for all pupils. needs is evident. needs is limited. those living in poverty, etc. ) PL-3 Aligns lesson objectives and assessments to learning standards for the discipline. Candidate clearly and consistently aligns lesson objectives and lesson assessments to the learning standards for multiple disciplines to promote integrated instruction. Candidate clearly and regularly aligns lesson objectives and lesson assessments to the learning standards for the discipline. Candidate is becoming more consistent in the alignment of lesson objectives and/or lesson assessments to the learning standards for the discipline. Candidate does not align objectives and/or lesson assessments to learning standards. PL-4 Develops lesson plan with introduction, procedures and closure. (NEW!) Candidate’s lesson plan is well structured. Lesson introduction and procedures are creative and transitions from one part of the lesson to the next are clearly connected. Candidate’s plan is well organized, with lesson introduction, procedures, and closure . Candidate’s plans use a recognizable lesson structure, though it is not uniformly maintained throughout. Candidate does not plan effective lesson introduction, procedures, and closure PL-5 Meaningfully connects content to pupils’ life experiences and prior learning. Candidate consistently and meaningfully connects content to pupils’ life experiences and prompts students to consider and make connections to different perspectives. Candidate consistently and meaningfully connects content to pupils’ life experiences and prior learning. Candidate is beginning to make meaningful content connections to pupils’ life experiences and prior learning. Candidate does not meaningfully connect content to pupils’ life experiences PL-6 Selects and creates materials and resources (including Candidate strategically selects or creates instructional Candidate strategically selects or creates instructional Candidate is becoming more strategic in selecting or Candidate does not select or create materials and resources to
assistive technologies where appropriate) to enhance learning for all pupils. materials to enhance learning for all pupils, and takes the initiative to identify and promote the pupils’ use of assistive technologies where appropriate. materials and resources that enhance learning for all pupils, and supports pupils in their use of assistive technologies where appropriate. creating materials and resources that will enhance learning for pupils, and/or is beginning to support pupil use of assistive technologies where appropriate. enhance learning for all pupils OR does not support student use of assistive technologies where appropriate. PL-7 Anticipates possible learning challenges for individual students and includes instructional supports within the lesson plan. Candidate consistently anticipates possible learning challenges for students. Lesson plans include supports and modifications which proactively address these potential challenges. Candidate frequently anticipates possible learning challenges for students. Lesson plans include supports to proactively address these potential challenges. Candidate occasionally anticipates possible learning challenges for students. Lesson plans sometimes include supports to proactively address these potential challenges. Candidate’s lesson plans do not show evidence that the candidate considers possible learning challenges for individual students. Domain Two: The Learning Environment Performance Indicator Highly Effective (at preservice level) 4 Proficient 3 Developing 2 Unsatisfactory 1 Not Observed E-1 Maintains a pupil-centered learning environment that is safe, positive and respectful. Candidate creates and maintains a positive learning environment in which all pupils are actively engaged, treated with respect, and feel emotionally safe. Pupils are encouraged to be active participants Candidate creates and maintains a positive learning environment in which all pupils are actively engaged, treated with respect, and feel emotionally safe. Candidate is developing the ability to create a positive learning environment in which all pupils are actively engaged, treated with respect, and feel emotionally safe. Candidate does not maintain a learning environment that is safe, positive and respectful OR fails to show respect and/or caring for students
in creating a positive classroom community. E-2 Clearly teaches and reinforces the behavioral expectations for the classroom. Candidate consistently teaches, models and reinforces the behavioral expectations for the classroom and provides opportunities for pupils to assist in the development of classroom rules. Candidate consistently teaches, models and reinforces the behavioral expectations for the classroom. Candidate is becoming more consistent in teaching, modeling and reinforcing the behavioral expectations for the classroom. Candidate does not address the behavioral expectations for the classroom while teaching. E-3 Uses a variety of effective positive management strategies to establish and maintain appropriate behavior. Candidate strategically uses a variety of effective positive management strategies to establish and maintain appropriate behavior. Strategies are selected to address the function of the behavior. Candidate regularly uses a variety of effective positive management strategies to establish and maintain appropriate behavior. Candidate is beginning to use effective and positive management strategies to maintain desired behavior. Candidate does not use effective positive management strategies to address behavior. E-4 Monitors pupils’ behaviors. Candidate uses formal and informal methods to systematically and consistently monitor pupils’ behavior and provide constructive feedback. Pupils are encouraged to monitor their own and peer’s Candidate uses formal and informal methods to systematically and consistently monitor pupils’ behavior and provide constructive feedback. Candidate is developing formal and informal methods to systematically monitor pupils’ behavior and provide constructive feedback. Candidate does not monitor pupils’ behaviors OR does not intervene when students are acting inappropriately/being disrespectful.
behavior, correcting one another respectfully. Domain Three: Instruction Performance Indicator Highly Effective (At preservice level) 4 Proficient 3 Developing 2 Unsatisfactory 1 Not Observed I-1 Engages pupils’ interest and involvement in lesson Candidate consistently uses creative and thought provoking techniques to engage all pupils’ interest and involvement in the lesson. Students are primed for higher level thinking. Candidate consistently uses techniques to engage all pupils’ interest and involvement in the lesson. Candidate sometimes uses techniques to engage all pupils’ interests and involvement in the lesson but frequently on passive techniques. Candidate does not use techniques to engage pupils’ interests or involvement in lesson. I-2 Provides appropriate scaffolding (strategies or materials) within the lesson procedure Candidate consistently uses scaffolding strategies within the lesson to support and expand learner understanding of content and skills. Candidate uses scaffolding strategies within the lesson to support and expand learner understanding of content and skills. Candidate occasionally provides simple scaffolding within the lesson; There is little modeling of tasks; content is correct but conveyed in a way that may perpetuate misconceptions. Candidate does not provide appropriate scaffolding (strategies OR instructional materials) within the lesson procedures I-3 Paces instructional delivery appropriately Candidate’s pacing of instruction is effective for all pupils. Adjustments are made to pacing within the lesson to address level of pupil Candidate’s pacing of instruction is effective for all pupils. Candidate’s pacing of instruction is inconsistent. Candidate does not pace instruction appropriately.
understanding. I-4 Demonstrates flexibility and responsiveness Candidate seizes the opportunity to enhance learning, building upon events: successfully adjusts instruction to address needs of pupils Candidate adjusts instruction in response to changing conditions with some success. Candidate adjusts instruction minimally in response to changing conditions Candidate does not exhibit flexibility and responsiveness; makes no attempt to adjust instruction I-5 Effectively uses range of developmentally appropriate questioning strategies Candidate consistently uses a range of developmentally appropriate questions that invite a thoughtful response. Questioning includes questions to generate higher level thinking. Candidate consistently uses a range of developmentally appropriate questions that invite a thoughtful response. Candidate’s questions are a combination of low and moderate quality; only some invite a thoughtful response. Candidate does not effectively use a range of developmentally appropriate questioning strategies I-6 Effectively uses instructional and assistive technologies to enhance learning for all pupils Candidate uses instructional or assistive technologies to effectively enhance learning for most students. Technologies are consistently used in a way that facilitates the active engagement of all learners. Candidate uses instructional or assistive technologies to effectively enhance learning for most students effectively. Candidate uses instructional and/or assistive technologies but it neither enhances student learning nor engagement Candidate does not use instructional technologies to enhance the learning of all pupils OR use assistive technologies where appropriate Domain Four: Assessment Performance Indicator Highly Effective (At preservice level) 4 Proficient 3 Developing 2 Unsatisfactory 1 Not Observed
A-1 Regularly checks for understanding during instruction Candidate checks for understanding regularly and encourages pupils to self-check Candidate checks for understanding regularly during instruction Candidate occasionally checks for understanding during instruction Candidate does not regularly check for understanding during instruction A-2 Provides positive and corrective feedback to pupils during instruction Candidate’s feedback to pupils is positive and corrective; timely and of consistently high quality Candidate’s feedback to pupils is positive and corrective; timely and consistently Candidate provides feedback to pupils unevenly and timeliness is inconsistent Candidate does not provide positive feedback during instruction OR does not provide corrective feedback to pupils A-3 Collects and uses evidence of pupil’s meeting instructional objectives Candidate systematically collects and uses formative and summative evidence of pupil’s attainment of instructional objectives. Candidate collects and uses evidence of pupil’s meeting instructional objectives most of the time. Candidate collects evidence of pupil’s meeting instructional objectives; does not make use of the evidence to plan subsequent instruction Candidate does not collect or use evidence of pupil’s meeting instructional objectives. A-4 Uses a variety of appropriate assessments to monitor student learning Candidate uses a variety of appropriate assessments to monitor pupil learning AND differentiates assessment where necessary. Candidate uses a variety of appropriate assessments to monitor pupil learning most of the time Candidate is beginning to use more appropriate OR a wider variety of assessments to monitor pupils’ learning Candidate does not use a variety of appropriate assessments to monitor student learning A-5 Uses assessment to monitor the progress of all pupils including those with IEP or 504 Plan goals as appropriate Candidate routinely uses assessment to monitor the progress of all pupils including pupils with IEP or 504 Plan goals; suggests revisions to goals where appropriate Candidate regularly uses assessment to monitor the progress of all pupils including those with IERP or 504 Plan goals Candidate is beginning to use assessment to monitor pupil progress including pupils with IEP or 504 Plan goals. Candidate does not use assessment to monitor the progress of all pupils including those with IEP or 504 Plan goals A-6 Promotes pupil of learning and/or Candidate includes pupil self-evaluation strategies as part of lesson assessment consistently Candidate regularly promotes pupil self-evaluation of learning and behavior. Candidate occasionally promotes pupil self-evaluation of learning and/or Candidate does not promote pupil of learning OR behavior
behavior behavior A-7 Attends to the diverse needs of all pupils when assessing pupil learning Candidate is acutely aware of learner differences and plans assessments that align with pupil strengths and needs Candidate consistently demonstrates understanding of learner differences when assessing pupil learning Candidate is beginning to demonstrate understanding for learner differences when assessing all pupils Candidate does not attend to the diverse needs of all pupils when assessing student learning Domain Five: Professionalism Performance Indicator Highly Effective (At preservice level) 4 Proficient 3 Developing 2 Unsatisfactory 1 Not Observed P-1 Demonstrates a professional presence in terms of initiative, confidence, emotional maturity, and attire Candidate displays a positive attitude, exudes confidence and emotional maturity, and dresses professionally all of the time. Candidate consistently demonstrates a professional presence in terms of initiative, confidence, emotional maturity, and appropriate attire Candidate is beginning to develop a professional presence in terms of initiative, confidence, emotional maturity and attire Candidate does not demonstrate a professional presence P-2 Interacts positively and respectfully with pupils and staff. Candidate has established an outstanding rapport with pupils and staff and exhibits a high level of respect for the occasion Candidate consistently interacts positively and respectfully with pupils and staff. Candidate interacts positively and respectfully with pupils and staff most of the time. Candidate does not interact positively and/or respectfully with pupils and/or staff P-3 Collaborates with, and when appropriate, directs other professionals in the planning and delivery of instruction Candidate is recognized as a contributing member of the teaching team in terms of planning and instructional delivery Candidate has established meaningful and collaborative relationships with other professionals Candidate demonstrates some effort to collaborate with other professionals; needs prompting to build partnerships Candidate does not collaborate with others in the planning and delivery of instruction OR direct the activities of other adults when appropriate P-4 Adheres to all legal and ethical standards for educators Candidate demonstrates professional behavior, academic integrity, ethical Candidate upholds all legal standards and exhibits ethical dispositions on a Candidate is becoming more aware of all legal and ethical standards and how they apply Candidate does not adhere to all legal and/or ethical standards for educators
values, and holds others accountable to do the same consistent basis to educators P-5 Responds positively to feedback from others Candidate openly requests feedback from others; takes an active role on the instructional team, receiving and giving feedback on practice Candidate readily responds positively to feedback from others; eager to improve practice Candidate accepts feedback from others; may not always act on that feedback Candidate does not respond positively to feedback from others P-6 Engages in activities that enhance professional development (workshops; PD opportunities, etc) Candidate frequently engages in professional development opportunities and uses new knowledge and skills to meet the needs of all students Candidate engages in some ongoing learning opportunities to develop knowledge and skills that will improve practice Candidate engages in professional development with prompting Candidate does not engage in activities that enhance professional development P-7 Engages in reflective practice Candidate makes thoughtful and accurate assessment of lesson’s effectiveness through reflection Candidate engages in reflective practice in order to improve effectiveness Candidate needs encouragement to engage in reflective practice Candidate does not engage in reflective practice P-8 Demonstrates professionalism in spoken and written communication Candidate models professionalism in all communications with a variety of audiences Candidate consistently demonstrates professionalism in spoken and written communication Candidate demonstrates professionalism in spoken and written communication most of the time. Candidate does not demonstrate professionalism in spoken and/or Written communication