A. Focus for Learning: Standards and Objectives /Targets Plans align to appropriate Ohio Learning Standards AND Goals are measureable AND Standards, objectives/targets, and learning tasks are consistently aligned with each other AND Articulates objectives/targets that are appropriate for learners and attend to appropriate developmental progressions relative to age and content-area Plans align to appropriate Ohio Learning Standards AND Goals are measureable AND Standards, objectives/ targets, and learning are consistently aligned with each other AND Articulates objectives/targets that are appropriate for learners Plans align to appropriate Ohio Learning Standards AND/OR Some goals are measureable AND/OR Standards, objectives/targets, and learning tasks, are loosely or are not consistently aligned with each other AND/OR Articulates some objectives/targets that are appropriate for learners Plans do not align to the appropriate Ohio Learning Standards AND/OR Goals are absent or not measureable AND/OR Standards, objectives/targets, and learning tasks are not aligned with each other AND/OR Does not articulate objectives/targets that are appropriate for learners Sources of Evidence: Pre/post observation conferences Conversations with and/or documentation from the mentor teacher Cumulative lesson plans Student learning objectives Evidence of differentiation Use of Ohio Learning Standards Posted learning objectives/ targets Possible Evidence: Exceeds/Meets Expectations Emerging/ Does Not Meet Expectations Student teachers’ appropriately “connect content to standard” (Marzano, p. 27). “Goals are: specific, measurable and timebound; based on multiple sources of available data that reveal prior student learning; aligned to content standards; appropriate for the context, instructional interval and content standard(s); demonstrating a significant impact on student learning of content (transferable skills)” (Marzano, p. 36). “Goals may be missing one or more of the following qualities: specific, measurable and timebound. Goals are not based on prior available student learning. Goals are partially aligned to content standards. Goals may be missing one or more of the following: appropriate for the context, instructional interval and content standard(s). Goal is not connected to a significant impact on student learning of content” (Marzano, p. 36). Item Exceeds Expectations (3 points) Meets Expectations (2 points) Emerging (1 Does Not Meet Expectations (0 points) Planning for Instruction and Assessment
B. Materials and Resources Uses a variety of materials and resources that 1. Align with all objectives/targets 2. Make content relevant to learners 3. Encourage individualization of learning Uses a variety of materials and resources that 1. Align with all objectives/targets 2. Make content relevant to learners Uses materials and resources that align with some of the objectives/targets Materials and resources do not with objectives/targets Sources of Evidence: Observation of teaching Pre/post observation conferences Conversations with and/or documentation from the mentor teacher Cumulative lesson plans Evidence of differentiation in lesson plan Instructional materials Appropriate citations for resources Possible Evidence: Expectations Emerging/ Does Not Meet Expectations “The [student] teacher identifies the available materials that can enhance student understanding and the manner in which they will be used” (Marzano, p. 28). “The [student] teacher identifies the available materials that can enhance learner understanding but does not clearly identify or describe the manner in which they will be used” (Marzano, p. 28). Student teacher relies on lecture with no supporting materials Does not for learner use of materials (all teacher demonstration) Item Exceeds Expectations (3 points) Meets Expectations (2 points) Emerging (1 point) Does Not Meet Expectations (0 points) Planning for Instruction and Assessment C. Assessment of P-12 Learning Plans a variety of assessments that 1. Provide opportunities for learners of varying abilities to illustrate competence (whole class) 2. with the Ohio Learning Standards 3. Are culturally relevant and draw from learners’ of knowledge 4. Promote learner growth a variety of assessments that 1. Provide opportunities for learners to illustrate competence (whole class) 2. Align with the Ohio Learning Standards 3. Are culturally relevant and draw from learners’ funds of knowledge Planned assessments 1. Provide opportunities for some learners to illustrate competence (whole class) 2. Align with the Ohio Learning Standards Planned assessments 1. Are not included OR 2. Do not align with the Ohio Learning Standards Sources of Evidence: Observation of teaching Pre/post observation conferences Conversations with and/or documentation from the mentor teacher Cumulative lesson plans Variety of formative and summative assessments
Posted learning objectives/ targets Possible Evidence: Exceeds/Meets Expectations Emerging/ Does Not Meet Expectations Student teacher is able to inform learners, and discuss learner progress, formative data Plans submitted include assessment/evaluation components Assessments are clearly aligned to congruent standards Assessment is included in the daily procedures Student teacher uses a variety and balance of assessment techniques Relies on learner self-grading/self-correcting Plans include vague data collection techniques Assessments are misaligned Planned assessments are not aligned to procedures Assessments are not developmentally appropriate or grade-level appropriate Relies heavily on publisher generated tests Item Exceeds Expectations (3 points) Meets Expectations (2 points) Emerging (1 point) Does Not Meet Expectations (0 points) Planning for Instruction and Assessment D. Differentiated Methods Lessons make meaningful and relevant connections to 1. Learners’ prior knowledge 2. Previous lessons 3. Future learning 4. Other disciplines and real-world experiences AND Differentiation of instruction supports learner development AND Organizes instruction to ensure content is comprehensible, relevant, and challenging for learners Lessons make clear and coherent connections to 1. Learners’ knowledge 2. Previous lessons 3. Future learning AND Differentiation of instruction supports learner development AND Organizes instruction to ensure content is comprehensible and relevant for learners Lessons make an attempt to on, but are not completely successful at connecting to 1. Learners’ prior knowledge, 2. Previous lessons, OR future learning AND Differentiation of instruction is minimal AND Organizes instruction to ensure content is comprehensible for learners Lessons do not build on or connect to learners’ prior knowledge AND/OR Explanations are illogical or inaccurate as to how the content connects to previous and future learning AND/OR Differentiation of instruction is absent Sources of Evidence: Pre/post observation conferences Conversations with and/or documentation from the mentor teacher Cumulative lesson plans Evidence of differentiation in planning and/or instruction (activities, responsiveness to knowledge – including proactively preparing for possible misconceptions) Description of connections between lessons Expectations Emerging/ Does Not Meet Expectations
(3 points) (2 points) (1 point) (0 points) Instructional Delivery G. Checking for Understanding and Adjusting Instruction through Formative Assessment * Checks for understanding (whole class/group AND individual learners) during lessons using formative assessment AND Differentiates through planned and responsive adjustments (whole class/group and individual learners) Checks for understanding (whole class/group) during lessons using formative assessment AND Differentiates through adjustments to instruction (whole class/group) Inconsistently checks for understanding during lessons using formative assessment AND Adjusts instruction accordingly, but adjustments may cause additional confusion Does not check for understanding during lessons using formative assessment OR Does not make any adjustments on learners’ responses Sources of Evidence: Observation of teaching Frequent opportunities for student responses Modification of instruction based on student needs Implementation of interventions, remediation, reinforcement, and/or enrichment to provide differentation Pre/post observation conferences Conversations with and/or documentation from the mentor teacher Possible Evidence: Exceeds/Meets Expectations Emerging/ Does Not Meet Expectations Student teacher: asks questions of learners requies active learner responses through discussion, group work, asking questions, closely monitoring seat work attends to individuals, changes explanation, provides prompting or enrichement when appropriate “organizes content into small chunks, has learners interact about each chunk of content, provides guidance as to which information is most important, asks inferential and elaborative questions, has students summarize content” (Marzano, p.4) Item Exceeds Expectations (3 points) Meets Expectations (2 points) Emerging (1 Does Not Meet Expectations (0 points) Instructional Delivery H. Digital and Resources Discusses AND uses a variety of developmentally appropriate technologies (digital tools and resources) that Discusses AND uses developmentally appropriate technologies (digital and resources) that Discusses developmentally appropriate technologies (digital tools and resources) One of the following: A. Does not use technologies (digital tools and resources) AND
* AND Establishes and promotes constructive relationships to equitably engage learners AND Uses research-based strategies to maintain learners’ attention (individual and whole group) AND Establishes and promotes constructive relationships to equitably engage learners AND Uses research-based strategies to maintain learners’ attention (individual and whole group) AND/OR Attempts to establish constructive relationships to engage learners AND/OR Attempts to use constructive strategies to maintain learners’ attention (individual and whole group) Does not establish constructive relationships to engage learners OR Does not use constructive strategies to maintain learners’ attention (individual and whole group) Sources of Evidence: Observation of teaching Pre/post observation conferences Conversations with and/or documentation from the mentor teacher Classroom ground rules implemented by teacher Possible Evidence: Exceeds/Meets Expectations Emerging/ Does Not Meet Expectations Exceeds: “The [student] teacher actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to learner self-direction and ownership of learning” (INTASC). Meets: “The [student] teacher manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time” (INTASC). Both The [student] teacher: uses technology to expand learner options in to maintain and increase student engagement. provides evidence for how they have used findings from research to maintain learners’ attention Emerging: Attempts to address the criteria in the “meets” level of performance Does Not Meet: No attempt is made to address the criteria in the level of performance Item Exceeds Expectations (3 points) Meets Expectations (2 points) Emerging (1 point) Does Not Meet Expectations (0 points) Assessment J. Data-Guided Instruction Uses data-informed decisions (trends and patterns) to set short and long term goals for future instruction and assessment Uses data-informed decisions to design instruction and assessment AND Uses minimal data to design instruction and assessment Does not use data to design instruction and assessment
Possible Evidence: Materials are easily accessible Agenda/advanced organizer on the Classroom is organized and orderly Materials are prepared and easily located Has a “Plan B” – additional activities are prepared and ready if lesson ends early Student teacher searches for materials Limited directions posted for teacher/learners (advanced organizers) Classroom is disorganized and chaotic Excess time at the beginning/end of class where learners are not engaged in productive, academic tasks If resources/materials are not available or not functioning, teacher is unable to describe or proceed Item Exceeds Expectations (3 points) Meets Expectations (2 points) Emerging (1 point) Does Not Meet Expectations (0 points) Professional Relationships F. Collaboration Demonstrates collaborative relationships with cooperating teacher AND/OR members of the school community (other teachers, school personnel, administrators, etc.) AND Works with and learns from colleagues in planning and implementing instruction to meet diverse needs of learners Demonstrates collaborative relationships with cooperating teacher AND/OR members of the school community teachers, school personnel, administrators, etc.) AND Attempts to work with and learn from colleagues in planning and implementing instruction Demonstrates collaborative relationships with cooperating teacher AND/OR members of the school community (other teachers, school personnel, administrators, etc.) Does not demonstrate collaborative relationships with cooperating teacher AND/OR members of the school community teachers, school personnel, administrators, etc.) Sources of Evidence: Observed behavior Interactions observed between teacher candidate and cooperating teacher Reports of behavior from other teachers and/or principals Conversations during post-observation and conferences Conversations with and/or documentation from the mentor teacher Possible Evidence: Exceeds/Meets Expectations Emerging/ Does Not Meet Expectations Exceeds: The student teacher: Emerging: