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  • Tcoi Teacher

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    43 Ansichten12 Seiten

    Tcoi Teacher

    Hochgeladen von

    api-270543710

    Copyright:

    © All Rights Reserved
    Als PDF herunterladen oder online auf Scribd lesen
    Markieren Sie unangemessene Inhalte
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    Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) T, LIBERAL EDUCATION: A liberal education prepares one for “Tifelong intellectual, personal, and professional growth.” A liberally-educated teach: passion fo communicate this knowledge. one who possesses great content knowledge and a Ele, Values intellectual independence (D) Indicators 4 Evidence Ta & Ib, Possesses and applies content knowledge across the curriculum (K,S) { Domain 1- Planning and Preparation) 1. Little or no knowledge of content in one oF ‘more subjects; makes uncorrected errors in content; does not correct exrors made by students; lacks awareness of connectedness of concepts. 2, Limited knowledge of content in one or more subjects; makes content errors in one ot more subjects or does not correct ervors made by students; lacks awareness of connectedness of concepts 3, Familiar with the concepts inthe disciplines being taught; corrects teacher and student ervoss; limited awareness of how the concepts relate to cone another 4. Accurate knowledge of concepts in the subjects taught; corrects teacher and student errors; solid awareness of how the concepts inthe discipline 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) NATR * + COMMENTS: ‘All content is accurately demonstrated ‘Uses multiple resources in addition to the textbook Readily corrects teacher and student errors Gives constructive and supportive feedback to incorrect sludent responses Additional Evidence: nal Suggestions: Clarifies concepts and addresses misconceptions Gives appropriate feedback to comrect student responses Provides prompts to increase the student's ability to recognize and comrect errors Revised 1/7/13 Teacher Candidate Observation Instrument (TCOL) Initial Candidate (Student Teaching) TL. LIBERAL EDUCATION: A liberal education prepares one for “lifelong intellectual, personal, and professional growth.” A liberally-edueated teacher is one who possesses great content knowledge and a passion to communicate this knowledge. Ede, Values intellectual independence (D) * Tb, Practices and encourages eritical thinking, problem-solving and innovation fo ‘meet students? needs (S) (Domain 3: Instruction} 1. No attempts are made to encourage critical thinking ; all questions are of poor quality (i... low level with single correct response; questions are asked quickly giving students little time to think, 2, Few attempts are made to encourage critical thinking; most questions are of low level and asked quickly with litle time to think of thoughifl responses 3, Multiple artempts 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 fo encourage ccitical thinking; most questions are of high ‘quality; students are given adequate time to respond. 5, Consistently practices and encourages critical thinking by using various and alternate ‘explanations in an effort to enhance siudents" deep understanding; questions are consistently of high quality with adequate time to respond. Students sometimes develop their own questions. Not Able to Rate (NATR) NAIR ‘Uses appropriate instructional strategies (€.2. projects, discussions, discovery learning, differeneiated instruction, cooperative leaming, literacy centers, balanced literacy techniques) 10 facilitate critical thinking 4 Consistently uses open-ended questions Uses “wait-time” effectively 4 Uses various group configurations to mect students" needs and address individual interests “+ Consistently uses metacognitive techniques (e.2, think-alouds) to teach strategies Explicitly teaches vacious critical thinking strategies (e.g., inductive and deductive thinking, compare/contrast, metaphorical reasoning, analogies, ete.) Uses Bloom's Taxonomy to select activities, instructional strategies, and questions Guides students as they make various connections to other subject arcas & Uses “gradual release of responsibility” effectively 4 Uses open-ended and divergent questions to ‘generate discussions ‘> Fosters independent thinking by allowing students to give their opinions based on evidence Gives students choices in methods of presenting assignments + Facilitates student-generated problems and solutions Additional Evidence: COMMENTS: Revised 1/7/13 Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) T, LIBERAL EDUCATION: A liberal education prepares one for jong intellectual, personal, and professional growth.” A liberally-educated teacher is one who possesses great content knowledge and a passion to communicate | this knowledge. 1-26, belive that positive constructivist classroom is critical to student engagement (D) Indicators # Evidence Ta, Understands constructivism a5 i pertains Uses “gradual release of responsibilty” model to student learning and students ereating th effectively ‘own meaning. (K) 4 ‘Teacher asks higher level open-ended questions 1, Demonstrates no understanding of 4 Respecis students” opinions as they respond to constructivism and its relationship to student 1 questions learning, Uses students? background knowledge a the starting point for the lesson and to bring meaning 2. Demonstrates lite understanding of and relevance tothe lesson. Constructivism and its relationship to student 4 ‘Teachers use strategies and activites that requite leaning. students to synthesize information presented 4 Teachers guide students as they “discover” 3, Demonsttates a developing understanding of pattern and make connections. ‘onstructivisn and its relationship to student 2 4 Teachers guide students as they use information to earning draw conclusions. Teachers allot enough time for students to explore 4, Demonstrates thorough understanding of concepts. constructivism and its relationship to student 4 Explain the nature of learning to students Teatning; shares that understanding with students 4% Additional Evidence: 5. Consistently demonstrates a thorough 3 “understanding of constructivism and its ‘COMMENTS relationship to student learning; explicitly teaches students about constructivism and its implications for learning, [Not Able to Rate (NATR) NATR Revised 1/7/13 Teacher Candidate Observation Instrument (TCOL) Initial Candidate (Student Teaching) T, LIBERAL EDUCATION: A liberal education prepares one for “lifelong intellectual, personal, and professional growth.” A liberally-educated teacher is one who possesses great content knowledge and 2 passion to communicate this knowledge. Disposition {:2e, believes that a postive constructivist classroom is critical to student engagement -— Indicators é Evidence Tb, Creates a learning community that $F Siadents work in small cooperative groups bolsters the tenets of constructivism by % Physical arrangement of classroom allows students encouraging student interaction and to workin small groups. participation in purposeful activities (8) 4 Physical anangement allows teachor to see all students and have access to them {Domain 2: The Classroom Environment} 1 Teacher guides class discussions. Students lead discussions in small groups. 1. No evidence that students are encouraged to Lesson and assignments meet the learning needs of interact and participate in purposeful class all stadents activities; teacher interaction toward most 4 Faillates student-to-teachor and studentto- | students is negative, demeaning or sarcastic; student interactions | students show no respect forthe tscher 4 Teacher has high expectations for ali studonts | (5 lovel of questions, cues given, various 2. Little evidence thnt students are encouraged to | 2 assignments, cle.) Jnterat and participate in purposefl class 4 Motivates and invites all stadents to participate activites; teacher interaction to some students is 4 Students ace not isolated for inexplicable reasons. negative or sarcastic; student show litle respect “Most ofthe students ae actively engaged forthe teecher throughout the lesson. Students and teacher interact with each other in 3. Some evidence that students are encouraged to respecful ways (eg. no sarcasm, ridicule, et.) interact and participate in purposefl class 3 4 Bnsures that attention is given equitably to all activites; teacherstudent interactions ace usually students (gender, race, SES, etc.) appropriate with occasional inconsistencies, Additional Evidence: favottsm, or insensitivity to some stadents* cultures; students show minimal respect forthe Other Suggestions: teacher. ‘Uses various instructional formas (8, whole group small group, pars, 4, Usually encourages students to interact and individual, etc.) participate in purposeful class ativities; teacher Confers with individual students student interactions are cordial and demonstrate Heterogeneous Seating Arrangement and cating and respect. Interactions are appropriate Grouping (race, gender, bility, language, forthe age and caltues of the studens, Students ote) show respect forthe teaches. + Prepares modified anddifferentiated assignments ahead of time 5. Consistently encourages students o interact 5 «Sunints assume responsibility fo ther and participate in purporefl class activities; ouieane teacher interactions with exoups and indvidal sfudents appear genie; students soem to trast, ounceure: the teacher. Not Able‘To Rate (NATR) NATR Revised 1/7/13 Teacher Candidate Observation Instrument (TCOT) 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 eritieal 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 dispositior necessary to lead a classroom of students, Tn addition, the candidates recognize the preeminence of human selationships in teaching. i Dispositions U-3e, Appreciates the impact of learner development on instructional decisions i Indicators @ Evidence: it Ti-3a, Understands and uses best practices, F Lesson meets all students” developmental needs various learning theories, subject matter, (materials and resources, length of lesson, cto.) a5 curriculum development, and learner indicated by the level of student engagement. development to make curricular and 4 Information is accessible to all students. instructional decisions (K, S) 1 4 Smdents are actively engaged throughout the Tesson {Domain 1: Planning and Preparation} 4 Teacher activates and builds schema before the lesson, 1. The content, curricular and instructional 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 ‘Teacher provides the necessary support for 2 students as they learn new material 2. The content, curricular, and instructional (constructivism). ‘decisions are partially based on learning theories Uses “gradual release of responsibility” effectively ‘and the developmental needs of students; little and consistently. ‘evidence of differentiation of instructional 4 Uses questioning and discussing techniques strategies. Additional Evidence: 3, While the content and curricular decisions are 3 based on learning theories and the developmental COMMENTS: needs of students, the instructional strategies lack differentiation. 4, All ofthe content, curricular, and instructional

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