Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) |Z. LIBERAL EDUCATION: A liberal edueation prepares one for “lifelong professional growth.” A liberally-edueated toacher is one who passion fo communicate this knowledge. 1 Values intelleetuad independence (D) tellectual, personal, and possesses great content knowledge and a Indicators # Evidence Ha & Tb, Possesses and applies content knowledge across the curriculum (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; lacks awareness of connectedness of concepts. 2. Limited knowledge of content in one or more subjects; makes content errors in one or more subjects or does not correct errors made by students; lacks awareness of connectedness of concepts 3. Familiar with the concepts in the disefplines being taught; comreets 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 avwareness of how the concepts in the 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 Allcontent is accurately demonstrated ‘Uses multiple resources in addition to the textbook | Readily corrects teacher and student errors Gives constructive and supportive feedback to incorrect student responses Additional Evidence: mal Suggestions: ‘Clarifies concepts and addresses misconceptions * Gives appropriate feedback to correct student rosponses ‘+ Provides prompts to increase the student's ability to recognize and correct errors commen Helper OLuclegmba Corhord ! Revised 1/7/13Teacher Candidate Observation Instrument (TCOT) 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 a passion to communicate this knowledge. L-2e, believes that positive constructivist classroom is critical to student engagement (D) In # Evidence T-2a, Understands eonstructivism as it pertains ‘F Uses “Gradual release of responsibility” model (o student learning and students creating their effectively. own meaning. (K) 4 Teacher asks higher level open-ended questions 1, Demonstrates no understanding of 4 Respects students’ opinions as they respond to constructivism and its relationship to student 1 questions ‘earning. 4 Uses students" background knowledge as the starting point forthe lesson and to bring meaning 2, Demonstrates litle understanding of and relevance tothe 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 patterns and make connections. constructivism and its relationship to student 2 4 Teachers guide students as they use information to learning 4, Demonstrates a thorough understanding of ‘constructivism and its relationship to student Tearning; shares that understanding with students. 5. Consistently demonstrates a thorough, understanding of constructivism and its relationship to shident learning; explicitly teaches students about constructivism and its implications for learning, [Not Able to Rate (NATR) NATR draw conclusions. + Teachers allot enough time for students to explore concepts. + Explains the nature of learning to students Additional Evidence: COMMENTS: Wk en! He Revised 1/7/13Teacher Candidate Observation Instrument (Teor) Initial Candidate il, PROFESSIONAL KNOWLEDGE: (Student Teaching) Danielson (1996) posits t iat a person cannot teach what he or dhe dass not] know (2), The researcher further coead that while coment knowlege neces nt devon eat exemplary Weaehers;pedagogial techniques ae crtal oa teacher effectiveness, Wesleyan Colageee nes duction candkats are those who atts high degree af empetence In thelr knowledge se anc necessary to lead a eassroom of student, relationships in tee . ae Bisvas 1-3e.Appresiates the impact of learner development on tathetonal decions Indicators Meee Eee Evidence Gaderstands and uses Fast pracices, “Tassos moet allstudent” developmental ced various learning theories, subject matter, (materials and resources, length of ‘lesson, etc.) as n development, and learner indicated by the level of student engagerent nt fo make eurrielar and Information is accessible te all sucens structions decisions (K, 5) 1 Students are sotively engaged throighou the iesson Domain 1: Panning and Preparation} ‘Teacher activates ud builds schema before the lesson 1. The content, curricular and instructional 4 Teachers responsive to students" qustons Aécsions are not based on Iaring theories and Teacher responds to student lack of the developmental neds of students; no evidence understanding of dfferentation of instructional strategies Teacher provides the necesaty support for 2 stent as they learn new materia 2. The content, curricular, and instructional (constructivism). e decisions are partially based on learning thcores Uses “gradual release of responsibility” effectively andthe developmental needs of teense and consistent evidence of differentiation of instuetonal Uses questioning an dscasing techniques sraegies Additonal Evidence j 3. While the content and curicolar decisions ae | 3 tase on leering theories nn he development comments: seeds of students the instructional stage ack ditfereatiation 4. Allofthe cone, crrctar, and instuctional We keto acted Selanne | | TT deyelpmentl meds afd the stucdonl | (“@S) |“ Stalogles ae difrenated alteugh | C LYLA | ifconsistenciesemain fae wore 5. All of the content, curricular, and instructional decisions ate based consistently on lenin theories andthe developmental needs of stants Insinsctional strategies are diferentited 5 consistently. Not Able-To Rate (VATR) NATR Revised 1/7/13Teacher Candidate Observation Instrument (Teor) Tnitial Candidate (Student Teaching) : | Ul. PROFESSIONAL KNOWLEDG: Danielson (1996) posits that “a person cannot feach what he or she does nat 1 Krew" (P. 62). The researcher further contends that while enters Knowledge is necessary in the development of Saablaty teachers, pedagogical techniques are eritcal tos teachare effectiveness. Wesleyan College's teacher eslucation candidates are those who attain a high JiGeree of competence in their knowledge, skills, and dispositions ationshhos git # €lassroom of students, In addition, the candidates vecognize the preeminence of human relationships in teaching. Disposition ree ibbreclates student diversity by acknowledging flextbtie ad, (fluidity of curricular decisions bases on students’ diverse needs. a Tadeo a iis — Wie, ds Demonstrates ar darian ‘ict argent of the disvooas makes Aiversy by structuring the clagon natrals and tesoares acces Drovide forthe learning nocd on emer (iknt tfc Now). Lesa range of diverse learners. (K,S) physically disabled children’s needs are 1 fcommodated (Poms 2: Classroom Environment) ‘Physical rangement of te casroom eitates interaction among stdout and eer | 1. Classroom structure doesnot support the needs discussions) and ensures safety afeiverse lene. The phytases + ‘Pb arangemont of dese Tables ensue that eangement of rita) of hc eae ‘aris pes of aves Gece present uy difetics Lesa presets, hanson) a ane Inccesbeto mas ese ‘ ‘Enns tht tention aves seer a 2 student (gener, ace SES 2. Classroom structure supports the needs of ‘© Matra ore propre ated of ine and ae some diver lene The psa se ready avaiable to each asd as (ee, arngeinen of tuitne eee ‘Provides meaning igen ents who material) ofthe classroom hana siege Snake cary Ieaming by some stdens tanta 4 Physical resis e, chats, tehology inaccessible to some learners + equipment, overhead projectors) are user | 3 effectively with the students, 3, Classroom sttre suport the neds of ‘Manages and conumuolate classroom procedures dive learners The caeroon ene Addionat Evatences presents no safety issues. Leming sceessibe tomost students Teacher teal Other Suggestion: Adequate use ofthe phyial sto ike + Holorogensous Seating Arrangement and classroom, although move of ee are Grouping (uc, goney ag a ‘ometines dereses the clever ae 4 ce) ian + Prepares moited ma/iterentted assignments eat tine 4, Classroom sncture supports tke needs of + Stents weume potty forthe sive karmers. The caswoom hts Lemming om eaing iseccessle toil eames. Teacher Coanae takes adroit ie of physical space cata a exile physical sructire (eg, movement of © desks) is effective for learning activities “ 5. Closroom srcture support consisen ‘aaement of divers lato, The clesroom is tafe. Student take ovmerhip of wanes blysial structure to fet er a Shine nate Not Able To Rate VAR) 7 Revised 1/7/13Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) | IL. PROFESSIONAL KNOV aw 2). The researcher further contends that ye content knowedge neces thereon im teachers, pedagogical echniquesae ential toa teaher'sefecvenees, Waves tone cee sain caraidates ate hose who atta a high degre a competence in ther hnowldgs ele see ezevsary (lead a cassroom of students, In addin, the candidates recopae the eon ee “elationships in tae eu _ ion Ite: beloe ha bung caring relaonsips wth stents crcl o Ufeine of eainng a indicators FH ~ Evidence 6a, 6, Understands and demonstrates Uses cooperative Teaming groups methods of fostering effective nterpereoeal Assigns group work prea) relationships in the classroom. (Ko) 4 Discusses and demonsratesthe dynamics and bekavioal norms of soup work (@omain 2: The Ctssroom Pnvironment} ‘Uses various grouping conigurations (vole soup, small groups) during instruction (eo 1. Does not foster the development of literate circles, guided reading) interpersonal reltonships inthe elssroom (eg, | 1 Sindents use tracy centers another kinds of working cooperatively, eating each ther ok centers effectively respect and fires); teacher Inerets negaicely Students hep each other wien appropriate with most students student interactions th + Studens show respect foreach cher when cach other ate negative, engaged in discussions ‘Students and teacher ‘interact with each othe 2. doesnot consistently fester he development of respetfal ways (eg no sarcasm, iil, ce) interpersonal relationships inte clasrocm tee, | 2 4% Engnges sndens im discussions working cooperatively, rating ench ther wile Uses questioning techniques respoct and fairest; eater interacts negatively Additonal Bvigence with some students; student" interaction with each other ate usually negative, 3. Fosters the development of interpersonal comments: ‘latonshps inthe classroom (eg working coopetstively, treating each other with respect | and fairness); teacher interacts appropriately ost ofthe time with some students studeat interactions with each ether are not respect 4. consistently fost the development of imerpersonal elatonshps inthe classroom (eg, | 4 orking cooperatively treating eachother tk os respect and faimess; teacher inerets low ug sppropriately with al student students? : interactions with each other and with the teacher Dr are respect Aye Consistently and explicitly fosters interpersonal | 2°. | HE ko. ‘lationships inthe classroom (e.g, working (5) Z ‘cooperatively, treating each other with respect “ ly >, and famess);ttcher shows pontine care od Why Re respect for students; students monitor treatment of 7 : / beers with respeet and make adjustent® as hecsiaty NATR Not Able To Rate (NATR) Revised 1/7/13Teacher Candidate Observation Instrument (Teor) - Initial Candidate (Student Teaching) Bi isposiion ine professional and/or pedagogteal practices Indicators Evidence MUCSa, 8b. Kuoiva and uses a varily of si assessment (reflective) strategies to change Profesional and/or pedagogical behaviors (K,S) (Domain 3: tastruction) 1. Does not examine hr lesson; docs not assess fer teaching and student learning: does not knew lieth lesson was effective: doesnot have auBgestions for changing lesson and improving in the future 7, Examines lesson, but not visei-vis student fearing and student engageinent; does net know how to change lesson inthe future: does not ‘modify teaching practices ta impact student Achievement; does not augment professional Knowledge based on reflections; docs not know Whether the lesson met its objectives has line understanding ofthe effectiveness of lesson 3, Examines lesson and teaching visovis student leaning and student eagagerent during the lesser auuimes that lesson met its objeaives based on seient {metOve the spectc lesson; tens modify Fema methodologies to impact studetechigvement; fetins to discuss ways to inreaseprofesionet knowledge 4. Examines her lesson and teaching vis Student learning and studeet engagement, accurately assesses the lesson effectiveness and ‘whether it met its instructional goals; ean cite ‘examples of lesson’ effectiveness; uses eflections to modify pedagogical practices to impact student achievement; makes a few ‘qliscotions of how the lesson can be improved in ihe future; augments professional knowledge based on reflections nelstently examines br lesson and teaching vis-de -assessntenl of lessons ite specitie examples; shows éridence of making mexlifietions in petagosia! practices base on reflections reflections eee ‘Suppor for ongoing sustained auginentation of Profesional knowledge; makes several specifig eeestons for improvement and makes predictions for the success of futre lessons [Rotableto nate vary 11 Pe mine and student engagement makes | ATR. “Maintains a reflective journal and Shares thoughts with mentor * ‘Shows insigh abou lesson when discussing lessons with mentor or colleagues. Candidate identifies areas needing improvement ane suggests possible modifications of furuee lessons % Candidate clearly explains why a lesson should or should not be changed for future instruction * Candidate makes an accurate asseseutent of the {evel of student engagement during the lesson instructional strategies Maintains records of assessment results ‘© Provides insightul and accurate assessment of lesson effectiveness Aontifies strengths of lessons Implements necessary changes based on ‘Assessment of lesson ® Articulate reasons for selecting specific instructional strategies, resources, materials, and fechnology for the lesson, ** Candidate continues to increase her profesional kaiowledge by participating in professional development Additional Evidence: COMMENTS: Revised 1/7/13Teacher Candidate Observation Instrument (TCO!) Initial Candidate (Student Teaching) const foal Heyl oa Date ak _ observer are Dtheds ciftme oncscate {On for TIDEN ote th AL, Canc a Ges ele esac ora re I. Demonstrated, 5 Excoplionally Demonstrated [See Indicators and evidence} Planning 2. 0-45: la & Ib Possesses and applies content knowleda 4 across the, eit sear: | Comments: . Exee)ley Score: & |aa mistoniceph development fo make coricular and ipsinictiongl decksors, beet fides ieee 110 i Challengers Ieamer development, 1 15 Practices and oncourages cftical thinking, problemolving and inngvation to meet students) needs cove fe ding SUR eh, ‘cose: | Comments: — Cre €5b eae, TeaProk < |seaea en Cie a VOTE WICEE a Agké Studert whi @ Hoe Od ne t deitnct i 11 4 73a Thdentendh: Ctnar ban pacices, hour looming ieclon stifgel matt canicukm development, and learner “1-3 Develops lesson plans using a variety of instruct Trstcon (Haven't oPoun seqre: | Comments: Mheir reepoyyete « ONS tite or Bg Bie Sith Goud fenicrand v2: | gomments: Gee Ue OF ive © 6) Erat 7 Jepson ro sen gel Pe fedene conf develb TT 6a, 86 fkows ond uae: dvorsiy of seaesament [felecve)sralagis fo change professional and/or pedagogical behaviours seoie: [ Comments Guat leveens 5 1 ee Sfud-eict wad if \aanaen lett ules ad astral or followin 1580} GiassoorEnvienmentP Management LCL Gescpom EntomentMencowmen! CUI Sy cauucivmby encowedng de! neocon pericipaion n puporefl activi. 2 OF Taybrs Opeottek. ahenaths 1-4, 4b, One or “an Understanding of diversity by structuriferine classroom fo provide for the leaming needs of o Ease comer sega: | Comments: iit responsibility to move whax vitededy F [usually wVrouct injerrupling ee lenarning - T-5a, 5b Creates and uses a viable classroom menagernent lan fo cohen hg classroom climate. 5 Gale Positiwe , (og LoS a eRe, < Score: aera Score! ep eae breedComments: Positives: ‘Areas for Improvement: candate inate oat. OL I- QOS ce eamue ont 2° 27-D01R ‘The format and some of the information contained in this assessment were based on the COE Observation Instrument developed by Valdosta State University in 2005. Other information was obtained from the following sources: 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)