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Teacher Candidate Observation Form

Teacher Candidate: Theresa Williams


Date: School: Tucker Middle School Subject/Lesson Topic: Earth Science Grade Level: 6th Directions: This form encompasses the Georgia Framework and INTASC standards. In each indicator/professional practice box, underline the statement that most closely describes the professional practices that are observed; in each evidence/comments box, write specific evidence observed for the indicator; and in the # box, circle the number that best reflects the practices observed for each indicator. The number 1 is the lowest rating and the number 4 reflects the highest performance. Level 1 = Indicator not demonstrated; Level 2 = Indicator partially demonstrated; Level 3 = Indicator adequately demonstrated; Level 4 = Indicator effectively demonstrated. Note: A rating of NATR requires an explanation in the comments area. CONTENT AND CURRICULUM: The teacher candidate demonstrates a strong knowledge of content area(s) appropriate for course work that has been completed, and certification level. Indicators / Professional Practices # Evidence / Comments Subject Specific Content/Concepts You demonstrated through content knowledge about the 1-2: Instructs using uncorrected teacher content/concept errors and/ or 1 moons motions, its phases, earth/moon alignment, and new uncorrected student errors and prevailing theories about the formation of the moon. 2 3-4: Shows knowledge of content/concepts; corrects teacher and student errors 3 4 Not Able to Rate NATR Pedagogical (Instructional Methods) You effectively had the students engaged in the lesson when 1-2: Uses inappropriate instructional method; little evidence of making content 1 you asked them questions about watching the moon during appropriate for diverse learners; lacks connections to students prior knowledge the week. You asked them questions like: Can you share 2 3-4: Uses appropriate instructional methods; makes content appropriate for diverse with me some of the patterns of the moon? and Did you 3 learners; connects learning to students prior knowledge notice that the moon came out later each day? 4 Not Able to Rate NATR Content Connections 1-2: Shows little or no evidence of making connections to other subject areas; little or no evidence of making content relevant to students everyday lives 3-4: Connects content to other subject areas; makes content relevant to students everyday lives Not Able to Rate. NATR KNOWLEDGE OF STUDENTS AND LEARNING: The teacher candidate supports the intellectual, social, physical, and personal development of all students. Indicators / Professional Practices # Evidence / Comments Students Development 1-2: Not alert and/or responsive to the intellectual, social, physical, and personal 1 All of your students were engaged in the lesson, especially when developmental needs of all students you had them engaged in collaborative learning to discuss the 2 3-4: Alert and responsive to the intellectual, social, physical, and personal new and prevailing theories about the formation of the moon. 3 developmental needs of all students Not Able to Rate 4 NATR 1 2 3 4 Having students discuss their findings about the phases, and the location of the moon during afterschool hours, was in effect, an excellent way of making a home/school connection. Observer: Dr. Gladys Yarbrough

LEARNING ENVIRONMENTS: The teacher candidate creates learning environments that encourage positive social interaction, active engagement in learning, and selfmotivation. Indicators / Professional Practices # Evidence / Comments Classroom Environment 1-2: Inefficient management of time, space, and learning resources for diverse 1 Classroom setup demonstrated that you prepared the students students learning; students not productively engaged to learn from bell to bell. The standards were on the board, 2 3-4: Appropriate management of time, space, and learning resources for diverse (Explain the motion of objections in the night sky in terms of 3 students learning; students actively engaged relative position, and demonstrate the phrases of the moon by 4 showing the alignment of the earths moon and sun) , and you Not Able to Rate successful covered both of them. NATR

Classroom Management 1-2: Little or no evidence of a management plan; reactive classroom management style; behavior not monitored; inconsistent/inappropriate responses to student behavior 3-4: Follows classroom management plan; aware of student behavior; appropriate responses to student behavior; corrects misbehavior with minimal loss of instructional time Not Able to Rate Communication 1-2: Errors in spoken/written language; ineffective nonverbal communication; unclear directions; does not use effective questioning skills 3-4: Error free spoken/written language; effective nonverbal communication; directions are clear or quickly clarified after initial student confusion; effective questioning and discussion strategies Not Able to Rate

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Good classroom management students came into the classroom ready to learn, and listened for instruction throughout the class period. There were little disruptions. When you needed to get the students attention, you would say, I am sorry... or Listening ears.

NATR 1 2 3 4 Your communication skills were clear and concise. You used sentences like We cant discount anyone to demonstration inclusion and respect, I am sorry... to get the attention of the students, and everyone turn over your paper, so I can say it once. All three of these practices were effective communication strategies.

NATR ASSESSMENT: The teacher candidate understands and uses a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners. Indicators / Professional Practices # Evidence / Comments Assessment You assessed your students effectively in several ways: Exit 1-2: Inappropriate or no assessment of instructional objectives /outcomes/essential 1 Ticket, Post-it note activity, Moon Observation sheet, and the questions; assessments do not align with the instructional completion of several other graphic organizers. 2 objectives/outcomes/essential questions and lesson procedures 3 3-4: Uses appropriate assessments that align with the instructional 4 objectives/outcomes/essential questions and lesson procedures Not Able to Rate NATR PLANNING AND INSTRUCTION: The teacher candidate designs and creates instructional experiences based on knowledge of content and curriculum, student population, learning environment, and assessments. Indicators / Professional Practices # Evidence / Comments Lesson Plan and Instruction Your lesson plan was appropriate and effective, particularly 1-2: Lesson plan and instruction lack clear organization and sequence; inefficient 1 because of the varied instructional activities that you developed. pacing of lesson; instruction does not extend most students understanding of I liked how you were able to explain with great clarity, what 2 concepts and/or content; components of the lesson plan are not aligned you expected your students to learn using the 5E lesson plan. 3 3-4: Lesson plan and instruction are logically organized and sequenced; pacing 4 appropriate; instruction extends students understanding of concepts and/or content; all components of the lesson plan are aligned Not Able to Rate NAT R 1 2 3 4 You successfully used direct instruction, discovery, graphic organizers, collaborative learning, and video as part of your instructional repertoire.

Instructional Strategies 1-2: Inappropriate or no instructional strategies are used to engage and support learning; strategies inappropriately matched to subject matter; strategies used inappropriately 3-4: Plans for and uses appropriate strategies that engage and support student learning; strategies appropriately matched to subject matter; strategies used appropriately Not Able to Rate Monitoring and Adjustments 1-2: Does not monitor lesson or monitors lesson but adheres firmly to instructional plan; no adjustment for students who do not understand or who have already mastered the content 3-4: Monitors lesson; makes appropriate modifications to instructional plans during the lesson to address students needs; probes for understanding; uses students questions to direct instruction Not Able to Rate

NAT R 1 2 3 4 You were successfully able to complete your lesson without any major modifications.

NAT R

Resources and Technology 1-2: Little evidence of using resources and materials other than assigned textbook and/or worksheets; technology is used superficially and does not enhance instruction 3-4: Uses a variety of appropriate materials and resources; resources enhance instruction for diverse learners; uses technology effectively Not Able to Rate

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You effectively used post-it notes, flip charts, visual prompts, graphic organizers and videos about lunar and solar ellipses.

NAT R

PROFESSIONALISM: The teacher candidate recognizes, participates in, and contributes to teaching as a profession. Indicators / Professional Practices Reflection and Growth 1-2: Does not examine his/her teaching; does not suggest modifications to improve teaching practices and student achievement 3-4: Examines own teaching; suggests modifications that would lead to improved teaching practices and student achievement Not Able to Rate Comments: Great lesson! The students are lucky to have you and Dr. Csukas. # 1 2 3 4 1. Evidence / Comments You were able to successfully answer the two questions that I asked about the strengths and areas for development of your lesson. You were indeed, quite humble. I would like to observe you in a non-gifted or STEM class, if possible.

2. 3. NATR

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Observed Strengths: Classroom Management Organization Communication Skills Content Knowledge Suggestions for Improvement: I would like to observe you in a non-gifted or STEM class, if possible.

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Gladys Yarbrough, Ph.D. Observers Signature

Theresa Williams

Teacher Candidates Signature