question assigment

Domain 1:

Planning and Preparation

Unsatisfactory: Unacceptable

Basic:

Novice Student Teacher

Proficient: Effective Student Teacher

Distinguished: Advanced Student Teacher

1a:

Demonstrates Content Knowledge

(including NYS Learning Standards)

Student teacher displays little understanding of content/standards and makes no connection to other disciplines.

Student teacher has basic understanding of content/standards and makes some attempt to connect with other disciplines.

Student teacher has a solid understanding of content/standards and extends connections to other disciplines.

Student teacher has an extensive understanding of content/standards and makes meaningful connections to other disciplines.

1b:

Demonstrates Knowledge of Pedagogy

Student teacher displays little understanding of pedagogical content and does not address students’ misconceptions.

Student teacher displays partial understanding of pedagogical content and makes some attempt to address students’ misconceptions.

Student teacher has solid knowledge of pedagogical content and anticipates most student misconceptions.

Student teacher has a comprehensive understanding of pedagogical content knowledge and consistently anticipates student misconceptions.

1c:

Plans with Knowledge of Student Background, Skills, and Interests to Differentiate Instruction

Student teacher does not use knowledge about student background, skills, and interests to plan lessons that differentiate instruction

Student teacher attempts to use student information to plan lessons that differentiate instruction

Student teacher demonstrates knowledge of students and uses this information to plan appropriate lessons and differentiate instruction.

Student teacher demonstrates thorough knowledge of students and consistently uses this information to plan engaging lessons that differentiate instruction.

1d:

Selects Appropriate Instructional Goals/ Addresses

NYS Learning Standards

Student teacher’s instructional goals are inappropriate for student learning level and do not address standards.

Student teacher’s instructional goals are appropriate some of the time. Standards are inconsistently addressed.

Student teacher’s instructional goals are consistently appropriate. Standards are consistently incorporated.

Student teacher’s instructional goals reflect high level learning and consistently

incorporate standards.

1e:

Demonstrates Knowledge of Teaching

Resources

(including technology)

Student teacher is unaware of teaching resources available for whole class, small group, and individualized instruction (e.g., texts, visuals, and Internet).

Student teacher uses teaching resources sparingly (e.g., texts, visuals, and Internet).

Student teacher consistently makes use of teaching resources (e.g., texts, visuals, and Internet).

Student teacher makes use of a variety of teaching resources (e.g., texts, visuals, and Internet) and seeks out new technologies.

1f:

Designs Coherent Instruction

Student teacher designs lessons/units that do not support instructional goals and do not contain a logical structure.

Student teacher’s lessons/units are sometimes logical and some elements support instructional goals.

Student teacher lesson/unit design contains a logical structure and elements support instructional goals.

Student teacher’s lesson/unit design is highly coherent and all elements support instructional goals.

1g:

Assesses Student Learning

Student teacher’s design lacks a plan for appropriate assessment.

Student teacher’s assessment plan will yield little useful information about student understanding and shows little alignment with instructional goals.

Student teacher’s assessment plan will yield useful information about student understanding and shows alignment with instructional goals.

Student teacher’s assessment plan will yield quality information about student understanding of stated goals, and student teacher consistently uses information to plan future lessons.

Domain 2:

Classroom Environment

Unsatisfactory: Unacceptable

Basic:

Novice Student Teacher

Proficient: Effective Student Teacher

Distinguished: Advanced Student Teacher

2a:

Creates an Environment of Respect and Rapport

Classroom interactions are negative or inappropriate and characterized by conflict.

Classroom interactions are usually appropriate and sensitive to the cultural and developmental differences among students.

Classroom interactions are consistently appropriate and sensitive to the cultural and developmental differences among students.

Classroom interactions reflect genuine warmth and caring and are respectful of the cultural and developmental differences among students.

2b:

Establishes High Expectations

Student teacher has low expectations for student achievement.

Student teacher may have high expectations, but students do not clearly understand what is expected of them.

Student teacher has high expectations for student achievement; students frequently achieve at the expected level and often take pride in their work.

Student teacher has high expectations for student achievement; students consistently meet those expectations and take pride in their work.

2c:

Manages Classroom Procedures

Instructional time is lost because classroom procedures are either nonexistent or inefficient.

Classroom procedures function unevenly or inconsistently.

Classroom procedures function smoothly most of the time.

Classroom procedures function smoothly because of teacher and student commitment.

2d:

Manages Student Behavior

Standards of classroom behavior are not communicated and student teacher does not respond to student misbehavior.

Standards of classroom behavior are applied inconsistently and student teacher responses are not always successful.

Student teacher has established clear standards of behavior and responds appropriately.

Student teacher has established clear standards of behavior and is proactive in preventing student misbehavior.

2e:

Uses Physical Environment to Support

Learning

Activities

Physical environment is unsafe/inaccessible and does not support learning.

Classroom environment is safe, but furniture arrangement presents accessibility issues and may not support learning.

Student teacher’s classroom is safe, accessible, and supports learning.

Student teacher makes it a priority to use physical environment to support learning.

Domain 3:

Instruction

Unsatisfactory: Unacceptable

Basic:

Novice Student Teacher

Proficient: Effective Student Teacher

Distinguished: Advanced Student Teacher

3a:

Communicates Clearly and accurately

Student teacher’s oral and written communication is unclear, contains errors, or is inappropriate.

Student teacher’s oral and written communication is appropriate, generally free from error, but may require further explanation.

Student teacher’s oral and written communication is clear, appropriate, and accurate.

Student teacher’s oral and written communication is clear and expressive, and consistently accurate.

3b:

Uses High-level, Open ended Questions

Student teacher uses closed, low level questions that allow for little student discussion.

Student teacher uses high level, open-ended questions, and discussion techniques unevenly, which leads to moderate student discussion.

Student teacher uses high level, open-ended questions and discussion techniques, which leads to full student participation.

Student teacher encourages student inquiry by modeling and directly teaching how to create and use high level, open-ended questions to facilitate discussion.

3c:

Engages Students in Learning

Student teacher does not intellectually engage students as a result of inappropriate activities/poor lesson structure and implementation.

Student teacher attempts but is minimally successful at intellectually engaging students because of inappropriate activities/ uneven lesson structure and implementation.

Student teacher is generally successful in intellectually engaging students. Activities are appropriate; lesson structure and implementation are usually successful.

Student teacher is successful in intellectually engaging students because of appropriate activities and effective lesson structure and implementation.

3d:

Paces Instruction and Provides Closure

Student teacher’s pacing is not consistent with the lesson’s goals, and s/he does not provide closure.

Student teacher’s pacing is uneven, and s/he does not always provide closure.

Student teacher’s pacing is on target and s/he brings closure to the lesson.

Student teacher consistently paces instruction and effectively provides closure to each lesson.

3e:

Provides Appropriate Feedback to Students

Student teacher’s feedback is negative and not timely. No attempt is made to make use of it in the teaching/learning process.

Student teacher’s feedback is of uneven quality, inconsistently timed and minimally incorporated into the teaching/learning process.

Student teacher’s feedback is timely and of consistently good quality, and incorporated into the teaching/learning process.

Student teacher’s feedback is timely, consistent, of high quality and students make use of it in their learning.

3f:

Demonstrates Flexibility and Responsiveness

Student teacher proceeds with planned lesson in spite of evidence of student misunderstanding and assumes no responsibility for students’ failure to understand.

Student teacher makes some attempt to modify lessons according to student needs, interests, questions, and begins to assume responsibility for students’ failure to understand.

Student teacher successfully modifies lessons to meet student needs, interests, and questions most of the time and assumes responsibility for students’ failure to understand.

Student teacher successfully modifies lessons to meet student needs, interests, questions and ensures that lesson objectives are met.

Domain 4:

Professional Responsibility

Unsatisfactory: Unacceptable

Basic:

Novice Student Teacher

Proficient: Effective Student Teacher

Distinguished: Advanced Student Teacher

4a:

Reflects on Teaching

Student teacher does not attempt to reflect on his or her own performance.

Student teacher’s self-reflections rarely go beyond the surface, and s/he rarely applies reflection to practice.

Student teacher reflects thoughtfully and accurately and applies reflection to practice.

Student teacher reflects

deeply on teaching, cites specific examples, and consistently applies reflection to practice.

4b:

Reflects on Student Achievement

Student teacher does not attempt to reflect on student achievement.

Student teacher begins to reflect on how his/her performance affects student achievement but does not use information to improve instruction.

Student teacher reflects on how his/her performance affects student achievement and attempts to use information to improve instruction.

Student teacher consistently reflects on how his/her performance affects student achievement and uses information to improve future instruction.

4c:

Provides Evidence of Student

Achievement

Student teacher provides no evidence of student achievement.

Student teacher provides a minimal range of quality evidence of student achievement and does not use information to improve instruction.

Student teacher provides an adequate range of quality evidence of student achievement and attempts to use information to improve instruction.

Student teacher provides a wide range of quality evidence of student achievement and uses information to improve instruction.

4d:

Accepts Constructive Feedback

Student teacher is defensive about mentor and supervisor feedback and does not use information to improve performance.

Student teacher listens to mentor and supervisor feedback but does not use information to improve performance.

Student teacher accepts mentor and supervisor feedback and uses information to improve performance.

Student teacher seeks mentor and supervisor feedback and consistently incorporates information to improve performance.

4e:

Exhibits Professional Demeanor

Student teacher exhibits unprofessional demeanor with regard to dress, language, etc.

Student teacher has to be reminded of appropriate professional demeanor with regard to dress, language, etc.

Student teacher exhibits professional demeanor with regard to dress, language, etc.

Student teacher is a role model for students and peers with regard to professional demeanor.

4f:

Exhibits Professional Responsibility

Student teacher is not

a responsible professional: exhibits poor attendance/lateness/

disrespect for students, colleagues and/or parents.

Student teacher needs to be reminded of professional responsibilities, such as poor attendance/lateness/ disrespect to students, colleagues and/or parents.

Student teacher exhibits professional responsibility in attendance, punctuality, confidentiality, and relationships with students, colleagues and parents.

Student teacher is a role model of professional responsibility in attendance, punctuality, confidentiality, and relationships with students, colleagues and parents.

4g:

Works Cooperatively with Other Professionals

Student teacher’s relationships with colleagues are negative or insensitive. Student teacher does not participate in school activities

Student teacher’s relationships with colleagues are cordial. Student teacher participates in school activities only when asked.

Student teacher maintains positive relationship with colleagues and seeks opportunities to participate in school activities.

Student teacher helps to build collaborative relationships with colleagues and contributes to school activities.

Domain 5:

Assessment

Unsatisfactory:

Unacceptable

Basic: Novice

Student Teacher

Proficient:

Effective Student Teacher

Distinguished:

Advanced Student Teacher

5a.

Uses a variety of assessments to plan or adjust instruction or activities

Student teacher uses a limited range of assessments and does not use the information gathered from

assessments to plan or adjust instruction or activities.

Student teacher uses a limited range of assessments to plan or adjust instruction or activities for whole class

and/or individual students.

Student teacher uses information from multiple pre- assessments, formative and summative assessments

including, informal, alternative, and standard, to plan or adjust

instruction for whole class and individual students, including students with disabilities and English learners.

Student teacher consistently uses information from multiple pre- assessments, formative and summative assessments including,

informal, alternative, and standard, to plan and adjust instruction or

activities for whole class and individual students, including students with disabilities and English learners.

5b:

Models and guides all students in assessing their own learning

Student teacher does not encourage student reflection or self-assessment.

Student teacher encourages student reflection and self- assessment during some learning activities.

Student teacher models reflection and self-assessment strategies and provides some opportunities for student reflection and self-assessment.

Student teacher consistently models reflection and self- assessment strategies and provides ongoing opportunities for student reflection and self- assessment.

5c:

Provides opportunities for peer-assessment

Student teacher provides no opportunities for peer discussion related to improving learning.

Student teacher provides opportunities for peer discussion related to improving learning.

Student teacher models strategies and/or provides guidelines to help students engage in peer evaluation of work and provides opportunities for peer discussion.

Student teacher models strategies and provides guidelines to help students engage in peer evaluation of work and provides frequent opportunities for peer discussion.

5d:

Uses information from students, families, and support specialists to improve academic progress and encourage personal growth

Student teacher rarely provides information to students, families, and/or support specialists about ways to improve learning outcomes or encourage

personal growth.

Student teacher provides some information to students, families, and/or support specialists about ways to improve student learning outcomes and encourage

personal growth, but the information is not clear or is incomplete.

Student teacher regularly exchanges information with students, families, and support specialists about ways to improve student learning outcomes and encourage

personal growth.

Student teacher actively involves the student, family, and support specialists in frequent discussion about ways to improve student learning outcomes and encourage personal growth.

5e.

Uses assessment to apply evidence-based practices

Student teacher demonstrates little knowledge

of assessment tools to plan or implement evidence-based practices.

Student teacher demonstrates some use of

assessment tools to inform the choice and implementation of evidence-

based practices.

.

Student teacher demonstrates consistent use of assessment

tools to inform the choice and implementation of evidence- based practices.

.

Student teacher systematically assesses student needs to inform

the choice and implementation of appropriate evidence-based practices to improve learning

outcomes for all students.

Touro College Student Teacher Observation Summary Form

To be completed by the Practicum Professor Office of Student Teaching

Teacher candidate: Professor: Observation #: Date: School: Title of Lesson: Grade: Subject:

Summary of Lesson:

Domain 1: Planning and Preparation

1a: Demonstrates knowledge of content, including NYS learning standards

1b: Demonstrates knowledge of pedagogy

1c: Plans with knowledge of students’ backgrounds

1d: Selects appropriate instructional goals

1e: Demonstrates knowledge of resources, including technology

1f: Designs coherent instruction, with application of principles of differentiated instruction

1g: Assesses student learning

1a.

1b 1c 1d 1e

1f

1g

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Domain 1: Comments/Suggestions for future work:

Domain 2: Classroom Environment

2a: Creates an atmosphere of respect and rapport

2b: Establishes high expectations

2c: Manages classroom procedures

2d: Manages student behavior

2e: Uses physical environment to support learning activities

2a.

2b 2 c 2d 2e

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Domain 2: Comments/Suggestions for future work:

3a: Communicates clearly and accurately

3b: Uses high level, open ended questions

3c: Actively engages students in learning

3d: Paces instruction and provides closure

3e: Provides appropriate feedback to students

3f: Demonstrates flexibility and responsiveness

3a.

3b 3c 3d 3e

3f

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Domain 3: Comments/Suggestions for future work:

Domain 4: Professional Responsibility

4a: Reflects on teaching

4b: Reflects on student achievement

4c: Provides evidence of student achievement

4d: Accepts constructive feedback

4e: Exhibits professional demeanor

4f: Exhibits professional responsibility

4g: Works cooperatively with other professionals

4a.

4b 4c 4d 4e

4f

4g

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Domain 4: Comments/Suggestions future work:

Domain 5: Assessment 5a: Uses a variety of assessments to plan or adjust instruction or activities

5b: Models and guides all students in assessing their own learning

5c: Provides opportunities for peer-assessment

5d: Uses information from students, families, and support specialists to improve student academic and personal success

5e: Uses assessments to apply evidence-based practices

5a.

5b 5c 5d

5e

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Domain 5: Comments/Suggestions future work:

Overall evaluation of lesson: