Student Teaching Observation
Observation # _______
CANDIDATE’S NAME:
COOPERATING TEACHER:
DATE:
SCHOOL:
SUBJECT:
# OF STUDENTS:
The Teacher Candidate:
Professionalism
Emerging
demonstrates high ethical standards; upholds the Code
of Ethics for North Carolina Educators and the
Standards for Professional Conduct.
demonstrates an awareness of the impact of his/her own
words/actions on students and colleagues by monitoring
and adjusting personal behavior
articulates ideas clearly and comfortably in conversation,
discussion, and presentation utilizing conventions of
standard spoken English
articulates ideas clearly and coherently in writing,
utilizing conventions of standard written English usage
and grammar, as well as the writing standards of the
LMC Division of Education and Teacher Education
responds positively to constructive criticism; applies
criticism to professional practice for improvement;
consults with professional colleagues for feedback and
support; communicates and expresses ideas in a
respectful, collaborative manner in varied school-related
and collegial settings
uses a variety of professional material, staff
development, and other resources to seek opportunities
for professional growth
maintains a professional appearance; wears appropriate
attire for teachers, as required by the LMC dress code,
when in a school setting
performs non-instructional duties; participates in schoolsponsored activities
organizes time wisely; is organized; is an effective
planner; establishes a pattern of reliability through being
punctual and meeting deadlines
models pedagogical strategies that involve students and
parents in the learning process; links with other classes
and professionals to support students’ learning and wellbeing; establishes cooperative partnerships to support
student learning
demonstrates a positive attitude toward teaching by
sharing ideas and materials willingly
Summary/Feedback
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Developing
Proficient
Accomplished
Not
Obs
Classroom Climate/Culture
Emerging
Developing
Proficient
Accomplished
Not
Obs
Emerging
Developing
Proficient
Accomplished
Not
Obs
maintains a safe and orderly classroom that facilitates
student learning
implements positive classroom management that
identifies clear procedures and expectations so students
know classroom procedures and appropriate classroom
behaviors and includes strategies of conflict and anger
management, effective communication for defusing and
deescalating disruptive or dangerous behavior, and safe
and appropriate seclusion and restraint
secures attention of students; keeps students on task;
treats students as individuals
maintains appropriate pacing (for lesson; for classroom;
for school term), organizes, allocates, and manages
time, space, and activities in a way that is conductive to
learning; organizes, prepares, and monitors students
during independent and group work; manages
transitions; implements an appropriate sequence of
activities
plans instruction based on student interest and
experience; allows students to have choices in their
learning, when appropriate; leads students to ask
questions and solve meaningful problems
engages all student learners in all aspects of the lesson;
encourages all students to participate by directing
questions among all students; conveys high
expectations for all students
organizes, makes adjustments in the classroom
environment to enhance and nurture social
relationships, student motivation/engagement, and
productive work
projects enthusiasm for the profession and for students
Summary/Feedback
Instruction
aligns instruction with North Carolina Standard Course
of Study/Essential Standards; maintains a detailed plan
of instruction which includes objectives/standards to be
taught, strategies for teaching, materials/resources, and
outcomes/ assessments; writes clear and specific
objectives that are appropriate for curriculum goals
develops short- and long-range plans that address
different learning styles, performance modes, and
multiple development levels; plans lessons that
encourage problem solving and exploration, resulting in
varied student products
adjusts plans to respond to unanticipated student needs
or events
reflects on the effectiveness of the lesson for future
planning/improvement.
employees correct grammar in written and oral
presentations; models effective communication
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strategies in conveying ideas and information (e.g.,
monitoring the effects of messages; restates ideas and
draws connections; uses visual, aural, and kinesthetic
cues; is sensitive to nonverbal cues both given and
received)
expresses precise expectations; asks questions to
enhance critical thinking skills; helps students develop
critical-thinking and problem-solving skills
uses a variety of presentations/explanations to
encourage students in critical thinking and problem
solving
encourages and supports students to articulate thoughts
and ideas clearly and effectively; incorporates different
points of view in instruction; provides support for learner
expression via appropriate verbal and nonverbal body
language in speaking, writing, and other media (e.g.,
appropriate use of eye contact, facial expression,
posture)
assumes different roles (instructor, facilitator, coach,
audience) to accommodate content, purpose, and
learner needs
creates a learning environment that respects individual
differences, counteracts stereotypes and acknowledges
the contributions of all cultures
designs instruction appropriate to students’ learning
styles and levels; provides opportunities for different
performances modes
integrates technology with instruction to maximize
students' learning; uses a variety of media/technology
tools
organizes student learning teams for the purpose of
developing cooperation, collaboration, and student
leadership
understands central concepts of his/her discipline;
knows content; delivers no inaccurate information;
knows the ways in which learning takes place;
links curriculum to prior learning; increases student
learning by linking previously acquired knowledge with
new concepts.
evaluates resources and curriculum materials for
appropriateness
uses interdisciplinary approaches to teaching and
learning; explores topics of global importance;
incorporates global awareness; encourages students to
investigate content.
integrates 21st century knowledge, skills and
dispositions
designs instruction appropriate for intellectual, physical,
social, and emotional development
creates relevance for students by linking with their prior
experiences; connects prior knowledge to new
information
allows students to be responsible and actively engaged
Summary/Feedback
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Evaluation/Assessment
Emerging
Developing
Proficient
Accomplished
Not
Obs
Emerging
Developing
Proficient
Accomplished
Not
Obs
evaluates the progress of students toward high school
graduation using a variety of assessment data
measuring goals of North Carolina Standards
provides evidence that students attain 21st century
knowledge, skills and dispositions; integrates 21st
century skills and content in instruction
uses data to analyze student learning to provide ideas
about what can be done to improve students' learning
selects and constructs assessment strategies
appropriate to the learning outcomes
uses a variety of formative and summative methods of
assessment and data to evaluate student
learning/progress/work and to evaluate/adjust instruction
(e.g., standardized test data; peer and student selfassessment; informal assessments such as observation
of classroom interaction, questioning, surveys,
interviews, analysis of student work, performance tasks,
portfolios, and teacher-made tests) to assess what each
student has learned, to evaluate students' progress and
to inform instruction
provides positive descriptive feedback
involves learners in self-assessment activities to help
them become aware of their strengths and needs
maintains useful records of student work and
performance and can communicate student progress
knowledgeably and responsibly
uses professional resources to gain understanding of
students’ background, learning behavior, and needs
Summary/Feedback
Impact on Student Learning
implements and adheres to policies and practices
positively affecting students' learning
cooperates with specialists and uses resources to
support the special learning needs of all students
guides students to identify and use a variety of learning
resources that meet exceptional/diverse learning needs.
uses research-based strategies to provide effective
learning activities for students with special needs
Summary/Feedback
Signatures indicating this evaluation has been discussed:
Cooperating Teacher
School Supervisor
Candidate
Date of Conference
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