Cleveland State University
Teacher as a Responsive, Reflective Professional: A Partner in Learning
College of Education and Human Services
Apprentice Teaching Observation Form Science
Apprentice
Teacher:
School:
Mentor/CTE:
Completed by:
Date of Lesson:
Choose from the drop-down list
Performance Levels:
(Scores)
Ineffective
(0.0)
Candidate does not
demonstrate the
knowledge, skills and
dispositions for the
outcome, and may at
times demonstrate
behaviors incongruent
with those required for
the outcome.
Grade Level/Subject:
Supervisor:
Observation #:
Date of PostConference:
1
Developing
(1.0)
Candidate is still
developing knowledge,
skills, and/or dispositions
in this area. Shows
progress and promise for
reaching a Proficient level
with additional effort,
experience, and/or
coursework.
Skilled
Accomplished
(2.0)
(3.0)
Candidate demonstrates
Candidate demonstrates
advanced skills for the
a skill for this item at a
item, prominently and
level considered
consistently
acceptable for a
demonstrating exemplary
beginning teacher.
knowledge, skills and
Candidates must reach
dispositions beyond
this level in most items to those seen in a typical
entry-year teacher.
receive a satisfactory
student teaching rating.
Note: All items must be scored for each observation using the available evidence for sub-items.
Domain A. Organizing Content Knowledge for
Student Learning
Score
Comments
Primarily completed prior to observation using lesson plan
A1.
Use of student background information for planning
instruction
 Plans relate to intern’s knowledge of students.
 Plans accommodate for needs of English language learners and
students with exceptionalities.
 Plans vary instruction based on students’ background.
 Plans demonstrate cultural competence by incorporating instructional
content, resources, and strategies that are responsive to cultural,
linguistic, and gender differences.
A2.
Instructional goals and objectives
NSTA 1c  Plans establish clear goals.
 Plans establish measurable objectives.
 Goals and objectives relate to varied learning styles.
 Goals and objectives establish appropriate expectations for all
students.
 Goals and objectives relate to Ohio Academic Content Standards and
are aligned with school curriculum.
A3.
Content of instructional plans
NSTA
 Plans demonstrate correct sequencing of subject matter.
1a, 1b  Plans demonstrate accurate content knowledge.
 Plans demonstrate cross-disciplinary connections where appropriate.
A4.
Structure of planned activities and materials
NSTA
 Structure of lesson is developmentally appropriate for students and
3a
subject matter.
 Activities and materials match with identified instructional goals.
 Activities and materials are appropriate for students’ diverse needs
and characteristics.
A5.
Assessment
NSTA
 Plan includes varied assessment strategies to measure the
5a
achievement of instructional goals and objectives.
 Assessment strategies are appropriate for students.
Is plan readily available for mentor and supervisor?
(Yes/No)
3 comments minimum per domain; highlight effective
practices and provide specific suggestions for
improvement.
Licensure-specific items
A6.
Instructional goals and objectives for Science
NSTA 1c  Goals and objectives relate to the Next Generation Science Standards
A7.
Conceptions/preconceptions
NSTA 2c  Instructions and assessment strategies confront and address naïve
conceptions/preconceptions
A8.
Inquiry
NSTA 3b  Plans include active inquiry lessons where students collect and
interpret data in order to develop concepts, understand scientific
processes, relationships, and natural patterns from empirical
experiences
A9.
Assessment characteristics
NSTA 3c  Plans reflect fair and equitable assessment strategies to analyze
student learning and to evaluate if the learning goals are met
 Assessment strategies are designed to continuously evaluate
preconceptions and ideas that students hold and the understandings
that students have formulated.
A10.
Planning for safety
NSTA 3d  Plans reflect a learning environment and learning experiences for all
students that demonstrate chemical safety, safety procedures, and
the ethical treatment of living organisms within their licensure area.
A11.
Inquiry approaches
NSTA 2a  Plans multiple lessons using a variety of inquiry approaches that
demonstrate candidate knowledge and understanding of how
students learn science
Comments
Domain B. Enhancing the Learning Environment
Score
Comments
Primarily completed using notes from the observation
B1.
B2.
B3.
Fairness to students
 Intern establishes a climate of courtesy and respect
 Intern makes eye contact with students.
 Intern shows impartiality by involving all students.
Rapport with students
 Intern expresses interest in students and knows students’ names.
 Intern shows enthusiasm and appropriate tone.
 Intern establishes positive rapport with students.
Challenging expectations for learners
 Intern encourages students to ask questions.
 Intern provides students with choices in learning.
 Intern encourages students to pursue further learning.
B4.
Classroom management skills
 Intern states specific, appropriate expectations for classroom
behavior and states reasons for expectations.
 Intern applies rules consistently and fairly.
 Intern maintains students’ attention throughout the lesson.
 Intern promotes positive behavior.
B5.
Physical environment
 Intern maintains a safe learning environment.
 Intern enhances student learning with bulletin boards/displays of
student work.
 Intern uses space and materials to vary physical environment to meet
students’ needs and instructional goals.
Licensure-specific items
B6.
Legal and ethical responsibilities
 Intern understands the legal and ethical responsibilities of science
teachers for the welfare of their students.
 Intern understands the legal and ethical responsibilities of science
teachers for the proper treatment of animals.
 Intern understands the legal and ethical responsibilities of the science
teacher for the maintenance and disposal of materials.
B7.
Safety and emergency procedures
NSTA 4b  Intern designs and demonstrates activities in a P-12 classroom that
demonstrate an ability to implement emergency procedures and the
maintenance of safety equipment, policies and procedures that
comply with established state and/or national guidelines
 Intern ensures safe science activities appropriate for the abilities of all
B8.
 Ethical treatment of Living Organisms
NSTA 4c  Intern designs and demonstrates activities in a P-12 classroom that
demonstrate an ability to implement emergency procedures and the
maintenance of safety equipment, policies and procedures that
comply with established state and/or national guidelines
 Intern ensures safe science activities appropriate for the abilities of all
students
B9.
Chemical Safety
NSTA 4a  Intern designs activities in a P-12 classroom that demonstrate the safe
and proper techniques for the preparation, storage, dispensing,
supervision, and disposal of all materials used within their subject
area of science instruction.
3 comments minimum per domain; highlight effective
practices and provide specific suggestions for
improvement.
Domain C. Teaching for Student Learning
Score
Comments
Primarily completed using notes from the observation
C1.
Communicating goals and procedures
 Intern makes goals and objectives clear to students.
 Intern makes instructional procedures clear to students.
C2.
Communicating content
NSTA 1a,  Intern conveys content clearly and accurately.
1b
 Intern uses correct language, spelling, and syntax in verbal and
written explanations of content.
 Intern clarifies content for students having difficulty understanding.
C3.
Structure and sequence of instructional activities
NSTA 3a  Intern uses lesson structure and sequence that is developmentally
appropriate for students and subject matter.
 Intern uses a variety of individual and collaborative learning activities
to achieve learning goals.
 Intern uses appropriate manipulatives and instructional materials to
support student learning.
 Intern uses appropriate available technology to support student
learning.
 Intern provides appropriate adaptations for English language learners
and students with exceptionalities.
C4.
Extending student thinking
 Intern structures specific learning activities that encourage students
to extend their thinking.
 Intern recognizes and uses opportunities to help students extend
their thinking.
 Intern uses questioning and other interaction strategies to foster
students’ understanding and to stimulate creative and critical
thinking.
 Intern allows sufficient wait-time for student response to questions.
C5.
Assessing student understanding
 Intern uses questioning and a variety of other appropriate
assessment strategies to gauge student learning.
 Intern correctly interprets students’ verbal and non-verbal cues for
levels of understanding.
 Plan includes varied assessment strategies to measure the
achievement of instructional goals and objectives.
 Assessment strategies are appropriate for students.
C6.
Use of assessment
NSTA 5a  Intern keeps written documentation of assessments to track student
learning over time.
 Intern adjusts instruction/activities based on formative assessment
and uses teachable moments to meet students’ needs.
 Intern monitors students and gives them substantive feedback.
Intern uses evaluation results in planning future instruction.
C7.
Use of time




Instructional materials are ready prior to the lesson.
Intern sues routines and procedures to maximize instructional time.
Intern paces the lesson appropriately for the students and content.
Intern makes smooth transitions between instructional activities to
maximize instructional time.
Licensure-specific items
C8.
Teaching and Learning Activities
NSTA 3a  Intern uses a variety of strategies that demonstrate candidate’s
knowledge and understanding of how to select the appropriate
teaching and learning activities – including laboratory or field settings
and applicable instruments and/or technology – to allow access so
that all students learn.
C9.
Assessment of scientific knowledge
NSTA 5a  Plans Intern collects, organizes, analyzes, and reflects on diagnostic,
formative, and summative evidence of a change in mental functioning
demonstrating that scientific knowledge is gained and/or corrected.
3 comments minimum per domain; highlight effective
practices and provide specific suggestions for
improvement.
Domain D. Professionalism
Score
Comments
Primarily completed after the observation, based on feedback
from mentor teacher in conversation with the intern and
mentor teacher. NOTE: Scores in this domain reflect
cumulative performance in each indicator and are averaged
independently of the observation score.
D1.
D2.
D3.
D4.
D5.
Reflection and professional development
 Intern uses self-reflection to recognize and correct weaknesses.
 Intern reflects on student achievement of the learning goals.
 Intern uses feedback from prior observations to improve instruction.
Completion of work in the field
 Intern follows school policies to maintain accurate student records and
grades.
 Intern performs assigned professional duties in the classroom.
 Intern demonstrates initiative in getting involved in the classroom and
working with the mentor.
Collaboration
 Intern requests professional assistance from appropriate sources.
 Intern establishes professional rapport with mentor and supervisor.
 Intern maintains appropriate oral and written communication with
families.
Professional habits in the field
 Intern follows school policies.
 Intern displays dispositions listed on the CSU List of Student Dispositions
(including punctuality, attendance, and appropriate appearance) in the
field.
 Intern participates in additional contractual teacher obligations as
required by the experience (planning meetings, faculty meetings, parentteacher conferences, professional development activities, school
functions).
 Intern uses appropriate vocabulary and correct grammar/punctuation in
verbal and written communication.
Professional habits in seminar
 Intern displays dispositions listed on the CSU List of Student Dispositions
(including punctuality, attendance, and active participation) in the
seminar and with the supervisor.
 Intern completes all assignments and submits written work, including
portfolio artifacts, in a timely fashion as assigned by supervisor, seminar
leader, or mentor teacher.
 Intern uses appropriate vocabulary and correct grammar/punctuation in
verbal and written communication.
3 comments minimum per domain; highlight effective
practices and provide specific suggestions for
improvement.
Specific Comments
Provide a brief summary of the lesson and include 2-4 suggestions for the intern to consider for the next lesson.
Domain A
Domain B
Domain C
Domain A-C
Averages
0.00
0.00
0.00
Domain D
Average
0.00
Observation
Overall
0.00
To calculate averages,
Right click on each field in the table to the
left and select “Update field”.
If formulas don’t work in the table above, use the table below to enter the calculated values manually.
Domain A
Domain B
Domain C
Observation Overall
Domain D
Domain Averages
The complete formal observation record must contain the following written materials:
 Intern’s written lesson plan (copies of handouts or assessments not required)
 Intern Observation Form—completed by observer, signed and dated by intern and observer
 Observation Follow-up Form—completed by intern