Cleveland State University Office of Field Services
Teacher Intern:
Time:
Observer’s Name:
Activity:
Comments/questions:
Observation 1 2 3 4 5 6
Observation Form
Lesson Topic:
Time:
Date:
Activity:
Comments/questions:
Strengths:
Recommendations:
Goals/Next Steps for Teacher Intern:
Supervisor/Mentor’s Next Steps:
Next Observation Date:
Focus for next visit:
Dispositions: Using the following criteria, check the appropriate box to evaluate the candidate’s professional dispositions.
1
Regular and Punctual Attendance
2
Dependable and Responsible (e.g., initiates timely communication with cooperating teacher and supervisor regarding absences, scheduling,
documentation, etc.)
3
Demonstrates positive communication style with students, colleagues, and supervisor
4
Appropriate use of technology for non-classroom activities (e.g., not using Facebook, texting, personal emails, etc.)
5
Appropriate Role Model (e.g., passion for teaching, positive attitude, no inappropriate content on personal websites such as Facebook or Twitter,
not “friending” students, etc.)
6
Appropriate Professional Appearance (e.g., proper attire, personal hygiene, etc.)
7
High Ethical Standards (e.g., proper citation of resources, not representing others’ work as your own, adhering to the Student Academic Code of
Conduct, etc.)
8
Appropriate Grammar and Vocabulary (including use of slang, inappropriate humor, etc.)
9
Responsive to Constructive Feedback
10
Respects Privacy of Students and Confidentiality of Information
Unacceptable
Comments: Please provide additional documentation for any disposition that is scored as “Unacceptable” and discuss immediately following the observation.
Rating
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Standards for the teaching profession criteria
Please rate each of the seven areas as U- Unaccepatble(1) E-Emerging (2)
M- Meets Expecations(3-4) and check specific areas that were used to determine the rating
1: Understands student learning, development, diversity
 Knowledge of students
 Knowledge of student development
 Expect all students will achieve
 Model respect for diversity
 Identifies intervention needed for enrichment, reinforcement, remediation
2: Knowledge of content area
 Knowledge content and how to teach it to students
 Use of instructional strategies to teach concepts
 Knowledge of district and state contents
 Ability to use cross-curricular approach
 Ability to make content relevant
3: Varied assessments for instruction and evaluation to ensure student learning
 Use of varied diagnostic, formative and summative assessments and how to use data generated
 Analyze data to monitor student learning
 Plan, differentiate and modify instruction
 Communicate progress with various stakeholders
 Use of self-assessment and goal setting
4: Plan and deliver effective instruction for each learner
 Align instructional goals with district and state standards
 Address the achievement gap
Comments
Acceptable
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 Link learning activities to defined goals
 Plans instructional design and delivery based on how students think and learn
 Differentiates instruction to support learning needs of all students
 Activities help student become independent learners and complex problem solvers
 Use of technology and resources to enhance learning
5: Learning environments that promote high levels of learning and achievement
 Treat students fairly in respectful environment
 Environment is physically and emotionally safe
 Motivate students to work productively and assume responsibility for learning
 Students work independently, collaboratively and/or as a whole class
 Maintain environment conducive to learning for all
6: Collaborate and communicate with stakeholders to support student learning
 Communicate clearly and effectively
 Share responsibility with parents to support student learning, emotional and physical development and mental health
 Collaborate with school stakeholders
 Collaborate with community to promote positive environment for student learning
7: Assume responsibility for professional growth and serve a s member of a learning community
 Follow ethics, policies and legal codes of professional conduct, take responsibility for engaging in continuous and purposeful professional development
 Be an agent of change to impact teaching quality, school improvements and student achievement.