Student____________________________ Visit #_______ Date__________________ Page #______ of _____
Collaborating Teacher/Supervisor _____________________________________
A. Making Subject Matter
Comprehensible to Students
1. Uses academic & subject
matter standards to plan &
teach lessons
B. Assessing Student Learning
2. Monitors student progress
& supports learning toward
achieving state content
standards
3. Uses, interprets & gives
feedback on assessments
C. Engaging and Supporting
Students in Learning
4.Uses various strategies with
appropriate sequencing to
facilitate student learning
5.Ensures active & equitable
student participation
6.Designs & delivers instructional activities to provide
appropriate ed. Experiences
7.Applies theories, principles,
& instructional practices for
comprehensive instruction
of English learners
D. Planning Instruction and
Designing Learning Exper.
8.Uses knowledge of human
development to plan, implement & assess student
learning experiences
9.Effectively plans for various
strategies with appropriate
sequencing to facilitate
student learning
E. Creating and Maintaining
Effective Environments
10.Allocates, manages, & reflects on use of instructional
time
11.Establishes & models
behaviors that support a
positive learning environ.
F. Developing as a Professional
Educator
12.Meets professional, legal, &
ethical obligations
13.Self evaluates & improves
on teaching practice thru
reflection & feedback
_________________________________________________________
Student’s Signature
____________________________
Date
What observable behaviors, dialogues, work samples, etc. would enable us to infer that student teacher competency has been met?
TPE 1. Student uses academic and subject matter standards to
plan & teach lessons.
 Uses state adopted academic content standards, e.g.
 Standards are written in plan book
 Communicates with students what the standard is
 Standards are posted
 Uses developmentally appropriate skills and strategies; e.g.
 Skills taught reflect from entry and on-going assessment
 Differentiated instruction
 Modes of learning (auditory, visual, kinesthetic)
TPE 2. Monitors student progress and supports learning
toward achieving state content standards
 Checks for understanding
 Adapts/modifies lesson based on student responses (“Don’t
get it, don’t go on”)
 Uses checklists for observation of student work, monitoring
student group discussions
 If teacher observes understanding, teacher uses higher-order
thinking skills
TPE 3. Uses, interprets, and gives feedback on assessments.
 Uses a variety of informal and formal assessments (e.g., preand post-tests, learning logs, discussion, written response,
daily work/homework)
 Participates in parent conferences
 Helps students in correcting their own papers
 Reviews lessons
 Implements suggestions for modifications for special needs
and EL students
 Coaches students while monitoring during practice
TPE 4. Uses various strategies with appropriate sequencing to
facilitate student learning
 Models skills and thinking strategies for students
 Models active listening (e.g., paraphrasing, asking questions,
making eye contact)
 Determines background knowledge and pre-teaches where
needed
 Explains how certain vocabulary terms or phrases are related
to content-specific concepts
 Connects language, concepts, or ideas to children’s personal
experience (e.g., math content language—sums, addends, all
together)
 Reads and discusses organizational format of texts and
informal sources such as expository and narrative text,
stories, poems, music, maps, dictionaries, online (e-mail)
TPE 5. Ensures active and equitable student participation
 Uses hand signals, allows think-time, directs think-pair-share
 Encourages small-group and partner response
 Clearly, orally states directions/expectations (twice)
 Monitors—proximity with awareness
 Engages in student/teacher informal conferences
 Encourages personal journal responses
 Posts open-ended questions and probes for critical thinking
 Rephrases questions (wording) to solicit meaningful response
TPE 6. Designs and delivers instructional activities to provide
appropriate educational experiences for students
 Uses manipulatives and hands-on experiences
 Modifies assignments for special needs students
 Uses appropriate teacher’s edition options
TPE 6. (cont.)
 Asks higher-level questions & encourages risk-taking and
multiple/alternative problem-solving strategies
TPE 7. Applies theories, principles, and instructional practices
for comprehensive instruction of English learners
 Uses instructional practices that draw upon students’
background experiences—making connections
 Prepares materials/directions for and consults with Aides
 Uses strategies that include movement, gestures, and pictures
 Restates correctly and models using standard English
 Simplifies, paraphrases, avoids idioms
 Scaffolds instruction
TPE 8. Uses knowledge of human development to plan,
implement, and assess student learning experiences
 Makes adjustments for academic language abilities (e.g.,
modifying materials and lesson length)
 Chooses vocabulary that helps to clarify meaning
 Provides for vocabulary exploration
 Has students write (and responds) through personal letters
 Discusses with CT students needing specialized instruction
TPE 9. Effectively plans for various strategies with appropriate
sequencing to facilitate student learning
 Plans comprehensive instruction with the CT
 Uses various models of instruction such as direct,
constructivist, group, inquiry-based
 Anticipates problems and prepares concrete examples
 Models “I don’t know but let’s find out.”
 Chooses/uses appropriate strategies for specific content
 Appropriate sequencing of program instruction
TPE 10. Allocates, manages, and reflects on the use of
instructional time
 Establishes routines and manages transitions (e.g., lining up,
posting agenda, setting up for morning)
 Asks students to put materials on desks for next activity
 Plans activities for early finishers and special needs learners
 Uses appropriate pacing to meet diverse student needs
TPE 11. Establishes and models behaviors that support a
positive learning environment
 Establishes consistent procedures
 States expectations prior to lesson
 Posts behavior guidelines that promote responsible work time
 Writes and implements a student or class discipline plan
 Manages a social environment such as through class meetings
TPE 12. Meets professional, legal, and ethical obligations
 Resists and responds to racism and acts of intolerance
 Discusses with CT suspected cases of abuse, neglect,
harassment
 Models appropriate language, behavior and dress for students
 Interacts positively with staff members and school community
TPE 13. Self evaluates and improves on teaching practice
through reflection and feedback
 Discusses teaching practices and subject-matter in light of
content standards
 Reflects, discerns problems, applies new strategies to improve
 Uses reflection and feedback to make/prioritize goals for
subject matter knowledge and teaching effectiveness
Adapted from Elk Grove’s brainstorm of observable behaviors