ATTACHMENT for 4-8 and 8-12 English candidates
Assessment 4: Student Teacher Observation
ELA 4-8 and 8-12 teacher candidates (TCs) must demonstrate their ability to plan and prepare for instruction that
takes into account the classroom environment, professional responsibilities, and National Council of Teachers of
English (NCTE) standards. The TC will receive the observation rubric before s/he is evaluated during student
teaching. Prior to each observation, the TCs will provide the person observing with the lesson plan.
Evaluation
Evaluation of performance is a continuous process throughout student teaching. Formal, written evaluations will
take place at various times throughout the semester. Each evaluator will provide feedback to the candidate about the
lesson execution; the candidate will also reflect on the lesson and make suggestions for self-improvement. ELA
classroom teaching performance will be evaluated by the generic rubric, which consists of these domains: 1)
Planning and preparation, 2) Classroom environment, 3) Instruction, and 4) Professional responsibilities. An ELA
addendum is also part of the observation evaluation. Each criterion is on a3-point scale (target, acceptable, and
unacceptable). The student teaching observation forms are used to assess the proficiency levels of TCs; the
evaluations should be realistic descriptions of the TC’s abilities.
The mentor teacher and the ELA-certified university supervisor will conduct four observations each (eight total).
Although the unit requires eight total supervisor and mentor observations, starting fall 2013, TCs will select
a lesson to be evaluated by the mentor and ELA-certified supervisor for NCATE reporting of Assessment
4; this must be done by the second observation in case problems exist. if the university supervisor is not
ELA certified, one formal observation of a TC teaching lessons in the TC’s assigned classroom will be conducted
by a professor in the Language Literacy and Intercultural Studies (LLIS) Department in the College of Education.
These observers are part of the Council of English Education. All observers must complete all aspects of the
assessment, including the NCTE addendum. Everyone in the Council will use the same observation rubric, identical
for all ELA student teachers. Observation results will be recorded in the Tk20 portfolio system. Having the Council
evaluate the TC’s lesson execution ensures TCs demonstrate knowledge of both pedagogy and content. The Council
may examine the evaluations in the Tk20 system to determine program improvement. However, only the
supervisor, as the instructor of record, is responsible for course grades associated with the observations.
Observations will normally be scheduled at different times throughout the semester so that the TC will have time to
make improvements. The university supervisor may extend a TC’s time in the classroom if teaching deficiencies
are noted and documented. The supervisor may visit for other purposes, such as to provide guidance, to support
TCs, to resolve any major problems or conflicts, and to assist with future planning. In addition, conferences with
the TC, mentor teacher, and university supervisor are recorded on the appropriate document.
Please scroll down for the generic observation form and the NCTE observation addendum.
Teacher
Candidate:_____________________________
The University of Texas at Brownsville
1
2
3
Date: ____________
Teacher Candidate Supervisor/Mentor Observation Documentation
ID No. _______________
Beginning Time:
Ending
Time:
Supervisor or
Mentor
Domain I : Planning and Preparation for Instruction
Campus
:
Observation Number
Assignment/Grade
Level:
Note: Any Unsatisfactory for this domain requires immediate
notice to the Office of Field Experiences.
TWS standards 1, 2, 3, and 4
Directions: Check one item in each row. Total each column. Effectiveness of planning will be observed elsewhere.
Indicator
Unsatisfactory
Below Expectations
Meets Expectations
Comments,
Suggested Readings
4
1. Demonstrating
Knowledge of
Content and
Pedagogy (NCTE
4.4)
2. Demonstrating
Knowledge of
Students (NCTE
4.4)
3. Selecting
Instructional Goals
(NCTE 4.2)
Teacher’s display of
lack of understanding
of subject, structure
of discipline, contentrelated pedagogy will
result in student
misconceptions of
content, teacher’s
inappropriate
selection of materials,
activities, delivery of
instruction.
Teacher makes little
or no attempt to
acquire /does not
have knowledge of
students’
backgrounds, skills,
and/or interests, and,
therefore, cannot use
such knowledge in
planning.
Teacher’s planned
goals/objectives not
curriculum related or
represent little or no
educational value, are
unsuitable for
students or do not
show consideration of
individual student
functional levels and
offer little or no
opportunities for
assessment.
Teacher’s knowledge of
content and pedagogy are
Below Expectations . Plan
did not effectively prepare
for delivery of instruction,
activities, materials that
will ensure understanding
of content by all students
(including SPED, ELL.)
Teacher’s understanding
of content and pedagogy
allows for planned
delivery of instruction,
learning activities,
directly tied to content
and will facilitate
understanding of all (inc.
SPED and ELL students)
Teacher demonstrates
partial knowledge of
students’ backgrounds,
skills, interests, and
functional levels and uses
this knowledge to plan for
delivery of instruction
(includes group and
individual work.)
Teacher demonstrates
thorough knowledge of
individual students’
backgrounds, skills,
interests, and functional
levels and uses this
knowledge to plan for
delivery of instruction
(includes group and
individual work.)
Teacher’s planned goals
and objectives represent
valuable learning, are
suitable for all (inc.
SPED, ELL) students in
the class;.
Goals/objectives reflect
opportunities for
integration and permit
viable methods of
assessment directly tied
to curriculum, state
standards (TEKS)/
assessments.
Teacher’s planned goals
/objectives somewhat tied
to curriculum, state
standards and TAKS and
educational/functional
levels of most students.
Demonstrating
Knowledge of
4. Resources (NCTE
4.1)
Designing
Coherent
5. Instruction (NCTE
4.2)
6. Assessing Student
Learning (NCTE
4.10)
Total Domain I
Teacher is unaware of
school or district
resources available
including technology
such as computers,
Smart Boards and
other items, either for
teacher or for student
use, therefore not
including them in
instructional plan.
The planned activities
and materials do not
support stated
instructional
goals/obj., engage
students in
meaningful learning,
and the lesson does
not flow from
focus/introduction to
conclusion /closing.
Teacher displays some
knowledge of school or
district resources available
including technology such
as computers and Smart
Boards for teacher or
students but does not plan
for their effective use.
Teacher is fully aware of
school and district
resources available for
teaching, including items
such as computers and
Smart Boards, and plans
for their use, when
appropriate, during
instruction.
Some of the elements of the
instructional plan support
the stated instructional
goals/obj. and the key
knowledge/skills while
others do not. The plan
does not have an obvious
structure/lacks critical
components.
Teacher’s planned
approach to assessing
student learning
contains no clear
criteria or standards,
and lacks congruence
with the instructional
goals./obj. Teacher
has no plan to
use assessment
results.
Teacher’s plan for student
assessment is partially
aligned with the
instructional goals/obj. but
includes some criteria and
standards that are not
related and/or clearly stated
and plans for assessing all
(inc. SPED and
ELL) students not defined.
Planning includes variety
of activities and
materials that support
goals/objectives and
skills and allows time for
meaningful engagement
and interaction by all
(inc. SPED and
ELL)students. Plan is
clearly structured and
includes
closure that can be
observed.
Teacher’s plan for
student assesssment of
goals/objective is clearly
stated/delineated and
assessment is directly
related to content ,
includes .methods to
assess all students
(including SPED and
ELL).
Teacher Candidates Initials: ______
Domain II:
Note: Any Unsatisfactory for this domain
requires immediate
The Classroom Environment
TWS standards 1, and 2
notice to the Office of Field Experiences.
Directions: Check one item in each row. Total each column.
Indicator
Unsatisfactory
1. Creating a Climate
of Respect and
Rapport (NCTE
4.4)
Classroom
interactions, both
between the teacher
and students and
among students, are
negative or
inappropriate and
characterized by
sarcasm, putdowns,
or conflict.
2. Establishing a
Culture for
Learning (NCTE
2.1)
The classroom does
not represent a
culture for learning
and is characterized
by low teacher
commitment to the
subject, low
expectations for
student achievement,
and student pride in
work is not evident.
Below Expectations
Classroom interactions are
generally appropriate and
free from conflict but may
be characterized by
occasional display of
insensitivity.
Meets Expectations
Students treated with
dignity and respect is
mutual. Teacher aware of
student cultural and
developmental
differences and makes an
effort to ensure students
feel valued and respected.
Verbal and non-verbal
behaviors by teacher and
among students reflect
respect, warmth and
caring.
The classroom
The classroom
environment reflects only a environment represents a
minimal culture for
genuine culture for
learning with only modest
learning with
or inconsistent expectations commitment to the
for student achievement,
subject on the part of
minimal teacher
both the teacher and
commitment to the subject, students, high
and minimal student pride
expectations for student
in work. Both teacher and
achievement, and student
students are performing at
pride in work.
the minimal level.
Comments,
Suggested Readings
3. Managing
Classroom
Procedures (NCTE
4.4)
4. Managing Student
Behavior (NCTE
4.4)
Classroom routines
and procedures are
either nonexistent or
not effective,
resulting in the major
loss of valuable
instructional/ learning
time.
Student behavior is
not appropriate. The
teacher does not
establish clear
behavioral
expectations, and/or
monitor student
behavior, and does
not respond to or
gives inappropriate
response to student
misbehavior.
Total Domain II
Domain III:
Instruction
TWS standards 4, 5, and 6
Classroom routines and
procedures have beeen
established but function
unevenly or inconsistently,
with some loss of valuable
instructional/learning
time.
Teacher makes an effort to
establish standards of
conduct for students,
monitor student behavior
and respond to student
misbehavior, but his/her
efforts are not always
successful.
Classroom routines and
procedures have been
established and function
smoothly for the most
part, with little or no loss
of valuable
instructional/learning
time.
Teacher is aware of
student behavior, has
established clear
standards of conduct, and
responds to students’
misbehavior in ways that
are appropriate, effective
and respectful of the
students.
Teacher Candidate Initials: _____
Note: Any Unsatisfactory for this domain
requires immediate
notice to the Office of Field
Experiences.
Directions: Check one item in each row. Total each column.
Indicator
Unsatisfactory
1. Communicating
Clearly and
Accurately (NCTE
3.1)
Teacher’s oral and/or
written communication
contains errors or is
unclear, or inappropriate
to students.
2. Using Questioning
and Discussion
Techniques
(NCTE 4.5)
Teacher makes poor use
of questioning and
discussion techniques,
with low-level questions,
limited student
participation, and little
true discussion.
3. Engaging and
Motivating
Students to Learn
(NCTE 4.2)
Students are not
intellectually engaged in
significant learning as a
result of inappropriate
activities or materials,
poor representations of
content, or lack of lesson
structure.
Below Expectations
Meets Expectations
Teacher’s oral and
written
communication are
error-free but may
not be completely
appropriate or may
require further
explanations to avoid
confusion by
students.
Teacher’s use of
questioning and
discussion techniques
is uneven, with some
high–level questions,
attempts at true
discussion, and
moderate student
participation.
Students are only
partially engaged
intellectually as a
result of activities or
materials of uneven
quality, inconsistent
representations of
content, or uneven
structure or pacing of
the lesson.
Teacher communicates
clearly and accurately
to students, both orally
and in writing.
Teacher’s use of
questioning and
discussion techniques
reflects high-level
questions, true
discussion, and full
/appropriate
participation by all
students.
Students are
intellectually engaged
& motivated
throughout the lesson,
with appropriate
activities and materials,
correct/appropriate
representations of
content and suitable
structure and
pacing of the lesson.
Comments,
Suggested Readings
4.
Demonstrating
Flexibility and
Responsiveness
(NCTE 2.1)
5. Assessing Student
Learning (NCTE
4.10)
Teacher adheres to the
instruction plan in spite of
evidence of poor student
understanding or lack of
interest and fails to
respond to students’
questions. Teacher
assumes no obvious
responsibility for students’
failure to understand and
does not attempt to
remedy the situation.
Assessment of student
learning is ineffective /
inappropriate, not related
to stated learning
objectives. No evidence
of assessment attempted.
Teacher demonstrates
moderate flexibility
and responsiveness to
students’ needs and
interests during a
lesson and attempts
to ensure the success
of all students.
Teacher seeks ways to
ensure successful
learning for all
students, making
adjustments, as needed,
to instructional plans
and responds
effectively and
appropriately to student
interests and questions.
Teachers assessment
of student learning is
not effective for all
learners / is not
directly related to
stated objectives/
goals.
Teacher assesses
students (including
SPED and ELLs) to
determine individual
learning in relation to
stated instructional
objectives / goals.
Total Domain III
Domain IV:
Teacher Candidate Initials: ________
Note: An Unsatisfactory for this domain
requires immediate
Professional Responsibilities
TWS standard 7
Directions: Check one item in each row. Total each column.
Indicator
Unsatisfactory
Below Expectations
notice to the Office of Field
Experiences.
Meets Expectations
Comments,
Suggested Readings
1. Reflecting on
Teaching and
Student Learning
(NCTE 2.3)
Teacher does not
reflect accurately on
the lesson or proposes
ideas as to how it
might be improved.
No mention of
assessment is made.
Teacher’s reflection
on the lesson and
student assessment is
generally accurate.
However, teacher
makes global
suggestions as to
how it might be
improved.
Teacher reflects
accurately on the
lesson including
assessment results,
citing general
characteristics and
makes some specific
suggestions about
how it might be
improved.
Indicators 2 – 5: Communicating with Families, Maintaining Accurate Records, Growing and Developing Professionally and Contributing to School and
Community are often not directly observable during instruction and are cumulative in nature. Therefore these Domain IV indicators will be reviewed and
evaluated during the two Three-Way Conferences held during the Student Teaching experience.
___________________________ Date: _______________
__________________________________
Teacher Candidate’s signature
Date: _________________
Supervisor’s/Mentor’s signature
Post Conference: ________________________________
Copy to Administrator: ________________________________________
Teacher Candidate’s signature & Date
Receiving Party’s signature & Date
2f, cont. English (ELA) Student Teacher Observation Addendum Directions: Check one item in each row. Total each column.
Note: Any unsatisfactory for this
indicator requires immediate notice to
the Office of Field Experiences.
Indicator
Unsatisfactory
(unacceptable) 1
Below expectations
(acceptable) 2
Meets expectations (target)
3
Comments, Suggested Readings
A1. Discussions: The
teacher and students
engage in meaningful
discussions for the
purposes of
interpreting and
evaluating ideas
presented through oral,
written, and visual
forms. (NCTE
standard: 4.5)
A2. Critical Digital
Analysis: The teacher
and students engage in
critical analysis of
different media and
communications
technologies. (NCTE
standard: 4.6)
Teacher and students
are not engaged in
meaningful discussions
to evaluate and interpret
ideas presented in
various modalities.
Teacher and students
engage in a few
meaningful, appropriate
discussions to evaluate
and interpret ideas
presented in various
modalities. (All must be
done.)
Teacher and students engage
in many meaningful,
appropriate discussions to
evaluate and interpret ideas
presented in various
modalities. Discussions
involve much studentstudent discourse,
Teacher does not
engage students in
digital or media
resources, does not
provide opportunities
for them to respond to
such texts, and does not
demonstrate s/he
understands Critical
Analysis. (Either one is
unacceptable.)
Teacher and students engage
in varied digital and media
resources effectively.
Teacher effectively
demonstrates how to
interpret these texts using
Critical Analysis; teacher
demonstrates s/he
understands this term well.
Students constantly support
analysis with evidence from
the texts and their
lives.
A.3. Interdisciplinary
Approach: The teacher
and students engage in
interdisciplinary
materials and
strategies. (NCTE
standard: 4.3)
Teacher and students do
not effectively engage
in interdisciplinary
materials and strategies.
Teacher uses digital and
media resources and
teaches students to
respond in oral and
written forms to such
texts, to support analysis
with evidence. Students
engage in Critical
Analysis of digital and
media resources. Teacher
demonstrates s/he
understands Critical
Analysis. (All must be
done.)
Teacher and students
effectively engage in
interdisciplinary materials
and strategies. (All must
be done.)
Teacher and students
effectively engage in
interdisciplinary materials
and strategies. The teacher
mentions her/his
interdisciplinary
collaboration with teachers
and candidates in other
content areas and discusses
how English language arts
ideas are similar to
ideas in other disciplines.
A.4. Reading Strategies
and Processes: The
teacher demonstrates
knowledge, and
teaches, reading
processes and
strategies; also,
students select and
discuss appropriate
reading strategies they
use to access and
understand varied
resources. (NCTE
standard: 4.9)
Teacher does not teach
reading strategies and
processes OR students
do not select and
discuss reading
strategies and processes
(Either one is
unacceptable.)
Teacher teaches students
reading strategies and
processes and students
select and discuss reading
strategies and processes .
(All must be
done.)
A5. Personal response:
Engages students in
personal response to
make meaning from
texts (NCTE standard
4.8)
Teacher does not
provide an appropriate
prompt related to the
lesson. Students do not
write or discuss their
personal responses
appropriately.
Teacher provides a prompt
related to the lesson.
Students are write or
discuss their personal
responses. (All must be
done.)
Total Addendum
Teacher effectively teaches
students reading strategies
and processes and students
select and discuss
appropriate reading
strategies and processes they
use to access and
comprehend the lesson’s
varied texts. Any
inappropriate reading
strategy or processes the
teacher hears or sees is
caught by the teacher and the
teacher demonstrates or
explains flexibility of
processes dependent
on text and context.
Teacher provides a clear
prompt explicitly related to
the lesson and gives followup questions and examples if
students are confused.
Students are actively
engaged in writing or
discussing their
personal responses.
Teacher Candidate Initials: _______
This Addendum will be used by student teachers, mentors, and university supervisors starting fall 2012. Student teachers in English must earmark and pass
1 observation with the generic observation form and this addendum for NCATE reporting of Assessment 4. This addendum must be used during one
observation by the ELA-certified supervisor and once by the mentor teacher