Classroom Observation CARE Form
Standards Alignment: This packet entitled Classroom Appraisal and Report Evaluation (CARE) provides
evidence for:
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CAEP 1.1: Candidate demonstrates the knowledge of the learner and learning, content,
instructional practice, and professional responsibility;
CAEP 1.2: Candidate use of research and data;
CAEP 1.3: Candidates apply content and pedagogical knowledge;
CAEP 1.4: Candidate teaching to standards, higher order thinking skills;
CAEP 1.5: Candidate use of technology;
InTASC Standard 1: Learner Development,
InTASC Standard 2: Learner Differences,
InTASC Standard 3: Learning Environments,
InTASC Standard 4: Content Knowledge,
InTASC Standard 5: Application of Content,
InTASC Standard 6: Assessment,
InTASC Standard 7: Planning for Instruction,
InTASC Standard 8: Instructional Strategies,
InTASC Standard 9: Professional Learning and Ethical Practice, and
InTASC Standard 10: Leadership and Collaboration.
In addition, this packet demonstrates that the Classroom Appraisal and Report Evaluation in the EPP’s initial
licensure programs is:
• CAEP 5.2: Confirmation that results in data interpretations are valid and consistent, and
• CAEP 5.3: Evidence of using data results for continuous improvement.
Evidence Overview:
Purpose of survey: The Classroom Appraisal and Report Evaluation (CARE) submitted as evidence herein
resides in the EPP database. The evaluation was created by the EPP and is based on the 10 InTASC standards.
Field supervisors use the CARE form and the detailed CARE rubric when evaluating candidates during formal
evaluations. The evaluation’s purpose is to provide evidence of candidate mastery of the following
competencies:
1. Instruction - The teacher candidate develops active learning opportunities for a variety of
students to promote meaningful, relevant, and engaging student-focused instruction.
2. Technology - The teacher candidate uses technology appropriately in the planning and delivery
of meaningful, relevant, and engaging instruction.
3. Experience - The teacher candidate integrates research derived from evidence-based practice into
the planning and delivery of meaningful, relevant, and engaging instruction and assessment.
4. Accountability - The teacher candidate analyzes and is responsible for various instructional
strategies that facilitate learning for all students.
5. Collaboration – The teacher candidate actively engages with the educational community to impact
family engagement and peer interaction which will facilitate learning for all students.
6. Highly Effective - The teacher candidate effectively and appropriately uses data, including
assessment results, in the planning, delivery, and evaluation of meaningful, relevant, and
engaging instruction.
Classroom Observation CARE Form
Scoring/Basis for judgment: For all assignments, candidates are provided a detailed rubric prior to beginning the
assignment. (See the complete rubric under The Evidence below.) Candidates have access to evaluation
guidelines and expectations in each course throughout their program.
Field supervisors rate candidates on a 4-point Likert scale.
4. Exemplary: The teacher consistently demonstrates the knowledge and skill to fulfill and facilitate student
learning. The teacher exceeds expectations for the beginning teacher by showing an extraordinary degree
initiative in achieving the standard.
3. Proficient: The teacher usually demonstrates the knowledge and skill to fulfill and facilitate student learning.
This is the target expectation for the beginning teacher.
2. Basic: The teacher inconsistently demonstrates the knowledge and skill to fulfill and facilitate student
learning. Basic teachers have the opportunity to improve their performance in this standard.
.
1. Unsatisfactory: The teacher did not demonstrate the knowledge and skill to fulfill and facilitate student
learning.
Details of standards alignment: The EPP president, in consultation with the curriculum coordinator, originally
aligned the Impact on Student Learning assignment with CAEP and InTASC standards.
The Evidence: In relation to CAEP 1.1, 1.2, 1.3, 1.4 and 1.5 and all InTASC standards.
The evidence is based on the final CARE evaluation which is completed on all residency candidates.
Classroom Observation CARE Form
i teach
Classroom Appraisal and Report Evaluation
20___ - 20____
___ __ __
_____________
Candidate Name
SSN (last 4 digits)
___________________________
Content Observed / Grade Leve
E xe m pl a r y - 4
Date
_________
____________
Observation #
Overall Rating
__________
____________
___________
Beginning Time
Ending Time
Lesson Plan
Pr o f i c i e n t - 3
B asi c – 2
Standard 1: Learner Development
▪ Designs developmentally appropriate instruction
▪ Implements developmentally appropriate instruction
Standard 2: Learning Differences
▪ Adapts instruction for individual needs
▪ Inquires about students as individuals with diverse
backgrounds
▪ Exhibits fairness in supporting all students to learn
Standard 3: Learning Environments
▪ Fosters a safe and respectful environment promoting
learning
▪ Organizes time and resources to actively engage
students
▪ Manages classroom activity and behavior effectively
▪ Proactively intervenes to redirect student misbehaviors
Standard 4: Content Knowledge
▪ Demonstrates knowledge of subject matter
▪ Creates meaningful learning experiences
U ns ati sf a ct or y – 1
________
EDTC 5600 Completed
N/ A – N ot A ppli c a bl e
Standard 8: Instructional Strategies
▪ Varies instructional strategies to engage learners
▪ Uses technology appropriately to enhance instruction
▪ Differentiates instruction to meet learners needs
▪ Paces lessons to allow learners to integrate their new
learning
Standard 9: Professional Learning and
Ethical Practice
▪ Seeks and accepts feedback to improve teaching
effectiveness
▪ Uses self-reflection to improve teaching effectiveness
▪ Demonstrates commitment to the profession
Standard 10: Leadership and Collaboration
▪ Works effectively with school personnel
▪ Works effectively with parents
Communication
▪ Communicates effectively
▪ Uses appropriate vocabulary for age of students
Standard 5: Applications of Content
▪ Connects content knowledge to issues in students' lives
▪ Engages students in higher level thinking skills
Standard 6: Assessment
▪ Integrates formal and informal assessments
▪ Communicates timely and useful descriptive feedback
▪ Aligns assessments with objectives and standards
▪ Exhibits fairness in grading practices
▪ Uses a variety of formative and summative assessments
Standard 7: Planning for Instruction
▪ Connects lesson goals with school, district and state
standards
▪ Uses assessment data to inform planning for instruction
Professional Dispositions
▪ Exhibits initiative and enthusiasm for teaching
▪ Is consistently prepared and organized
▪ Demonstrates punctuality and responsibility
▪ Dresses and is groomed appropriately
▪ Listens to other points of view and values diversity
▪ Demonstrates honesty and integrity in actions and
decisions
▪ Upholds ethical behavior and maintains confidentiality
▪ Willingly t a k e s i n i t i a t i v e
▪ Implements suggestions and is flexible in scheduling
Growth Plan
Reinforcement / Refinement
Field Supervisor Signature: _________________________________
Field Supervisor Name: _________________________
Candidate’s Signature: _____________________________________
Field Supervisor email: __________________________
© iteachU.S. 2015
White – iteach Office
P.O. Box 1626 Denton, TX 76202
Pink – Campus Administrator
Goldenrod - Mentor
940-383-8100
Yellow – Candidate
Exhibit #1.1.1: Classroom Observation CARE Form
The following expectations are shared with candidates in the residency handbook.
Standard 1: Learner Development
▪ Designs developmentally appropriate instruction
This item is usually accomplished with teaching experience. The teacher should make
sure students speak and write acceptable grammar at all times. When math is required in
a science lesson, make sure the math is properly done. As opportunities arise, explain to
students how most of the core subjects are interrelated. Research might be needed, but it
would be worthwhile to help students understand integration of content areas.
▪ Implements developmentally appropriate instruction
A teacher must use the most effective method to teach a concept. The teacher must be
astute and know when to change teaching methods. When one method does not
work…try another. Be creative. Be persistent. Use what works. It is your responsibility to
find a way to reach the students.
Teaching a subject too fast or too slowly is not effective teaching. It is the responsibility of
the teacher to find an appropriate pace for instruction and activities. For example, many
times students do not finish activities at the same time. There should be a plan for these
situations
Standard 2: Learning Differences
▪ Adapts instruction for individual needs
The teacher must be aware of the different learning styles of students. This awareness
will usually become obvious when the teacher becomes more familiar with the students
and their needs. Some students are auditory learners while others are visual.
Incorporating both styles into a lesson will compensate for most students’ learning styles.
▪ Inquires about students as individuals with diverse backgrounds
A teacher must be aware of the cultural differences the students bring to the classroom.
There is diversity in cultures and across cultures. Are the students in a homeless
situation? Are they hungry? Each factor will impact student learning.
▪ Exhibits fairness in supporting all students to learn
There is nothing that undermines a teacher’s credibility more than being unfair. It is
important that the teacher carefully explain all classroom rules and enforce them
consistently.
An effective teacher uses strategies that will keep students actively engaged in the lesson. A
well-planned lesson is the best way to keep students on task and engaged.
Standard 3: Learning Environments
Exhibit #1.1.1: Classroom Observation CARE Form
▪ Fosters a safe and respectful environment promoting learning
Sometimes a teacher gets into the habit of calling on the same students most of the time.
The teachers should call on ALL students at least once during the class period. This gives
each student the opportunity to participate. Do not be guilty of showing favoritism by
calling on the same students during a lesson.
▪ Organizes time and resources to actively engage students
An effective teacher will always be well-prepared to begin class. The climate and
atmosphere of the classroom must be conducive to learning. A room too hot or too cold
or poorly ventilated detracts from the learning process. Proper lighting is also essential.
When audio visual equipment or computers and projectors are to be used in the lesson,
they should be ready for use. Getting equipment set up after the class period has started is
detrimental to the learning process and wastes instructional time. When printed materials
are to be used in the lesson, the teacher must have these readily available.
▪ Manages classroom activity and behavior effectively
Build activities into lessons that will make the lessons exciting, challenging and fun. Be
aware when boredom creeps into the lesson. There are activities that are appropriate and
others that are not appropriate for certain lessons. Watch the students…their actions and
behaviors will let you know when you need to change the activity. This does NOT mean
that every class has to be “entertaining.”
▪ Proactively intervenes to redirect student misbehaviors
When a student exhibits improper behavior, the teacher must correct the behavior. There
are several ways to correct bad behavior in the classroom, which include effective
methods as well as confrontational methods. Confrontational methods usually create a
larger problem and waste valuable instructional time. Some students exhibit inappropriate
behavior just to get attention. With common sense and experience, the teacher can bring
the student back to order with minimum disruption. Simply moving to the student and
standing next to the student while continuing with the lesson will stop the behavior.
Sometimes a very serious “look” on the part of the teacher can stop inappropriate
behavior. When more serious inappropriate behavior occurs, the student should be
removed from the classroom. Students will soon learn that YOU will not put up with
disruption in the classroom.
Standard 4: Content Knowledge
▪ Demonstrates knowledge of subject matter
The teacher’s knowledge of the subject matter is usually obvious. Knowledge of subject
is also reflected in the teacher’s confidence while teaching a lesson. Are you prepared?
Do you know the dates, names, cause/effect, methods, etc.? Are you able to answer
students’ questions concerning the subject matter? Do you bring into your lesson
pertinent outside information?
Exhibit #1.1.1: Classroom Observation CARE Form
▪ Creates meaningful learning experiences
Whenever possible, bring into the current lesson ideas and concepts from prior lessons
and how they relate to the current lesson. This serves as a review as well as reinforcement
for concepts learned earlier. It is also a good idea to bring future concepts into the current
lesson.
Standard 5: Applications of Content
▪ Connects content knowledge to issues in students' lives
The teacher’s knowledge of the subject matter is usually obvious. Knowledge of subject
is also reflected in the teacher’s confidence while teaching a lesson. Are you prepared?
Do you know the dates, names, cause/effect, methods, etc.? Are you able to answer
students’ questions concerning the subject matter? Do you bring into your lesson
pertinent outside information?
▪ Engages students in higher level thinking skills
A main goal of teaching is to encourage the student to “think.” Build into the lesson
challenging activities that will require students to think on a higher level while solving a
problem or reaching a certain conclusion. This requires good planning on the part of the
teacher. (Bloom’s taxonomy is a good place to start.) When students provide a good solid
response to a question, an effective teacher will come back with another question
requiring even higher level thinking skills.
Standard 6: Assessment
▪ Integrates formal and informal assessments
When students state erroneous information during a discussion or activity, the teacher
must correct the wrong information, then clarify and/or re-teach the concept until it is
correctly understood. Teachers much check for understanding often! Do not assume that
students understand a concept. Watch the students!
▪ Communicates timely and useful descriptive feedback
When students provide good feedback during a lesson, be sure they receive the
appropriate praise which will encourage them to participate in class activities. The
teacher should openly encourage students to give opinions and other input pertaining to
the lesson being taught. Good praise of students for positive input is very important. Be
careful not to overuse praise…make sure the praise is warranted.
▪ Aligns assessments with objectives and standards
Make sure you instruct students on the proper level. Teaching “over their heads” creates
much frustration for the students. Teaching at a level that is too low creates boredom and
frequently fosters student misbehavior.
▪ Exhibits fairness in grading practices
Exhibit #1.1.1: Classroom Observation CARE Form
By incorporating rubrics into all grading, a teacher can ensure consistency in the grading
process.
Ask the question before calling on a student so that all students will take the time to think
of the answer. When a question is asked… allow ample time for a student to respond. Do
not ask a question and then answer it yourself before the student can respond. Also, do
not fall into “the trap” of being afraid of silence in the classroom and letting a student get
by without answering. Students need to know you expect them to participate, even
though they may not always know the answer.
▪ Uses a variety of formative and summative assessments
A good technique to strengthen a lesson is to use and emphasize “on target” responses
from students. The teacher should seek pertinent questions from students and expand on
the subject of the question to stimulate interaction among other students. The teacher
should not repeat every answer given by a student. If it needs repeating, have the student
do so. Students need to listen to other students during the lesson.
By using different forms of assessments, a teacher is better able to address diverse
learning styles.
Standard 7: Planning for Instruction
▪ Connects lesson goals with school, district and state standards
All lesson plans must include objectives and goals that are aligned with the school, the
district and the state standards. It is important not to include too many
standards/objectives into a lesson.
Every lesson must have a proper “opening.” The opening should provide a brief verbal
outline of the lesson along with the lesson objectives. Start your class as soon as possible.
There are many effective methods to take care of the required administrative tasks. Get
into the lesson and set the focus on the lesson you will be teaching. (An effective focus
could be as simple as holding up a bird feather when discussing “it’s light as a feather” to
introduce the literary term simile.) Keep students focused by asking certain questions that
will maintain their attention. When focus is broken, learning stops.
It is very important that the teacher brings the lesson to an appropriate closure. The
closure should consist of a brief review of the lesson objectives and a group praise of
student participation. Give a brief explanation of the next day’s lesson, so the students
will know what to expect when they return to class. The lesson opening and closure are
important parts of the lesson cycle.
▪ Uses assessment data to inform planning for instruction
By reviewing student assessment data, a teacher can ensure student instruction is on the
proper level. Teaching “over their heads” creates much frustration for the students.
Exhibit #1.1.1: Classroom Observation CARE Form
Teaching at a level that is too low creates boredom and frequently fosters student
misbehavior.
Standard 8: Instructional Strategies
▪ Varies instructional strategies to engage learners
Do not use the same activity over and over. The effectiveness of an activity will diminish
when it is over-used. (Worksheets are appropriate, but not to be overused). Use different
activities that enhance student learning.
▪ Uses technology appropriately to enhance instruction
There is an abundance of media resources available in education today. The teacher must
choose which media is most effective for teaching a lesson. Videos and data projectors
are common in classrooms today. However, there are many “do’s and don’ts” tied to this
technology. When using videos in the classroom, make sure they are pertinent to the
lesson. When using data projectors, make sure students can see the image clearly and
hear the audio from all parts of the room. Using poorly projected material detracts from
the lesson. Students who cannot hear or see the material have a tendency to sleep.
NEVER allow a student to sleep in your classroom. It’s a good practice to have “sleepy”
students stand at the back of the room until they are fully awake. All videos should be
introduced by the teacher. The purpose of viewing the video should be clearly stated.
Stop video in time to debrief. Do not let the bell “catch you.” Make sure students get the
full impact of media resources.
▪ Differentiates instruction to meet learners needs
It is the responsibility of the teacher to always know what is going on in the classroom
and the students’ needs are. Monitoring student behavior and work performance is
essential to effective teaching. Good monitoring requires the teacher to have a broad view
of the class during all kinds of learning activities and testing. Monitoring helps the
teacher sense when students need extra or individual help. An effective teacher will work
hard to develop good monitoring skills.
▪ Paces lessons to allow learners to integrate their new learning
Teaching a subject too fast or too slowly is not effective teaching. It is the responsibility of
the teacher to find an appropriate pace for instruction and activities. For example, many
times students do not finish activities at the same time. There should be a plan for these
situations.
Standard 9: Professional Learning and Ethical Practice
▪ Seeks and accepts feedback to improve teaching effectiveness
Teacher is not only asking for feedback but readily accesses feedback. It is evident that
the feedback is incorporated into the classroom.
Exhibit #1.1.1: Classroom Observation CARE Form
▪ Uses self-reflection to improve teaching effectiveness
Teachers conduct self-reflections on a continual basis to determine how the teacher can
be a more effective teacher.
▪ Demonstrates commitment to the profession
The teacher is growing into the chosen new profession by accepting personal
responsibility for student learning. The teacher is also a lifelong committed learner.
Standard 10: Leadership and Collaboration
▪ Works effectively with school personnel
Positive feedback is received from the campus administrator
▪ Works effectively with parents
Positive feedback regarding working parents is received from campus administrator and
mentor teacher.
Communication
▪ Communicates effectively
Communicating with students is essential to effective teaching and successful learning.
The teacher should speak clearly, distinctly, and use good grammar when teaching a
lesson, giving instructions, or directions
▪ Uses appropriate vocabulary for age of students
Be careful not to be overly-critical or sarcastic with students. When criticism is
necessary, try to follow it up with something positive.
The teacher should not attempt to become “a friend” to students. It is important to develop a
positive relationship with all students, while always keeping the association on a professional
level. Positive rapport with students is essential for learning.
Professional Dispositions
▪ Exhibits initiative and enthusiasm for teaching
▪ Is consistently prepared and organized
▪ Demonstrates punctuality and responsibility
▪ Dresses and is groomed appropriately
▪ Listens and respects other points of view
▪ Demonstrates honesty and integrity in actions and decisions
▪ Upholds ethical behavior and maintains confidentiality
Exhibit #1.1.1: Classroom Observation CARE Form
▪ Willingly adjusts schedules and routines when needed
Exhibit #1.1.1: Classroom Observation CARE Form
CARE Observation Form Rubric
The following grading parameters will be used in evaluation all candidates on the CARE Observation form:
4 – Exemplary
The exemplary performance provides clear, convincing, and consistent evidence of the student teacher’s ability to demonstrate the
knowledge, skills, and dispositions necessary to facilitate student learning.
3 – Proficient
The proficient performance provides clear evidence of the student teacher’s ability to demonstrate the knowledge, skills, and
dispositions necessary to facilitate student learning.
2 – Basic
The developing performance provides limited evidence of the student teacher’s ability to demonstrate the knowledge, skills, and
dispositions necessary to facilitate student learning.
1 – Unsatisfactory
The beginning performance provides little or no evidence of the student teacher’s ability to demonstrate the knowledge, skills, and
disposition to facilitate student learning.
Not Observed
Standard 1: Learner Development
The teacher candidate understands how learners grow and develop, recognizing that the patterns of learning and development vary
individually within and across the cognitive, linguistic, social, emotional and physical areas, and designs and implements developmentally
appropriate and challenging learning experiences
Standards
4
3
2
1
Resources
CAEP 1
InTASC 1
Displays
comprehensive
understanding of how
students learn and
Displays good
understanding of how
students learn and
develop. Appropriate
learning activities are
Displays some
knowledge of how
students learn and
develop. The lesson
provides limited
Displays no knowledge
of how students learn
and develop. The
lesson does not provide
learning opportunities
Tribes: Agreements for
Learning Together
Preparing for Fraction
Multiplication
Exhibit #1.1.1: Classroom Observation CARE Form
develop. Is skillful to
use various learning
activities to support
learners’ physical,
social, emotional,
intellectual, linguistic
and personal
development.
selected to support
learners’ physical,
social, emotional,
intellectual, linguistic
and personal
development.
learning opportunities
that support learners’
physical, social,
emotional,
intellectual, linguistic
and personal
development.
that support learners’
physical, social,
emotional, intellectual,
linguistic and personal
development.
Star Student of the Day
Student Profile: Senior
Presentation
Grade-specific videos:
Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
6th Grade
7th Grade
8th Grade
9th Grade
10th Grade
11th Grade
12th Grade
Exhibit #1.1.1: Classroom Observation CARE Form
Exhibit #1.1.1: Classroom Observation CARE Form
Standard 2: Learning Differences
The teacher candidate uses understanding of individual differences and diverse cultures and communities to
ensure inclusive learning environments that enable each learner to meet high standards
Standards
4
3
2
1
Displays
Displays good
Displays some
Displays minimal,
CAEP 1
comprehensive
understanding of how knowledge of how
stereotypical or
understanding of how learner characteristics learner characteristics irrelevant knowledge of
learner characteristics affect learning.
affect learning.
how learner
InTASC 2
affect learning.
Learners’ prior
Demonstrates
characteristics (e.g.,
Specific and relevant knowledge and
awareness of
developmental level,
information of
characteristics that
learners’ prior
academic learning needs
learners’ prior
may affect learning
knowledge but is not and interests, culture,
knowledge and
are considered during able to connect
abilities/disabilities)
learner characteristics instruction.
teaching with
affect learning.
is provided and used
learners’ prior
to implement learning
knowledge.
activities throughout
the lesson.
Resources
Florida School for the Deaf
and Blind
Building Analysis Skills
Through Art
Academic Conversations
with ELLs
Group Work in the Multilanguage ELL Classroom
Exhibit #1.1.1: Classroom Observation CARE Form
Standard #3: Learning Environments
The teacher candidate works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning and self-motivation.
Standard
4
3
2
1
CAEP 1
Displays
Displays good
Displays limited
Displays no knowledge
comprehensive
understanding of
knowledge of
of learning motivation
understanding of
learning motivation
learning
principles and/or
InTASC 3
learning motivation
principles and/or
motivation principles theories. Is not able to
principles and/or
theories.
and/or theories. Is
create a learning
theories. A positive
Is able to create a
able to encourage
environment that
a
positive learning
some learners’
encourages learners’
learning
environment that
positive social
positive social
environment is
encourages most
interaction, active
interaction, active
created to encourage learners’ positive
engagement in
engagement in learning,
learners’ positive
social interaction,
learning, and/or self- and self-motivation.
social interaction,
active engagement in
motivation in part of
active engagement
learning
the lesson.
in learning, and self- & self-motivation.
motivation
throughout the
lesson.
Resources
Body Language: Engage
and Motivate
Making Connections to
Motivate Student
Learning
Encouraging Students to
Persist through
Challenges
Exhibit #1.1.1: Classroom Observation CARE Form
Standard #4: Content Knowledge
The teacher candidate understands the central concepts , tools of inquiry, and structures of the discipline(s)
he or she teachers and creates learning experience that make these aspects of the discipline accessible and
meaningful for learners to assure mastery of the content.
Standards
4
3
2
1
CAEP 1
Displays
Displays good
Displays limited
Displays no or little
comprehensive
understanding of the
knowledge of the
knowledge of the central
understanding of the central concepts, tools central concepts,
concepts, tools of
InTASC 4
central concepts,
of inquiry, and
tools of inquiry, and
inquiry, and/or structure
tools
structure of the
structure of the
of the disciplines.
of inquiry, and
disciplines.
disciplines. Content
Addresses content
structure of the
Demonstrates good
appears to be mostly
inaccurately
disciplines.
awareness of the big
accurate and its focus with limited information
Addresses content
ideas and/or structure
shows some
of subject content. Asks
accurately and its
of the discipline.
awareness of the big
few or irrelevant
focus is congruent
Addresses content
ideas and/or structure questions.
with the
accurately. Asks
of the discipline.
big ideas and/or
content relevant
Asks few content
structure of the
questions and is able
relevant questions.
discipline. Asks
to guide learners to
good content
answer accurately
relevant questions
and is able to guide
learners to answer
accurately
Resources
Designing Leveled
Questions
Writing Higher Order
Questions
Content-specific video
libraries:
English Language Arts
Math
Science
Social Studies
ELLs
Special Education
The Arts
Exhibit #1.1.1: Classroom Observation CARE Form
Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspective to engage learners in critical
thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Standards
4
3
2
1
CAEP 1
Logically
Logically sequenced
Learning activities
Uses no or few activities
sequenced
learning activities
support some learner to support learner
learning activities
support learner
achievement of
achievement of lesson
InTASC 5
support all learners achievement of lesson lesson objectives.
objectives. Learning
to achieve
objectives. Most
Some learning
activities are
objectives. Includes activities are effective. activities are
inappropriate, ineffective
meaningful,
Includes warm-up,
ineffective.
and
integrative,
main & closing
disconnected.
challenging, and
activities to promote
active warm-up,
mastery of lesson
main & closing
objectives.
activities to
promote mastery of
lesson objectives.
Resources
Cross-Discipline Lesson
Planning
Engaging Students in
Work that Matters
Choosing Collaborative
Groups
Exhibit #1.1.1: Classroom Observation CARE Form
Standard #6: Assessment
The teacher candidate understands and uses multiple methods of assessment to engage learners in their own
growth, to monitor learner progress, and to guide the teacher’s and learner’s decisions making.
Standards
4
3
2
1
CAEP 1
In addition to
Provides analysis that
Provides analysis of Provides no or limited
meeting all the
focuses on patterns of
what learners did
evidence of learner
components of the
learner errors, skills,
right or wrong in
performance with respect
InTASC 6
Proficient Leve is
and understandings in
relationship to
to standards/objectives.
able to see areas of relation to standards
identified
Provides no feedback. Is
strength in a
and learning objectives. standards/objectives. not able to use
predominantly
Provides constructive
Provides some
assessment to inform
weak sample and/or feedback. Provides next feedback. Next steps future instruction.
areas for
steps that focus on
follow from the
improvement in a
improving learner
analysis are
predominantly
performance through
provided but uses
strong sample.
new or modified
the same,
strategies.
unmodified
strategies
Resources
Student-to-Student
Assessment
Formative Assessment:
Proportional
Relationships
Inquiry-based
Discussion
Using Stations to
Review for Tests
Quality Evidence
Rubrics
Exhibit #1.1.1: Classroom Observation CARE Form
Standard #7: Planning for Instruction
The candidate plans instruction that supports every student in meeting rigorous learning goals by drawing
upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge
of learners and the community context.
Standard
4
3
2
1
CAEP 1
InTASC 7
In addition to
meeting all
components of the
Proficient Level is
able to draw upon
knowledge of
content
areas, crossdisciplinary
skills, learners, the
community, and
pedagogy to plan
instruction that
supports every
learner in meeting
rigorous
learning goals
Lesson plan is provided
with sufficient
information including
appropriate standards,
clear objectives,
detailed procedures,
thoughtful assessment,
various resources, and
a good plan for
arrangement of
environment.
Lesson plan is
provided
but with limited
information. Lesson
objectives are not
clear and learning
activities
and strategies are
not
explained clearly.
Lesson plan is not
provided. Does not
provide plan for
arrangement of
environment in support
of learner learning.
Resources
Planning and Outcomes
in Science
Working Together to
Reflect and Adjust
Lessons
Lesson Reflection:
Planning the Next Step
Exhibit #1.1.1: Classroom Observation CARE Form
Standard #8: Instructional Strategies
The teacher candidate understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply knowledge in
meaningful ways.
Standard
4
3
2
1
CAEP 1
Uses a variety of
Uses effective
Uses limited
No or weak instructional
effective
instructional strategies Instructional
strategies to promote
instructional
promote most learners’ strategies
learners’ development of
InTASC 8
strategies to
development of critical to promote
critical thinking, problem
promote diverse
thinking, problem
learners’
solving, and
learners’
solving, and
development of
performance skills.
development of
performance skills.
critical thinking
critical thinking,
skills.
problem solving,
and performance
skills.
Resources
Exhibit #1.1.1: Classroom Observation CARE Form
Standard #9: Professional Learning and Ethical Practice
The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate
his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the needs of each learner.
Standard
4
3
2
1
CAEP 1
In addition to being Complies fully with
Acts ethically and
Acts unethically or does
proficient,
school or district
with integrity,
not follow
other educators
policies, taking a
whether in a
district/school/state
InTASC 9
look to the teacher
leadership role in with
situation related to
policies.
as a role model who colleagues, ensuring
his conduct or the
makes a concerted
that such decisions are
conduct of peers or
effort to
based on professional
students. The
challenge negative
standards. The teacher
teacher complies
attitudes or
interacts with students, with school and
practices and
colleagues, parents, and district policies. The
ensures that all
others in an ethical and educator interacts
students,
professional manner
with students,
particularly those
that is fair and
colleagues, parents,
traditionally
equitable.
and others in a
underserved, are
professional manner
respected in the
that
school.
is fair and equitable.
Resources
Implementing New
Instructional Strategies
Supporting Individual
Professional
Development
Exhibit #1.1.1: Classroom Observation CARE Form
Standard #10: Leadership and Collaboration
The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student
learning, to collaborate with learners, families, colleagues, other school professionals, and community
members to ensure leaner growth, and to advance the profession.
Standard
4
3
2
1
CAEP 1
Learning activities
Provides evidence of
Limited
No evidence of
foster active
appropriate
collaboration
supporting
inquiry,
collaboration among
opportunity among
collaboration among
InTASC 10
collaboration and
learners.
learners.
learners.
supportive
Most learners are
Collaborative
Direct or whole-group
interaction among
involved in teamwork learning allows only instruction dominates
learners. All
and have an
a few learners to
learning
learners are
opportunity to develop develop teamwork
experiences.
involved in
communication skills. and
teamwork and have The collaborative
communication
an opportunity to
learning extends
skills.
develop
learners’
communication
understanding of
skills. The
subject matter.
collaborative
learning extends
learners’
understanding of
subject
matter.
Resources
The ABCs of Parent
Involvement
New Teacher Survival
Guide: The ParentTeacher Conference
A Collaboration
between Artists and
Educators
Exhibit #1.1.1: Classroom Observation CARE Form
Reliability and Validity information: In relation to CAEP 5.2: Measures that result in
data interpretations that are valid and consistent.
The unit relies on multiple instruments and multiple transition points to guarantee a system that
is fair, accurate, consistent and free of bias. As a component of the national accreditation
process, the EPP is in the process of incorporating the Lawshe method of content validity into all
evaluation instruments. Field supervisors are used not only during the summer training but also
through the year as content experts to gauge the agreement among experts as to whether
individual test items are essential for demonstration of content mastery.
Tasks are reviewed on a scale of an item being either (1) essential, (2) useful, but not essential,
or (3) not necessary. With at least half of the experts rating each item of CARE form as essential,
the content validity ratio may be used as an indicator of the overall content validity for the
Classroom Observation CARE form.
Field supervisors and/or course instructors review all assessment instruments and corresponding
rubrics prior to the unit’s adoption of a new assessment. Prior to implementation of the
assessment, to ensure consistency in evaluation or internal consistency, reliability of the
instrument is reviewed based on Cronbach’s alpha. The evaluation of the Classroom Observation
CARE form has been scored consistently by the field supervisors at a 90 percent level. The EPP
conducts an annual random sampling process of all assessment items to ensure instrument
reliability.
Analysis and Interpretation:
In the last three cycles of data, candidates mean score rose from a mean of 3.2 to a mean of 3.5.
The specific training of field supervisors on the reliability of the instrument indicates that the
scores are an accurate reflection of the candidates’ classroom instruction at a proficient level.
Future Directions/Use/Continuous Improvement:
Over-inflation of evaluation occurred until the EPP established reliability and validity on the
assessment during the 2016 summer training conference. The Professional Education Team will
continue to be trained on the form and periodic inter-rater reliability.
In discussion with instructors, program directors, and the Advisory Board about Classroom
Observation CARE form, a decision was made in 2015-2016 that more in-depth instruction and
written clarification should be added to the assignment. This has been done on a continuing basis
each year to enhance candidate demonstration of mastery on the Classroom Observation CARE
form.
Since the majority of the unit’s completers begin their residency placement in the fall, they
complete their program in the spring. A smaller number of candidates begin their residency in
the spring semester and complete in the fall. Thus, the explanation for the large variance in the
Exhibit #1.1.1: Classroom Observation CARE Form
number of completers between the fall and spring semesters. With a N less than 10, the only
secondary area individually reported in fall 2017 is English, Language Arts. However, in looking
across all Secondary content areas, the candidates teaching secondary content areas are
performing at the proficient level as are other content levels. Furthermore, an analysis across the
middle school content areas shows a continued demonstration of mastery at the 3.5 level.
With the incorporation of the new coursework in January 2017, great emphasis was placed on
evaluation of candidate work based on the rubric to eliminate grade inflation. The candidate’s
performance on the Classroom Observation CARE form task has increased year over year. Under
the Board’s direction, the management team as well as the Professional Education Team will
continue to monitor the evaluation of grades to ensure that grade inflation does not creep back
into the EPP’s evaluation system.
Classroom Observation CARE form Data
Overall
Spring 2018
Range = 1-4
N=1376
Fall 2017
Range = 1-4
N=200
Spring 2017
Range = 1-4
N=1608
Learner Development
3.5
3.2
3.1
2
Learning Differences
3.4
3.2
3.2
1
3
Learning Environments
3.5
3.4
3.3
1
4
Content Knowledge
3.4
3.3
3.2
1
6
Application to Content
3.3
3.3
3.3
1
6
Assessment
3.5
3.3
3.2
1
8
Instructional Strategies
3.4
3.3
3.3
1
9
Professional Learning and Ethical
Practice
3.5
3.4
3.3
1
10
Leadership and Collaboration
3.5
3.3
3.2
Overall
3.4
3.3
3.2
CAEP
standard
InTASC
standard
1.1
1
1
Assignment / Tasks
Exhibit #1.1.1: Classroom Observation CARE Form
Exhibit: Classroom Observation CARE form
CAEP
Standard
1.1
InTASC
Assignment Tasks
Standard
1
Learner Development
Elementary
Middle School Core Subjects/Generalist/Middle School
Middle School English, Language Arts, Reading
Middle School English, Language Arts, Reading/Social Studies
Middle School Mathematics
Middle School Science
Middle School Social Studies
Secondary Agriculture, Food and Natural Resourses and Technology
Secondary Business and Finance/Business Education
Secondary Chemistry
Secondary Computer Science
Secondary English, Language Arts, Reading/Secondary
Secondary Family and Consumer Science
Secondary Health Science
Secondary History
Secondary Journalism
Secondary Life Science
Secondary Marketing Education
Secondary Mathematics
Secondary Mathematics/Physical Science/Engineering
Secondary Physical Science/Physics
Secondary Reserve Officer Training Corps (ROTC)
Secondary Science
Secondary Social Studies
Secondary Speech
Secondary Technology Education
Secondary Trades and Industry
EC -12 Art
All Level American Sign Language
All Level Deaf and Hard of Hearing
All Level French LOTE
All Level German
All Level Health
All Level Latin
All Level Mandarin Chinese
All Level Music
All Level Physical Education
All Level Spanish LOTE
All Level Special Education
All Level Technology Applications
All Level Theatre
Mean
Spring 2018
Range = 1-4 N=1376
370
50
39
0
41
23
19
12
26
6
2
55
9
8
16
2
20
1
44
1
2
0
30
39
8
3
6
1
2
5
1
1
5
0
1
10
70
11
128
11
4
3.4
3.5
3.4
3.4
3.5
3.5
3.4
3.6
3.6
3.6
3.5
3.5
3.6
3.6
3.3
3.4
3.2
3.4
3.4
3.5
Fall 2017
Range = 1-4 N=200
Spring 2017
Range = 1-4 N=1608
74
8
4
1
7
3
6
2
3
3
1
11
3
2
1
0
4
0
8
0
0
0
2
5
2
0
0
2
0
1
0
0
0
0
0
1
15
5
24
2
0
490
194
41
5
48
21
20
19
56
3
2
106
22
30
29
2
36
1
34
0
1
0
46
61
7
8
16
41
2
0
5
2
5
1
0
16
124
27
208
16
16
3.3
3.2
3.1
3
3.2
3.1
3.2
3.1
3.2
3.2
3.1
3
3.1
3.1
3.2
3.2
3.1
3.2
3.2
3.2
3.1
3
3.1
3.1
3.2
3.1
3.2
3.2
3.3
3.1
Exhibit #1.1.1: Classroom Observation CARE Form
Exhibit Classroom Observation CARE form
CAEP
InTASC
Assignment Tasks
Spring 2018
Fall 2017
Spring 2017
Standard Standard
Range = 1-4 N=1376 Range = 1-4 N=200 Range = 1-4 N=1608
1
2
Learning Differences
Elementary
391
3.4
74
3.3
467
3.2
MIddle School Core Subjects/Generalist/Middle School
71
3.2
8
94
3.2
Middle School English, Language Arts, Reading
55
3.4
4
41
3.2
Middle School English, Language Arts, Reading/Social Studies
6
1
11
3.2
Middle School Mathematics
64
3.3
7
42
3.1
Middle School Science
29
3.2
3
27
3.2
Middle School Social Studies
26
3.3
6
23
3.3
Secondary Agriculture, Food and Natural Resourses and Technology
11
3
2
15
3
Secondary Business and Finance/Business Education
39
3.3
3
45
3
Secondary Chemistry
6
3
8
Secondary Computer Science
1
1
2
Secondary English, Language Arts, Reading/Secondary
79
3.3
11
3.2
87
3.2
Secondary Family and Consumer Science
18
3.2
3
18
2.9
Secondary Health Science
8
2
33
3.2
Secondary History
50
3.5
1
25
3.1
Secondary Journalism
2
0
4
Secondary Life Science
22
3.4
4
35
3
Secondary Marketing Education
2
0
1
Secondary Mathematics
48
3.2
8
58
3.1
Secondary Mathematics/Physical Science/Engineering
1
0
1
Secondary Physical Science/Physics
1
0
1
Secondary Reserve Officer Training Corps (ROTC)
0
0
1
Secondary Science
36
3.4
2
45
3.1
Secondary Social Studies
55
3.4
5
71
3.1
Secondary Speech
8
2
10
Secondary Technology Education
3
0
9
Secondary Trades and Industry
8
0
11
3
EC -12 Art
17
3.2
2
19
3.1
All Level American Sign Language
2
0
2
All Level Deaf and Hard of Hearing
5
1
3
All Level French LOTE
2
0
2
All Level German
1
0
0
All Level Health
0
0
0
All Level Latin
1
0
1
All Level Mandarin Chinese
2
0
0
All Level Music
12
3.2
1
21
3.1
All Level Physical Education
100
3.2
15
3
134
3.2
All Level Spanish LOTE
10
5
21
2.9
All Level Special Education
154
3.3
24
3.2
189
3
All Level Technology Applications
18
3.3
2
18
3.2
All Level Theatre
12
3.3
0
13
3.1
Mean
3.4
3.2
3.2
Exhibit #1.1.1: Classroom Observation CARE Form
Exhibit: Classroom Observation CARE form
CAEP
InTASC
Assignment Tasks
Spring 2018
Fall 2017
Spring 2017
Standard Standard
Range = 1-4 N=1376 Range = 1-4 N=200 Range = 1-4 N=1608
1
3
Learning Environments
Elementary
391
3.6
74
3.4
467
3.3
Middle School Core Subjects/Generalist/Middle School
71
3.7
8
94
3.3
Middle School English, Language Arts, Reading
55
3.5
4
41
3.4
Middle School English, Language Arts, Reading/Social Studies
6
1
11
3.3
Middle School Mathematics
64
3.4
7
42
3.4
Middle School Science
29
3.6
3
27
3.3
Middle School Social Studies
26
3.4
6
23
3.4
Secondary Agriculture, Food and Natural Recourses and Techonology
11
3.2
2
15
3.2
Secondary Business and Finance/Business Education
39
3.5
3
45
3.5
Secondary Chemistry
6
3
8
Secondary Computer Science
1
1
2
Secondary English, Language Arts, Reading/Secondary
79
3.6
11
3.4
87
3.4
Secondary Family and Consumer Science
18
3.5
3
18
3.3
Secondary Health Science
8
2
33
3.4
Secondary History
50
3.5
1
25
3.3
Secondary Journalism
2
0
4
Secondary Life Science
22
3.6
4
35
3.4
Secondary Marketing Education
2
0
1
Secondary Mathematics
48
3.6
8
58
3.4
Secondary Mathematics/Physical Science/Engineering
1
0
1
Secondary Physical Science/Physics
1
0
1
Secondary Reserve Officer Training Corps (ROTC)
0
0
1
Secondary Science
36
3.5
2
45
3.4
Secondary Social Studies
55
3.5
5
71
3.3
Secondary Speech
8
2
10
Secondary Technology Education
3
0
9
Secondary Trades and Industry
8
0
11
3.2
EC -12 Art
17
2
19
3.2
All Level American Sign Language
2
0
2
All Level Deaf and Hard of Hearing
5
1
3
All Level French LOTE
2
0
2
All Level German
1
0
0
All Level Health
0
0
0
All Level Latin
1
0
1
All Level Mandarin Chinese
2
0
0
All Level Music
12
3.5
1
21
3.3
All Level Physical Education
100
3.4
15
3.4
134
3.2
All Level Spanish LOTE
10
3.3
5
21
3.3
All Level Special Education
154
3.7
24
3.6
189
3.2
All Level Technology Applications
18
3.8
2
18
3.3
All Level Theatre
12
0
13
3.4
Mean
3.5
3.4
3.3
Exhibit #1.1.1: Classroom Observation CARE Form
Exhibit: TEPC 5700 - Classroom Observation CARE form
CAEP
InTASC
Assignment Tasks
Spring 2018
Fall 2017
Standard Standard
Range = 1-4 N=1376 Range = 1-4 N=200
1
4
Content Knowledge
Elementary
391
3.5
74
3.3
MIddle Schoo Core Subjects/Generalsit/Middle School
71
3.4
8
MIddle School English, Language Arts, Reading
55
3.4
4
MIddle School English, Language Arts, Reading/Social Studies
6
1
MIddle School Mathematics
64
3.4
7
MIddle School Science
29
3.4
3
MIddle School Social Studies
26
3.3
6
Secondary Agriculture, Food and Natural Resourses and Techonology 11
3.3
2
Secondary Business and Finance/Business Education
39
3.6
3
Secondary Chemistry
6
3
Secondary Computer Science
1
1
Secondary English, Language Arts, Reading/Secondary
79
3.5
11
3.3
Secondary Family and Consumer Science
18
3
Secondary Health Science
8
2
Secondary History
50
3.4
1
Secondary Journalism
2
0
Secondary Life Science
22
3.5
4
Secondary Marketing Education
2
0
Secondary Mathematics
48
3.5
8
Secondary Mathematics/Physical Science/Engineering
1
0
Secondary Physical Science/Physics
1
0
Secondary Reserve Officer Training Corps (ROTC)
0
0
Secondary Science
36
3.4
2
Secondary Social Studies
55
3.4
5
Secondary Speech
8
2
Secondary Technology Education
3
0
Secondary Trades and Industry
8
0
EC -12 Art
17
3.4
2
All Level American Sign Language
2
0
All Level Deaf and Hard of Hearing
5
1
All Level French LOTE
2
0
All Level German
1
0
All Level Health
0
0
All Level Latin
1
0
All Level Madarin Chinese
2
0
All Level Music
12
3.3
1
All Level Physical Education
100
3.3
15
3.3
All Level Spanish LOTE
10
3.2
5
All Level Special Education
154
3.4
24
3.3
All Level Technology Applications
18
3.5
2
All Level Theatre
12
0
Mean
3.4
3.3
Spring 2017
Range = 1-4 N=1608
467
94
41
11
42
27
23
15
45
8
2
87
18
33
25
4
35
1
58
1
1
1
45
71
10
9
11
19
2
3
2
0
0
1
0
21
134
21
189
18
13
3.2
3.2
3.2
3.2
3.3
3.2
3.6
3.2
3.2
3.3
3.3
3.2
3.3
3.4
3.3
3.4
3.3
3.3
3.2
3.2
3.4
3.3
3.2
3.3
3.3
3.2
Exhibit #1.1.1: Classroom Observation CARE Form
Exhibit: Exhibit: TEPC 5700 - Classroom Observation CARE formTEPC 5700 - Impact on Student Learning
CAEP
InTASC
Assignment Tasks
Standard Standard
1
5
Application to Content
Elementary
Middle School Core Subjects/Generalist/Middle School
MIddle School English, Language Arts, Reading
MIddle School English, Language Arts, Reading/Social Studies
MIddle School Mathematics
MIddle School Science
MIddle School Social Studies
Secondary Agriculture, Food and Natural Resourses and Techonology
Secondary Business and Finance/Business Education
Secondary Chemistry
Secondary Computer Science
Secondary English, Language Arts, Reading/Secondary
Secondary Family and Consumer Science
Secondary Health Science
Secondary History
Secondary Journalism
Secondary Life Science
Secondary Marketing Education
Secondary Mathematics
Secondary Mathematics/Physical Science/Engineering
Secondary Physical Science/Physics
Secondary Reserve Officer Training Corps (ROTC)
Secondary Science
Secondary Social Studies
Secondary Speech
Secondary Technology Education
Secondary Trades and Industry
EC -12 Art
All Level American Sign Language
All Level Deaf and Hard of Hearing
All Level French LOTE
All Level German
All Level Health
All Level Latin
All Level Madarin Chinese
All Level Music
All Level Physical Education
All Level Spanish LOTE
All Level Special Education
All Level Technology Applications
All Level Theatre
Mean
Spring 2018
Range = 1-4 N=1376
391
71
55
6
64
29
26
11
39
6
1
79
18
8
50
2
22
2
48
1
1
0
36
55
8
3
8
17
2
5
2
1
0
1
2
12
100
10
154
18
12
3.3
3.4
3.2
3.2
3.2
3.3
3.2
3.1
3.4
3.3
3.3
3.3
3.3
3.4
3.4
3.4
3.2
3.3
3.1
3.3
3.2
3.4
3.3
Fall 2017
Range = 1-4 N=200
74
8
4
1
7
3
6
2
3
3
1
11
3
2
1
0
4
0
8
0
0
0
2
5
2
0
0
2
0
1
0
0
0
0
0
1
15
5
24
2
0
3.2
3.3
3.1
3.2
3.2
Spring 2017
Range = 1-4 N=1608
467
94
41
11
42
27
23
15
45
8
2
87
18
33
25
4
35
1
58
1
1
1
45
71
10
9
11
19
2
3
2
0
0
1
0
21
134
21
189
18
13
3.2
3.2
3.1
3.3
3.2
3.2
3.2
3.4
3.3
3.2
3.3
3.3
3.3
3.2
3.2
3.1
3.2
3.3
3.2
3.1
3.1
3.2
3.1
3.3
3.2
Exhibit #1.1.1: Classroom Observation CARE Form
Exhibit: TEPC 5700 - Classroom Observation CARE form
CAEP
InTASC
Assignment Tasks
Standard Standard
1
6
Assessment
Elementary
MIddle Schoo lCore Subjects/Generalsit/Middle School
MIddle School English, Language Arts, Reading
MIddle School English, Language Arts, Reading/Social Studies
MIddle School Mathematics
MIddle School Science
MIddle School Social Studies
Secondary Agriculture, Food and Natural Resourses and Techonology
Secondary Business and Finance/Business Education
Secondary Chemistry
Secondary Computer Science
Secondary English, Language Arts, Reading/Secondary
Secondary Family and Consumer Science
Secondary Health Science
Secondary History
Secondary Journalism
Secondary Life Science
Secondary Marketing Education
Secondary Mathematics
Secondary Mathematics/Physical Science/Engineering
Secondary Physical Science/Physics
Secondary Reserve Officer Training Corps (ROTC)
Secondary Science
Secondary Social Studies
Secondary Speech
Secondary Technology Education
Secondary Trades and Industry
EC -12 Art
All Level American Sign Language
All Level Deaf and Hard of Hearing
All Level French LOTE
All Level German
All Level Health
All Level Latin
All Level Madarin Chinese
All Level Music
All Level Physical Education
All Level Spanish LOTE
All Level Special Education
All Level Technology Applications
All Level Theatre
Mean
2017 - 2018
2016 - 2017
2015 - 2016
Spring 2018
Range = 1-4 N=1376
Fall 2017
Range = 1-4 N=200
Spring 2017
Range = 1-4 N=1608
391
71
55
6
64
29
26
11
39
6
1
79
18
8
50
2
22
2
48
1
1
0
36
55
8
3
8
17
2
5
2
1
0
1
2
12
100
10
154
18
12
3.3
3.4
3.4
3.4
3.4
3.3
3.2
3.3
3.4
3.2
3.3
3.5
3.5
3.4
3.4
3.4
3.3
3.3
3.2
3.4
3.5
3.4
3.5
74
8
4
1
7
3
6
2
3
3
1
11
3
2
1
0
4
0
8
0
0
0
2
5
2
0
0
2
0
1
0
0
0
0
0
1
15
5
24
2
0
3.3
3.3
3.3
3.3
3.3
467
94
41
11 3..
42
27
23
15
45
8
2
87
18
33
25
4
35
1
58
1
1
1
45
71
10
9
11
19
2
3
2
0
0
1
0
21
134
21
189
18
13
3.5
3.5
3.4
3.4
3.4
3.3
3.2
3.2
3.5
3.5
3.4
3.3
3.5
3.5
3.5
3.4
3.2
3.3
3.2
3.1
3.4
3.5
3.4
3.2
Exhibit #1.1.1: Classroom Observation CARE Form
Exhibit: TEPC 5700 - Classroom Observation CARE form
CAEP
InTASC
Assignment Tasks
Spring 2018
Fall 2017
Spring 2017
Standard Standard
Range = 1-4 N=1376 Range = 1-4 N=200 Range = 1-4 N=1608
1
8
Instructional Strategies
Elementary
391
3.5
74
3.4
467
3.2
MIddle Schoo lCore Subjects/Generalsit/Middle School
71
3.4
8
94
3.3
MIddle School English, Language Arts, Reading
55
3.4
4
41
3.2
MIddle School English, Language Arts, Reading/Social Studies
6
1
11
3.3
MIddle School Mathematics
64
3.4
7
42
3.2
MIddle School Science
29
3.4
3
27
3.2
MIddle School Social Studies
26
3.3
6
23
3.3
Secondary Agriculture, Food and Natural Resourses and Techonology
11
3.2
2
15
3.2
Secondary Business and Finance/Business Education
39
3.6
3
45
3.2
Secondary Chemistry
6
3
8
Secondary Computer Science
1
1
2
Secondary English, Language Arts, Reading/Secondary
79
3.4
11
3.3
87
3.3
Secondary Family and Consumer Science
18
3
18
3.2
Secondary Health Science
8
2
33
3.2
Secondary History
50
3.3
1
25
3.3
Secondary Journalism
2
0
4
Secondary Life Science
22
3.5
4
35
3.2
Secondary Marketing Education
2
0
1
Secondary Mathematics
48
3.5
8
58
3.1
Secondary Mathematics/Physical Science/Engineering
1
0
1
Secondary Physical Science/Physics
1
0
1
Secondary Reserve Officer Training Corps (ROTC)
0
0
1
Secondary Science
36
3.4
2
45
3.2
Secondary Social Studies
55
3.4
5
71
3.1
Secondary Speech
8
2
10
Secondary Technology Education
3
0
9
Secondary Trades and Industry
8
0
11
3.2
EC -12 Art
17
3.4
2
19
3.3
All Level American Sign Language
2
0
2
All Level Deaf and Hard of Hearing
5
1
3
All Level French LOTE
2
0
2
All Level German
1
0
0
All Level Health
0
0
0
All Level Latin
1
0
1
All Level Madarin Chinese
2
0
0
All Level Music
12
3.3
1
21
3.1
All Level Physical Education
100
3.3
15
3.3
134
3.2
All Level Spanish LOTE
10
3.2
5
21
3.1
All Level Special Education
154
3.4
24
3.3
189
3.2
All Level Technology Applications
18
3.5
2
18
3.3
All Level Theatre
12
3.5
0
13
3.2
Mean
3.4
3.3
3.3
Exhibit #1.1.1: Classroom Observation CARE Form
Exhibit: TEPC 5700 - Classroom Observation CARE form
CAEP
InTASC
Assignment Tasks
Standard Standard
1
9
Professional Learning and Ethical Practice
Elementary
MIddle School Core Subjects/Generalsit/Middle School
MIddle School English, Language Arts, Reading
MIddle School English, Language Arts, Reading/Social Studies
MIddle School Mathematics
MIddle School Science
MIddle School Social Studies
Secondary Agriculture, Food and Natural Resourses and Techonology
Secondary Business and Finance/Business Education
Secondary Chemistry
Secondary Computer Science
Secondary English, Language Arts, Reading/Secondary
Secondary Family and Consumer Science
Secondary Health Science
Secondary History
Secondary Journalism
Secondary Life Science
Secondary Marketing Education
Secondary Mathematics
Secondary Mathematics/Physical Science/Engineering
Secondary Physical Science/Physics
Secondary Reserve Officer Training Corps (ROTC)
Secondary Science
Secondary Social Studies
Secondary Speech
Secondary Technology Education
Secondary Trades and Industry
EC -12 Art
All Level American Sign Language
All Level Deaf and Hard of Hearing
All Level French LOTE
All Level German
All Level Health
All Level Latin
All Level Madarin Chinese
All Level Music
All Level Physical Education
All Level Spanish LOTE
All Level Special Education
All Level Technology Applications
All Level Theatre
Mean
Spring 2018
Range = 1-4 N=1376
391
71
55
6
64
29
26
11
39
6
1
79
18
8
50
2
22
2
48
1
1
0
36
55
8
3
8
17
2
5
2
1
0
1
2
12
100
10
154
18
12
3.3
3.2
3.2
3.3
3.3
3.3
3.2
3.2
3.4
3.4
3.3
3.2
3.2
3.3
3.3
3.5
3.3
3.5
3.2
3.5
3.3
3.3
3.5
Fall 2017
Spring 2017
Range = 1-4 N=200 Range = 1-4 N=1608
74
8
4
1
7
3
6
2
3
3
1
11
3
2
1
0
4
0
8
0
0
0
2
5
2
0
0
2
0
1
0
0
0
0
0
1
15
5
24
2
0
3.4
3.4
3.4
3.4
3.4
467
94
41
11
42
27
23
15
45
8
2
87
18
33
25
4
35
1
58
1
1
1
45
71
10
9
11
19
2
3
2
0
0
1
0
21
134
21
189
18
13
3.2
3.3
3.4
3.3
3.3
3.4
3.3
3.2
3.3
3.4
3.2
3.4
3.3
3.4
3.3
3.2
3.4
3.2
3.2
3.1
3.3
3.1
3.4
3.2
3.3
3.3
Exhibit #1.1.1: Classroom Observation CARE Form
Exhibit: TEPC 5700 - Classroom Observation CARE form
CAEP
InTASC
Assignment Tasks
Standard Standard
1
10
Leadership and Collaboration
Elementary
MIddle Schoo Core Subjects/Generalist/Middle School
MIddle School English, Language Arts, Reading
MIddle School English, Language Arts, Reading/Social Studies
MIddle School Mathematics
MIddle School Science
MIddle School Social Studies
Secondary Agriculture, Food and Natural Resourses and Techonology
Secondary Business and Finance/Business Education
Secondary Chemistry
Secondary Computer Science
Secondary English, Language Arts, Reading/Secondary
Secondary Family and Consumer Science
Secondary Health Science
Secondary History
Secondary Journalism
Secondary Life Science
Secondary Marketing Education
Secondary Mathematics
Secondary Mathematics/Physical Science/Engineering
Secondary Physical Science/Physics
Secondary Reserve Officer Training Corps (ROTC)
Secondary Science
Secondary Social Studies
Secondary Speech
Secondary Technology Education
Secondary Trades and Industry
EC -12 Art
All Level American Sign Language
All Level Deaf and Hard of Hearing
All Level French LOTE
All Level German
All Level Health
All Level Latin
All Level Mandarin Chinese
All Level Music
All Level Physical Education
All Level Spanish LOTE
All Level Special Education
All Level Technology Applications
All Level Theatre
Mean
2017 - 2018
2016 - 2017
2015 - 2016
Range = 1-3
N=1082
Range = 1-3
N=1842
Range = 1-3
N=1761
391
71
55
6
64
29
26
11
39
6
1
79
18
8
50
2
22
2
48
1
1
0
36
55
8
3
8
17
2
5
2
1
0
1
2
12
100
10
154
18
12
3.5
3.4
3.5
3.5
3.4
3.4
3.6
3.6
3.4
3.5
3.5
3.5
3.6
3.4
3.4
3.3
3.5
3.2
3.4
3.5
3.5
74
8
4
1
7
3
6
2
3
3
1
11
3
2
1
0
4
0
8
0
0
0
2
5
2
0
0
2
0
1
0
0
0
0
0
1
15
5
24
2
0
3.3
3.5
3.2
3.2
3.3
467
94
41
11
42
27
23
15
45
8
2
87
18
33
25
4
35
1
58
1
1
1
45
71
10
9
11
19
2
3
2
0
0
1
0
21
134
21
189
18
13
3.2
3.3
3.3
3.2
3.2
3.2
3.3
3.2
3.2
3.3
3.2
3.1
3.3
3.3
3.2
3.3
3.4
3
3.2
3.3
3.4
3.2
3.2
3.2
3.2
3.2
Exhibit #1.1.1: Classroom Observation CARE Form