Intervention Specialist
The University of Dayton
Department of Teacher Education
Observation of Classroom Teaching
Report of Teaching Performance
A Continuum of Professional Development*
Candidate ___________________________________________
Date___________________________ Obs#____________
School/Grade _____________________________/__________
Cooperating Teacher ______________________________
Subject _____________________________________________
Observer’s Name ________________________________
Topic ______________________________________________
Affiliation ______________________________________
Instructions: For each statement below indicate the level of demonstrated competence. Please provide
narrative evidence.
NM – “not met” would be used if the student had the opportunity to exhibit the given competency but
did not follow through.
EM - “expectations met” would be used if the student exhibits competencies that are appropriate for a
novice, pre-service teacher (or beginning teacher if a graduate in-service teacher).
EE - “exceeded expectations” would be used if the student exhibits competencies that are appropriate
for a beginning teacher (or experienced teacher if a graduate in-service teacher).
N/O - “not observed” would be used if the student did not have the opportunity to exhibit the given
competency in the observed time.
Summative Evaluation Professional Behavior:
Please fill out this section at the completion of the field experience. Thank you for your professional input on these
important competencies.
The pre-service teacher. . .
I. exhibits personal and professional behaviors that promote
student learning (check all that apply)
____ is responsible and dependable, punctual and
regular in attendance
____ acts with poise, mature judgment, fairness, and
self-control
____ exhibits creativity and/or initiative
____ has lesson plans organized and ready for teaching,
in advance for teacher approval
____ during school time is available for assistance in
the classroom
____ approaches teaching with enthusiasm, energy,
and/or a sense of humor
____ portrays a professional image consistent with
school standards
evidence/comments
NM
EM
EE
N/O
NM
EM
EE
N/O
NM
NM
EM
EM
EE
EE
N/O
N/O
NM
EM
EE
N/O
NM
EM
EE
N/O
NM
EM
EE
N/O
2. handles responsibilities in an ethical and confidential manner
NM
EM
EE
N/O
3. seeks opportunities for professional growth and development
NM
EM
EE
N/O
*Adapted from Educational Testing Service’s (ETS) Praxis III/Pathwise framework (1995)
Intervention Specialist
Domain A: Organizing Content Knowledge for Student Learning (Planning & Preparation):
The pre-service teacher. . .
A1 is familiar with relevant aspects of the students' background knowledge, experiences and skills.
evidence/comments
NM EM EE N/O
A2 formulates clear learning goals/objectives for the lesson that are appropriate for the students
NM
EM
EE N/O
A3 understands the connections between previous, current, and future content to be learned
NM EM EE N/O
A4 creates or selects teaching methods, learning activities, instructional materials, or other resources
that are appropriate for the students and aligned with the learning goals.
NM EM EE N/O
A5 creates or selects evaluation strategies appropriate for the students and aligned with the learning goals. NM EM EE N/O
*Adapted from Educational Testing Service’s (ETS) Praxis III/Pathwise framework (1995)
Intervention Specialist
Domain B: Creating an Environment for Student Learning (Classroom Environment):
The pre-service teacher. . .
evidence/comments
B1 creates a climate that promotes fairness between students and teacher and among students
NM EM EE N/O
B2 establishes and maintains appropriate rapport with students
NM EM EE N/O
B3 communicates challenging and appropriate learning expectations to each student.
NM EM EE N/O
B4 establishes and maintains consistent standards of classroom behavior
NM EM EE N/O
B5 makes the physical environment as safe and conducive to learning as possible
NM EM EE N/O
*Adapted from Educational Testing Service’s (ETS) Praxis III/Pathwise framework (1995)
Intervention Specialist
Domain C: Teaching for Student Learning (Instruction):
The pre-service teacher . . .
C1 makes learning goals and instructional procedures clear to students
evidence/comments
NM EM EE N/O
C2 makes the content of the lesson comprehensible to students
NM EM EE N/O
C3 encourages students to extend their thinking
NM EM EE N/O
C4 monitors students' understanding of the content through a variety of means, providing feedback
to students to assist learning, and adjusting learning activities as the situation demands.
NM EM
C5 uses instructional time effectively
*Adapted from Educational Testing Service’s (ETS) Praxis III/Pathwise framework (1995)
NM
EM
EE N/O
EE N/O
Intervention Specialist
Domain D: Teacher Professionalism (Professional Responsibilities):
The pre-service teacher. . .
D1 reflects on the extent to which the learning goals were met (including the effectiveness of
strategies, activities, student grouping, materials and evaluation strategies used).
evidence/comments
NM
EM EE N/O
D2 demonstrates a sense of efficacy; assuming responsibility for student learning
NM EM EE N/O
D3 builds professional relationships with colleagues to share teaching insights and to
coordinate learning activities for students
NM EM EE N/O
D4 communicates with parents or guardians about student learning (if appropriate)
NM EM EE N/O
*Adapted from Educational Testing Service’s (ETS) Praxis III/Pathwise framework (1995)
Intervention Specialist
Directions: Provide a narrative statement for each area below, which (1) summarizes the pre-service teacher's
performance in each of the domains and (2) suggests one or more goals to strengthen or enhance performance.
Summary Statement
Domain A:
Suggestions/Goals
Organizing Content Knowledge for Student
Learning
Domain B: Creating an Environment for Student Learning
Domain C:
Teaching for Student Learning
Domain D: Teacher Professionalism
Professional Behavior:
_______________________________________________________________________ _______________
University Supervisor or Cooperating Teacher (signature)
Date
_______________________________________________________________________ _______________
Pre-service or In-Service Teacher (signature)
Date
*Adapted from Educational Testing Service’s (ETS) Praxis III/Pathwise framework (1995)