MIAMI DADE COLLEGE
SCHOOL OF EDUCATION
PRACTICUM
OBSERVATION/ASSESSMENT
Pre-Service Teacher: ________________________________
School: ___________________________________________
Subject: __________________________________________
Overall Rating - Check one:
___ Proficient at Target Level – 16 or more are
Target; 0-8 are Acceptable; 0 are
Unacceptable
___ Proficient at Minimal Level – 16 or more
are Target or Acceptable; 0-5 are
Unacceptable
___ Not Proficient – 6-24 are Unacceptable
Date: ________________________________________________
Proficient
Observer: _____________________________________________
Grade Level: _____________
Duration: _______________
Target
Acceptable
Unacceptable
Rating
The lesson plan includes all
elements as required by the
College and school district.
The sequence of content is
explained in the lesson plan.
The content follows a
logical sequence.
The lesson plan, although
complete in its elements, lacks
depth of information.
The sequence of content is
explained in the lesson plan.
Some adjustments need to be
made to the sequence of
content.
The activity planned is
directly correlated to the
objective. The activity may
not be the best choice for
grade level, time, or place.
The lesson plan lacks one or
more elements as required by
the College and school district.
The sequence of content is
vaguely explained in the
lesson plan. The sequence is
not logical.
____T
____A
____U
____T
____A
____U
The activity planned shows no
linkage to the objective.
____T
____A
____U
ESOL and ESE objectives and
strategies are stated on the
lesson plan. The lesson does
not indicate accommodations
for various levels of
instruction.
Assessment is vaguely
correlated to the objective.
There may be difficulties in
measuring assessment. Some
accommodations are indicated
to meet the needs of all
students, including ESOL and
ESE.
ESOL and ESE objectives and
strategies are omitted from the
lesson plan. The lesson does
not indicate accommodations
for various levels of
instruction.
The assessment does not
measure the objective. Little
or no accommodations are
indicated to meet the needs of
all students, including ESOL
and ESE.
____T
____A
____U
PLANNING
1. Lesson plan is detailed and complete.
FEAP: 10.1, 10.2
2. Content to be taught follows an appropriate
sequence.
FEAP: 8.1
3. Activity planned is directly correlated to the
objective.
FEAP: 7.3, 7.5, 10.3, 10.6, 10.10
4. Instruction is planned to accommodate the
needs of all students.
FEAP: 3.6, 5.5, 7.1
5. Assessment is directly correlated to
objective and can be modified to meet the
needs of all students.
FEAP: 1.1, 3.6, 7.1
The activity planned is
directly correlated to the
objective. The activity is
meaningful and appropriate
for grade level, time, and
place.
ESOL and ESE objectives
and strategies are clearly
stated on the lesson plans.
The lesson plan indicates
accommodations for various
levels of instruction.
Assessment is directly
correlated to the objective.
Assessment can be
measured.
Accommodations are
indicated to meet the needs
of all students, including
ESOL and ESE.
____T
____A
____U
1
Target
Acceptable
Unacceptable
Rating
The pre-service teacher
maintains instructional
momentum. The pre-service
teacher experiences some
difficulty with transitions and
some time is spent on noninstructional activities.
The pre-service teacher is
somewhat consistent in the
implementation of the
classroom management plan.
Some students are re-directed
when misbehavior occurs.
The pre-service teacher
delivers a lesson that is
fragmented. A great deal of
time is spent on transitions and
non-instructional activities.
____T
____A
____U
The pre-service teacher is
inconsistent in the
implementation of the
classroom management plan.
Little or not action is taken to
re-direct misbehavior.
____T
____A
____U
The pre-service teacher
experiences some difficulty
beginning and ending
instruction promptly. Some
time is spent on noninstructional activities.
The pre-service teacher shows
some efficiency in organizing
and distributing materials to
students.
The pre-service teacher
activates prior knowledge but
misses opportunities to review
material when needed.
The pre-service teacher uses
questions that effectively
address most levels of
Bloom’s taxonomy.
The pre-service teacher uses
some questions that result in
higher order thinking.
Activities are created that
promote creative and critical
thinking skills.
The pre-service teacher shows
no adherence to time
guidelines. Much time is
spent on non-instructional
activities.
____T
____A
____U
The pre-service teacher is
unprepared for the lesson.
Materials appear to be
unavailable.
The pre-service teacher does
not activate prior knowledge
and misses opportunities to
review material when needed.
The pre-service teacher uses
very few questions during the
lesson.
____T
____A
____U
The pre-service teacher does
not conduct a lesson that
promotes higher order
thinking skills.
____T
____A
____U
MANAGEMENT OF THE LEARNING ENVIRONMENT
6. The pre-service teacher maintains
instructional momentum.
FEAP: 9.1, 9.3
7. The pre-service teacher is consistent in the
implementation of the classroom management
plan.
FEAP: 1.3, 9.2, 9.3
The pre-service teacher
maintains instructional
momentum. There are
smooth transitions and
minimal time is spent of
non-instructional activities.
The pre-service teacher is
consistent in the
implementation of the
classroom management
plan. Students are redirected when misbehavior
occurs.
INSTRUCTIONAL ORGANIZATION AND DEVELOPMENT
8. The pre-service teacher exhibits effective
time management.
FEAP: 9.1
9. The pre-service teacher efficiently organizes
and distributes materials to students.
FEAP: 9.1
10. The pre-service teacher activates prior
knowledge and conducts reviews when
necessary.
FEAP: 7.2
11. The pre-service teacher uses questions that
address all levels of Bloom’s taxonomy.
FEAP: 4.1, 4.2, 4.7
12. The pre-service teacher provides
opportunities for students to learn higher
order thinking skills.
The pre-service teacher
begins and ends instruction
promptly. Little or no time
is spent on non-instructional
activities.
The pre-service teacher
shows great efficiency in
organizing and distributing
materials to students.
The pre-service teacher is
effective in activating prior
knowledge and conducting
reviews when necessary.
The pre-service teacher uses
questions that effectively
address all levels of
Bloom’s taxonomy.
The pre-service teacher
effectively uses questions
that result in higher order
thinking. Activities are
created that promote
creative and critical thinking
skills.
____T
____A
____U
____T
____A
____U
FEAP: 4.1, 4.2, 4.4, 4.5, 4.7, 4.8
2
13. The pre-service teacher circulates the
classroom to assist students.
FEAP: 9.9
14. The pre-service teacher gives clear and
specific directions for tasks.
FEAP: 9.8
Target
Acceptable
Unacceptable
Rating
The pre-service teacher
consistently circulates the
classroom to assist students.
The pre-service teacher
gives clear and specific
directions for tasks. The
pre-service teacher models
directions and/or has
students repeat directions
for tasks.
The pre-service teacher
circulates the classroom to
assist students.
The pre-service teacher gives
clear and specific directions
for tasks.
The pre-service teacher
remains mostly in one area of
the classroom.
The pre-service teacher gives
directions for tasks that are
unclear or non-specific.
____T
____A
____U
____T
____A
____U
The pre-service teacher
presents content material that
is appropriate for grade level
(in scope and sequence) and
makes some accommodations
for students working at
various levels, including
ESOL and ESE.
The pre-service teacher
presents material that is not
appropriate in scope and
sequence. Little or no
accommodations are made for
students working at various
levels, including ESOL and
ESE.
____T
____A
____U
The pre-service teacher gives
some definitions, attributes,
examples, and non-examples
for all concepts taught.
The pre-service teacher gives
few if any definitions,
attributes, examples, and nonexamples for all concepts
taught.
The pre-service teacher misses
opportunities to re-teach
whenever necessary.
____T
____A
____U
The pre-service teacher is
somewhat consistent in
providing students with
specific feedback during the
lesson.
The pre-service teacher uses
academic praise consistently
throughout the lesson.
The pre-service teacher is
inconsistent in providing
students with specific
feedback during the lesson.
____T
____A
____U
The pre-service teacher makes
little or no use of academic
praise during the lesson.
____T
____A
____U
The pre-service teacher treats
all students equitably and with
respect.
The pre-service teacher is
inconsistent in treating all
students equitably and with
respect.
____T
____A
____U
PRESENTATION OF SUBJECT MATTER
15. The pre-service teacher presents content
material that is accurate and appropriate for
grade level.
FEAP: 8.1
16. The pre-service teacher gives definitions,
attributes, examples, and non-examples for all
concepts taught.
FEAP: 8.1
17. The pre-service teacher re-teaches
whenever necessary.
FEAP: 1.7, 3.3, 3.12
The pre-service teacher
presents content material
that is appropriate for grade
level (in scope and
sequence) and makes
accommodations for
students working at various
levels, including ESOL and
ESE.
The pre-service teacher
gives accurate definitions,
attributes, examples, and
non-examples for all
concepts taught.
The pre-service teacher reteaches whenever necessary.
The pre-service teacher makes
some attempts to re-teach
whenever necessary.
____T
____A
____U
COMMUNICATION: VERBAL AND NONVERBAL
18. The pre-service teacher gives the students
specific feedback during the lesson.
FEAP: 2.2, 2.3, 2.4, 2.9
19. The pre-service teacher uses academic
praise consistently throughout the lesson.
FEAP: 2.2, 2.4
20. The pre-service teacher treats all students
equitably and with respect.
FEAP: 5.2, 9.2
The pre-service teacher is
consistent in providing
students with specific
feedback during the lesson.
The pre-service teacher uses
academic praise consistently
and effectively throughout
the lesson.
The pre-service teacher is
consistent in treating all
students equitably and with
respect.
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21. The pre-service teacher uses correct oral
and written English.
FEAP: 2.1
22. The pre-service teacher displays a positive
attitude and is enthusiastic and genuinely
interested in student progress.
FEAP: 2.2, 2.3, 2.4, 2.5
23. The pre-service teacher makes effective
use of nonverbal language.
FEAP: 2.1, 2.2, 2.3, 2.4
Target
Acceptable
Unacceptable
Rating
The pre-service teacher
consistently uses correct
oral and written English.
No errors are made during
the delivery of the lesson.
The pre-service teacher
consistently displays a
positive attitude and is
enthusiastic and genuinely
interested in student
progress.
The pre-service teacher uses
non-verbal language
effectively to encourage
students in a positive and
supportive manner. Nonverbal language is
consistent with verbal
language.
The pre-service teacher uses
correct oral and written
English. Some errors are
made during the delivery of
the lesson.
The pre-service teacher
displays a positive attitude and
is enthusiastic and genuinely
interested in student progress.
The pre-service teacher makes
many errors in written and/or
oral English during the
delivery of the lesson.
____T
____A
____U
The pre-service teacher
appears unenthusiastic and not
genuinely interested in student
progress.
____T
____A
____U
The pre-service teacher uses
non-verbal language
effectively to encourage
students in a positive and
supportive manner. Nonverbal language is sometimes
consistent with verbal
language.
The pre-service teacher makes
inappropriate or little use of
nonverbal language. Nonverbal language is inconsistent
with verbal language.
____T
____A
____U
The pre-service teacher
makes effective use of
technology. The use of
technology is apparent in
lesson planning. The use of
technology is an integral
part of the lesson.
The pre-service teacher makes
effective use of technology.
The use of technology is
apparent in lesson planning.
The use of technology is not
apparent in the planning of the
lesson.
____T
____A
____U
TECHNOLOGY
24. The pre-service teacher uses technology.
FEAP: 12.1, 12.2, 12.3, 12.5, 12.7, 12.8, 12.9
Based on the observation, identify a main area of strength: ____________________________________________________________
___________________________________________________________________________________________________________
Based on the observation, identify an area where improvement is needed: ________________________________________________
___________________________________________________________________________________________________________
Recommendations on how to improve teaching performance: __________________________________________________________
___________________________________________________________________________________________________________
Pre-Service Teacher’s Signature: _______________________________
Observer’s Signature: ________________________________________
Date of Post Observation Conference re: Personal
Development Plan 3.4, 3.9, 3.15: _______________
Title: ______________________________________
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