Classroom Observation Form
Foreign Language
Levels/Criteria
a. Appropriate
content goals and
objectives were set
and the content was
made meaningful for
student. ACTFL 3a,
4a, 4b
1
Candidate does
not indicate and
apply the
standards for
ACTFL, PDE,
and INTASC.
Candidate fails
to conduct
activities and
lesson that
address these
standards. The
lesson plan does
not reflect that
the candidate
has an
awareness of
key concepts of
language
acquisition
theory. They do
not show a
connection
between student
learning and the
use of
instructional
strategies.
2
Candidate
indicates and
applies some,
but not all, the
standards for
ACTFL, PDE,
and INTASC.
Candidate
conducts
activities and a
lesson that
address these
standards to the
extent of their
instructional
material. The
lesson plan
reflects that the
candidate has an
awareness of
key concepts of
language
acquisition
theory. They do
show an
awareness of the
connection
between student
learning and the
use of
instructional
strategies.
3
Candidate
applies the
standards for
ACTFL, PDE,
and INTASC to
the creation of
the lesson’s
objectives.
Candidate
conducts
activities and
lessons that
address these
standards. The
lesson plan
reflects that the
candidate has
knowledge of
theories of K-12
learners in
designing
teaching
strategies and
approaches
facilitating
language
acquisition.
4
Candidate
applies the
standards for
ACTFL, PDE,
and INTASC to
the creation of
the lesson’s
objectives.
Candidate
conducts
activities and
lessons that
address these
standards. The
lesson plan
reflects a wide
variety of
teaching
strategies to
meet the K-12
learner at the
appropriate
developmental
grade level. The
candidate shows
originality and
variety in the
strategies and
approaches used
to reflect
language
acquisition
theory.
Standards
USA- ACTFL- American Council on the Teaching of Foreign
Language: Program Standards for the Preparation of Foreign
Language Teachers
Standard STANDARD 3: Language Acquisition Theories and
Instructional Practices
Supporting Standard Standard 3.a: Understanding Language
Acquisition and Creating a Supportive Classroom. Candidates
demonstrate an understanding of language acquisition at various
developmental levels and use this knowledge to create a supportive
classroom learning environment that includes target language input and
opportunities for negotiation of meaning and meaningful interaction.
Score/Level
Levels/Criteria
b. Lesson was well
paced (INTASC 2)
c. Entire class
monitored and more
than one
activity/group was
attended to at a time
and classroom
management
techniques (e.g.,
proximity) used
effectively (INTASC
2,5)
1
2
3
4
Score/Level
Standard STANDARD 4: Integration Of Standards Into Curriculum and
Instruction
Supporting Standard Standard 4.a: Understanding and Integrating
Standards In Planning. Candidates demonstrate an understanding of the
goal areas and standards of the Standards for Foreign Language Learning
and their state standards, and they integrate these frameworks into
curricular planning.
Supporting Standard Standard 4.b: Integrating Standards in
Instruction. Candidates integrate the Standards for Foreign Language
Learning and their state standards into language instruction.
Failed to pace
Sometimes
Sometimes
Always paced
lesson so that it paced lesson too paced lesson too the lesson well
was neither too
fast for some
fast for some
by
fast for
individuals but
individuals but
individualizing
individuals nor
too slow for the too slow for the instruction and
too slow for the group
group
keeping students
group
from falling
behind but also
kept the group
from going too
slow
Standards
USA- INTASC: Principles from the Model Standards for Beginning
Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and develop,
and can provide learning opportunities that support their intellectual,
social and personal development.
Individuals and
Individuals and
Individuals and
Individuals and
groups were
groups were
groups were
groups were
never kept on
sometimes kept mostly kept on
always kept on
task and a
on task and a
task and a
task and a
sequence from
sequence from
sequence from
sequence from
least invasive
least invasive
least invasive
least invasive
(e.g., eye
(e.g., eye
(e.g., eye
(e.g., eye
contact and
contact and
contact and
contact and
proximity) to
proximity) to
proximity) to
proximity) to
most invasive
most invasive
most invasive
most invasive
interventions
interventions
interventions
interventions
was not used to was used
was always used was used
keep students on inconsistently to (but used
consistently and
task
keep students on sometimes
effectively to
task
unsuccessfully) keep students on
to keep students task
on task
Standards
USA- INTASC: Principles from the Model Standards for Beginning
Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and develop,
and can provide learning opportunities that support their intellectual,
Levels/Criteria
d. Attention gained
(INTASC 1,2,4)
ACTFL 4b
A strategy was used
to gain the
students’
attention at the
beginning of the
lesson as well as
other relevant times
during the lesson to
maintain/regain
attention.
▪Strategies related
directly to the
learning in the
lesson.
▪Visuals, ambiguity,
curiosity, noise, or
other ways were
effectively used
Uses cultural
products, practices,
perspectives
1
2
3
4
social and personal development.
Principle: 5: The teacher uses an understanding of individual and group
motivation and behavior to create a learning environment that encourages
positive social interaction, active engagement in learning, and selfmotivation.
A strategy was
A strategy was
A strategy was
A strategy was
never used to
sometimes used often used to
always used to
gain the
to gain the
gain the
gain the
students’
students’
students’
students’
attention at the
attention at the
attention at the
attention at the
beginning of the beginning of the beginning of the beginning of the
lesson as well as lesson as well as lesson as well as lesson as well as
other relevant
other relevant
other relevant
other relevant
times during the times during the times during the times during the
lesson to
lesson to
lesson to
lesson to
maintain/regain maintain/regain maintain/regain maintain/regain
attention.
attention.
attention.
attention.
Visuals,
Visuals,
Visuals,
Visuals,
ambiguity,
ambiguity,
ambiguity,
ambiguity,
curiosity, noise, curiosity, noise, curiosity, noise, curiosity, noise,
or other ways
or other ways
or other ways
or other ways
were not used
were not used
were used
were always
effectively.
effectively.
effectively.
used effectively.
There is no use
Candidate
Candidate
Candidate used
of products,
includes one or
includes an
the productspractices, and
more of the
opportunity for
practicesperspectives
areas of
the student to
perspectives
mentioned to set products,
explore the
framework as
the stage for the practices,
target language
the basis for
class.
perspectives in
culture by using planning and
setting the stage products,
implementing
for the lesson.
practices, and
instruction
perspectives.
during the
lesson.
Standards
USA- ACTFL- American Council on the Teaching of Foreign
Language: Program Standards for the Preparation of Foreign
Language Teachers
Standard STANDARD 4: Integration Of Standards Into Curriculum and
Instruction
Supporting Standard Standard 4.b: Integrating Standards in
Instruction. Candidates integrate the Standards for Foreign Language
Learning and their state standards into language instruction.
USA- INTASC: Principles from the Model Standards for Beginning
Teacher Licensing and Development (1992)
Principle: 1: The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and can create
learning experiences that make these aspects of subject matter meaningful
for students.
Score/Level
Levels/Criteria
e. Previous
knowledge recalled
(INTASC 2,4).
f. Purpose/Objective
of the lesson made
clear (INTASC 1,4)
ACTFL 4b
1
2
3
4
Score/Level
Principle: 2: The teacher understands how children learn and develop,
and can provide learning opportunities that support their intellectual,
social and personal development.
Principle: 4: The teacher understands and uses a variety of instructional
strategies to encourage students’ development of critical thinking,
problem solving, and performance skills.
Strategies were
Strategies were
Strategies
Strategies
not used to build sometimes
related directly
related directly
on prior
related directly
to the learning
to the learning
knowledge nor
to the learning
in the lesson and in the lesson and
did they relate
in the lesson and often debunked
debunked
directly to the
often debunked
common
common
learning in the
common
preconceptions
preconceptions
lesson and often preconceptions
that would have that would have
debunked
that would have hampered
hampered
common
hampered
learning for
learning for
preconceptions
learning for
understanding.
understanding.
that would have understanding.
hampered
learning for
understanding.
Standards
USA- INTASC: Principles from the Model Standards for Beginning
Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and develop,
and can provide learning opportunities that support their intellectual,
social and personal development.
Principle: 4: The teacher understands and uses a variety of instructional
strategies to encourage students’ development of critical thinking,
problem solving, and performance skills.
It was not clear
It could be
It could clearly
Objectives were
what students
somewhat
be inferred what clearly posted
were to be
inferred what
students were to for all to see and
learning and
students were to be learning and
there was a clear
why they were
be learning but
it could be
discussion of
learning it. The
no discussion of inferred as to
why they were
candidate does
why they were
why they were
important to
not understand
learning it. The
learning it. The
know. The
the connection
candidate
candidate design candidate uses
among the
understands the opportunities for the
interpersonal,
connection
students to
interpersonalinterpretive, and among the
communicate by interpretivepresentational
interpersonal,
using the
presentational
modes of
interpretive, and interpersonal,
framework as
communication. presentational
interpretive, and the basis for
One mode at a
modes of
presentational
planning and
time is focused
communication, modes in an
implementing
on for
but only focuses integrated
classroom
instruction and
on one of these
manner.
communication.
Levels/Criteria
g. Teacher Input
Provided (ACTFL
2a, 3a)
1
2
3
4
activities.
at a time.
Standards
USA- ACTFL- American Council on the Teaching of Foreign
Language: Program Standards for the Preparation of Foreign
Language Teachers
Standard STANDARD 4: Integration Of Standards Into Curriculum and
Instruction
Supporting Standard Standard 4.b: Integrating Standards in
Instruction. Candidates integrate the Standards for Foreign Language
Learning and their state standards into language instruction.
USA- INTASC: Principles from the Model Standards for Beginning
Teacher Licensing and Development (1992)
Principle: 1: The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and can create
learning experiences that make these aspects of subject matter meaningful
for students.
Principle: 4: The teacher understands and uses a variety of instructional
strategies to encourage students’ development of critical thinking,
problem solving, and performance skills.
Skills or
Skills or
Skills or
Skills or
concepts of the
concepts of the
concepts of the
concepts of the
lesson were
lesson were
lesson were
lesson were
never introduced sometimes
always
always
and explained
introduced and
introduced and
introduced and
by using clear
explained by
explained by
explained by
examples and
using somewhat using clear
using clear
language and the clear examples
examples and
examples and
sequence and
and language
language but the language that
organization of
and the
sequence and
debunked
instruction was
sequence and
organization of
student
not appropriate. organization of
instruction was
preconceptions
The candidate
instruction was
not appropriate. and the
uses the target
not appropriate. The candidate
sequence and
language for
The candidate
uses the target
organization of
specific parts of uses the target
language to the
instruction
the classroom
language for
maximum extent introduced new
lesson at the
specific parts of in class at all
principles of
levels of the
the classroom
levels of
increasing
students, but
lesson at the
instruction.
complexity. The
avoids
levels of the
There is time
candidate
spontaneous
students, but
allotted for
structures the
interaction with avoids
spontaneous
class to
the students in
spontaneous
interaction in the maximize the
the target
interaction with target language. use of the target
language. The
the students in
A variety of
language at all
candidate does
the target
strategies are
levels of
not use
language. The
used to help
instruction. A
strategies to help candidate uses
students
key component
students
strategies to help understand oral of the class is
Score/Level
Levels/Criteria
h. Teacher guided
practice was
adequate and
1
understand oral
and written
input. The
candidate does
not include
examples of
cultural
practices,
products, or
perspectives.
2
students
understand oral
and written
input. The
candidate cites
examples of
cultural
practices,
products or
perspectives, but
it is clear that
the candidate is
drawing from a
limited
knowledge base.
3
and written
input. The
candidate
includes key
cultural
perspectives.
4
Score/Level
spontaneous
interaction with
students in the
target language.
The candidate
assists students
in developing a
repertoire of
strategies for
understanding
oral and written
input. The target
language is used
to teach a
variety of
content. The
candidate shares
with students the
view that the
target culture is
a system in
which its
perspective is
reflected
through
practices and
products.
Standards
USA- ACTFL- American Council on the Teaching of Foreign
Language: Program Standards for the Preparation of Foreign
Language Teachers
Standard STANDARD 2: Cultures, Literatures, Cross-Disciplinary
Concepts
Supporting Standard Standard 2.a: Demonstrating Cultural
Understandings. Candidates demonstrate that they understand the
connections among the perspectives of a culture and its practices and
products, and they integrate the cultural framework for foreign language
standards into their instructional practices.
Standard STANDARD 3: Language Acquisition Theories and
Instructional Practices
Supporting Standard Standard 3.a: Understanding Language
Acquisition and Creating a Supportive Classroom. Candidates
demonstrate an understanding of language acquisition at various
developmental levels and use this knowledge to create a supportive
classroom learning environment that includes target language input and
opportunities for negotiation of meaning and meaningful interaction.
The teacher and The teacher and The teacher and The teacher and
students never
students
students always students always
worked through sometimes
worked through worked through
Levels/Criteria
appropriate
(INTASC 2,4)
ACTFL 3a
i. Repetition of key
concepts occurred
1
examples
together as
needed and
students were
not expected to
do similar
problems on
their own. The
candidate plans
most interaction
in the
classroom. The
candidate
teaches some
phrases in the
target language
to negotiate
meaning.
2
worked through
examples
together as
needed but
students were
not expected to
do similar
problems on
their own. The
candidate plans
most of the
interaction in the
classroom. The
candidate assists
students in
negotiating
meaning
through the use
of expressions in
the target
language.
3
examples
together as
needed but
students were
not always
expected to do
similar problems
on their own.
The candidate
provides
opportunities for
students to
negotiate
meaning
through
spontaneous
interaction.
Students are
taught a variety
of ways to
negotiate
meaning.
4
Score/Level
examples
together as
needed, the
teacher provided
scaffolding that
addressed
individual
student needs
and students
were not
expected to do
similar problems
on their own.
Negotiating
meaning is an
integral part of
the classroom
interaction. The
candidate
teaches students
to integrate
negotiation of
meaning
strategies into
their
communication
with others.
Standards
USA- ACTFL- American Council on the Teaching of Foreign
Language: Program Standards for the Preparation of Foreign
Language Teachers
Standard STANDARD 3: Language Acquisition Theories and
Instructional Practices
Supporting Standard Standard 3.a: Understanding Language
Acquisition and Creating a Supportive Classroom. Candidates
demonstrate an understanding of language acquisition at various
developmental levels and use this knowledge to create a supportive
classroom learning environment that includes target language input and
opportunities for negotiation of meaning and meaningful interaction.
USA- INTASC: Principles from the Model Standards for Beginning
Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and develop,
and can provide learning opportunities that support their intellectual,
social and personal development.
Principle: 4: The teacher understands and uses a variety of instructional
strategies to encourage students’ development of critical thinking,
problem solving, and performance skills.
No repetition
Some repetition Repetition took Repetition
took place
took place but
place and
occurred,
Levels/Criteria
throughout the lesson
(INTASC 2,4)
j. A variety of
instructional
materials were used
to actively engage
the students.
(INTASC 2,3,4,6)
ACTFL 2a, 2b, 4c
1
2
no more than the
students’
natural memory
was used to help
students learn
and remember
3
mnemonic
devices use to
help students
learn and
remember
4
mnemonic
devices were
used, chunking
and other
concepts used to
help students
learn and
remember
essential facts
and concepts
Standards
USA- INTASC: Principles from the Model Standards for Beginning
Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and develop,
and can provide learning opportunities that support their intellectual,
social and personal development.
Principle: 4: The teacher understands and uses a variety of instructional
strategies to encourage students’ development of critical thinking,
problem solving, and performance skills.
No instructional Instructional
A variety of
A variety of
materials were
materials were
instructional
instructional
used.
used (such as
materials (such
materials (such
maps, texts,
as maps, texts,
as maps, texts,
pictures, graphs, pictures, graphs, pictures, graphs,
interactive
interactive
interactive
computer-based computer-based computer-based
activities,
activities,
activities,
timelines, oral
timelines, oral
timelines, oral
histories,
histories,
histories,
primary
primary
primary
documents and
documents and
documents and
artifacts, etc.)
artifacts, etc.)
artifacts, etc.)
but their use was were used and
were used and
not aligned with they were
they were
the lesson
aligned with the aligned with the
objectives. The
lesson
lesson
candidate relies objectives. The
objectives and
on ready
candidate
they help to
available (in
investigates and create a
text) cultural
includes
“hands-onanalyses. The
materials that
minds-on―
candidate uses
contain cultural experiences that
materials that
questions or
motivated
are based on
assumptions.
students to apply
short-term
The candidate
the lesson
instructional
uses knowledge concepts to an
objectives rather of standards and authentic
than standards
curricular goals problem. The
or curricular
to evaluate,
candidate uses
Score/Level
Levels/Criteria
1
2
goals. Materials
used have been
designed for
formal
classroom use.
Texts used elicit
a literal
interpretation.
3
select, and
design materials,
including
visuals, realia,
authentic printed
and oral
materials,
cultural texts
and other
resources
obtained
through
technology.
Students are
assisted in
strategies for
understanding
and interpreting
authentic texts.
4
Score/Level
instructional
material that
poses significant
cultural
questions or that
illustrate
cultural changes.
The candidate
uses knowledge
of the standards
philosophy and
curricular goals
to evaluate,
select, and
design materials,
including a
creative use of
visuals, realia,
authentic printed
and oral
materials,
cultural texts,
and other
resources
obtained
through
technology.
They justify the
use of these
materials.
Students are
engaged in
acquiring new
information by
exploring these
materials.
Standards
USA- ACTFL- American Council on the Teaching of Foreign
Language: Program Standards for the Preparation of Foreign
Language Teachers
Standard STANDARD 2: Cultures, Literatures, Cross-Disciplinary
Concepts
Supporting Standard Standard 2.a: Demonstrating Cultural
Understandings. Candidates demonstrate that they understand the
connections among the perspectives of a culture and its practices and
products, and they integrate the cultural framework for foreign language
standards into their instructional practices.
Supporting Standard Standard 2.b: Demonstrating Understanding of
Literary and Cultural Texts and Traditions. Candidates recognize the
Levels/Criteria
k. All of the students
were actively
engaged in the
learning throughout
the lesson. (INTASC
2,4) ACTFL 3a
1
2
3
4
Score/Level
value and role of literary and cultural texts and use them to interpret and
reflect upon the perspectives of the target cultures over time.
Standard STANDARD 4: Integration Of Standards Into Curriculum and
Instruction
Supporting Standard Standard 4.c: Selecting and Designing
Instructional Materials. Candidates use standards and curricular goals to
evaluate, select, design, and adapt instructional resources.
USA- INTASC: Principles from the Model Standards for Beginning
Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and develop,
and can provide learning opportunities that support their intellectual,
social and personal development.
Principle: 3: The teacher understands how students differ in their
approaches to learning and creates instructional opportunities that are
adapted to diverse learners.
Principle: 4: The teacher understands and uses a variety of instructional
strategies to encourage students’ development of critical thinking,
problem solving, and performance skills.
Principle: 6: The teacher uses knowledge of effective verbal, nonverbal,
and media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom.
All students
Most students
All students
All students
were off task.
were off task.
appeared to be
appeared to be
The students
The activities
engaged in the
engaged in the
were not
and contexts of
lesson activities. lesson activities
engaged in the
the class are
The candidate
and their
learning process. those that occur designs
performances
in instructional
activities in
(answers to
materials.
which students
questions,
Exercises and
will have
results of
activities require opportunities to projects/papers,
students to
interact
etc.)
provide
meaningfully
demonstrated
predictable
with each other. their
and/or correct
The majority of engagement.
answers. The
activities and
Meaningful
candidate
tasks are
interaction is at
assumes a
standards-based the heart of
traditional role
and reflect
instruction. The
of teacher.
curricular
candidate
Feedback is
themes and
engages students
primarily
students’
in
evaluative in
interests. The
communicative
nature.
candidate uses
activities and
exercises and
tasks regularly
activities that
throughout the
require students lesson.
to provide open- Interaction is
ended,
personalized to
Levels/Criteria
l. Students were
encouraged to
understand, question,
and interpret ideas
from diverse
perspectives.
(INTASC 4) ACTFL
2a
1
2
3
personalized
responses. The
candidate acts as
a facilitator for
the classroom.
Feedback
focuses on
meaning and
accuracy.
4
Score/Level
the interests of
students and
reflects
curricular goals.
The candidate is
a facilitator in
the classroom.
The candidate
engages students
in monitoring
their own
progress. The
candidate
rewards students
for taking risks
in using the
target language.
Standards
USA- ACTFL- American Council on the Teaching of Foreign
Language: Program Standards for the Preparation of Foreign
Language Teachers
Standard STANDARD 3: Language Acquisition Theories and
Instructional Practices
Supporting Standard Standard 3.a: Understanding Language
Acquisition and Creating a Supportive Classroom. Candidates
demonstrate an understanding of language acquisition at various
developmental levels and use this knowledge to create a supportive
classroom learning environment that includes target language input and
opportunities for negotiation of meaning and meaningful interaction.
USA- INTASC: Principles from the Model Standards for Beginning
Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and develop,
and can provide learning opportunities that support their intellectual,
social and personal development.
Principle: 4: The teacher understands and uses a variety of instructional
strategies to encourage students’ development of critical thinking,
problem solving, and performance skills.
Open-ended
Open-ended
Open-ended
Open-ended
questions were
questions were
questions were
questions were
never used, and sometimes used, always used
always used
diverse
and diverse
when
when
perspectives
perspectives
appropriate, and appropriate, and
were never
were never
diverse
diverse
explored.
explored. The
perspectives
perspectives
candidate bases were sometimes were always
the cultural
explored. The
explored and
work of the
candidate
students were
students on
integrates
encouraged to
familiar and
cultural insights ask their own
Levels/Criteria
m. Higher order
thinking skills were
used. (INTASC 4)
ACTFL 3b
1
2
factual cultural
content.
3
with the target
language in its
communicative
and content
areas.
Knowledge of
culture shared
with students
comes through
independent
work and
interactions with
native speakers.
4
questions. The
candidate
emphasizes
cultural
concepts as they
teach language,
analyze and
synthesize
cultural
information
from authentic
sources in
various media.
Standards
USA- ACTFL- American Council on the Teaching of Foreign
Language: Program Standards for the Preparation of Foreign
Language Teachers
Standard STANDARD 2: Cultures, Literatures, Cross-Disciplinary
Concepts
Supporting Standard Standard 2.a: Demonstrating Cultural
Understandings. Candidates demonstrate that they understand the
connections among the perspectives of a culture and its practices and
products, and they integrate the cultural framework for foreign language
standards into their instructional practices.
USA- INTASC: Principles from the Model Standards for Beginning
Teacher Licensing and Development (1992)
Principle: 4: The teacher understands and uses a variety of instructional
strategies to encourage students’ development of critical thinking,
problem solving, and performance skills.
Higher levels of Higher levels of Higher levels of Higher levels of
Bloom’s
Bloom’s
Bloom’s
Bloom’s
Taxonomy such Taxonomy such Taxonomy such Taxonomy such
as analysis,
as analysis,
as analysis,
as analysis,
application,
application,
application,
application,
creating, and
creating, and
were reached
creating, and
evaluation were evaluation were but creating, and evaluation were
never reached.
sometimes
evaluation were always reached
The candidate
reached. The
not reached
when
implements few candidate
when
appropriate. The
activities and
implements
appropriate. The candidate
those activities
activities that
candidate
rewards students
have a limited
have a limited
implements
for engaging in
number of
number of
activities that
critical thinking
answers and
answers and
promote critical and problem
allow little room allow little room thinking and
solving.
for critical
for critical
problem-solving
thinking and/or
thinking and/or
skills.
problem solving. problem solving.
Standards
Score/Level
Levels/Criteria
n. Evaluation of
student
comprehension
occurred throughout
the lesson and
appropriate feedback
provided. (INTASC
8) ACTFL 3b, 5a
1
2
3
4
Score/Level
USA- ACTFL- American Council on the Teaching of Foreign
Language: Program Standards for the Preparation of Foreign
Language Teachers
Standard STANDARD 3: Language Acquisition Theories and
Instructional Practices
Supporting Standard Standard 3.b: Developing Instructional Practices
That Reflect Language Outcomes and Learner Diversity. Candidates
develop a variety of instructional practices that reflect language outcomes
and articulated program models and address the needs of diverse language
learners.
USA- INTASC: Principles from the Model Standards for Beginning
Teacher Licensing and Development (1992)
Principle: 4: The teacher understands and uses a variety of instructional
strategies to encourage students’ development of critical thinking,
problem solving, and performance skills.
Students were
Students were
Students were
Students were
never asked
sometimes
always asked
always asked
questions or
asked questions questions or
questions or
asked to perform or asked to
asked to perform asked to perform
a task that
perform a task
a task that
a task that
would
that would
would
would
demonstrate
demonstrate
demonstrate
demonstrate
student
student
student
student
understanding
understanding
understanding
understanding
during the
during the
during the
during the
lesson. No
lesson. The
lesson when
lesson when
formative
candidate uses
appropriate but
appropriate and
assessments
short-answer
the appropriate
the appropriate
took place
questioning as
feedback was
feedback was
during the class. the primary
not always
always given
strategy for
given. The
and
eliciting
candidate
accommodations
language from
recognizes that
were made when
students. The
questioning
necessary. The
candidate
strategies and
candidate
attempts to
task-based
integrates the
assess students, activities serve
appropriate use
but the
different
of questioning
assessment is
instructional
strategies and
not formative or objectives. The
task-based
does not yield
candidate uses
activities based
the information tasks as they
on instructional
needed about the appear in their
objectives and
students to
instructional
the nature of
further plan. The materials. The
language use
assessments
candidate
that they want to
used were
conducts a
elicit from the
prepared by
formative
students. The
others or
assessment that candidate
Levels/Criteria
o. The lesson ended
with closure/review
that focused on the
main objectives of
the lesson. (INTASC
3,4)
1
2
prepared for
pedagogical
purposes.
3
is tied to the
objectives. The
teacher uses a
performance
assessment that
measures the
students’
abilities to
comprehend and
interpret text
and oral
activities.
4
conducts a
formative
assessment that
is tied to the
objectives. The
teacher uses a
performance
assessment that
measures the
students’
abilities to
comprehend and
interpret text
and oral
activities. Some
of these
activities allow
students to
develop selfassessment
skills.
Standards
USA- ACTFL- American Council on the Teaching of Foreign
Language: Program Standards for the Preparation of Foreign
Language Teachers
Standard STANDARD 3: Language Acquisition Theories and
Instructional Practices
Supporting Standard Standard 3.b: Developing Instructional Practices
That Reflect Language Outcomes and Learner Diversity. Candidates
develop a variety of instructional practices that reflect language outcomes
and articulated program models and address the needs of diverse language
learners.
Standard STANDARD 5: Assessment Of Languages and Cultures
Supporting Standard Standard 5.a: Knowing assessment models and
using them appropriately. Candidates believe that assessment is ongoing,
and they demonstrate knowledge of multiple ways of assessment that are
age- and level-appropriate by implementing purposeful measures.
USA- INTASC: Principles from the Model Standards for Beginning
Teacher Licensing and Development (1992)
Principle: 8: The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the continuous intellectual,
social and physical development of the learner.
No summary
The teacher
The students
The students
took place.
candidate
were asked to
were asked to
summarized the summarize the
summarize the
lesson.
learning.
learning and it
focused on the
main objectives
of the lessons
Score/Level
Levels/Criteria
1
2
3
4
and included an
opportunity to
practice
speaking the
target language.
Standards
USA- INTASC: Principles from the Model Standards for Beginning
Teacher Licensing and Development (1992)
Principle: 3: The teacher understands how students differ in their
approaches to learning and creates instructional opportunities that are
adapted to diverse learners.
Principle: 4: The teacher understands and uses a variety of instructional
strategies to encourage students’ development of critical thinking,
problem solving, and performance skills.
p. Variety of
Failed to any of Failed to use an An appropriate
An appropriate
teaching
the following
appropriate
amount of the
amount of the
methods/instructional strategies: direct combination of
following
following
strategies were used
instruction,
the following
strategies were
strategies were
to reach different
discovery
strategies so that used so that
used so that all
types of learners.
learning,
the need of the
most of the
of the diverse
(INTASC 2,4,8)
cooperative
diverse students diverse
students’
ACTFL 3b, 4.c
learning, role
could be met:
students’
needs for
playing,
direct
needs for
learning were
discussions,
instruction,
learning were
met: direct
technology
discovery
met direct
instruction,
simulations,
learning,
instruction,
discovery
“handscooperative
discovery
learning,
on/minds-on― learning, role
learning,
cooperative
materials, paired playing,
cooperative
learning, role
students, etc.
discussions,
learning, role
playing,
The entire
technology
playing,
discussions,
lesson is largesimulations,
discussions,
technology
group
“handstechnology
simulations,
instruction.
on/minds-on― simulations,
“handsmaterials, paired “handson/minds-on―
students, etc.
on/minds-on― materials, paired
The candidate
materials, paired students, etc.
attempts to tailor students, etc.
The candidate
instruction to
The candidate
uses a variety of
students’
uses a variety of instructional
developmental
instructional
models and
needs. The
models and
techniques
candidate
techniques to
tailored to meet
identifies the
accommodate
the needs of the
individual ways the differences
students. The
student learns
of their students. candidate
and attempts to
The candidate
implements a
plan for this.
identifies
variety of
The class is
multiple ways to instructional
Score/Level
Levels/Criteria
1
2
taught primarily
with large-group
instruction. Pairand small-group
activities
generally consist
of students
grouped
together but
working
individually.
3
address the
different styles
of learning. The
candidate
conducts
activities in
which the
students work
collaboratively
in pairs and
small groups.
The candidate
defines and
models the task,
gives a time
limit and
expectations for
follow-up,
groups students,
assigns roles,
monitors the
group, and
conducts followup.
4
models and
strategies to
accommodate
different ways
of learning.
The candidate
conducts
activities in
which the
students work
collaboratively
in pairs and
small groups.
The candidate
includes
strategies for
students to
assume roles,
monitor their
own progress,
and evaluate
their own
performance.
Standards
USA- ACTFL- American Council on the Teaching of Foreign
Language: Program Standards for the Preparation of Foreign
Language Teachers
Standard STANDARD 3: Language Acquisition Theories and
Instructional Practices
Supporting Standard Standard 3.b: Developing Instructional Practices
That Reflect Language Outcomes and Learner Diversity. Candidates
develop a variety of instructional practices that reflect language outcomes
and articulated program models and address the needs of diverse language
learners.
Standard STANDARD 4: Integration Of Standards Into Curriculum and
Instruction
Supporting Standard Standard 4.c: Selecting and Designing
Instructional Materials. Candidates use standards and curricular goals to
evaluate, select, design, and adapt instructional resources.
USA- INTASC: Principles from the Model Standards for Beginning
Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and develop,
and can provide learning opportunities that support their intellectual,
social and personal development.
Principle: 4: The teacher understands and uses a variety of instructional
strategies to encourage students’ development of critical thinking,
problem solving, and performance skills.
Principle: 8: The teacher understands and uses formal and informal
Score/Level
Levels/Criteria
q. Relevant subject
areas & “real
world― problems
were integrated into
the lesson. (1,2,3,7)
ACTFL 2c,4b
1
2
3
4
Score/Level
assessment strategies to evaluate and ensure the continuous intellectual,
social and physical development of the learner.
No reference to A brief
It was clear how Students were
the application
reference was
the subject could engaged in real
of the content
made
be applied to
world problem
was made
concerning the
“real
solving by
application of
world―
applying lesson
the content. The problems. The
content to the
candidate
candidate
solution of real
integrates
integrates
world problems.
discrete pieces
concepts from
The candidate
from other
other subject
uses a contentsubject areas as areas. Strategies based approach
they appear in
for learning the
to integrate
instructional
content in a
language and
materials. The
foreign language subject area
candidate uses
are addressed.
content.
resources that
Authentic
Authentic
accompany the
resources
resources
instructional
appropriate for
appropriate for
materials. The
their students
the students are
candidate
are used. The
used. Students
connects with
candidate
are assisted in
target-language provides an
acquiring new
communities
opportunity for
information
through the use
students to
from the other
of video and/or
connect to target disciplines in the
native speaker
language
target language.
presentations.
communities
The candidate
through a
provides an
variety of means opportunity for
such as
students to
technology and
connect to target
authentic
language
materials.
communities
through a
variety of means
such as
technology and
authentic
materials.
Standards
USA- ACTFL- American Council on the Teaching of Foreign
Language: Program Standards for the Preparation of Foreign
Language Teachers
Standard STANDARD 2: Cultures, Literatures, Cross-Disciplinary
Concepts
Supporting Standard Standard 2.c: Integrating Other Disciplines In
Instruction. Candidates integrate knowledge of other disciplines into
Levels/Criteria
1
2
3
4
Score/Level
foreign language instruction and identify distinctive viewpoints accessible
only through the target language.
Standard STANDARD 4: Integration Of Standards Into Curriculum and
Instruction
Supporting Standard Standard 4.b: Integrating Standards in
Instruction. Candidates integrate the Standards for Foreign Language
Learning and their state standards into language instruction.
USA- INTASC: Principles from the Model Standards for Beginning
Teacher Licensing and Development (1992)
Principle: 1: The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and can create
learning experiences that make these aspects of subject matter meaningful
for students.
Principle: 2: The teacher understands how children learn and develop,
and can provide learning opportunities that support their intellectual,
social and personal development.
Principle: 3: The teacher understands how students differ in their
approaches to learning and creates instructional opportunities that are
adapted to diverse learners.
Principle: 7: The teacher plans instruction based upon knowledge of
subject matter, students, the community, and curriculum goals.
r. Inclusion of special No IEP’s
IEP’s were
IEP’s were
IEP’s were
needs student
were referenced, referenced, but
referenced, and
referenced,
occurred. (INTASC
no
no
some
accommodations
2,3) ACTFL 3b
accommodations accommodations accommodations were made,
were made, and were made, and were made, but
many pathways
many pathways many pathways not enough
to learning were
to learning were to learning were pathways to
provided.
not provided.
not provided.
learning were
provided.
The candidate
The candidate
The candidate
plans for
does not
recognizes that
The candidate
students’
recognize that
all students have implements a
special needs by
all students have different needs
variety of
planning for
different needs
(cognitive,
instructional
alternative
(cognitive,
physical,
models and
classroom
physical,
linguistic,
techniques to
activities as
linguistic,
social,
address the
necessary.
social,
emotional, etc.), specific special
emotional, etc.). but fails to
needs of their
adequately
students.
address these
needs.
Standards
USA- ACTFL- American Council on the Teaching of Foreign
Language: Program Standards for the Preparation of Foreign
Language Teachers
Standard STANDARD 3: Language Acquisition Theories and
Instructional Practices
Levels/Criteria
s. Individual
differences were
addressed. (INTASC
2,3,5) ACTFL 3b
1
2
3
4
Supporting Standard Standard 3.b: Developing Instructional Practices
That Reflect Language Outcomes and Learner Diversity. Candidates
develop a variety of instructional practices that reflect language outcomes
and articulated program models and address the needs of diverse language
learners.
USA- INTASC: Principles from the Model Standards for Beginning
Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and develop,
and can provide learning opportunities that support their intellectual,
social and personal development.
Principle: 3: The teacher understands how students differ in their
approaches to learning and creates instructional opportunities that are
adapted to diverse learners.
Individual
Some
Instruction
Instruction
differences were instruction built clearly built on
clearly built on
not addressed.
on students’ students’
students’
prior knowledge prior knowledge prior knowledge
and experiences and experiences, and experiences,
and some
however, more
and
differentiated
differentiated
differentiated
instruction took instruction
instruction took
place.
geared to the
place so that the
particular needs particular needs
The candidate
of the students
of the students
attempts to
was needed.
in the class were
address the wide More pathways
clearly met.
range of
to learning need Multiple
language levels, to be geared to
pathways were
language
students’
provided and
backgrounds
differing
they met the
and learning
learning styles.
needs of the
styles by using a
students’
limited variety
The candidate
learning styles.
of instructional
implements a
strategies.
variety of
instructional
models and
techniques to
address student
differences in
students’
language levels,
language
backgrounds,
and learning
styles.
Standards
USA- ACTFL- American Council on the Teaching of Foreign
Language: Program Standards for the Preparation of Foreign
Score/Level
Levels/Criteria
t. Classroom
instruction and
assignments
provided for Limited
English Proficiency
(LEP) students.
1
2
3
4
Score/Level
Language Teachers
Standard STANDARD 3: Language Acquisition Theories and
Instructional Practices
Supporting Standard Standard 3.b: Developing Instructional Practices
That Reflect Language Outcomes and Learner Diversity. Candidates
develop a variety of instructional practices that reflect language outcomes
and articulated program models and address the needs of diverse language
learners.
USA- INTASC: Principles from the Model Standards for Beginning
Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and develop,
and can provide learning opportunities that support their intellectual,
social and personal development.
Principle: 3: The teacher understands how students differ in their
approaches to learning and creates instructional opportunities that are
adapted to diverse learners.
Principle: 5: The teacher uses an understanding of individual and group
motivation and behavior to create a learning environment that encourages
positive social interaction, active engagement in learning, and selfmotivation.
No standardsSome standards- Standards-based Standards-based
based practices
based practices
practices and
practices and
and strategies
and strategies
strategies related strategies related
related to
related to
to planning,
to planning,
planning,
planning,
implementing,
implementing,
implementing,
implementing,
and managing
and managing
and managing
and managing
ESL and content ESL and content
ESL and content ESL and content instruction,
instruction,
instruction,
instruction, and including
including
including
no integration of classroom
classroom
classroom
language skills, organization,
organization,
organization,
and adapted
were clearly
were clearly
were used, and
classroom
used and some
used and the
no integration of resources were
integration of
integration of
language skills, used.
language skills, language skills,
and adapted
and adapted
and adapted
classroom
Limited
classroom
classroom
resources were
adjustments are resources were
resources were
used.
made to
used.
used effectively.
accommodate
Adjustments are the level of the
Adjustments are The student
not made to
student if the
made to
whose native
accommodate
target language
accommodate
language is the
the level of the
of the class is
the level of the
target language
student if the
the native
student if the
of the class is
target language
language of the
target language
fully integrated
of the class is
student.
of the class is
into the lesson at
the native
the native
the appropriate
language of the
language of the
level of the
Levels/Criteria
1
student.
u. Diversity issues
were addressed in an
appropriate manner.
(INTASC 2,3,6,10)
ACTFL 3b
Students were
not at the center
of their learning
and did not have
appropriate
choices for
applying course
content to issues
important to
them and
examples and
illustrations that
were not
inclusive of
multi-cultures
were
consistently
used.
The candidate
does not adapt
instruction to
address
students’
needs.
2
3
4
Score/Level
student.
student and to
benefit other
students in the
class.
Students were
Students were
Students were
sometimes at the mostly at the
always at the
center of their
center of their
center of their
learning and
learning and
learning and had
sometimes had
mostly had
appropriate
appropriate
appropriate
choices for
choices for
choices for
applying course
applying course applying course content to issues
content to issues content to issues important to
important to
important to
them and
them and
them and
examples and
examples and
examples and
illustrations that
illustrations that illustrations that were inclusive
were inclusive
were inclusive
of multi-cultures
of multi-cultures of multi-cultures were used.
were not
were sometimes
consistently
used.
The candidate
used.
creates a climate
The candidate
that values
The candidate
adapts
diversity in the
implements
instruction to
classroom. The
specific
address
special needs of
instructions
students’
the students are
given to them to needs.
addressed.
address
students’
needs.
Standards
USA- ACTFL- American Council on the Teaching of Foreign
Language: Program Standards for the Preparation of Foreign
Language Teachers
Standard STANDARD 3: Language Acquisition Theories and
Instructional Practices
Supporting Standard Standard 3.b: Developing Instructional Practices
That Reflect Language Outcomes and Learner Diversity. Candidates
develop a variety of instructional practices that reflect language outcomes
and articulated program models and address the needs of diverse language
learners.
USA- INTASC: Principles from the Model Standards for Beginning
Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and develop,
and can provide learning opportunities that support their intellectual,
social and personal development.
Principle: 3: The teacher understands how students differ in their
approaches to learning and creates instructional opportunities that are
Levels/Criteria
v. Displayed
Enthusiasm.
(INTASC 1,6)
w. Exhibited
Confidence.
x. Displayed
empathy. (INTASC
5,9,10)
1
2
3
4
Score/Level
adapted to diverse learners.
Principle: 6: The teacher uses knowledge of effective verbal, nonverbal,
and media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom.
Principle: 10: The teacher fosters relationships with school colleagues,
parents, and agencies in the larger community to support students’
learning and well-being.
Voice inflection, Voice inflection, Voice inflection, Voice inflection,
smiling, gestures smiling, gestures smiling, gestures smiling, gestures
were never used were sometimes were mostly
were always
when
used when
used when
used when
appropriate
appropriate
appropriate
appropriate and
students
responded with
their own
enthusiasm
Standards
USA- INTASC: Principles from the Model Standards for Beginning
Teacher Licensing and Development (1992)
Principle: 1: The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and can create
learning experiences that make these aspects of subject matter meaningful
for students.
Principle: 6: The teacher uses knowledge of effective verbal, nonverbal,
and media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom.
Never projected Sometimes
Always
Always
voice, or led the projected voice, projected voice
projected voice
class by
but did not lead when
when
example
the class by
appropriate, and appropriate, and
example
mostly led the
always led the
class by
class by
example
example
Never listened
Sometimes
Always listened Always listened
to students and
listened to
to students when to students when
never served as
students and
appropriate and appropriate and
students’
served as
sometimes
always served as
advocate
student advocate served as
students’
students’
advocate when
advocate when
appropriate
determining, for (e.g., when
example, that
determining that
factors in the
factors in the
students’
students’
environment
environment
outside of
outside of
school may be
school may be
influencing the
influencing the
students’
students’
Levels/Criteria
y. Acted and
appeared in a
professional manner.
(INTASC 9,10)
1
2
3
life and learning
4
life and
learning)
Standards
USA- INTASC: Principles from the Model Standards for Beginning
Teacher Licensing and Development (1992)
Principle: 5: The teacher uses an understanding of individual and group
motivation and behavior to create a learning environment that encourages
positive social interaction, active engagement in learning, and selfmotivation.
Principle: 9: The teacher is a reflective practitioner who continually
evaluates the effects of his/her choices and actions on others (students,
parents, and other professionals in the learning community) and who
actively seeks out opportunities to grow professionally.
Principle: 10: The teacher fosters relationships with school colleagues,
parents, and agencies in the larger community to support students’
learning and well-being.
Failed to start
Started and
and/or end on
ended on time
time and failed
and wore
to wear
professional
professional
attire.
attire.
Standards
USA- INTASC: Principles from the Model Standards for Beginning
Teacher Licensing and Development (1992)
Principle: 9: The teacher is a reflective practitioner who continually
evaluates the effects of his/her choices and actions on others (students,
parents, and other professionals in the learning community) and who
actively seeks out opportunities to grow professionally.
Principle: 10: The teacher fosters relationships with school colleagues,
parents, and agencies in the larger community to support students’
learning and well-being.
Score/Level
King’s College Secondary Foreign Language Teacher Candidate Observation Rubric
Aligned with ACTFL Standards and INTASC Principles
Teacher Candidate’s Name:_________________________________ Date:________
Name of Observer: ________________________ Title: __________________
Lesson Topic: ________________________
Rating scale: 1=unsatisfactory (i.e, non of the criteria were met), 2=satisfactory (i.e, some of the criteria were met),
3=superior (i.e, most of the criteria were met), , 4=exemplary (i.e, all of the criteria were met), , NA=not applicable
(circle one)
(See grading rubric Appendix Student Teaching Handbook for criteria)
I. Efficient Use of Instructional
Time
a. Appropriate goals and objectives
were set
(INTASC 1,2,7)
b. Lesson was well paced (INTASC
2)
c. Entire class monitored and more
than one activity/group was
attended to at a time and classroom
management techniques (e.g.,
proximity) used effectively
(INTASC 2,5)
II. Instruction
d. Attention gained (INTASC
1,2,4)
e. Previous knowledge recalled
(INTASC 2,4)
f. Purpose/Objective of the lesson
made clear (INTASC 1,4)
g. Teacher Input Provided
(INTASC 6)
h. Teacher guided practice was
adequate and appropriate
(INTASC 2,4)
i. Repetition of key concepts
occurred throughout the lesson
(INTASC 2,4)
j. A variety of instructional
materials were used to actively
engage the students. (INTASC
2,3,4,6)
Rating
1 2 3 4 or NA
1 2 3 4 or NA
1 2 3 4 or NA
1 2 3 4 or NA
1 2 3 4 or NA
1 2 3 4 or NA
1 2 3 4 or NA
1 2 3 4 or NA
1 2 3 4 or NA
1 2 3 4 or NA
k. All of the students were actively
engaged in the learning throughout
the lesson. (INTASC 2,4)
1 2 3 4 or NA
l. Students were encouraged to
understand, question, and interpret
ideas from diverse perspectives.
(INTASC 4)
Open-ended questions were
used, diverse perspectives were
explored.
1 2 3 4 or NA
Comments
m. Higher order thinking skills
were used. (INTASC 4)
1 2 3 4 or NA
1 2 3 4 or NA
n. Evaluation of student
comprehension occurred
throughout the lesson and
appropriate feedback provided.
(INTASC 8)
1 2 3 4 or NA
o. The lesson ended with
closure/review that focused on the
main objectives of the lesson.
(INTASC 3,4)
The students were able to
summarize the learning rather
than the student teacher having
to do this for them.
1 2 3 4 or NA
p. Variety of teaching
methods/instructional strategies
were used to reach different types
of learners. (INTASC 2,4,8)
e.g., direct instruction, discovery
learning, cooperative learning, role
playing, discussions, technology
simulations, “hands-on/minds-on”
materials, paired students, etc.
1 2 3 4 or NA
q. Relevant subject areas & “real
world” problems were integrated
into the lesson. (INTASC 1,2,3,7)
1 2 3 4 or NA
r. Inclusion of special needs
student occurred. (INTASC
2,3)
1 2 3 4 or NA
s. Individual differences were
addressed. (INTASC 2,3,5)
1 2 3 4 or NA
t. Classroom instruction and
assignments provided for Limited
English Proficiency (LEP)
students. (INTASC 2,3)
1 2 3 4 or NA
u. Diversity issues were addressed
in an appropriate manner.
(INTASC 2,3,6,10)
1 2 3 4 or NA
III. Personal and Professional
Characteristics
1 2 3 4 or NA
v. Displayed Enthusiasm.
(INTASC 1,6)
w. Exhibited Confidence. (INTASC
1 2 3 4 or NA
1)
x. Displayed empathy. (INTASC 5,9,10)
1 2 3 4 or NA
y. Acted and appeared in a
professional manner. (INTASC
9,10)
1 2 3 4 or NA
z. Use of the target language is
appropriate and proficient
The unit’s definition of diversity is simply that in every setting there is diversity because no two
people are alike. Thus, in every class there is student diversity – not only in cultural background,
but also in motivation, skills for learning, beliefs what learning involves, and preferences for
different ways of learning. (McKeachie and Svinciki 2006)