Teacher Candidate Observation Instrument (TC01)

Initial Candidate (Student Teaching)

Candidate Mellissa Webb_ Date 3/24/17 Observer Wilcox_ Subject/Time Writing

Scoring- NATR (Not Able to Rate) 1- Not Demonstrated, 2- Partially Demonstrated, 3- Adequately Demonstrated, 4- Effectively Demonstrated, 5-
Exceptionally Demonstrated (See Indicators and Evidence)
Planning
I- is 8r1b Possesses and applies content knowledge across the curriculum
Score: Comments:
4 Candidate has shown ability in plans submitted from the semester to do this

II-3a Understands and uses best practices, various teaming theories, subject matter, curriculum development, and learner
development to make curricular and instructional decisions.

Score: Comments:
3 Utilizes engaging techniques when possible to connect content to students in meaningful ways.

II-3b D evelops lesson plans using a variety of instructional methods, resources, and technology that support knowledge of leamer
develop ment.

Score: Comments:
3 Pulls in student interest and multiple resources to highlight content

Instruction
I- lb Practices and encourages critical thinking, problem-solving and innovation to meet students' needs.

Score: Comments:
3 Getting students to think about which writing prompt they would select by making personal connections and thinking
'out loud'

I- 2a Understands constructivism as it pertains to student teaming and students creating their own meaning.

Score: Comments:
.3 Allowed students to start where they were fundamentally on this assignment

III- 7a, 7b Understands and uses various formal and informal assessments.
Score: Comments:
3 This lesson required one very specific assessment...however...she allowed a choice of topics

II I- 8a, 8b Knows and uses a variety of self-assessment (reflective) strategies to change professional and/or pedagogical behaviours.
Score: Comments:
2 Would have liked to have seen some form of self and/or peer assessment on the writing employed before it was
submitted.

Classroom Environment/ Management

2b Creates a teaming community that bolsters the tenets of constructivism by encouraging student interaction and participation in
purposeful activities.

Score: Comments:
4 Engaged students independently and in subdued tones throughout the silent work time of the lesson

II.4a, 4b Demonstrates an understanding of diversity by structuring the classroom to provide for the teaming needs of a broad range of
diverse learners.

Score: Comments:
4 Students sitting in groups but worked at their own pace without stress or direction...class was involved and on task

II.5a, 5b Creates and uses a viable classroom management plan to enhance the classroom climate.

Score: Comments:
4 Has had to get 'creative' in ways to really work with and engage students in this class meaningfully

II-6a, 61) Understands and demonstrates methods of fostering effective interpersonal relationships in the classroom.

Score: Comments:
4 Has worked to build relationships with students and earn their trust so she can maintain control and leadership.

Total
37/55 70% Overall the strongest aspects were
-the one on one relationships and conversations with your students
-the choices you gave your students had in the writing assignment

the weakest areas were

-employing some aspect of a management system that is your own
-engaging students in aspects of self reflection
-Emptying the constructivism mindset in knowing what misconceptions students may already have an addressing
them within the unit/lessons planned.