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    Tcoi Boose

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    Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) Aciel I. LIBERAL EDUCATION: A liberal education prepares one for “lifelong intellectual, personal, and professional growth.” A liberally-educated teacher is one who possesses great content knowledge and a passion to communicate this knowledge. H-te. Values intellectual independence (D) Indicators Evidence Tin & 1b. Possesses and applies content knowledge across the curriculum (K,S) {Domain 1- Planning and Preparation} 1. Little or no knowledge of content in one or ‘more subjects; makes uncorrected errors in ‘content; does not correct errors made by students; lacks awareness of connectedness of concepts. 2. Limited knowledge of content in one or more subjects; makes content errors in one or more subjects or docs not correct errors made by students; lacks awareness of connectedness of concepts 3. Familiar with the concepts in the disciplines being taught; corrects teacher and student errors limited awareness of how the concepts relate to ‘one another 4, Accurate knowledge of concepts in the subjects taught; corrects teacher and student errors; so awareness of how the concepts in the discipline relate to one another 5. Accurate, deep, and extensive knowledge of ‘concepts in the disci readily assists students in eorrecti :misconceptions in content ‘Not Able to Rate (NATR) NATR © Allcontent is accurately demonstrated + Uses multiple resources in addition to the textbook +.V Readily corrects teacher and student errors Gives constructive and supportive feedback to incorrect student responses Additional Evidence: ‘Additional Suggestions: © Clarifics concepts and addresses misconceptions © Gives appropriate feedback to correct student responses ‘© Provides prompts to increase the student's ability to recognize and correct errors COMMENTS: did on excellent \sb of connechng fo various contents/facts. for instance, students learned important historical Packs while also leorni to refer back te o text, Revised 1/7/13 Teacher Candidate Observation Instrument (TCO) Initial Candidate (Student Teaching) I. LIBERAL EDUCATION: A liberal education prepares one for “lifelong intellectual, personal, and professional growt! passion to communies this knowledge. ” A liberally-educated teacher is one who possesses great content knowledge and a Ele. Values intellectual independence (D) Tb, Practices and encourages erifieal ‘thinking, problem-solving and innovation to moet students? needs (8) {Domain 3: Instruction} 1. No attempis are made to encouroge critical thinking ; all questions are of poor quality (ie low level with single correct response; questions are asked quickly giving students litle time to think. 2. Few altempts arc matle to encourage critical ‘thinking; most questions are of low level and asked quickly wih lite time to think of ‘thoughtful responses, 3. Multiple attempts are made to encourage ctitca thinking: questions are fcombinatioafof Jow and high quality (one answer rexsponscs and open-ended); some questions elicit thoughtful responses ts gre made to encourage juestions are of high ‘quality; students are ave adequate time to respond. (actnity) 5. Consistently practices and encourages critical thinking by using various and allem explanations in an effort to enhance students? deep understanding; questions are consistently of high quality with adequate time to respond. Students sometimes develop their own questions. Not Able to Rate (NATR) NATR racy centers, Dalmectlisny techni) fo i thinking 4 Jensen ses opened questions + /Uses “waittime” effectively 4 Uses various group configurations to meet students" needs and address individval interests % /Consistenly uses metacogntive techniques (eg, think-alouds) to teach strategies Byplicitly teaches various eritiea thinking, strategies (eg, inductive and deductive thinking, compare/contrast, metaphorical reasoning, analogies, etc.) 4 Uses Bloom’s Taxonomy to select activities, instructional strategies, and questions : + Guides students as they make various connections to other subject areas % Uses “gradual release of responsi 4 Uses open-ended and divergent questions to generate discussions % Fosters independent thinking by allowing students to give their opinions based on evidence * * * lity” effectively 5 students choices in methods of presenting, assignments Additional Evidence: COMMENTS: |. Most aes were open ended ond nie reg ured deeper thou How ould qu edit te ees achuity 4o eontinue the deep thinking? Revised 1/7/13 Teacher Candidate Observation Instrument (TCOL) Initial Candidate (Student Teaching) T. LIBERAL EDUCATION: A liberal education prepares one for “lifelong intellectual, personal, and professional growth.” A liberally-educated (encher is one who possesses great contont knowledge and a passion to communicate is knowledgs 1-2e, helieves that positive constructivist classroom is eritical to student engagement (D) Indicators it Evidence 2a, Understands constructivism as it pertains Uses faradual release ol odel to student learning and students creating their effectively. ‘own meaning. (K) Teacher asks higher level open-ended questions 1. Demonstrates no understanding of 1 ‘ Respects students’ opinions as they respond to m and its relationship to student ‘questions 4, Uses students’ background knowledge as the starting point forthe lesson and to bring meaning 2, Demonstrates litle understanding of 2 and relevance to the lesson. ‘constructivism and its relationship to student Teachers use strategies and activities that require learning. students to synthesize information presented, Teachers guide students as they “discover” 3. Demonstrates a developing understanding of | 3) pattems and make connections. ‘constructivism and its relationship to student Teachers guide students as they use information to learniny draw conclusions. 4% Teachers allot enough time for students to explore 4, Demonstrates a thorough understanding of 4 concepts. constructivism and its relationship to student + Explains the nature of learing,to students earning; shares thot understanding with students Additional Evidence: 5 5. Consistently demonstrates a thorough ‘understanding of constructivism and its COMMENTS: relationship to student learning; explicitly teaches students about constructivism and its implications for tearing. NATR Not Able to Rate (YATR) Revised 1/7/13, Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) I, LIBERAL EDUCATION: A liberal education prepares one for “lifelong intelloctual, jersonal, and professional growth.” A liberally-educated teacher is one who possesses great content knowledge and a passion to communicate this knowledge. I-2e, believes that a positive constsructi Indieators # Evidence T.2b. Creates # learning community that © Students work in small cooperative groups bolsters the tenets of constructivism by % , Physical arrangement of classroom allows students ‘encouraging student interaction and to work in small groups. participation in purposeful activities (8) Physical arrangement allows teacher to see all ‘students and have access to them {Domain 2: The Classroom Environment} 4 JTeacher guides class discussions. Students lead discussions in small groups. 1. No evidence that students are encouraged to & Lesson and assignments mect the learning needs of | interact and participate in purposeful class il all students, ‘activities; teacher interaction toward most + Facilitates studentto-teacher and student-to- students is negative, demeaning or sarcastic; student interactions students show no respect forthe teacher 4 Teacher has high expectations forall students (ea, level of questions, cues given, various 2, Little evidence that students are encouraged to assignments, ec.) interact and participate in purposeful lass 2 4 Motivates and invites all students fo participate activities; teacher interaction to some students is % Students are not isolated for inexplicable reasons. negative or sarcastic; students show litle respect Most ofthe students are actively engaged forthe teacher throughout th lesson. % Students and teacher interact with cach other in 3. Some evidence that students are encouraged to respectful ways (eg,, no sarcasm, ridicule, ete). interact and participate in purposeful class Ensures that attention is given equitably o all fcacher-student interactions are usually | students (gender, race, SES, ee.) ‘cultures; students show minimal respect for the teacher. 4, Usually encourages students to interact and Participate in purposeful class activities; teacher= student inferactions are cordial and demonstrate ng and respect. Interactions are appropriate for the age and cultures ofthe students. Students show respect for the teacher, 5. Consistently encourages students to interact and participate in purposeful class activities; teacher interactions with groups and individual students appear genuine; students seem to trust the teacher. Not Able To Rate (VATR) ‘Additional Evidence: Other Suggestions: ‘© Uses various instructional formats (€.8, whole group, small group, pairs, individual, ete.) Confers with individual students Heterogeneous Seating Arrangement and Grouping (race, gender, ability, language, ete.) ‘+ Prepares modified and/ditferentiated assignments ahcad of time Students assume responsibility for their own learning ‘COMMENTS: Al\ interadions sere respect ond oppepricte. Revised 1/7/13 Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) TE. PROFESSIONAL KNOWLEDGE: Danielson (1996) posits that “a person cannot teach what he or she docs not know” (p, 62). The researcher further contends that while content knowledge is necessary in the development of ‘exemplary teachers, pedagogical techniques are critical to a teacher's effectiveness. Wesleyan Colloge’s teacher ‘education candidates are those who attain a high degree of competence in their knowledge, skills, and dispositions ncceasary fo lead a classroom of students. In addition, the candidates recognize the preeminence of human relationships in teaching. ‘Dispositions ‘3c, Appreciates the impact of learner development on instructional decisions Indicators # ividence Ii-Ba. Understands and uses best practices, F Tesson meets all students” developmental needs various learning theories, subject matter, (materials and resources, length of lesson, ete:) as curriculum development, and learner indicated by the level of student engagement. development to make curricular and + Information is accessible to all students. instructional decisions (K, S) + Students are actively engaged throughout the lesson {Domain 1: Planning and Preparation} ‘s+ Teacher activates and builds schema before the 1 lesson. 1. The content, curricular and instructional + J/Teacher is responsive to students? questions decisions are not based on leaming theories and 4 Teacher responds to students’ Ick of the developmental needs of students; no evidence understanding. of differentiation of instructional strategies Teacher provides the necessary support for students as they learn new material 2. The content, curricular, and instructional 2 (Constructivism. decisions are partially based on learning theories and the developmental needs of students; lite evidence of differentiation of instructional strategies. 3. While the content and curricular decisions are based on leaming theories and the developmental needs of students, the instructional strategies lack 4. Allof the content, cuticular, and instructional decisions are based on learning theories and the developmental needs of students; the instructional strategies are differentiated, slthough, Inconsistencies remain, 5. Allof the content, curricular, and instructional decisions are based consistently on learning theories and the developmental needs of students Instructional strategies are differentiated consistently. Not Able To Rate (NATR) NATR different Uses “gradual release of responsibilty” effectively and consistently. Uses questioning and discussing techniques ‘Additional Evidence: COMMENT: jos midnt you pawide For ability levels in The Pinal ackvity © (activity book) 7 “Ties: - Same content, but some interactivity wf words. Revised 1/7/13, Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) TE PROFESSIONAL KNOWLEDGE: Danlclon (1996) pols Wat™a person cannot (each what cor ake Joes aot know” (p. 62). The researcher further contends thut while content knowledge is necessary in the development of exemplary teachers, pedagogical techniques are critical to a teacher’s effectiveness. Wesleyan Colloge’s teacher tdeation candidates are those who attain a high degree of competence in their knowledge, sls, an dispositions necessary to lend a classroom of students, In addition, the candidates recognize the preeminence of hustan relationships in teaching, ition Ise. Appreciates the impact of learner development on instructional decisions Indicators # % Evidence 3b. Develops lesson plans ualng a variety of | 1 Teacher uses various strategies Ul Keep the instructional methods, resources, and 2 students engaged (eg, manipulatives, graphic technology that support knowledge of learner ‘organizers, diseussions,thinkepair-share, evelopment. (8) comprehension strategies, vocabulary strategies, SS {Domain 1: Planning and Preparation) ‘modeling, think-alouds, science experiments, K- 5 'W-L, music, ete.) and meet the students? 1. Lesson plans tack a variety of instructional developmental needs (intellectual, social, physic strategies, resources, and technology to support | NATR. ete) knowledge of child development. Plans lack Teacher uses various resources (literature, cher understanding of prerequisite skills necessary to ‘maps, human resources, technology (websites, understand new concept. Internet, overhead projector, TV/VCR, PowerPoint, tape/CD player, ete.}) to mect the 2, Lessons plans have litte variety of students developmental needs (intellectual, social, instructional strategies, resources, and technology physical, ete). to support knowledge of child development, Plans % Adjusts instructional strategies and activities to show litlo awareness of prerequisite skills meet the needs of diverse learners neccssary to understand new concept. 4 VActivates and assesses prior knowledge % Adjusts materials and resources to meet the 3. While lesson plans utilize various instructional developmental needs ofthe students, strategies, resources, and technology to support + Uses variety of group configurations (whole, knowledge of child development, some are small, individual). Inappropriate. Plans show some knowledge of & Additional Evidence: prerequisite skills necessary to understand new ‘concept, although there might be gaps or nedequacics in this knowledge. COMMENTS: 4. Lesson plans uflize various instructional strategies, resources, and technology to support knowledge of child development appropriately. Pons reflect an accurate and adequate ‘understanding of the prerequisite skills mecessary to understand new concept. ‘5. Lesson plans consistently uilize various instructional strategies, resources, and technology {o support knowledge of child development appropriately throughout the lesson. Plans reflect extensive knowledge of the prerequisite skills as well asthe relationships among these skills. Not Able To Rate (NATR) 6 Revised 1/7/13 Teacher Candidate Observation Instrument (TCOI) Initial Candidate (Student Teaching) II, PROFESSIONAL KNOWLEDGE: Danielson (1996) posits that “ a person cannot teach what he or she does not know” (p. 62). The researcher further contends that while content knowledge is necessary In the development of exemplary (eachers, pedagogical techniques arc critical to a teacher's effectiveness. Wesleyan College’s teacher education candidates are those who attain » high degree of competence in thelr knowledge, skills, and dispositions necessary to lead a classroom of students, In addition, the candidates recognize the preeminence of human relationships in teaching. ‘te, appreciates student diversity by acknowledging flexibility and fluidity of eurricular decisions based on students? diverse needs. Indicators # Evidence Ik-4, 4b, Demonstrates an understanding of Physical arrangement ofthe classroom makes diversity by structuring the classroom to materials and resources accessible (o diverse Provide for the learning needs of a broad earners (efficient traffic flow). Leaming or range of diverse learners. (K,S) physically disabled children’s needs are accommodated, (Domain 2: Classroom Environment) + Physical arrangement ofthe classroom facilitates interaction among students and teacher (eg, 1. Classroom structure does not support the needs discussions) and ensures safety. ‘of diverse leamers. The physical structure (., 1 4 Flexible arangement of desks/tables ensures that arrangement of furniture) of the classroom may various types of activities (discussions, centers, present safty difficulties. Learning is presentations, hands-on) are taking place. inaccessible to most learners ‘ Finsures that otention is given equitably to all students (gender, ace, SES, etc.) 2, Classroom structure supports the needs of Materials are prepared ahead of time and are some diverse lamers, ‘The physical structure readily available to teacher and students. (Cs, arrangement of fumiture, accessibility of 2 4% Provides meaningful assignments for students who materials) of the classroom hampers effective finish tasks early. leaming by some students. Learning is ‘Physical resources (eg, chars, technology inaceessible to some learners ‘equipment, overhead projectors) are used effectively with the students, 3. Classroom structure supports the needs of ‘Manages and communicates classroom procedures diverse leamers. ‘The classroom structure Additional Evidence: presents no safety issues. Leaming is accessible | 3 tomost students. ‘Teacher usually makes Other Suggestions nina fh pal sit ofthe ‘* Heterogeneous Seating Arangement and

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