Student teaching mid-term observation - University of Maine at ...

Form F-1University of Maine at Presque IsleStudent Teaching Mid-term ObservationStudent Teacher: ______________________________________________Observer: ______________________ Cooperating Teacher University SupervisorDate of Observation:School:Instruction to Observer: If appropriate write specific detailed comments, referencing examplesof events/interactions you observe. Use the back of each page as needed. When discussingstudent teacher observations, please reference relevant teacher standards.Maine Initial Teacher Standards1. Demonstrates knowledge of the central concepts, tools of inquiry, and structures of thediscipline(s) s/he teaches and can create learning experiences that make these aspects ofsubject matter meaningful to students.2. Demonstrates the ability to integrate the concepts, tools of inquiry, and structures among thedisciplines.3. Demonstrates a knowledge of the diverse ways in which students learn and develop byproviding learning opportunities that support their intellectual, physical, emotional, andsocial development.4. Plans instruction based upon knowledge of subject matter, students, and curriculum goals.5. Understands and uses a variety of instructional strategies and appropriate technologies.6. Creates and maintains a classroom environment which supports and encourages learning.7. Demonstrates the ability to support students' learning and well-being by engaging students,home, school, colleagues, and community.8. Understands and uses a variety of formal and informal assessment strategies to evaluate andsupport the development of the leaner.9. Demonstrates an awareness of and commitment to ethical and legal responsibilities of ateacher.10. Demonstrates a strong professional ethic and a desire to contribute to the educationprofession.Subject Area Observed:____ Arts/Humanities _____ Social Studies _____Special Education____ Mathematics _____ English/Language Arts _____ Science____ PE/Health_____ OtherType of Classroom (√ all that apply)____ Regular Education Setting____ Field/GymnasiumAges/Grades of Students:_____ Special Education Setting_____ Library/Media CenterTotal Number of Students in class: ________

3=Exemplary 2=Satisfactory Progress 1=Not Satisfactory N/O= Not ApplicableStandard 1: Content Knowledge/Pedagogy 3 2 1 N/ADemonstrates appropriate knowledge of contentAlternative views of concepts are considered and discussed whenappropriateUses accurate content sources of informationGuides the presentation of content in an effective logical mannerLessons include specific and appropriate objectivesTeaching strategies are consistent with learning objectivesConnects content to real life applications/students’ priorexperiences/prior learningEvidenceRecommendations3=Exemplary 2=Satisfactory Progress 1=Not SatisfactoryStandard 2: Integration of concepts, tools of inquiry andstructuresUses reading and writing in teaching other contentN/O= Not Applicable3 2 1 N/AUses material from other content areas in instructionEvidenceRecommendations

3=Exemplary 2=Satisfactory Progress 1=Not Satisfactory N/O= Not ApplicableStandard 3: Student Development and Diversity 3 2 1 N/AAdapts lessons to fit individual student needsDemonstrates understanding of and sensitivity to issues of diversityand equity during the design, implementation and assessment ofinstructionSupports students’ physical, emotional, social , cognitive and moraldevelopmentDiscerns individual student and group differencesEvidenceRecommendations3=Exemplary 2=Satisfactory Progress 1=Not Satisfactory N/O= Not ApplicableStandard 4: Planning Instruction 3 2 1 N/ADevelops daily, and weekly plans linked to student needs andperformance, and adapted to student progress and motivationDemonstrates originality in lesson development within parametersof school curriculumArticulates lesson goals and provides defensible rationales for thesegoalsProvides opportunity for individual practiceEvidenceRecommendations

3=Exemplary 2=Satisfactory Progress 1=Not Satisfactory N/O= Not ApplicableStandard 5: Instructional Strategies 3 2 1 N/AChooses effective and appropriate strategies and materials to meetlearning goals and engage studentsMonitors and adjusts strategies in response to learner feedbackUses multiple teaching and learning strategies to engage students inactive learningDevelops clear, accurate presentations and representations ofconceptsIncludes the use of appropriate technologyEmploys effective questioning and discussion techniquesEvidenceRecommendations3=Exemplary 2=Satisfactory Progress 1=Not Satisfactory N/O= Not ApplicableStandard 6: Management 3 2 1 N/ACreates a comfortable, effective learning environmentEmploys principles of effective classroom organizationUses a variety of strategies to increase students’ desire andopportunity to learnCreates an environment conducive to cooperative and independentworkAnticipates and responds appropriately to student behaviorPreserves instructional time by minimizing disruptionsEvidenceRecommendations

3=Exemplary 2=Satisfactory Progress 1=Not Satisfactory N/O= Not ApplicableStandard 7: School, Home and Community Involvement 3 2 1 N/AWorks with others (community, parents, colleagues) to supportstudent learningEmploys strategies to connect school, home, and communityEvidenceRecommendationsStandard 8: Assessment 3 2 1 N/AUses performance assessment or student portfoliosUses assessment to inform instructionUses a variety of formal and informal assessment strategiesMatches assessment types and strategies to learning objectivesEvidenceRecommendations

3=Exemplary 2=Satisfactory Progress 1=Not Satisfactory N/O= Not ApplicableStandard 9: Ethical and Legal Responsibility 3 2 1 N/AMaintains confidentiality in dealings with students, parents, teachersand school personnelComplies with policies related to health and safetyDemonstrates understanding of standard education laws andregulations governing student rights and teacher responsibilitiesInteracts with all students in an equitable mannerEvidenceRecommendationsStandard 10: Professional Development 3 2 1 N/AMaintains a professional demeanor and recognizes teacher’s role asa model for studentsParticipates actively on work teams and committeesParticipates in staff development opportunities and training sessionsDemonstrates reflective practiceWorks collaboratively with colleagues to achieve school goals andaddress problemsEvidenceRecommendations

SUMMARY(Strengths)(Areas of Need)Observer’s Signature: __________________________________________Date copy was given to the Student Teacher: _______________________