COLLEGE OF

EDUCATION
& HUMAN
DEVELOPMENT
Teacher Candidate:

Alemu, Tsion

Teacher Candidate Observation

Form

Middle and Secondary Education

Observer:

Daisy S. McClarty

Date: October 27,2015

School: Stone Mountain Middle

Subject/Lesson

Topic

ELA/Harriet

Tubman: conductor

of Underground

Railroad

Grade Level: 8th

Directions:
This form encompasses the Georgia Framework and INTASC standards, In each indicator/professional
practice box, please
underline the statement that most closely describes the professional practices that are observed; in each
evidence/comments
box, write specific evidence observed for the indicator,
CONTENT AND CURRICULUM: The teacher candidate demonstrates
a strong lrnowledge of content area(s) appropriate
for course work that has been completed and certification level.
Indicators / Professional Practices
Evidence / Comments
Lesson was introduced using vocabulary and academic language
Subject Specific Content/Concepts
to stimulate interests in the lesson, Literary forms
__
Emerging: Demonstrates limited knowledge of
(characterization
and biographies) were presented using a game
conter.t; does not challenge or facilitate conversation
to excite and motivate the students, Students were presented a
around student errors
3-minute pause to reflect on courage and its meaning.
2,
Proficient; Demonstrates
strong knowledge of
conter.L'concepts:
corrects and/or facilitates
dtscussion on teacher and student errors
3. _,_X _Advanced:

Exceeds expectations

on this element

~Not
uble {o '_'c!'!'!_'_,_
.---------------+------------------------------1
Pedagogical Content Knowledge
The bell ringer was a continuation from the previous lesson. Write 45 sentences describing a risk taken and why? What were the results?
1. __
Emcr;c;ing: Uses inappropriate instructional
Students were asked to share and reflect as its worth,
methods: lilt!", evidence of making content
appropriate for diverse learners; lacks connections to
students' prior knowledge

; 2, -.-ii_Proficient: Uses appropriate and engaging

instruvnonal methods; makes content appropriate for
diverse learners; connects learning to students' prior
knowledge

3.

Exceeds expectations: Exceeds expectations

on

this element
.,__ Not able to rate
--Content'onnections
1.

Emerqinq: Shows little or no evidence of making

ronne.tions
to other subject areas; little or no
eviciei<:t' of making content relevant to students' lives;
does po! draw on/acknowledge

students'

funds of

knowledge

) __ x _Pl'OfiClent,'

Connects content to other subject

areas; makes content relevant to students' lives
through the use of culturally responsive and culturally
sustaining pedagogy or other strategies: values and
draws on students' cultural funds of knowledge

3, ~_AdvClnced:

Exceecls expectations

Not able to rate

~=~-'

on this element

Listening skills enhanced;

refine writing skills

appreciation

for h storical non-fiction;

KNOWLEDGE OF STUDENTS AND LEARNING: The teacher candidate supports the intellectual. soci I, physical, language
development
of all students,
Indicators / Professional Practices
Evidence / Comments
Students'Development
Students were asked to characterize a classJate and refrain from
1. __
Emerging: Not alert and/or responsive to the
using the name of the individual. Activity was fun and engaging,
intellectual, social, physical, language and literacy, and
personal developmental needs of all students

i and ltteracv, and nersonal

2. __ Projicient: Alert and responsive to the

intellectual, social, physical, language and literacy, and
personal developmental needs of all students
3. _.\_. _Advanced:

Exceeds expectations on this element

Not able to rute
LEARNING ENVIRONMENTS: The teacher candidate creates learning
interaction, active enaaeernent in learning, and self-motivation.
Indicators / Professional Practices
,
Classroom Environment
i

environments

that encourage

positive

social

Evidence / Comments

1. __

Emerqinq: Inefficient management of time, space,

and learning resources for diverse students' learning;
students not productively engaged

_.

'")
'

__ x_l'rojicient: Appropriate management of time,

space, and learning resources for diverse students'
lean-ling; students actively engaged

:i. __ Advanced: Exceeds expectations

Not able to rate
-Classroom

Students were placed in cooperative groups to complete all tasks to

minimized interruption of instructional time. A posted agenda was
used to inform and manage class time. Materials and resources were
readily available for distribu tion and collected in an organized
manner.

on this clement

Management

1 __

Emerqinq: Little or no evidence of a management

plan: reactive classroom management style; behavior
not monitored:
inconsistent/inappropriate
responses
to student behavior

Students were orderly and cooperative. N0,1,iscipline problems were

observed as they listened attentively and parCiPated
in discussions.

2. _._v_Proficicnt:
Follows classroom management plan;
aware of student behavior: appropriate responses to
student behavior; corrects misbehavior with minimal
loss of instructional time
: 3. __ Advanced: Exceeds expectations
Not able to rate
: Communication

on this element

1. __
Emerging: Errors in teacher's spoken/written
language; ineffective nonverbal communication;
unclear directions; does not use effective questioning
skills. Students appear confused or frustrated when
listening to or communicating with the teacher.
2. __
Proficient: Teacher uses error free
spoken/written
language; effective nonverbal
communication; directions are clear or quickly

clarified after initial student

confusion;

effective

questioning and discussion strategies. Students

appear to be satisfied with their communication
the teacher.

3. __

X_'

_Fxceeds expectations: Exceeds expectations

this element
Not able to rote

with
on

Excellent written and oral communicative skllls were demonstrated

to compare Harriett Tubman and biblical chs racter Moses and how
knowledge of them highlighted the story, Courage was defined and
how it can relate to contemporary living. Go d job questioning and
allowing for students to share.

II
I

ASSESSMENT:The teacher candidate understands and uses a range of formal and informal assessment strategies to
evaluate and ensure the continuous development of all learners.
II
Indicators / Professional Practices

i
!

;1.
,
i

Evidence / Comments
Students were required to describe a classmate to show knowledge
characterization;
complete characterization
chart for homework;
Group Assignment-share
the quote from the biography with class;
Exit Ticket

Assessment
__
Emerging: Inappropriate or no assessment of
instructiona I objectives/ outcomes/ essential
questions; assessments do not align with the
instructional objectives/ outcomes/ essentia I questions
and lesson procedures

of

2. _,_'< _Proficient:
Uses appropriate assessments that
align with the instructional
objectives/outcomes/essential
questions and lesson
procedures

3. __

Advanced: Exceeds expectations

Not able to rate

on this element

INSTRUCTION:The teacher candidate designs and creates instructional experiences based on knowledge of content and

! curriculum, student population, learninz environment, and assessments.

,

Indicators / Professional Practices

._.

Evidence / Comments
Teacher directed/ Modeling of Reading
Collaborative group work
Guided note-taking

Instructional Strategies
I

1. __

Emm:qing: Inappropriate or no instructional

strategies are used to engage and support learning;
inefficient pacing of lesson; instruction does not
extend most students' understanding
of concepts
and/or content; instruction is teacher-centered

2. __ "_. p.roficient: Plans~for- and uses appropriate

strategies that engage and support student learning to
I
include differentiation: pacing appropriate and varied
in whole class/individual
work/cooperative
learning;
uses variation in discourse patterns; instruction
extends students' understanding
of concepts and/or
content; instruction allows for student inquiry and
construction of their own knowledge
13. __ Advanced: Exceeds expectations
Not able to rate
i~---

on this element

Monitoring and Adjustments

Read-Aloud was used to enable the students to rnodel correct reading

skills and enhance their listening skills. Stuq ents were assigned to
groups to discuss selected quotes and show ow they were used in
the story. It was essential to locate evidence in the story to support
their views.

1. __
Emerging: Does not monitor lesson or monitors
lesson but adheres firmly to instructional plan; no
i
adjustment for students who do not understand or
who have already mastered the content
2,

')

o.
I

.::s:_ProJicient:

Monitors lesson; makes appropriate

modifications to instructional plans during the lesson
to address students' needs; probes for understanding;
uses students' questions to direct/re-direct
instruction

__

--

Advanced: Exceeds expectations

Not able to rate

on this element

i
I Innovative Instructional Resources
I 1. __
Emerqinq: Little evidence of using resources and
i
materials other than assigned textbook and/or
worksheets; technology and other innovative
instructional resources are used superficially and do
not enhance instruction

:<.

.3,

_x_ProjicienL:
Uses a variety of appropriate
materials and resources; technology and other
innovative instructional resources enhance
instruction for diverse learners
Advanced: C:xceeds expectations

on this element

Power point slides

Audio tapes (Anthology)
Promethean Board
I

'I
I

PROFESSIONALISM: The teacher

candidate

recognizes,

participates

in, and contributes

Indicators / Professional Practices

to teaching

as a profession.

Evidence / Comments

iPOST CONFERENCE REFLECTION:

Please allow teacher candidate to reflect on their teaching

the beginning of the post-conference.
Record teacher
candidates reflections here:

at

Emphasize characterization
and how it impacts a story
especially biographical sketches; better job of interpreting
quotes so that students comprehend
terminology and
language used by the slaves to communicate.
Change the pace
of the story.

Reflection

and Growth

1. __
Emerging: Does not examine his/her teaching; does not
suggest modifications
to improve teaching practices and student
achievement
'J

x_Projicient: Examines own teaching; suggests modifications

that would lead to improved teaching practices and student
a c h It'V erne 11t

__

3, __ Advanced: Exceeds expectations

__ Not uble to rate

on this element

L-

--'

Observed Strengths;
Instructional
planning and content knowledge
Listening skills encouraged
Oral Read-Aloud to model how to read a story
Integration of technology
Assessment strategies were carefully monitored

Suggestions

for Improvement:

Have a student to share the Bell ringer with the person

Use the Go around cup to encourage more participation
Pause-prompt-praise

sitting next to him/her

from non-volunteers

Ensure that the directions given are clear for transitions

Overall Comments: You researched and knew the content;

characterization
and gain an appreciation
for biographical

able to motivate
sketches.

students

to learn more about

Observer's

Signature