Observation and Assessment Tutorial Step 1 of 4 25% Name* First Last Email* Part 1: Student Teacher Observation Tool An observation is a single point in time. Always have a pre-conference.Review lesson plan and determine a focus for the Observation. Examples of observational focus may include (but are not limited to): General Instructional Delivery Student Feedback Higher Order Thinking Questions Student Engagement Classroom Movement Pacing Instructional Time Specific Indicators Transitions Differentiation Usage of the Tool: Collect data (numerical and/or narrative) related to the focus in Observation Data/Notes. Checkboxes are available for observed standards. Provide formative feedback in the Areas of Strengths & Areas of Growth/Goals. Remember Professional Standards indicate teaching is a progression and we all have the ability for growth. Always have a post conference with your student teacher. Review Observation data and feedback. Ask questions which encourage student teacher reflection. Post Conferences should be timely and face-to-face. Provide copies of the observation to student teacher, cooperating teacher, and supervisor. Let’s Review All observations should have a focus and data*TrueFalsePre and Post Conferences aren't necessary*TrueFalse Part 2: Student Teacher Midterm/Final Assessment Tool The assessment tool aligns with VA Teaching Performance Standards and InTASC standards.There are seven categories with 32 indicators and four anchor levels. Categories A. Professional Knowledge B. Assessment of and for Student Learning C. Instructional Planning D. Learning Environment E. Instructional Delivery F. Reflection for Student Academic Progress G. Professionalism Anchor Levels Midterm and Final Assessment: The Cooperating Teacher and Supervisor each complete the Midterm Assessment and Final Assessment separately. The expectation is that each evaluator completes the assessment based on an accurate depiction of what each evaluator has seen/experienced when working with the student teacher. Discrepancies may occur but should be supported by feedback. The Midterm Assessment is formative and includes all knowledge, experiences, reports, and observations up to the midterm. The Final Assessment is summative and includes all knowledge, experiences, reports, and observations throughout the entire placement. Completing the assessment tool: Each indicator (e.g. A1, A2, A3) must be completed. There is no “Not observed or Not applicable” option (e.g. Reflection/Professionalism). A conversation may need to occur in order to evaluate some indicators. The rubric ratings represent increasing expectations (DE, ME, EE). In order move to a higher level the student teacher must meet the previous expectation starting at DE. For example the student teacher must meet the criteria for DE and ME in order to receive a ME rating. ME is the TARGET performance rating for all student teachers. If a student teacher receives a DN – the supervisor must be notified because an intervention plan will need to be developed. Please Note: The top score is Exceeds Expectations (EE) and is an appropriate rating for a competent practicing teacher. In unusual situations, a highly competent student teacher might earn this rating. By drawing the continuum of behaviors into the realm of excellence, it allows student teachers to see that their professional skills will and should continue to evolve as they journey into their careers. Meaningful Feedback is Critical. Supervisors and Cooperating Teachers are encouraged to provide meaningful written feedback based on each of the seven categories as well as provide summative feedback in the Areas of Strengths & Areas of Growth/Goals. Meaningful feedback refers to specific feedback on task performance and can include different strategies to modify the task to improve it for the future. Reflective language that helps a student teacher self-monitor, self-reflect, and/or self-regulate their practices is particularly powerful. Good Feedback Observation“Try using more examples related to students’ lives or experiences to help them grasp concepts.” Midblock“ST plans instruction using curriculum frameworks, writes objectives and lessons to match the SOL’s. She provides clear examples and information correlates to standards.” Final“A piece of advice for lesson planning with content detail would be to include not only a daily objective for the lesson planned, but also a language objective for students with ESL needs to help them assist in understanding the vocabulary used.” Feedback that Does Not Support a Growth Mindset Observation“ST is great to work with.” Midblock“ST does an excellent job!” Final“ST has demonstrated a strong understanding of content knowledge.” Things to Remember Three-way conferences between the student teacher, cooperating teacher, and supervisor are required. This evaluation can not be shared with anyone outside the college/university without the written consent of the student teacher (based on FERPA regulations). Assessments should be shared with Student Teacher, Cooperating Teacher, and Supervisor. Let’s Review Which indicator is considered target performance?*DNDEMEEE Part 3: Reference Guide Reference Guides were developed by practicing teachers and teacher education faculty. Reference Guides Provides specialty content area/grade level direction to evaluate student teacher performance. Includes questions for reflection for each performance indicator. Can be found on the institution of higher education’s website. Should be used when observing and assessing the student teacher. Let’s Review You are completing the final summative assessment. Your student teacher uses evidence based practices to present content to the students, including relating to prior experiences. Within the final week of the placement they have been more careful of selecting their examples. Based on the Reference Guide, which performance rating would you select?*DNDEMEEE You are completing the midterm formative assessment. Your student teacher has been trying to connect content to student prior experiences but the implemented strategies are not always appropriate when presenting content to students. Based on the Reference Guide, which performance rating would you select?*DNDEMEEEEmailThis field is for validation purposes and should be left unchanged.