Teacher as a Responsive, Reflective Professional: A Partner in Learning

Cleveland State UniversityCollege of Education and Human Services

Apprentice Teaching Observation Form Science

Apprentice Teacher: / Date of Lesson: / Date of Post- Conference:
School: / Grade Level/Subject:
Mentor/CTE: / Supervisor:
Completed by: / Choose from the drop-down listSupervisorMentorCTE / Observation #: / 12345
Performance Levels:
(Scores) / Ineffective
(0.0) / Developing
(1.0) / Skilled
(2.0) / Accomplished
(3.0)
Candidate does not demonstrate the knowledge, skills and dispositions for the outcome, and may at times demonstrate behaviors incongruent with those required for the outcome. / Candidate is still developing knowledge, skills, and/or dispositions in this area. Shows progress and promise for reaching a Proficient level with additional effort, experience, and/or coursework. / Candidate demonstrates a skill for this item at a level considered acceptable for a beginning teacher. Candidates must reach this level in most items to receive a satisfactory student teaching rating. / Candidate demonstrates advanced skills for the item, prominently and consistently demonstrating exemplary knowledge, skills and dispositions beyond those seen in a typical entry-year teacher.

Note: All items must be scored for each observation using the availableevidence for sub-items.

Domain A. Organizing Content Knowledge for
Student Learning
Primarily completed prior to observation using lesson plan / Score / Comments
A1. / Use of student background information for planning instruction / Is plan readily available for mentor and supervisor? (Yes/No)
  • Plans relate to intern’s knowledge of students.
  • Plans accommodate for needs of English language learners and students with exceptionalities.
  • Plans vary instruction based on students’ background.
  • Plans demonstrate cultural competence by incorporating instructional content, resources, and strategies that are responsive to cultural, linguistic, and gender differences.
/ 3 comments minimum per domain; highlight effective practices and provide specific suggestions for improvement.
A2.
NSTA 1c / Instructional goals and objectives
  • Plans establish clear goals.
  • Plans establish measurable objectives.
  • Goals and objectives relate to varied learning styles.
  • Goals and objectives establish appropriate expectations for all students.
  • Goals and objectives relate to Ohio Academic Content Standards and are aligned with school curriculum.

A3.
NSTA 1a, 1b / Content of instructional plans
  • Plans demonstrate correct sequencing of subject matter.
  • Plans demonstrate accurate content knowledge.
  • Plans demonstrate cross-disciplinary connections where appropriate.

A4.
NSTA 3a / Structure of planned activities and materials
  • Structure of lesson is developmentally appropriate for students and subject matter.
  • Activities and materials match with identified instructional goals.
  • Activities and materials are appropriate for students’ diverse needs and characteristics.

A5.
NSTA 5a / Assessment
  • Plan includes varied assessment strategies to measure the achievement of instructional goals and objectives.
  • Assessment strategies are appropriate for students.

Licensure-specific items / Comments
A6.
NSTA 1c / Instructional goals and objectives for Science
  • Goals and objectives relate to the Next Generation Science Standards

A7.
NSTA 2c / Conceptions/preconceptions
  • Instructions and assessment strategies confront and address naïve conceptions/preconceptions

A8.
NSTA 3b / Inquiry
  • Plans include active inquiry lessons where students collect and interpret data in order to develop concepts, understand scientific processes, relationships, and natural patterns from empirical experiences

A9.
NSTA 3c / Assessment characteristics
  • Plans reflect fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met
  • Assessment strategies are designed to continuously evaluate preconceptions and ideas that students hold and the understandings that students have formulated.

A10.
NSTA 3d / Planning for safety
  • Plans reflect a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms within their licensure area.

A11.
NSTA 2a / Inquiry approaches
  • Plans multiple lessons using a variety of inquiry approaches that demonstrate candidate knowledge and understanding of how students learn science

Domain B. Enhancing the Learning Environment
Primarily completed using notes from the observation / Score / Comments
B1. / Fairness to students / 3 comments minimum per domain; highlight effective practices and provide specific suggestions for improvement.
  • Intern establishes a climate of courtesy and respect
  • Intern makes eye contact with students.
  • Intern shows impartiality by involving all students.

B2. / Rapport with students
  • Intern expresses interest in students and knows students’ names.
  • Intern shows enthusiasm and appropriate tone.
  • Intern establishes positive rapport with students.

B3. / Challenging expectations for learners
  • Intern encourages students to ask questions.
  • Intern provides students with choices in learning.
  • Intern encourages students to pursue further learning.

B4. / Classroom management skills
  • Intern states specific, appropriate expectations for classroom behavior and states reasons for expectations.
  • Intern applies rules consistently and fairly.
  • Intern maintains students’ attention throughout the lesson.
  • Intern promotes positive behavior.

B5. / Physical environment
  • Intern maintains a safe learning environment.
  • Intern enhances student learning with bulletin boards/displays of student work.
  • Intern uses space and materials to vary physical environment to meet students’ needs and instructional goals.

Licensure-specific items
B6. / Legal and ethical responsibilities
  • Intern understands the legal and ethical responsibilities of science teachers for the welfare of their students.
  • Intern understands the legal and ethical responsibilities of science teachers for the proper treatment of animals.
  • Intern understands the legal and ethical responsibilities of the science teacher for the maintenance and disposal of materials.

B7.
NSTA 4b / Safety and emergency procedures
  • Intern designs and demonstrates activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines
  • Intern ensures safe science activities appropriate for the abilities of all

B8.
NSTA 4c /
  • Ethical treatment of Living Organisms

  • Intern designs and demonstrates activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines
  • Intern ensures safe science activities appropriate for the abilities of all students

B9.
NSTA 4a / Chemical Safety
  • Intern designs activities in a P-12 classroom that demonstrate the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area of science instruction.

Domain C. Teaching for Student Learning
Primarily completed using notes from the observation / Score / Comments
C1. / Communicating goals and procedures / 3 comments minimum per domain; highlight effective practices and provide specific suggestions for improvement.
  • Intern makes goals and objectives clear to students.
  • Intern makes instructional procedures clear to students.

C2.
NSTA 1a, 1b / Communicating content
  • Intern conveys content clearly and accurately.
  • Intern uses correct language, spelling, and syntax in verbal and written explanations of content.
  • Intern clarifies content for students having difficulty understanding.

C3.
NSTA 3a / Structure and sequence of instructional activities
  • Intern uses lesson structure and sequence that is developmentally appropriate for students and subject matter.
  • Intern uses a variety of individual and collaborative learning activities to achieve learning goals.
  • Intern uses appropriate manipulatives and instructional materials to support student learning.
  • Intern uses appropriate available technology to support student learning.
  • Intern provides appropriate adaptations for English language learners and students with exceptionalities.

C4. / Extending student thinking
  • Intern structures specific learning activities that encourage students to extend their thinking.
  • Intern recognizes and uses opportunities to help students extend their thinking.
  • Intern uses questioning and other interaction strategies to foster students’ understanding and to stimulate creative and critical thinking.
  • Intern allows sufficient wait-time for student response to questions.

C5. / Assessing student understanding
  • Intern uses questioning and a variety of other appropriate assessment strategies to gauge student learning.
  • Intern correctly interprets students’ verbal and non-verbal cues for levels of understanding.
  • Plan includes varied assessment strategies to measure the achievement of instructional goals and objectives.
  • Assessment strategies are appropriate for students.

C6.
NSTA 5a / Use of assessment
  • Intern keeps written documentation of assessments to track student learning over time.
  • Intern adjusts instruction/activities based on formative assessment and uses teachable moments to meet students’ needs.
  • Intern monitors students and gives them substantive feedback.
Intern uses evaluation results in planning future instruction.
C7. / Use of time
  • Instructional materials are ready prior to the lesson.
  • Intern sues routines and procedures to maximize instructional time.
  • Intern paces the lesson appropriately for the students and content.
  • Intern makes smooth transitions between instructional activities to maximize instructional time.

Licensure-specific items
C8.
NSTA 3a / Teaching and Learning Activities
  • Intern uses a variety of strategies that demonstrate candidate’s knowledge and understanding of how to select the appropriate teaching and learning activities – including laboratory or field settings and applicable instruments and/or technology – to allow access so that all students learn.

C9.
NSTA 5a / Assessment of scientific knowledge
  • Plans Intern collects, organizes, analyzes, and reflects on diagnostic, formative, and summative evidence of a change in mental functioning demonstrating that scientific knowledge is gained and/or corrected.

Domain D. Professionalism
Primarily completed after the observation, based on feedback from mentor teacher in conversation with the intern and mentor teacher. NOTE: Scores in this domain reflect cumulative performance in each indicator and are averaged independently of the observation score. / Score / Comments
D1. / Reflection and professional development / 3 comments minimum per domain; highlight effective practices and provide specific suggestions for improvement.
  • Intern uses self-reflection to recognize and correct weaknesses.
  • Intern reflects on student achievement of the learning goals.
  • Intern uses feedback from prior observations to improve instruction.

D2. / Completion of work in the field
  • Intern follows school policies to maintain accurate student records and grades.
  • Intern performs assigned professional duties in the classroom.
  • Intern demonstrates initiative in getting involved in the classroom and working with the mentor.

D3. / Collaboration
  • Intern requests professional assistance from appropriate sources.
  • Intern establishes professional rapport with mentor and supervisor.
  • Intern maintains appropriate oral and written communication with families.

D4. / Professional habits in the field
  • Intern follows school policies.
  • Intern displays dispositions listed on the CSU List of Student Dispositions (including punctuality, attendance, and appropriate appearance) in the field.
  • Intern participates in additional contractual teacher obligations as required by the experience (planning meetings, faculty meetings, parent-teacher conferences, professional development activities, school functions).
  • Intern uses appropriate vocabulary and correct grammar/punctuation in verbal and written communication.

D5. / Professional habits in seminar
  • Intern displays dispositions listed on the CSU List of Student Dispositions (including punctuality, attendance, and active participation) in the seminar and with the supervisor.
  • Intern completes all assignments and submits written work, including portfolio artifacts, in a timely fashion as assigned by supervisor, seminar leader, or mentor teacher.
  • Intern uses appropriate vocabulary and correct grammar/punctuation in verbal and written communication.

Specific Comments
Provide a brief summary of the lesson and include 2-4 suggestions for the intern to consider for the next lesson.
Domain A / Domain B / Domain C / Observation Overall / To calculate averages,
Right click on each field in the table to the left and select “Update field”.
Domain A-C Averages / 0.00 / 0.00 / 0.00 / 0.00
Domain D Average / 0.00

If formulas don’t work in the table above, use the table below to enter the calculated values manually.

Domain A / Domain B / Domain C / Observation Overall / Domain D
Domain Averages

The complete formal observation record must contain the following written materials:

  • Intern’s written lesson plan (copies of handouts or assessments not required)
  • Intern Observation Form—completed by observer, signed and dated by intern and observer
  • Observation Follow-up Form—completed by intern