Scribd
Upload
228 views

2021-2022 Pre-Prac Observation Form

This document contains an evaluation of a teacher candidate's performance based on Massachusetts teaching standards. It evaluates the candidate in several areas, including subject matter knowledge, lesson planning, assessment, meeting student needs, classroom environment, expectations, and reflective practice. The evaluator provides ratings in categories like "proficient," "needs improvement," and "unsatisfactory." Comments are included on the candidate's strengths and areas for further development. The evaluator and candidate both sign off on the evaluation.

Uploaded by

api-561007976
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
228 views

2021-2022 Pre-Prac Observation Form

This document contains an evaluation of a teacher candidate's performance based on Massachusetts teaching standards. It evaluates the candidate in several areas, including subject matter knowledge, lesson planning, assessment, meeting student needs, classroom environment, expectations, and reflective practice. The evaluator provides ratings in categories like "proficient," "needs improvement," and "unsatisfactory." Comments are included on the candidate's strengths and areas for further development. The evaluator and candidate both sign off on the evaluation.

Uploaded by

api-561007976
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 4

Teacher Candidate: Date:

Placement:

Pre-Practicum Mid and End Semester Evaluation of Teacher Candidate


(Derived from the MA Dept. of Education Candidate Assessment of Performance CAP)

Standard I Curriculum, Planning and Assessment

I-A-1: Subject Matter Knowledge


Demonstrates sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently
engaging students in learning experiences that enable them to acquire complex knowledge and subject-specific skills
and vocabulary, such that they are able to make and assess evidence-based claims and arguments.
Proficient Needs Unsatisfactory
Improvement
Demonstrates subject knowledge including use of subject-specific
vocabulary.
Adjusts content to assist students to use evidence-based claims and/or
arguments.
Pedagogy engages students and provides opportunities to practice
subject specific skills and vocabulary.
I-A-3: Well-Structured Lessons
Adapts as needed and implements standards-based units comprised of well-structured lessons with challenging tasks
and measurable outcomes; appropriate student engagement strategies, pacing, sequence, resources, and grouping;
purposeful questioning; and strategic use of technology and digital media; such that students are able to learn the
knowledge and skills defined in state standards/local curricula.
(CAP Proficient Descriptor)
Proficient Needs Unsatisfactory
Improvement
Lesson objective is clear and measurable.

Selects and/or adapts curriculum to meet needs of students.

Pacing and sequencing of the lesson is appropriate.

Materials are prepared in advance, appropriate and readily available.

Lesson planning and delivery demonstrates strategies to meet diverse


needs and reflect Universal Design for Learning.
Additional resources and/or technology is utilized to enhance student
learning.

2021-2022
Teacher Candidate: Date:
Placement:

1-B-2: Adjustment to Practice


Analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these
findings to adjust practice and identify and/or implement differentiated interventions and enhancements for students.
(CAP Proficient Descriptor)
Proficient Needs Unsatisfactory
Improvement
Utilizes formative assessment strategies during the lesson

Adjusts teaching accordingly, based on formative assessments, to


maximize student-learning opportunities.
Standard II
Teaching all Students
II-A-3: Meeting Diverse Needs
Uses appropriate inclusive practices, such as tiered supports and scaffolded instruction, to accommodate differences in
students’ learning needs, abilities, interests, and levels of readiness, including those of academically advanced
students, students with disabilities, and English learners.
(CAP Proficient Descriptor)
Proficient Needs Unsatisfactory
Improvement
Instruction was scaffolded and supports were provided to meet all
learning levels.
Student levels, interests, learning styles and language abilities are
considered to ensure lesson meets readiness levels.
II-B-1: Safe Learning Environment
Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment
where students take academic risks and most behaviors that interfere with learning are prevented. (CAP Proficient
Descriptor)
Proficient Needs Unsatisfactory
Improvement
Classroom management skills ensure a safe learning environment.

Students are encouraged to take academic risks.

2021-2022
Teacher Candidate: Date:
Placement:

II-E-1: High Expectations


Clearly communicates high standards for student work, effort, and behavior, and consistently reinforces the
expectation that all students can meet these standards through effective effort, rather than innate ability.
(CAP Proficient Descriptor)
Proficient Needs Unsatisfactory
Improvement
Models and provides strategies to assist students in meeting the
learning goal.
High standards for student work, effort and behavior are clearly
communicated.
Questioning strategies and student tasks allow opportunities for
students to practice higher-order thinking skills.
Standard IV
Professional Culture
IV-A-1: Reflective Practice
Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with
colleagues, and uses insights gained to improve practice and student learning. (CAP Proficient Descriptor)
Proficient Needs Unsatisfactory
Improvement
Lesson plan (UDLP) is provided three days prior to teaching for
feedback.
Seeks and utilizes feedback from AMC Supervisor and course instructor
to improve teaching. Reflects on effectiveness of lesson with SP
and/or AMC Supervisors.

Please comment on:


Areas of Reinforcement (Strengths)

Areas of Refinement (Goals)

2021-2022
Teacher Candidate: Date:
Placement:

College Program Supervisor

_______________________________ _______________________________
Name Signature

2021-2022

You might also like