EED ProgramApprentice TeachingClinical Supervision Observation

School of EducationObservation Summaryyes___ no___

Humboldt State UniversityELL___ non-ELL___

Apprentice TeacherMentor Teacher

SupervisorDateSchool

Subject/GradeActivity

Teaching Performance Expectations (TPEs) /

Comments/Examples

1. Demonstrates subject-specific pedagogical skills
___Teaches lessons successfully from coursework plans (reading, soc. science, math, science)
2. Monitors student learning during instruction
___Monitors at key points during instruction to pace the lesson
___Gives clear directions
___Checks understanding
___Re-engages off-task students
3. Interprets and uses assessments
___Uses assessments to measure progress and plan instruction
___Teaches students self-assessment strategies
___Gives students specific, timely feedback
___Attends some parent/teacher conferences
4. Makes content accessible
___Explains content clearly
___Reinforces content in multiple ways (including manipulatives, models, arts, technology, community resources and student experience)
___Takes additional steps to help students who do not understand content
___Encourages student creativity and imagination
___Builds an element of choice into lessons
5. Engages students
___Clearly communicates instructional objectives to students
___Ensures active and equitable participation of each student with planned strategies
___Asks stimulating questions, challenges student ideas
___Engages in active listening
6. Uses developmentally appropriate practices
___Creates a structured day
___Provides opportunities for movement
___Designs activities which suit attention spans
___Designs activities for various learning styles
___Teaches and models norms of social interactions
___Plans for students with special needs or abilities
___Develops skills for working groups
7. Teaching English language learners
___Implements instructional plan that facilitates English language development
___Uses students backgrounds and prior learning to provide instruction
___Selects materials and strategies for students’ English comprehension and language development
___Makes curriculum content appropriate for ELL
___Includes adaptations for ELL students in lessons
8. Learning about students
____Assesses students’ mastery
____Learns about students’ abilities and interests
____Identifies students needing specialized instruction
9. Plans instruction
___Plans clear explanations of content
___Makes abstract concepts concrete, meaningful
___Connects preceding and subsequent content
___Connects content with students’ linguistic and cultural backgrounds and developmental needs
___Engages students in higher-order thinking
10. Manages instructional time
___Maintains procedures for routine tasks
___Manages transitions to maximize instructional time
11. Manages social environment
___Maintains clear expectations for academic and social behavior
___Creates a positive climate for learning
___Establishes rapport with all students
___Responds appropriately to sensitive issues; resists racism and acts of intolerance
___Maintains a climate of physical and emotional safety
12. Professional, legal, and ethical obligations
___Manages professional time to meet academic goals
___Upholds ethical standards and school district policies
___Is punctual and keeps appropriate hours at student teaching assignment
___Notifies Mentor and Supervisor in advance of absences
___Demonstrates initiative and reliability
13. Professional Growth
___Solicits feedback for reflection, discerning problems, and applying new strategies
___Uses feedback to increase teaching effectiveness

University Supervisor SignatureApprentice Teacher Signature

7/11/05