Observation of Teacher Intern – Commendations and Recommendations

Intern’s Name _____________________________________________________ Observer ____________________________

Grade/Course Being Observed ________________________________________ Date ________________________________
School ___________________________________________________________

KEY 4=strong evidence 3= adequate evidence 2=minimal evidence 1=no evidence

Learning Environment and Relationship with students

• Positive classroom climate, active student engagement 4 3 2 1
• Individual and collaborative learning; respectful interactions with and among students 4 3 2 1
• Inclusive learning environment; supportive and timely feedback 4 3 2 1

Commendations Recommendations

Content Knowledge, Planning for Instruction, Learner Development, Use of Technology

• Clearly identified unit goals: ELO indicators, MSC objectives, local school district objectives 4 3 2 1
• Clearly identified theme, concepts, main ideas, and skills 4 3 2 1
• Varied assessments: (__oral, __process, __written, __ self-assessment, __product, etc) 4 3 2 1
• Assessment criteria and tools: (__checklists, __rubrics, __other scoring tools) 4 3 2 1
• Varied cultural and artist exemplars support theme, main idea 4 3 2 1
• Logically planned and carefully organized unit and lesson sequence 4 3 2 1
• Varied instructional strategies: discussion, small group/large group, cooperative learning,
one-on-one, hands on w/materials, demonstration, written, practice/exercise, etc. 4 3 2 1
• Well prepared/crafted, easy to read and supportive visuals and other resources 4 3 2 1
• Plans and resources reflect consistent use of technology and other digital tools 4 3 2 1

Commendations Recommendations

Application of Content, Instructional Strategies, and Competence in Engaging Students in the Learning Process
• Clearly stated lesson objectives; reviewed with students 4 3 2 1
• Relevant preassessment, warmup or drill to assess prior knowledge 4 3 2 1
• Engaging introductory /motivational activity: observation, inquiry, analysis, and discussion 4 3 2 1
• Accurate and meaningfully presented definitions with examples and applications to content 4 3 2 1
• Questions require application of thinking skills by constructing and extending responses 4 3 2 1
• Adequate wait time for questions 4 3 2 1
• Teacher prepared instructional resources support concepts, ideas, and processes presented in
lesson (overheads, digital images, posters, handouts, etc. prepared with technological tools) 4 3 2 1
• Appropriately planned and paced demonstrations 4 3 2 1
• Planning and working process explained to students ahead of time 4 3 2 1
• Exemplary models or teacher exemplar presented 4 3 2 1
• Criteria for assessment distributed and reviewed 4 3 2 1
• Well-paced lesson; adjustments accommodate student learning 4 3 2 1
• Work period: includes time for students to practice skills, work independently to revise or
extend ideas, work with media, and/or ask clarifying questions, and interact, share
ideas, and provide feedback to their peers 4 3 2 1
• Positive feedback, reinforcement and/or one-on-one attention is provided to students
during work time 4 3 2 1
 Application of Content, Instructional Strategies, and Competence in Engaging Students in the Learning Process page 2

• Well organized and managed clean-up procedures 4 3 2 1

• Lesson closure relates to objective and is summarized with formal or informal assessment
activity 4 3 2 1

Commendations Recommendations

Assessment to Prove and Improve Student Learning

• Ongoing informal assessment; makes adjustments to learner needs 4 3 2 1
• Varied formative assessments (oral, written, sketches, diagrams, etc.) 4 3 2 1
• Criteria for assessment reviewed with students; used to assess final products 4 3 2 1
• Assessment feedback and evaluation (grading) provided in a timely manner 4 3 2 1

Commendations Recommendations

Learning Environment
• Aware of positive and negative student behaviors 4 3 2 1
• Expectations for behavior and consequences for negative behaviors have been established 4 3 2 1
• Student misbehaviors addressed in appropriate ways 4 3 2 1
• Established daily routines (supply-distribution, clean up procedures, work folders,
• distribution/collection of work) 4 3 2 1
• Space, materials and equipment arranged and organized to complement lesson activity 4 3 2 1

Commendations Recommendations

Overall Rating: ___ Developing Mastery ___Developing Proficiency ___ Emerging Skills ___In Need of Assistance

Observations Made and Interactions with Cooperating Teacher

Professional Learning and Ethical Practice, Leadership and Collaboration, Use of Technology
• Reflects productively on personal performance: uses/acts on feedback in a constructive manner 4 3 2 1
• Is consistent in completing required work and meeting other responsibilities on time 4 3 2 1
• Advocates for the art program through presentation of displays and promotion of
• art program activities 4 3 2 1
• Develops professional relationships with other faculty and the school community 4 3 2 1
• Seeks professional learning opportunities in the school and greater community 4 3 2 1
• Uses technology as tool for planning, communication, and instruction 4 3 2 1

Commendations Recommendations

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PROGRESS ON PROFESSIONAL BEHAVIORS

Intern’s Name _________________________________________ Date of evaluation __________

InTASC Standards
1. Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary
individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.

2. Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning
environments that enable each learner to meet high standards.

3. Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage
positive social interaction, active engagement in learning, and self motivation.

4. Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates
learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the
content.

5. Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking,
creativity, and collaborative problem solving related to authentic local and global issues.

6. Assessment to Prove and Improve Student Learning*

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner
progress, and to guide the teacher’s and learner’s decision making.

7. Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of
content areas, curriculum, cross disciplinary skills, and pedagogy, as well as knowledge of learners and the community
context.

8. Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of
content areas and their connections, and to build skills to apply knowledge in meaningful ways.

9. Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly
the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts
practice to meet the needs of each learner.

10. Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning,
to collaborate with learners, families, colleagues, other school professionals, and community members to
ensure learner growth, and to advance the profession.

11. Use of Technology

The teacher views technology not as an end in itself, but as a tool for learning and communication, integrating its use in all
facets of professional practice, and for adapting instruction to meet the needs of each learner.

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PROGRESS ON PROFESSIONAL BEHAVIORS

Intern’s Name _________________________________________ Date of evaluation __________

NAEA Standards
Standard I: Content of Art
The intern demonstrates a thorough understanding of the Visual Arts.

Standard II: Knowledge of Students as Learners

The intern demonstrates a thorough understanding of student characteristics, abilities, and learning styles.

Standard III: Understanding of Social and Cultural Diversity

The intern demonstrates a thorough understanding of diverse social and cultural constructions of identity.

Standards IV-VI: Teaching and Learning:

Standard IV: The intern demonstrates ability to make informed selections of Art content and curricula.

Standard V: The intern demonstrates ability to use knowledge of students as learners to plan appropriate instruction.

Standard VI: The intern demonstrates the use of contemporary technology to enhance teaching and learning.

Standards VII-VII: Assessment, Evaluation, and Reflection (Standard IX—not applicable to interns)

Standard VII: The intern demonstrates ability to conduct meaningful and appropriate assessments of student learning.

Standard VIII: The intern systematically reflects on her/his own teaching practice.

Standards X-XII: Collaboration, Professional Engagement, and Leadership

Standard X: The intern demonstrates ability to collaborate with other educators.

Standard XI: The intern demonstrates service to the school and community.

Standard XII: The intern participates in professional development opportunities.