1. Begins lesson promptly and effectively

A Student teacher activates or establishes prior knowledge of current lesson
B Student teacher helps students to understand the purpose of importance of the lesson
C Student teacher links new information to students’ existing knowledge
D Student teacher stimulates interest in lesson by activity involving students or by asking thought-provoking questions

2. Presents information clearly

A Student teacher directly relates information to desired learner outcomes
B Student teacher presents information in a logical sequence
C Student teacher provides concrete and/or visual models when appropriate
D Student teacher uses vocabulary appropriate to students’ level of understanding

3. Gives clear directions and explanations

A Student teacher presents directions in a logical sequence
B Student teacher writes critical information on board, chart, or overhead
C Student teacher clearly informs students what they should be doing, where to do it, and for how long
D Student teacher checks students’ understanding of directions before they practice independently

4. Uses student responses and questions in teaching

A Student teacher encourages students’ responses and/or questions
B Student teacher responds in a positive and supportive manner to questions
C Student teacher incorporates student responses and questions into the lesson
D Student teacher uses responses to monitor student understanding of the information presented

5. Maximizes opportunities for all to participate

A Student teacher asks questions of whole group first, rather than individual
B Student teacher provides ample wait time for all students after asking questions and redirects accordingly
C Student teacher offers frequent opportunities for student-to-student interactions/inquiry
D Student teacher provides many opportunities for covert/overt participation; physical movement, small group activities, discussions

6. Provides students with feedback through the lesson

A Student teacher provides feedback to students as soon as possible
B Student teacher provides feedback to students in a positive manner
C Student teacher reviews students’ strengths and weaknesses and offers suggestions on how performance can be improved
D Student teacher helps students evaluate their own performance

7. Promotes student retention and understanding

A Student teacher uses techniques that help to make the material relevant to students and explains the importance of the lesson.
B Student teacher defines or models the expectations of the lesson or learning
C Student teacher provides opportunities for all students to demonstrate an understanding of what is being taught
D Student teacher monitors student responses, interprets the source of student errors, and adjusts instruction accordingly

8. Uses effective closure or summarization technique

A Student teacher gives students an opportunity for closure or summarization oat the end of district segments within the lesson or between objectives
B Student teacher provides opportunity for the students to summarize at the end of each lesson
C Student teacher involves students in their own closure/summarization
D Student teacher extends closure/summarization to future applications or actions

9. Uses instructional materials effectively

A Student teacher uses instructional equipment and other aids such as charts, graphs, overhead, video, slides, software, maps, and/or manipulative
B Student teacher uses instructional resources that contribute to the students’ understanding of lesson goals/objectives
C Student teacher smoothly blends media with other types of instruction
D Student teacher creates original instructional aides which are relevant and enhance the effectiveness of teaching

10. Promotes individual student learning

A Materials chosen are directly related to the goals/objectives of the lesson
B Materials selected ensure appropriate level of student success
C Students are given ample opportunity to use materials as intended
D Students’ interaction with the materials is monitored to determine their level of understanding

11. Uses teaching methods appropriately/effectively

A Student teacher uses a variety of methods within the lessons: drill, inquiry, discussion, role playing, demonstration, explanation, problem solving, cooperative learning, etc.
B Student teacher uses method(s) that accomplish desired outcome(s)
C Student teacher adjusts instructional method(s) according to student progress
D Student teacher makes smooth transitions between instructional activities within a lesson

12. Uses instructional time effectively

A Activities begin on schedule
B Allocated instructional time is maximized
C Instructional pacing is appropriate for students
D There are no significant delays or periods of time during which the students are not effectively engaged

13. Demonstrates knowledge of subject

A Student teacher’s subject area knowledge is accurate and current
B Information and materials present concept and ideas in multiple ways
C Student teacher asks higher order questions and/or builds on the students’ questions
D Student teacher is enthusiastic about content area and is able to involve or motivate students in subject matter

14. Manages conditions for teaching and learning

A Basic management skills are implemented efficiently and effectively. Instructional tools are readily available
B Student interactions are facilitated by room arrangements
C Routine tasks are handled smoothly by teacher and/or students e.g. attendance, lunch count, etc.
D Materials and supplies are readily available. Distribution and collection of materials have been planned

5. After you have checked the boxes of all the indicators that you believe the teacher has demonstrated, go back and select one letter for one indicator that you want to reinforce (so good that the teacher should continue doing it).

Criteria for Selecting an Area of Reinforcement(+)

1. What has the greatest impact on student achievement?
2. What has a "ripple effect" to other competencies and to other subjects?

15a.

Next, select one letter, based on the criteria below, that the teacher should refine (work to improve):

Criteria for Selecting an Area of Refinement (-)

1. What will make the most significant difference to student learning?
2. Which indicator will create a dependent sequence or domino effect to to other indicators?
3. What do you know about the teacher? Is it his/her first week or tenth year?
4. What do you understand well enough to teach this adult student? If you do not understand Bloom's Taxonomy, do not attempt to teach it until you do understand it.
5. What can be implemented tomorrow, not next week?
6. What will produce the smallest guaranteed win?

15b.

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