Observation and Evaluation for the Internship

Explanation of what to Expect

Internship I• Mentor does 4 observations (2 before midterm and 2 after) • Supervisor does 2 observations (1 before midterm and 1 after)• One of the supervisor observations has to be unannounced.• A site-based observer will do 2 observations (1 before midterm and 1 after)• All will use the observation record and provide both oral and written feedback.

Internship II• Mentor does 6 observations (3 before midterm and 3 after)• Supervisor does 3 observations (1 or 2 before midterm and 1 or 2 after)• One of the supervisor observations has to be unannounced.• A site-based observer will do 2 observations (1 before midterm and 1 after)• All will use the observation record and provide both oral and written feedback.

ADEPT

• Planning• Instruction• Environment • Professionalism• (SLOs)

Let’s look at the observation form!!

Observation Record – Internship I Winthrop University – Richard W. Riley College of Education 

Internship I Intern:  Mentor:  Observation date: 

 Announced   Unannounced 

Observer:  Supervisor    Mentor    Site‐based 

Content/Topic:                                            Lesson Approach:   Co‐Teaching                                  Solo Teaching 

 ADEPT Domain (competencies below are required to meet expectations of Internship I) 

Evaluative Comments (evaluate the candidate’s performance based upon the criteria of each ADEPT domain for the observation period AND the overall experience thus far)  

This Observation  

Overall performance in Internship I thus far 

Plan

ning

 (APS

 1,2,3) 

Has measurable objectives, aligned with standards 

Shows logical progression that addresses objectives 

Addresses influence of contextual factors   Plans for assessment  Plans instructional and non‐instructional 

routines  Incorporates mentor and supervisor 

feedback 

 

 Satisfactory     Unsatisfactory 

 Satisfactory     Unsatisfactory 

Environm

ent (

APS 8,9)  Holds students accountable for following 

rules and procedures  Provides timely and respectful verbal and 

non‐verbal feedback  Ensures student safety  Creates a conducive learning environment 

 

 Satisfactory     Unsatisfactory 

 Satisfactory     Unsatisfactory 

Instruction (APS

 4, 5

,7) 

Communicates clear expectations for learning 

Promotes meaningful learning through engaging experiences 

Maintains an appropriate pace and flow   Presents lesson procedures and instructional 

tasks in a clear and logical manner  Integrates technology  Attempts to monitor student progress and 

adjusts instruction as needed  Engages in co‐teaching with mentor 

 

 Satisfactory     Unsatisfactory 

 Satisfactory     Unsatisfactory 

Conten

t (AP

S 6)  Presents content without error in both verbal and written format 

Provides meaningful, content‐based feedback 

Attempts connections with prior learning and/or other content areas 

  Satisfactory     Unsatisfactory 

 Satisfactory     Unsatisfactory 

(APS

 10)  Open to receiving and using constructive 

feedback  Presents verbal and written communication 

with minimal error 

 

Satisfactory  Satisfactory

Specific strengths:        

Required actions for improvement: 

Suggested actions for improvement: 

 

 

Teacher candidate initials the statements below: 

______  I received an explanation of the feedback from this observation during the post‐observation conference.

______  My performance in the experience thus far has been discussed and I understand both my strengths and required actions for improvement. 

 

 

Date of post‐conference ___________________________ Candidate signature _______________________________    Observer signature ________________________________

  

 

Observation Focus

• Establishing and Maintaining High Expectations for Learners communicates for achievement, participation and

behavior helps students assume responsibility

HOW?objectives –clear, concise

AND???

Observation Focus

• Using Instructional Strategies to Facilitate Learningappropriate for grade/developmental levelappropriate for contentvariety of strategies used effectively

How?build on prior learning

AND??

Observation Focus

• Providing Content for Learners thorough command of content by teacher beyond simple presentation logical sequence

How?appropriate examples

AND???

Observation Focus

• Monitoring, Assessing, and Enhancing Learning continuous formal/informal to guide instruction feedback to students

How?effective questioning

AND???

Evaluation Conferences• Go into the conference with pen, paper to

take notes.• Listen to what is being said. • Be prepared to hear negative as well as

positive and USE the feedback.• Ask for suggestions for improvement.• Discuss how to incorporate suggestions.• Keep an open mind!

Richard W. Riley College of Education, Winthrop UniversityMIDDLE LEVEL EDUCATION INTERNSHIP I MIDTERM EVALUATION REPORT

 Teacher Candidate Name: WU ID#: Date: School: Grade: Mentor Teacher Name: University Supervisor Name:

EVALUATION OUTCOMES by Domain

Enter Domain Total in appropriate rating column Multiply by

weight factor* Result

(round to nearest integer)

Midterm Grade

Points Letter Grade

Exceeds Meets Below

1 Long-Range Planning

x

0.83 20% Short Range Planning 2 Instruction 1.10 30% 3 Environment 1.70 20% 4 Professionalism 0.74 20% 5 Middle Level Education 0.30 10%

*Note: These weight factors are used to result in the possible points listed in the final column, which represent percentages of the midterm grade. Sum 100%

With my signature below, I attest to attending an introductory meeting, participating in the midterm evaluation conference, and agreeing with the data/ratings presented in the report.

_______________________________________ _________________________________________ __________________________________________ Teacher Candidate Mentor Teacher University Supervisor

OBSERVATIONS Date Final Grade Scale

University Supervisor A 87-100 B 70-86

Mentor Teacher C 53-69 D 35-52

Site-Based Observer Note: At midterm, if two or more Domains

are rated Below Expectations, the highest possible grade is C (regardless of point total).

Domain 2: INSTRUCTION EE 3

ME2

BE 1

SUPPORTING DOCUMENTATION and EVIDENCE (required only if EE, ME, or BE is checked)

9 TC communicates to the students (a) what they are expected to learn (i.e., to know and be able to do) and (b) the overall purpose and relevance (i.e., why they are expected to know and/or be able to do it).

10 TC demonstrates a command of the content taught. 11 TC assesses student learning during instruction by using a

variety of formative assessment strategies.

12 TC uses current and emerging digital tools to enhance student learning.

13 TC provides specific and timely instructional feedback to students pertaining to stated outcomes.

14 TC uses informal and formal assessments to guide instruction and provide feedback to students.

15 TC employs literacy strategies that assist learners in accessing content in their discipline.

16 TC uses appropriate voice tone, inflection, and nonverbal communication to manage instruction effectively.

17 TC implements strategies that address the needs of students from diverse cultural and/or linguistic backgrounds.

Column Totals

E M B Add E + M + B = ____ Domain Total

Domain 2 – Overall Rating: 23-27 Points = Exceeds Expectations 14-22 Points = Meets Expectations 9-13 Points = Below Expectations

Domain Rating (indicate with X)

Overall rating for instruction [circle one]: Exceeds Expectations, Meets Expectations, or Below Expectations.

Describe at least one instruction strength:

List at least one instruction goal:

Richard W. Riley College of Education, Winthrop UniversityMIDDLE LEVEL EDUCATION INTERNSHIP I FINAL EVALUATION REPORT

 Teacher Candidate Name: WU ID#: Date: School: Grade: Mentor Teacher Name: University Supervisor Name:

EVALUATION OUTCOMES by Domain

Enter Domain Total in appropriate rating column Multiply by

weight factor* Result

(round to nearest whole number)

Midterm Grade

Points Letter Grade

out of 100

Final Eval Grade

Points Letter Grade

out of 300

Exceeds Meets Below 1 Short Range Planning

x

10.00 30% 2 Instruction 4.45 40% 3 Environment 3.75 15% 4 Professionalism 0.56 5% 5 Middle Level Education 0.91 10%

*Note: These weight factors are used to result in the possible points listed in the final column, which in turn represent percentages of the final evaluation grade and contribute three times the value of the midterm evaluation to the overall course grade.

Sum 100%

With my signature below, I attest to attending an introductory meeting, participating in the final evaluation conference, and agreeing with the data/ratings presented in the report.

_________________________________________ _________________________________________ __________________________________________ Teacher Candidate Mentor Teacher University Supervisor

OBSERVATIONS Date Final Evaluation Grade Scale Course Grade Scale Course Grade

Points Letter Grade

out of 400

University Supervisor A 256-300 A 342-400 B 208-255 B 277-341

Mentor Teacher C 160-207 C 212-276 D 100-159 D 135-211

Site-Based Observer Note: At final, if any Domain is rated

Below Expectations, the highest possible Final Evaluation Grade is D (regardless of point total).

Note: At final, if any Domain is rated Below Expectations, the highest possible Course Grade is D (regardless of point total).

Questions