Lehigh University College of Education

FORMATIVE TEACHER CANDIDATE EVALUATION FORM

Grade 4/Social
Teacher cand.: Gabriela Itssel Montes Subj. & Grade Level: Studies Observation # 1

Observer: David C. Snyder Date: February 24, 2021

Instructions: This form should be used each time a teacher candidate is observed (3 times by mentor teacher and 3 times by LU
supervisor). These assessments provide justification for mid-point and end-of-internship ratings on the summative PDE430 form. Check
the cell for the appropriate rating for every indicator in each of the four categories. Please also supply more detailed feedback under
“comments” and “areas for improvement.” Note that the left column indicates Pennsylvania Department of Education Category (PDE430
form) addressed by the indicator.
Rating Key: With regard to the particular indicator, the teacher candidate…
Exemplary …thoroughly understands the concepts and implements them consistently.
Superior …usually understands the concepts and implements them extensively, but not always.
Satisfactory …sometimes understands the concepts and implements them adequately.
Unsatisfactory …superficially understands the concepts and/or implements them inappropriately.
NA = during this particular observation the context made this indicator irrelevant (for example, because no students were off task no
need to redirect, or that day’s lesson did not call for a particular pedagogical strategy).

Unsatisfactory
Satisfactory
Exemplary

Superior
1. PLANNING & ORGANIZATION

NA
Lesson Planning/Preparation
I.8 Objective/purpose for lesson is appropriate, measurable, and clearly stated and includes
content, conditions for performance, criteria for success, and behavior that tells what the X
learner will do.
1.7 Assessment of student learning is aligned to the instructional objectives. X
1.6 Appropriate and specific instructional accommodations are planned to meet specific student
X
needs.
I.1 Materials for all lesson parts are prepared and organized X
I.1 Lesson content is logically organized X
I.3; Lesson plan references K-12 academic standards and reflects students’ strengths and
I.4 X
weaknesses
I.1 Planning reflects thorough knowledge and understanding of content X
I.8 Planning reflects thorough understanding and application of educational psychological
X
principles and theories
1.4 Planning demonstrates knowledge of the students and their background X
Quality/Match of Curriculum Materials/Resources
I.5 Good quality materials/resources/technology are used X
I.5 Materials match objectives, ages, interests, and skill levels X
I.5 Materials used are necessary/beneficial to learning X
I.5 Materials are varied and interesting to students X
1.5 Materials checked for socio-political, gender, race, political viewpoints, and /or issues. If
existing curriculum or materials convey a noticeable point of view, the teacher candidate X
accommodates or balances these points in planning for instruction.

Comments on Planning and Organization: This lesson plan on the topic of “Civil Rights” was
thoughtfully prepared. With a few exceptions, lesson segments were developed carefully, and guiding

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Last updated 8/12/08
questions were utilized throughout the lesson to help students maintain an academic concentration on
this important topic. Materials and activities focused students’ attention on the concepts of this lesson.
Areas for Improvement in Planning and Organization: 1) As stated in the lesson plan review, consider
simplifying the essential understanding(s) and key concepts using grade-level appropriate language. 2)
Specify the segment(s) of the summative assessment (Section 6 of the lesson plan) that the objective(s)
address. 3) Continue to use a variety of presentation materials to ensure mastery of the essential
understanding(s) and key concept(s). 4) Remember that essential questions are powerful. Be sure to ask
them and remember that using one of them during closure may be help children understand the content
of the lesson.

Unsatisfactory
Satisfactory
Exemplary

Superior
2. CLASSROOM ENVIRONMENT

NA
Rules: Understood & Fairly Applied
II.5 Rules are clear and reasonable in content and amount for age and skill level X
II.5 Rules are communicated through discussion X
II.5 Rules enhance learning environment (are positive & instructive) X
II.5 Rules are used in teaching; students are reminded of rules if necessary X
II.5 Rules are enforced appropriately, consistently & fairly X
Management Routines/Procedures
II.4 Proactive techniques are used to minimize lesson interference X
II.4 Transitions between tasks and lessons are short X
II.4 Classroom is physically arranged to minimize distraction X
II.4; Attention is given to safety as appropriate
II.6. X

Reinforcement/Motivation
Teacher is positive and encouraging with students X
Teacher is enthusiastic and shows interest in lesson content X
Social reinforcers are appropriate to age of students X
Problem Behaviors Addressed
Off-task behavior is redirected to on-task focus X
Minor behaviors are ignored X
Disruptive behavior is stopped with minimum disruption of lesson X
Consequences are consistently & fairly administered in a non-emotional way X
Productive Time Use
There are few interruptions in the flow of classroom activities X
II.2 There is an academic, task-oriented focus in the classroom X
Sufficient time is allocated to activities X
Students are engaged throughout lesson X
Students know what to do when work is completed X
General Climate
There is acceptance of individual differences X
II.3; Teacher-student interactions are positive
II.7. X
II.7. There is a supportive, cooperative atmosphere X
Teacher Expectations
II.1 The student is held accountable for assigned work X
II.1 The student is expected to use classroom time productively X

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 Unsatisfactory
Satisfactory
Exemplary

Superior
2. CLASSROOM ENVIRONMENT

NA
Motivational Strategies
Teacher shows enthusiasm for and interest in lesson presented X
The teacher makes clear the importance of assigned tasks X
Instruction reflects students’ interests and experiences X
Specific motivational techniques are used (e.g., choice, goal setting) X

Comments on Classroom Environment: The classroom environment supports positive student

engagement and interaction. Refocusing of off-task behavior was appropriate and effective. Students
felt free to take risks as they responded to questions.

Areas for Improvement in Classroom Environment: 1) Continue to vary instructional activities in

order to maintain interest in the lesson and a focus on learning. 2) Continue to use cooperative learning
arrangements (when appropriate) that encourage students to work together as they complete in-class
assignments. When assigning group work, be sure that each child has a role in the group to ensure
active participation.

Unsatisfactor
Satisfactory
Exemplary

Superior
3. INSTRUCTIONAL DELIVERY

NA
y
Lesson Beginning
I.2; III.1 Lesson begins promptly X
I.2; III.1 Student attention is gained prior to beginning lesson X
I.2; I.6; III.1 Lesson objectives, expectations, procedures, and content information are
X
clearly communicated to the students.
I.2; I.6; I.7; III.3 Prior knowledge/previously learned skills and relevance to learner are linked
X
to current lesson
I.2; III.1 Student interest is gained through anticipatory set X
Active Learning
III.1; I.2 Students actively participate in learning activities X
III.1 I.2 Opportunities to participate are evenly distributed across students X
III.1 I.2 Activities keep students focused and engaged X
Presenting New Information/Skills/Strategies
I.2; III.1; New concepts are appropriately sequenced and explained in sufficient detail
III.3; III.4. X
I.2; III.1; Modeling and demonstration are used to illustrate concepts
III.3. X
I.2; I.5; A variety of presentation, response modes, & activities are used
III.1; III.9. X
I.2; III.1 Examples and guided practice opportunities are provided X
I.2; III.1 Students achieve high success rate X
I.2; I.6; III.1; Appropriate and specific adaptations are made for particular student(s)
III.4; III.9. X
I.2; III.1; III.10. Integrates disciplines within the educational curriculum X

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 Unsatisfactor
Satisfactory
Exemplary

Superior
3. INSTRUCTIONAL DELIVERY

NA
y
Monitoring Learning/Responsive Lesson Adjustment
I.2; III.1; III.5; Student understanding is checked during lesson
III.7; III.8 X
I.2; III.1; III.5; Modifications are made as the lesson progresses based on student feedback
III.7; III.8 X
and formative evaluation of understanding
I.2; III.1; III.5; Errors are corrected or clarified with patience & encouragement
III.7; III.8 X
I.2; III.1; III.5; Error correction strategies lead student to correct response
III.7; III.8 X
I.2; III.1; III.5; Practice opportunities are sufficient to assess student understanding
III.7; III.8 X
I.2; III.1; III.5; Remediation is planned for students with unacceptable performance
III.7; III.8 X
III.8 Student progress is recorded to inform future instruction. X
Lesson Pacing/Focus
I.2; III.1; III.6 Focus on objective/purpose of lesson is maintained X
I.2; III.1; III.6 Reasonable pace is maintained (not rushed or dragging) X
I.2; III.1; III.6 Reasonable and appropriate amount of time is spent on all lesson parts X
Independent Practice
I.2; III.1 Expectations are clear X
I.2; III.1 Practice is relevant to lesson/educational goals X
I.2; III.1 Accuracy is checked within the first 5-10 minutes X
I.2; III.1 Student achieves high success rate X
I.2; III.1 Students are continuously monitored X
I.2; III.1 Assistance is available and provided as needed X
Closure
I.2; III.1 Lesson closing includes at least one of the following: a review of the key points
of the lesson, opportunities for students to draw conclusions, a preview of future
X
learning, a description of where or when students should use new skills, a time
for students to show their work, or a reference to lesson opening.
I.2; III.1 A reasonable amount of time is spent in closure X
I.2; III.1 Students are involved in closure when appropriate X
I.2; III.1 Lesson ends on time X
Overall
I.I Effective overall delivery,
explanation, and evaluation instructional content including X
facts, principles, and concepts.

Comments on Instructional Delivery: Lesson objectives and instruction were aligned, and concepts
were presented logically. Students responded thoughtfully throughout the lesson and felt free to take
risks as they responded to instruction. Guiding questions were successfully used to monitor and assess
learning throughout the lesson. Continue to use various forms of technology to support instruction. The
introductory video clip was a useful segment to focus students’ attention on the topic of the lesson. This
lesson was designed to highlight a critical social issue (civil rights), and you managed to engage children
in group work that produced thoughtful responses for discussion as was evident as each group had a
chance to debrief. Use of the timer was a great idea to maintain the pace lesson segments. You
demonstrated positive energy and enthusiasm for the lesson.

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Areas for Improvement in Instructional Delivery: 1) Always begin lessons with a clear, crisp
introduction. 2) Consider additional ways to help students see the relevance of the lesson’s concepts. In
other words, how might a student use concepts of civil rights in current real-life situations (relevance)?
3) Continue to bring lessons to full closure by tightly pulling the focus of the lesson together so that
students will leave the classroom with an understanding of what they just learned.

Unsatisfactory
Satisfactory
Exemplary

Superior
4. PROFESSIONALISM

NA
Professionalism Competencies
Attendance: Meets daily attendance requirements and notifies the appropriate personnel as
soon as possible when and absence is unavoidable due to illness or other extenuating
X
circumstances.

Appearance and Attitude: Maintains professional appearance and appropriate professional

behavior. That is, follows the school’s dress code regulations and adjusts to new and
unfamiliar situations constructively. Modifies performance according to the standards X
established by the cooperating teacher or supervisor. Uses positive conflict resolution skills,
demonstrates leadership skills, tries new ideas, and responds well to feedback.
Productivity: Works in such a manner to ensure the management and performance of all
instructional and non-instructional duties required of a teacher. Productivity includes but is
X
not limited to timeliness with regard to preparation of lesson plans, prompt feedback for
students, and maintenance of accurate records (attendance, communication, report cards, etc.).
Work Habits:
 Arrives on time, prepared and motivated to do well. Prepares classroom space X
equipment and all materials required for instruction in advance.
 Attends, and actively participates in faculty, IEP, planning meetings or other meetings X
as assigned by the cooperating teacher or supervisor.
Treatment of Students: Treats all students fairly and with respect. Does not interfere with a
student’s exercise of political and civil rights and responsibilities. Assumes a leadership
position in ensuring that federal, state, and school district policies, statutes, practices and
X
procedures are met. Ensures that all students, particularly those identified for special education
services and others traditionally underserved, are honored in the classroom and school
community.
Reflecting on Teaching: Articulates areas of growth and areas that need improvement in
teaching practice. Is discerning and can evaluate success as well as contemplate alternate
X
courses of action to expand repertoire of teaching practice. Reflects upon the practices, values,
integrity, and reputation of the profession.
Working Relationships
Communication with Students:
 Communicates effectively with students and works towards building a rapport with X
students in the classroom.
 Dutifully ensures that student and family information is handled with the strictest of X
confidentiality.
Communication with Cooperating teacher/Supervisor, Colleagues, and Others:
Demonstrates high ethical standards and maintains effective communication, both orally and in
writing. Interactions with cooperating teacher/supervisor, colleagues, and others are positive X
and issue-focused. Does not interfere with a colleague’s exercise of political and civil rights
and responsibilities. Responds well to feedback and uses positive conflict resolution skills.

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 Unsatisfactory
Satisfactory
Exemplary

Superior
4. PROFESSIONALISM

NA
Communication with Parents: Where applicable, maintains communication with parents
X
using good and positive oral and written communication skills.
Teamwork and Leadership: Works with cooperating teacher/supervisor to foster a
collaborative and positive classroom climate. In addition, tries new ideas and demonstrates X
leadership skills.
Judgment:
 Uses positive, non-aversive techniques and interventions that build rapport and X
support students. Creates an instructional environment that communicates challenging
learning expectations.
 Reflects on extent to which lesson objectives were achieved. Articulates areas of X
growth and improvement.
Health and Safety: Works in such a manner as to ensure personal health and safety as well as
the health and safety of co-workers and students. Follows recommended procedures for X
classroom health and safety.
PA Code of Professional Practice and Conduct for Educators
The teacher candidate appropriately demonstrates integrity, ethical behavior, and professional
X
conduct as stated in Pennsylvania Code of Professional Practice and Conduct for Educators.

Comments on Professionalism: A high degree of professionalism has been demonstrated, and you have
welcomed constructive criticism to enhance your performance.

Areas for Improvement in Professionalism: Take advantage of all opportunities to exercise your
leadership as an elementary teacher. Participate as fully as possible/allowed as your internship unfolds.
Continue to translate educational theory into practice that works for your assignment and reflect on your
performance. You have much to offer students.

Goals for Next Observation: Considerations: 1) It is imperative that essential understandings be

written in language that students can understand. 2) Simplify the language of key concepts to match the
students’ grade level. 3) Clearly align the summative assessment items with each objective. 4) Always
begin lessons with a clear, crisp introduction.

Observer’s
signature: Date:

Teacher candidate’s
signature: Date:

Note: By signing this form, the teacher candidate is indicating that he/she has read and thoroughly understood this evaluation.