ECSE Formal Observation Instrument

Not
Developing Evident
Performance Evident Comments
1 pt. 2 pts.
0 pt.
The intern’s lesson reflects a knowledge of pedagogical approaches that are
appropriate to the discipline. (Danielson 1a, InTASC 4c, CEC 3.1)
 Selects appropriate strategies to engage students.
 Plans multiple strategies to meet learning needs of students (plans flexible
pathways).
The intern’s lesson reflects solid knowledge of the important concepts in the
discipline. (Danielson 1a, InTASC 4j, CEC 3.1)
 Gives clear explanation of content and subject matter.
 Answers questions accurately and provides feedback to further student learning.
The intern’s lesson addresses potential common learner misconceptions to
ensure learners build an accurate conceptual understanding. (Danielson 1a,
InTASC 4e, CEC 3.0)
 Anticipates student misconceptions and addresses them in planning lessons.
 Develops activities and experiences that are both minds-on and hands-on.
PLANNING & PREPARATION

The intern’s lesson demonstrates an understanding of the active nature of

student learning. (Danielson 1b, InTASC 1d, CEC 3.3)
 Considers students’ developmental needs (cognitive, linguistic, social, emotional,
& physical).
 Scaffolds instruction to enable students to advance and accelerate their learning.
The intern’s lesson accounts for the various levels of development of students
(Danielson 1b, InTASC 1b, CEC 5.1)
 Develops lessons that are developmentally appropriate, taking into account
individual students’ strengths, interests, and needs.
 Creates lessons that tap into multiple modalities (visual, auditory, kinesthetic)
The intern’s lesson includes multiple means (UDL) to ensure learners’ access
to the curriculum. (Danielson 1b; InTASC 1d; CEC 5.1, 5.2, 5.3)
 Differentiates instruction to meet learning needs of students.
 Provides a variety of materials to address learning styles and to accommodate
student learning needs.
The intern’s lesson includes resources aligned to the instructional outcomes.
(Danielson 1d, InTASC 5c, CEC 3.2)
 Provides resources that match students’ skill levels and support the intended
learning.
 Facilitates students’ use of current tools and resources to maximize learning in
varied contexts.
The intern uses supplementary resources and technologies effectively to
ensure accessibility and relevance for all learners. (Danielson 1d; InTASC 4g;
CEC 5.2, 5.3)
 Incorporates instructional and assistive technology (high and/or low tech) to
support student needs.
 Demonstrates knowledge of and uses school/county resources.
Revised 8/14/2018 pg. 1
 ECSE Formal Observation Instrument
Not
Developing Evident
Performance Evident Comments
1 pt. 2 pts.
0 pt.
The intern provides reasonable time allocations for learning activities.
(Danielson 1e, InTASC 2b)
 Plans sequence of learning activities that allows sufficient time for students to
engage in meaningful learning.
 Times devoted to parts of the lesson are proportionate to their value
The intern’s lesson aligns learning activities with the instructional outcomes
that follow an organized progression. (Danielson 1a, 1e; InTASC 7a; CEC 5.6)
 Designs learning activities to support instructional outcomes and to reflect
important concepts of content.
 Structures each activity to build on previous activities.
The intern’s lesson demonstrates advanced planning and preparation.
(Danielson 1; InTASC 7; CEC 4.0, 5.0)
 Identifies the state and county standards to be taught
 Identifies important concepts and skills that students will be expected to learn
 Includes activities to engage students in the intended instructional outcomes
 Identifies resources and materials needed for the lesson
 Identifies the formative and summative assessments used to determine student
progress toward achieving the instructional outcomes
TOTAL PLANNING & PREPARATION POINTS EARNED ___ /22

Revised 8/14/2018 pg. 2

 ECSE Formal Observation Instrument
Not
Developing Evident
Performance Evident Comments
1 pt. 2 pts.
0 pt.
The intern’s interactions with students are friendly and demonstrate general
caring and respect. (Danielson 2a; InTASC 2m, n; CEC 2.1)
 Addresses students by name, listens and responds with care.
 Plans and seeks out ways to build respect and rapport with students.
The intern responds effectively to behavior among students. (Danielson 2a; InTASC
3k, CEC 2.0)
 Teaches and models for students how to interact with one another respectfully.
 Addresses negative interactions between students privately and makes an effort to
help support student relationships.
The intern communicates verbally and nonverbally in ways that demonstrate
CLASSROOM ENVIRONMENT

respect for and responsiveness to the cultural backgrounds and differing

perspectives learners bring to the learning environment. (Danielson 2a, InTASC 3f,
CEC 5.1)
 Interactions with students reflect genuine caring and respect for individuals.
 Maintains a learning environment in which students feel safe and valued.
The intern creates opportunities for students to learn, practice, and master
academic language in their content. (Danielson 2b, 3a; InTASC 4h; CEC 5.4, 5.6)
 Uses vocabulary and academic language that is clear, correct and appropriate for
learners.
 Academic language is accessible for students to use and practice throughout
lesson.
The intern successfully manages instructional groups and transitions and handling
of materials and supplies. (Danielson 2c, InTASC 3d, CEC 2.2)
 Communicates clear academic and behavioral expectations prior to transitions.
 Establishes procedures for instructional groups and teaches how to transition
between activities.
 Develops routines for handling materials and supplies to ensure little loss of
instructional time.
The intern’s response to student behavior is consistent, proportionate, and
respectful to students. (Danielson 2d, InTASC 3k, CEC 2.3)
 Responds to behavior in an appropriate way and respects the student’s dignity.
 Addresses behavior in clear, objective, impersonal terms.
TOTAL CLASSROOM ENVIRONMENT POINTS EARNED ___ /12

Revised 8/14/2018 pg. 3

 ECSE Formal Observation Instrument
Not
Developing Evident
Performance Evident Comments
1 pt. 2 pts.
0 pt.
The instructional purpose of the lesson is clearly communicated to students,
including where it is situated within broader learning (Danielson 3a, CEC 5.1).
 Communicates and clarifies what students are learning.
 Revisits the lesson’s purpose at different points throughout the lesson (i.e. introduction,
during, and closing)
The intern provides directions and procedures that are explained clearly and
modeled as necessary. (Danielson 3a, InTASC 4d, CEC 2.1)
 Communicates clear academic and behavioral expectations: students know what they are
expected to do throughout the lesson.
 Models procedure(s) for assignments and/or activities.
The intern’s explanation of content is scaffolded, clear, and accurate and connects
with students’ knowledge and experience. (Danielson 3a, InTASC 4d, CEC 1.1)
 Facilitates learning in which students gradually take on responsibility for their own
learning.
 Content is connected to students’ personal knowledge/experiences, and prior lessons.
INSTRUCTION

The intern asks questions to stimulate discussion that serves different purposes (e.g.,
probing for learner understanding, helping learners articulate their ideas and
thinking processes, stimulating curiosity, and helping learners to question).
(Danielson 3b, 3e; InTASC 8i; CEC 2.1)
 Questions are of high quality
 Intern provides adequate wait time for students to respond.
 Questions are scaffolded based on students’ developmental levels (Bloom’s Taxonomy).
The intern engages learners in questioning, and challenging assumptions and
approaches in order to foster innovation and problem solving. (Danielson 3c, InTASC
5d, CEC 5.7)
 Activities are cognitively engaging, and incorporate students’ problem solving skills.
 Provides multiple opportunities for students to reflect and respond to
questions/prompts/problems.
The intern continuously monitors student learning, engages learners in assessing
their progress, and adjusts instruction in response to student learning needs.
(Danielson 3d; InTASC 8b; CEC 4.2, 4.4)
 Utilizes formative and summative assessments, as well as student self-assessments
during the lesson.
 Makes adjustments to instruction during the lesson, as needed, based on students’
learning needs.
TOTAL INSTRUCTION POINTS EARNED ___ /12

OVERALL FORMAL OBSERVATION SCORE (total points of 3 areas) = ___/46

Revised 8/14/2018 pg. 4