WCU Conceptual Framework - Guidelines for Observations

The following guidelines may be used as a basis for a post observation conference, discussions regarding the Teacher Candidate’s development, and for evaluation conferences.

Content and Pedagogical Specialist

  • Is knowledgeable about content and teaching strategies.
  • Integrates instruction across the curriculum.
  • Designs student tasks that focus on content knowledge needed to demonstrate mastery.
  • Uses technology effectively to enhance instruction.

Assessment and Instructional Designer

  • Writes clear, measurable objectives for lesson plans.
  • Teaches to the objective.
  • Instructional management = effective classroom management.
  • Develops student mastery through instructional design of lessons.
  • Ensures that students know instructional objectives and receive feedback on their progress toward these objectives.
  • Uses proven research-based practices.
  • Organizes students, time, space, and materials so that content instruction and student learning can take place.
  • Gives appropriate wait-time given for student responses.
  • Directions for student assignments are precise and clear.
  • Directions for multi-step assignments are written and verbal.
  • Teaches for accomplishment, using structured assignments with specific objectives.
  • Includes: anticipatory set, stating the objective, providing appropriate input (content), modeling, checking for understanding, guided practice, closure, and independent practice in lesson design
  • Provides non-evaluative feedback that gives students a clear sense of progress.
  • Designs carefully planned questions, which facilitate comprehension, retention, and transfer.
  • Designs lower-level and higher-level questions that demonstrate application of Bloom's Taxonomy.
  • Teaches students to draw conclusions, develop arguments, and construct explanations for others.
  • Uses graphic organizers to promote retention of learning.
  • Uses formative assessment, including pre-assessment to inform teaching decisions and to improve student learning.
  • Designs student tasks that focus on content knowledge needed to demonstrate mastery, and on the process skills and work habits students need to be successful.

Diversity Advocate and Classroom Community Builder

  • Establishes effective control via procedures and routines.
  • Provides well-ordered learning environment and high academic expectations.
  • Listens carefully and completely to student’s w/o interruption and allows students to respond to the perspective of others.
  • Knows (and addresses) all students by their name.
  • Demonstrates that the most important factor governing student learning is classroom management (instructional management).
  • Develops a classroom climate that is task oriented, relaxed, and positive.
  • Wastes little time, little confusion, or disruption.
  • Promotes time on task through classroom organization.
  • Addresses student behavior problems appropriately and efficiently.
  • Focuses on student learning.
  • Involves students actively in learning through interactions with information, materials, and each other in a variety of groupings.
  • Treats all students with respect and dignity.
  • Communicates clear expectations, which include criteria for success.
  • Circulates around the classroom teaching from various locations, uses proximity and non-verbal communication to influence behavior.
  • Recognizes that attention spans are short.
  • Differentiates instruction so that learning experiences are productive for all students.
  • Embraces the belief that all students have the right and the ability to learn.
  • Exhibits enthusiasm for the subject matter taught.
  • Provides context and connects it to meaningful experiences.
  • Differentiates instruction so that learning experiences are productive for all students.

School and Community Professional

  • Dresses appropriately as a professional educator to model success.
  • Demonstrates the following professional attributes: Attitude, Dependability, Responsibility, Initiative, Cooperation, and Judgment

Self-Directed Practitioner

  • Evaluates own performance.
  • Offers suggestions for self-improvement.
  • Accepts and responds to suggestions.