Information Brief on DRSTOS-R
Administration and Performance for Early
Childhood Education
(Fall 2004 – Summer 2009)
CENTER FOR RESEARCH ON TEACHING AND LEARNING
Department of Teaching and Learning
82 Washington Square East, Suite 700
New York, NY 10003 | 212 998 5872 | 212 995 3636 fax
www.steinhardt.nyu.edu/teachlearn/crtl
Information Brief on DRSTOS-R Administration & Performance for Early Childhood Education (2004-2009)
Information Brief on DRSTOS-R Administration and
Performance for Early Childhood Education
(Fall 2004 – Summer 2009)
Robert Tobias, Director
Kimberly Woo, Research Assistant
Michael Revenaugh, Administrative Aide
CRTL DRSTOS-R Program Summary
PS-0210-03
February 2010
Center for Research on Teaching and Learning
Department of Teaching and Learning
The Steinhardt School of Culture, Education and Human Development
New York University
© Copyright 2010 by the Center for Research on Teaching and Learning
CRTL DRSTOS-R Program Summary, PS-0210-03
i
Information Brief on DRSTOS-R Administration & Performance for Early Childhood Education (2004-2009)
INTRODUCTION
This report presents administrative and performance data on the Domain
Referenced Student Teacher Observation Scale-Revised (DRSTOS-R) for student
teachers in the Early Childhood Education program. The purposes of this report are to
inform program directors and program faculty of (1) the extent of the participation of
their program’s student teachers and field supervisors in the DRSTOS-R assessment
process and (2) the overall performance of program students and the patterns of their
specific strengths and weaknesses on the 21 essential skills of effective teaching that are
measured by the scale.
The data in this report have utility for program planning in several ways. First,
the administrative data can be used to put the performance data in perspective. By
indicating the extent of program participation in DRSTOS-R assessment, these data
provide a sense of the generalizability of the results to the full population of program
students. In addition, these data can be used to identify field supervisors who have and
have not been trained to administer the protocol so that future training efforts can be
targeted to expand the trained supervisor pool and thereby increase student participation
in the assessment. Further, the data on student performance can be used in concert with
information from other sources to identify skill areas that need additional attention
through strengthened emphasis in course curricula and field mentorship.
The information in this report is based on analyses of CRTL’s research database,
which contains the DRSTOS-R ratings of nearly 1,000 student teachers for each semester
between fall 2004 and summer 2009. The ratings are summative in that field supervisors
complete them at the end of each student-teaching placement using the full range of their
experiences with each student teacher, including formal and informal observations,
conferences with the students and their cooperating teachers, journals, portfolios, formal
assignments, and any other relevant, observable evidence. CRTL in collaboration with
NYU Teaching and Learning faculty and field supervisors developed DRSTOS-R in
2003 – 2004 with the first official administration occurring in fall 2004. The DRSTOS-R
CRTL DRSTOS-R Program Summary, PS-0210-03
ii
Information Brief on DRSTOS-R Administration & Performance for Early Childhood Education (2004-2009)
is a process and protocol for assessing the developing pedagogical proficiency of student
teachers in 20 essential teaching skills organized into four domains: Planning and
preparation, classroom environment, instruction, and professional responsibilities.
Supervisors rate students on each of the essential skills using a four-point scale as
follows: (1) Not Yet Proficient, (2) Partially Proficient, (3) Entry Level Proficient, and
(4) Proficient. (Note that the protocol was expanded to 21 items in 2009. The 21-item
protocol is exhibited in the Appendix.)
The following report consists of three sections: (1) Submission History &
Supervisor Information, (2) Student Teacher Performance, and (3) Item-Level
Performance by Placement.
SECTION 1: SUBMISSION HISTORY & SUPERVISOR INFORMATION
Section 1 is intended to provide a historical overview of the program’s
participation in using the DRSTOS-R. This section opens with an accounting of the
number of forms relating to Early Childhood Education contained in the DRSTOS-R
database, as determined by the identified program codes. Students for whom program
codes could not be determined were not included in this count.
Two tables summarize the submission history for the program. The first table
presents the total number of forms collected from Early Childhood Education for each
term of data collection, as well as a breakdown by degree level of the student teacher.
The second table presents a comprehensive list of DRSTOS-R trained supervisors who
have submitted forms for Early Childhood Education student teachers and each
supervisor’s history of returning completed forms.
After completing the full-day training that is required for qualification as a
DRSTOS-R administrator, supervisors are expected to submit forms for each data
collection cycle that follows. The submission histories include a date of training and the
number of forms the supervisor has submitted each term since. Blank cells indicate data
collection cycles in which the supervisor had not yet been trained. Cells marked ‘0’
CRTL DRSTOS-R Program Summary, PS-0210-03
iii
Information Brief on DRSTOS-R Administration & Performance for Early Childhood Education (2004-2009)
indicate data collection cycles in which a trained supervisor did not return forms; these
may include terms in which supervisors did not mentor student teachers.
SECTION 2: STUDENT TEACHER PERFORMANCE
This section provides a summary of the student teachers’ performance, organized
by degree and academic year (fall and spring, with summer data included when
available). Student teachers’ performance is determined by calculating the mean ratings
received on items within each of the four domains, as well as across the full DRSTOS-R
instrument. Students for whom degree information was missing were not included in the
calculation of these means.
In addition to the mean scores, this table also includes the percent and frequency
of student teachers whose domain or total mean scores have been determined as ‘meeting
standards’. In order to meet or exceed standards, a student teacher must receive a mean
score of 3.0 (‘Entry-Level Proficient’) or higher. ‘Entry Level Proficient’ is the rating
level used to describe behaviors that are expected of a recent graduate of a teacher
education program, demonstrating emerging professional skill but not yet at the level of
an experienced teacher. The frequencies and percents of student teachers ‘meeting
standards’ are also organized by degree and academic year. The percent meeting
standards data are used in our reports to our accreditation agency, the Teacher Education
Accreditation Council (TEAC). The program standard for TEAC reporting is 80% of our
student teachers in their final placements achieving mean scores of at least 3.0 in each
domain score and the total score.
SECTION 3: ITEM-LEVEL PERFORMANCE BY PLACEMENT
As a summative tool, the DRSTOS-R provides a snapshot of student teachers’
professional practice at the end of each semester of student teaching. As student teachers
progress from earlier to later placements, it is expected that there should be observable
changes in their classroom performance. Expanding upon the student teacher
performance data in Section 2, the table in Section 3 presents mean scores on each
DRSTOS-R item for student teachers who were in their advanced (final) placement.
CRTL DRSTOS-R Program Summary, PS-0210-03
iv
Information Brief on DRSTOS-R Administration & Performance for Early Childhood Education (2004-2009)
There were too few assessed students in their first placements to permit comparative
analysis of student teachers in first and advanced placements. Only those students for
whom placement information was available were included in these comparisons.
Descriptors for the 21 items can be found on the full DRSTOS-R protocol in the
appendix, in reverse-order to their presentation on the comparative graph. This section
focuses on data from the recent academic years fall 2007 to summer 2009.
CRTL DRSTOS-R Program Summary, PS-0210-03
v
DEP AR TM ENT OF TE AC HIN G AN D LE AR NING
Center for Research on Teaching and Learning
Early Childhood
DRSTOS-R Summary
BASED ON THE DRSTOS-R DATABASE AS OF SUMMER 2009
Part I: Submission History & Supervisor Information
Total Number of
Forms In Database
24
ECED
Program Codes
Number of DRSTOS-R Forms Submitted
By Degree and Semester
Degree
Fall 04
Spring
05
Fall 05
Spring
06
Fall 06
Spring
07
Fall 07
Spring
08
Fall 08
Spring Summer
09
09
TOTAL
BS
0
0
0
0
0
0
0
0
0
0
0
0
MA
2
3
7
1
0
0
2
3
1
5
0
24
TOTAL
2
3
7
1
0
0
2
3
1
5
0
24
Fall 07
Spring
08
Fall 08
Number of DRSTOS-R Forms Submitted
By Supervisor and Semester
Supervisor
Trained
Fall 04 Spring
05
Fall 05
Spring
06
Fall 06
Spring
07
Spring Summer TOTAL
09
09
Courtney, G.
Summer 07
1
0
0
0
0
1
Diller, J.
Pre Fall 06
1
0
0
0
0
0
0
0
1
0
0
2
Friedlander, H.
Pre Fall 06
0
2
1
0
0
0
0
0
0
0
0
3
Harris, A.
Spring 09
1
0
1
2
0
2
0
0
1
Maitland, I.
Spring 09
McDonald, B.
Pre Fall 06
Rapport, M.
Spring 09
1
0
1
Ray, G.
Spring 09
1
0
1
Rosenberg, J.
Pre Fall 06
1
0
0
0
0
0
0
0
0
0
0
1
Yurek, H.
Pre Fall 06
0
1
6
1
0
0
1
2
0
0
0
11
2
3
7
1
0
0
2
3
1
5
0
24
TOTAL
0
0
0
0
0
0
0
1
0
Note: Blank cells = Not trained; 0 = Trained but did not submit forms
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1
Part II: Student Teacher Performance
Mean Scores and Percents Meeting Standards
By Degree and Academic Year
Academic
Year
Scale Domain
Number
of
Students
Mean
Score
(1-4)
Standard
Deviation
%Meeting
Standard
(>=3)
Number
of
Students
Mean
Score
(1-4)
BS
D1: Planning &
Preparation
D2: Classroom
Environment
Fall 04/
Spring 05
%Meeting
Standard
(>=3)
MA
5
2.73
0.25
5
2.66
0.39
D3: Instruction
5
2.70
0.27
D4: Professional
Responsibilities
5
2.73
0.72
Total
5
2.70
0.34
8
3.08
0.35
8
3.14
0.57
D3: Instruction
8
3.00
0.48
D4: Professional
Responsibilities
8
2.96
0.63
Total
8
3.07
0.41
5
3.10
0.52
5
3.11
0.44
D3: Instruction
5
3.05
0.54
D4: Professional
Responsibilities
5
3.20
0.69
Total
5
3.11
0.49
6
3.06
0.66
6
2.92
0.52
D3: Instruction
6
3.00
0.67
D4: Professional
Responsibilities
6
3.33
0.79
Total
6
3.04
0.59
D1: Planning &
Preparation
D2: Classroom
Environment
Fall 05/
Spring 06
Standard
Deviation
40.0%
4
20.0%
1
20.0%
1
40.0%
2
20.0%
1
87.5%
7
50.0%
4
62.5%
5
62.5%
5
50.0%
4
D1: Planning &
Preparation
D2: Classroom
Environment
Fall 06/
Spring 07
D3: Instruction
D4: Professional
Responsibilities
Total
D1: Planning &
Preparation
D2: Classroom
Environment
Fall 07/
Spring 08
Fall 08/
Summer
09
D1: Planning &
Preparation
D2: Classroom
Environment
1 = ‘Not Yet Proficient’
2 = ‘Partially Proficient’
3 = ‘Entry Level Proficient’
80.0%
4
80.0%
4
60.0%
3
60.0%
3
60.0%
3
50.0%
3
50.0%
3
50.0%
3
66.7%
4
50.0%
3
4 = ‘Proficient’
2
Part III: Item-Level Performance by Placement
Mean DRSTOS-R Item Scores for MA Students in
Advanced Field Placements
Fall 07 - Summer 2009
Early Childhood (N = 7)
Use in Future Teaching
Cultural Context of School & Community
Relationships w/ Adults
Discussion Patterns
Teacher/ Pupil Communications
Knowledge of Students
Clarity of Goals
Lesson Structure and Time Management
Awareness of Pupil Behavior
Mutual Expectations
Materials and Supplies
Transitions
Functioning of Learning Groups
Classroom Interaction
Teacher Interaction w/ Pupils
Feedback, Reflection and use for Planning
Criteria and Standards
Constraints on Teaching & Learning
Long/Short Term Planning
Knowledge of Content
Pedagogical Content
Mean
0.00
1.00
2.00
3.00
4.00
Note. Each item rated by field supervisors on a scale of 1 - 4 with 3 =
Beginning Teacher Proficiency
3
APPENDIX: DRSTOS-R PROTOCOL
Student teacher Name: ___________________________________________
Supervised by: ______________________________
Semester: ______________
DRSTOS-R
Student Teacher & Placement Information
Please check one:
€ Junior
Major/Program(s):
€ Senior
Undergraduate
€ Regular Track
Graduate
_____________________________________
Certification track?
€ Yes
€ No
Native English Speaker?
€ Yes
€ No
Placement
(check one)
Placement
Information
€ Fast Track
€
€
€
€
1
2
3
4
out
out
out
out
of
of
of
of
4
4
4
4
€
€
1 out of 2
2 out of 2
* Early Childhood Majors Only
€ 1 out of 3
€ 2 out of 3
€ 3 out of 3
€
General Education
€
0 - 25% English Language Learners
Grade(s) ______
€
Self-Contained Special Education
€
26 - 50% English Language Learners
Content/Specialty Area (if applicable)
€
CTT
€
51%+ English Language Learners
School Name/PS #
Additional Notes on Placement
(ex: push-in, pull-out, SETTS/Resource Room)
________________________________
____________________________________________________
Cooperating Teacher
____________________________________________________
Last __________________________
____________________________________________________
First __________________________
Inspired by Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, Virginia: Association for Supervision & Curriculum Development.
NOT FOR REPRODUCTION.
DRSTOS-R
i
Student teacher Name: ___________________________________________
Supervised by: ______________________________
Semester: ______________
LEVEL OF PERFORMANCE
ELEMENT
NOT YET PROFICIENT
PARTIALLY PROFICIENT
ENTRY LEVEL
PROFICIENT
PROFICIENT
EVIDENCE
PLANNING AND PREPARATION
1. PEDAGOGICAL
CONTENT
KNOWLEDGE
Student teacher displays
inadequate understanding of
pedagogical issues involved in
pupil learning of the content.
1
2. KNOWLEDGE OF
CONTENT
STANDARDS
Student teacher displays
inadequate evidence of
familiarity with content
standards.
1
3. LONG/SHORT
TERM PLANNING
Planning for instruction is not
connected to longer-term
goals or to the pedagogical
content knowledge of the
subject, the pupils, or the
standards, and are unclear to
most pupils in the class.
1
Student teacher displays
basic content knowledge
but does not articulate
connections among
content, pedagogy, and
pupil development.
2
Student teacher displays
basic knowledge of
content standards, without
evidence of connecting to
standards beyond the
current lesson.
2
Planning for instruction is
partially connected to
longer-term goals and
there is limited use of
pedagogical content
knowledge of the subject,
the pupils, or the
standards.
2
Student teacher displays
sufficient content
knowledge but does not
sufficiently articulate
connections among
content, pedagogy, and
pupil development.
3
Student teacher displays
a sufficient understanding
of the city/state content
standards and makes
connections to other
standards within and/or
beyond content area.
Pedagogical practices
reflect current research on
best pedagogical practice
within the discipline and
the anticipation of potential
pupil misconceptions.
Student teacher makes
connections with or to
other disciplines.
4
Student teacher displays a
strong understanding of
the city/state content
standards and makes
connections to other
standards within and/or
beyond content area.
3
4
Planning for instruction
connects to longer-term
goals and sufficiently uses
pedagogical content
knowledge of the subject,
the pupils, or the
standards.
Planning for instruction
connects to longer-term
goals and effectively uses
pedagogical content
knowledge of the subject,
the pupils, or the
standards.
3
4
ii
Student teacher Name: ___________________________________________
Supervised by: ______________________________
Semester: _____________
LEVEL OF PERFORMANCE
ELEMENT
4. CONSTRAINTS ON
TEACHING AND
LEARNING
5. CRITERIA AND
STANDARDS
PARTIALLY PROFICIENT
Student teacher plans and
teaches without regard to the
particular possibilities and
limits of his/her classroom
context.
Student teacher
understands some of the
curricular and resource
possibilities and
constraints of the context
but does not effectively
use them in planning or
teaching.
Student teacher
sufficiently understands
the curricular and
resource possibilities and
constraints of the context
and begins to use them in
planning or teaching.
1
2
3
The proposed approach
contains no clear criteria or
standards.
1
6. FEEDBACK,
REFLECTION AND
USE FOR
PLANNING
ENTRY LEVEL
PROFICIENT
NOT YET PROFICIENT
Information from assessments
(tests, observations,
conferences, etc.) affects
planning for these pupils only
minimally.
1
Assessment criteria and
standards are unclear.
2
Student teacher uses
assessment results to
plan for the class as a
whole.
2
Assessment criteria and
standards are generally
appropriate and
sufficiently clear.
3
Student teacher uses
assessment results to
plan for individuals and
groups of pupils as well as
the class as a whole.
3
PROFICIENT
EVIDENCE
Student teacher
thoroughly understands
the curricular and resource
possibilities and
constraints of the context
and uses them effectively
in planning or teaching.
4
Assessment criteria and
standards are well
developed and explicit.
4
Student teacher uses
assessment results to plan
for individuals and groups
of pupils as well as the
class as a whole and uses
pupil input in assessment
planning.
4
iii
Student teacher Name: ___________________________________________
Supervised by: ______________________________
Semester: _____________
CLASSROOM ENVIRONMENT
7. STUDENT TEACHER
INTERACTION WITH
PUPILS
Student teacher’s voice
controls the classroom
environment. Students’
thoughts need to be nurtured
and validated.
1
8. CLASSROOM
INTERACTION
Classroom interactions are
frequently characterized by
conflict, sarcasm, or putdowns.
1
9. FUNCTIONING OF
LEARNING GROUPS
Pupils not working with the
student teacher are not
productively engaged in the
task(s). Students in groups
are off-task or are working
independently.
1
10. TRANSITIONS
Much time is lost during
transitions.
1
Student teacher is
beginning to elicit
students’ thoughts in the
classroom environment.
2
Classroom interactions
are occasionally
characterized by conflict,
sarcasm, or put-downs.
Student teacher regularly
provides students with a
venue to share their
thoughts and ideas.
3
Classroom interactions
are generally polite and
mutually respectful.
2
3
Tasks for group work are
partially organized,
resulting in some off-task
behavior when student
teacher is involved with
one group. Students sit
together to work but
interact minimally.
2
Tasks for group work are
organized, and groups are
managed so most pupils
are engaged most of the
time. Student teacher
facilitates interaction
between group members.
Transitions are
sporadically efficient,
resulting in some loss of
instructional time.
2
3
Transitions mostly occur
smoothly, with minimal
loss of instructional time.
3
The classroom
environment reflects a
balance of student
teacher’s and students’
thoughts. Students’
thoughts are nurtured and
encouraged.
4
Classroom functions as a
genuinely polite, caring
and mutually respectful
community.
4
Tasks for group work are
well organized, and
groups are managed so
most pupils are engaged
at all times and are
working collaboratively.
4
Transitions occur
smoothly, with almost no
loss of instructional time.
4
iv
Student teacher Name: ___________________________________________
Supervised by: ______________________________
11. MATERIALS AND
SUPPLIES
12.
MUTUAL
EXPECTATIONS
Materials are handled
inefficiently, resulting in
significant loss of instructional
time.
Routines for handling
materials and supplies are
sporadically efficient,
resulting in some
disruption of instruction.
Routines for handling
materials and supplies are
mostly efficient, with
minimal disruption of
instruction.
Routines for handling
materials and supplies are
consistently efficient.
1
2
3
4
Standards of conduct
appear to have been
established for most
situations, and most
pupils seem to understand
them.
Standards of conduct are
clear to all pupils.
2
3
4
Student teacher is
generally aware of pupil
behavior but may miss the
activities of some pupils.
Student teacher is alert to
pupil behavior at all times.
Student teacher is alert to
pupil behavior at all times
and pupils participate in
the monitoring process.
2
3
4
The lesson has a clearly
defined structure around
which the activities are
organized. Pacing of the
lesson is generally
appropriate with minimal
loss of instructional time.
The lesson’s structure is
highly coherent, so that
there is almost no loss of
instructional time. Pacing
of the lesson is
appropriate for all
students.
3
4
No standards of conduct
appear to have been
established, or pupils are
confused as to what the
standards are.
1
13.
AWARENESS OF
PUPIL BEHAVIOR
Semester: _____________
Pupil behavior is not
monitored, and student
teacher is unaware of what
pupils are doing.
1
Standards of conduct are
clear to all pupils, and
there is evidence of some
student participation in
their formulation.
INSTRUCTION
14. LESSON STRUCTURE
AND TIME
MANAGEMENT
The lesson has no clearly
defined structure. The pace of
the lesson is too slow, or
rushed or both. Classroom
time is not spent on instruction
or there is significant loss of
instructional time.
1
The lesson has a
recognizable structure,
although it is not uniformly
maintained throughout the
lesson. Pacing of the
lesson is inconsistent.
There is some loss of
instructional time.
2
v
Student teacher Name: ___________________________________________
Supervised by: ______________________________
15. CLARITY OF GOALS
Goals are inappropriately
selected and are not suitable
for most pupils.
1
16. KNOWLEDGE OF
STUDENTS: PUPILS’
SKILLS , CULTURAL
HERITAGE,
KNOWLEDGE,
INTERESTS,
LEARNING STYLES
INSTRUCTIONAL
NEEDS
17. STUDENT TEACHER/
PUPIL
COMMUNICATIONS
DISCUSSION
STYLE
Goals are sufficiently
selected in their content
and level of expectations
and are suitable for most
pupils in the class.
Goals are highly sufficient
in their selection of
content and level of
expectations and are
suitable for most pupils in
the class.
2
3
Student teacher
recognizes the value of
understanding pupils’
skills, knowledge and
learning styles, but
displays this knowledge
for the class only as a
whole and rarely for those
with special needs.
Student teacher
demonstrates a sufficient
knowledge of pupils’ skills,
knowledge and learning
styles for groups of pupils
including those with
special needs and
recognizes the value of
this knowledge.
2
Student teacher’s or
pupils’ spoken language is
audible, and written
language is legible. Both
are used correctly.
Student teacher
vocabulary is correct but
limited or is not
appropriate to pupils’ ages
or backgrounds.
2
3
Student teacher’s and
pupils’ spoken and written
language are sufficiently
clear and appropriate to
pupils’ age and interests.
4
Student teacher’s spoken
and written language is
clear, correct, and
enhances the learning of
the subject. Pupils are
mastering the standard
written language as
writers and readers.
3
4
Interaction between student
teacher and pupils is
predominantly recitation style,
with student teacher mediating
all questions and answers.
Student teacher attempts
to engage pupils in
discussion, with uneven
results.
Most classroom
interaction represents
discussion, with student
teacher taking a
facilitating role.
1
2
Student teacher demonstrates
an inadequate knowledge of
pupils’ skills, knowledge and
learning styles, and does not
indicate that such knowledge
is valuable.
1
Student teacher’s or pupils’
spoken language is inaudible,
or written language is illegible.
Spoken or written language
may contain many grammar
and syntax errors. Vocabulary
may be inappropriate, vague,
or used incorrectly, leaving
pupils confused.
1
18.
Goals are appropriately
selected and partially
suitable for most pupils.
Semester: _____________
3
4
Student teacher
demonstrates a strong
knowledge of pupils’ skills,
knowledge and learning
styles for groups of pupils
and recognizes the value
of this knowledge
including those with
special needs.
Classroom interaction
represents discussion,
with student teacher
stepping, when
appropriate, to the side so
pupil-pupil talk dominates.
4
vi
Student teacher Name: ___________________________________________
Supervised by: ______________________________
Semester: _____________
PROFESSIONAL RESPONSIBILITIES
19. RELATIONSHIPS WITH
ADULTS:
SUPERVISOR,
COOPERATING
TEACHER, TEACHERS,
SCHOOL STAFF, &
PARENTS/
GUARDIANS.
20. CULTURAL
CONTEXT OF
SCHOOL AND
COMMUNITY
21.
ABILITY TO
Student teacher’s relationships
with adults are negative or
self-serving.
Student teacher maintains
cordial relationships with
adults.
Support and cooperation
characterize relationships
with others.
Student teacher is able to
maintain positive
relationships with adults
and functions effectively
as part of a team.
1
2
3
4
Student teacher
demonstrates knowledge
of the cultural context of
the school and the
community.
Student teacher
demonstrates sufficient
knowledge of the cultural
context of the school and
the community.
2
3
Student teacher
demonstrates an
expanding knowledge of
the cultural context of the
school and the
community.
4
Student teacher is a
reflective practitioner, is
able to learn from
mistakes and successes
and adjusts accordingly.
Student teacher appears to be
unaware of the cultural context
of the school and community.
1
Student teacher has no
suggestions for how a lesson
may be improved another
time.
Student teacher makes
general suggestions about
how a lesson may be
improved.
REFLECT
1
2
Student teacher is
becoming a reflective
practitioner and makes a
few specific suggestions
of what might be tried if
the lesson was taught
again.
3
4
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Student teacher Name: ___________________________________________
Supervised by: ______________________________
Semester: _____________
OTHER COMMENTS
PLANNING AND PREPARATION
CLASSROOM ENVIRONMENT
INSTRUCTION
PROFESSIONAL RESPONSIBILITIES
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