Student teacher Name:
Semester:
Supervised by:
Domain Referenced Student Teacher Observation Scale - Revised
(DRSTOS-R)
Student Teacher & Placement Information
Please check one:
Fast Track
Junior
Senior
Undergraduate
Regular Track
Graduate
Major/Program(s):
Certification track?
Yes
No
Not Sure
Native English Speaker?
Yes
No
Not Sure
Placement
(check one)
Placement
Information
Please describe the
class(es) the student
teacher is
responsible for
teaching
1 out of 4
1 out of 2
2 out of 4
2 out of 2
* Early Childhood Majors Only
1 out of 3
3 out of 4
2 out of 3
4 out of 4
3 out of 3
General Education
0 - 25% English Language
Learners
Self-Contained Special
Education
26 - 50% English Language
Learners
CTT
51%+ English Language
Learners
School Name/PS #
Cooperating Teacher(s) (CT)
Was a 3-way conference conducted?
Yes
No
Grade(s):
Content/Specialty Area (if applicable)
Additional Notes on Placement
(ex: push-in, pull-out, SETTS/Resource
Room, extenuating circumstances)
Are ratings informed by discussions
with or evidence from the CT?
Yes
No
Are ratings informed by evidence from
seminars?
Yes
No
7/31/2012
Inspired by Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, Virginia: Association for Supervision & Curriculum Development.
NOT FOR REPRODUCTION.
DRSTOS-R
Student teacher Name: ____________________________
Supervised by: ______________________________
Semester: _______________________
LEVEL OF PERFORMANCE
ELEMENT
NOT YET PROFICIENT
PARTIALLY PROFICIENT
ENTRY LEVEL PROFICIENT
PROFICIENT
Student teacher displays
inadequate knowledge or
understanding of
pedagogical strategies and
issues involved in pupil
learning. Planned learning
activities are not suitable to
students or are not designed
to engage students in active
intellectual activity
Student teacher displays a
beginning understanding of
pedagogical issues involved
in pupil learning. Planned
learning activities employ a
few strategies that address
students’ thinking,
knowledge, and skills but are
only partially appropriate to
the students’ age, interests
and needs.
Student teacher displays a basic
understanding of pedagogical
issues involved in pupil learning.
Planned learning activities
employ several strategies that
support students’ thinking,
knowledge, and skills that are
mostly appropriate to the
students’ age, interests and
needs.
1
Student teacher displays
inadequate evidence of
familiarity with state/city
content standards.
2
Student teacher displays
basic knowledge of state/city
content standards, without
evidence of connecting to
standards beyond the
current lesson.
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.
Student teacher displays
extensive knowledge of
current best pedagogical
practices and understanding
of issues involved in student
learning. Planned learning
activities employ a wide
variety of strategies that
support students’ thinking,
knowledge, and skills,
anticipate potential pupil
misconceptions, and are
appropriate to students’ age,
interests, and needs.
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.
1
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.
2
Planning for instruction is
partially connected to longerterm goals and there is
limited use of pedagogical
content knowledge of the
subject, the pupils, or the
standards.
3
Planning for instruction connects
to longer-term goals and
sufficiently uses pedagogical
content knowledge of the
subject, the pupils, or the
standards.
4
Planning for instruction
connects to longer-term goals
and effectively uses
pedagogical content
knowledge of the subject, the
pupils, or the standards.
1
2
3
4
EVIDENCE
PLANNING AND PREPARATION
1. KNOWLEDGE OF
PEDAGOGY
2. KNOWLEDGE OF
COMMON CORE
CONTENT STANDARDS
3. LONG/SHORT TERM
PLANNING
2
7/31/2012
Inspired by Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, Virginia: Association for Supervision & Curriculum Development.
NOT FOR REPRODUCTION.
DRSTOS-R
Student teacher Name: ____________________________
Supervised by: ______________________________
Semester: _______________________
LEVEL OF PERFORMANCE
ELEMENT
4. CONSTRAINTS ON
TEACHING AND
LEARNING
5. ASSESSMENT
CRITERIA AND
STANDARDS
6. USE OF ASSESSMENTS,
FEEDBACK, AND
REFLECTION IN
PLANNING
NOT YET PROFICIENT
Student teacher plans and
teaches without regard to
the particular possibilities
and limits of his/her
classroom context.
PARTIALLY PROFICIENT
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.
ENTRY LEVEL PROFICIENT
Student teacher sufficiently
understands the curricular and
resource possibilities and
constraints of the context and
begins to use them in planning
or teaching.
PROFICIENT
Student teacher thoroughly
understands the curricular
and resource possibilities and
constraints of the context and
uses them effectively in
planning or teaching.
1
The proposed approach
contains no clear criteria or
standards for students.
2
Assessment criteria and
standards for students are
unclear.
3
Assessment criteria and
standards for students are
generally appropriate and
sufficiently clear.
4
Assessment criteria and
standards for students are
well developed and explicit.
1
Information from
assessments (formal and
informal, formative and
summative, including tests,
observations, conferences,
etc.) affects planning for
these pupils only minimally.
2
Student teacher uses
assessment results to plan
for the class as a whole.
3
Student teacher uses
assessment results to plan for
individuals and groups of pupils
as well as the class as a whole.
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.
1
2
3
4
Student teacher’s voice
controls the classroom
environment. Students’
thoughts need to be nurtured
and validated. Student
teacher’s questions are of
low quality, have single
correct answers, or are
asked in rapid succession
without time to respond.
Student teacher is beginning
to elicit students’ thoughts in
the classroom environment.
Student teacher’s questions
and comments are a
combination of high and low
quality and the adequacy of
time given for pupil response
is inconsistent.
Student teacher regularly
provides students with a venue
to share their thoughts and
ideas. Student teacher’s
questions and comments are
mostly of high quality, inviting
thoughtful responses, and
adequate time is given for pupil
response.
1
2
3
The classroom environment
reflects a balance of student
teacher’s and students’
thoughts. Students’ thoughts
are nurtured and encouraged.
Student teacher’s questions
and comments are
consistently high quality with
adequate time for pupil
response. Pupils also
formulate and pose questions.
4
EVIDENCE
CLASSROOM ENVIRONMENT
7. STUDENT TEACHER
INTERACTION WITH
PUPILS
3
7/31/2012
Inspired by Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, Virginia: Association for Supervision & Curriculum Development.
NOT FOR REPRODUCTION.
DRSTOS-R
Student teacher Name: ____________________________
Supervised by: ______________________________
Semester: _______________________
LEVEL OF PERFORMANCE
ELEMENT
8. CLASSROOM
INTERACTION
NOT YET PROFICIENT
Classroom interactions are
frequently characterized by
conflict, sarcasm, or putdowns.
PARTIALLY PROFICIENT
Classroom interactions are
occasionally characterized
by conflict, sarcasm, or putdowns.
ENTRY LEVEL PROFICIENT
Classroom interactions are
generally polite and mutually
respectful.
PROFICIENT
Classroom functions as a
genuinely polite, caring and
mutually respectful
community.
9. FUNCTIONING OF
LEARNING GROUPS
1
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.
2
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.
3
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.
4
Tasks for group work are well
organized, and groups are
managed so most pupils are
engaged at all times and are
working collaboratively.
1
Much time is lost during
transitions.
2
Transitions are sporadically
efficient, resulting in some
loss of instructional time.
3
Transitions mostly occur
smoothly, with minimal loss of
instructional time.
4
Transitions occur smoothly,
with almost no loss of
instructional time.
1
Materials are handled
inefficiently, resulting in
significant loss of
instructional time.
2
Routines for handling
materials and supplies are
sporadically efficient,
resulting in some disruption
of instruction.
2
Standards of conduct appear
to have been established for
most situations, and most
pupils seem to understand
them.
3
Routines for handling materials
and supplies are mostly efficient,
with minimal disruption of
instruction.
4
Routines for handling
materials and supplies are
consistently efficient.
3
Standards of conduct are clear
to all pupils.
4
Standards of conduct are
clear to all pupils, and there is
evidence of some student
participation in their
formulation.
2
3
10. TRANSITIONS
11. MATERIALS AND
SUPPLIES
12. MUTUAL EXPECTATIONS
1
No standards of conduct
appear to have been
established, or pupils are
confused as to what the
standards are.
1
EVIDENCE
4
4
7/31/2012
Inspired by Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, Virginia: Association for Supervision & Curriculum Development.
NOT FOR REPRODUCTION.
DRSTOS-R
Student teacher Name: ____________________________
Supervised by: ______________________________
Semester: _______________________
LEVEL OF PERFORMANCE
ELEMENT
13. AWARENESS OF PUPIL
BEHAVIOR
NOT YET PROFICIENT
Pupil behavior is not
monitored, and student
teacher is unaware of what
pupils are doing.
1
PARTIALLY PROFICIENT
Student teacher is generally
aware of pupil behavior but
misses the activities of some
pupils.
2
ENTRY LEVEL PROFICIENT
Student teacher is alert to pupil
behavior most of the time.
3
PROFICIENT
Student teacher is alert to
pupil behavior at all times and
pupils participate in the
monitoring process.
4
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
Goals for lessons are
unidentifiable or are clearly
unsuitable for most pupils in
the class.
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
Goals for lessons can be
identified but are unclear or
implemented such that there
is considerable confusion.
Identified goals are partially
suitable for most pupils in
the class.
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
Goals for the lessons can be
identified and are partially
reflected in implementation of
the lesson. Identified goals are
appropriate in their content and
level of expectation for most
pupils in the class.
1
Student teacher
demonstrates an inadequate
knowledge of pupils’ skills,
knowledge and learning
styles, and does not indicate
that such knowledge is
valuable.
2
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.
3
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.
4
Goals for the lessons are
clearly identifiable and
reflected in implementation of
the lesson. Identified goals
are appropriate in their
content and level of
expectation for most pupils in
the class.
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.
1
2
3
4
EVIDENCE
INSTRUCTION
14.
LESSON STRUCTURE
AND TIME
MANAGEMENT
15. CLARITY OF GOALS
16. KNOWLEDGE OF
STUDENTS: PUPILS’
SKILLS , CULTURAL
HERITAGE,
KNOWLEDGE,
INTERESTS, LEARNING
STYLES
INSTRUCTIONAL
NEEDS
5
7/31/2012
Inspired by Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, Virginia: Association for Supervision & Curriculum Development.
NOT FOR REPRODUCTION.
DRSTOS-R
Student teacher Name: ____________________________
Supervised by: ______________________________
Semester: _______________________
LEVEL OF PERFORMANCE
ELEMENT
17. STUDENT TEACHER/
PUPIL
COMMUNICATIONS
18. DISCUSSION STYLE
NOT YET PROFICIENT
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
Interaction between student
teacher and pupils is
predominantly recitation
style, with student teacher
mediating all questions and
answers.
1
Student teacher makes
content errors or does not
correct errors made by
pupils, reflecting inadequate
understanding or knowledge
of academic content.
PARTIALLY PROFICIENT
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.
ENTRY LEVEL PROFICIENT
Student teacher’s and pupils’
spoken and written language are
sufficiently clear and appropriate
to pupils’ age and interests.
PROFICIENT
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.
2
Student teacher attempts to
engage pupils in discussion,
with uneven results.
3
Most classroom interaction
represents discussion, with
student teacher taking a
facilitating role.
4
Classroom interaction
represents discussion, with
student teacher stepping,
when appropriate, to the side
so pupil-pupil talk dominates.
2
Student teacher displays
basic understanding and
knowledge of academic
content and key concepts
but lacks awareness of how
concepts relate to one
another. Explanation of the
content is uneven; some is
done skillfully, but other
portions are difficult to
follow.
3
Student teacher displays
sufficient understanding and
knowledge of academic content
and key concepts. Explanation
of content is appropriate,
connects key concepts within
the topic and discipline, and
connects with students’
knowledge and experience
1
2
3
4
Student teacher displays a
strong understanding and
knowledge of academic
content and key concepts.
Explanation of content is
imaginative, connects key
concepts both within and/or
beyond the topic area and
discipline, and connects with
students’ knowledge and
experience. Pupils contribute
to explaining concepts to their
peers
4
19. CONTENT
INSTRUCTION
EVIDENCE
6
7/31/2012
Inspired by Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, Virginia: Association for Supervision & Curriculum Development.
NOT FOR REPRODUCTION.
DRSTOS-R
Student teacher Name: ____________________________
Supervised by: ______________________________
Semester: _______________________
LEVEL OF PERFORMANCE
ELEMENT
20. FLEXIBILITY AND
RESPONSIVENESS
NOT YET PROFICIENT
Student teacher adheres
rigidly to lesson plan, even
when a change is clearly
needed. Students’ questions
or interests are ignored or
brushed aside. When
difficulties arise, the student
teacher blames students or
contextual factors.
PARTIALLY PROFICIENT
Student teacher attempts to
adjust a lesson when
needed or to accommodate
students’ questions or
interests. Adjustments are
only partially successful with
disruption to the pacing of
the lesson. When difficulties
arise, the student teacher
accepts responsibility but
only has a limited repertoire
of instructional strategies to
draw upon
2
ENTRY LEVEL PROFICIENT
Student teacher makes minor
adjustments to a lesson when
needed or to accommodate
students’ questions or interests,
and the adjustment occurs
smoothly with minimal disruption
to the pacing of the lesson.
When difficulties arise, the
student teacher persists in
seeking approaches, drawing on
a broad repertoire of strategies
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
Student teacher appears to
be unaware of the cultural
context of the school and
community.
2
Student teacher
demonstrates knowledge of
the cultural context of the
school and the community.
3
Student teacher demonstrates
sufficient knowledge of the
cultural context of the school
and the community.
4
Student teacher demonstrates
an expanding knowledge of
the cultural context of the
school and the community.
1
Student teacher has no
suggestions for how a
lesson may be improved
another time.
2
Student teacher makes
general suggestions about
how a lesson may be
improved.
3
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
Student teacher is a reflective
practitioner, is able to learn
from mistakes and successes
and adjusts accordingly.
1
3
PROFICIENT
Student teacher successfully
makes a major adjustment to
a lesson when needed or to
take advantage of teachable
moments building on student
interests or needs. When
difficulties arise, the student
teacher persists in seeking
effective approaches, using
an extensive repertoire of
strategies and soliciting
additional resources from the
school
4
EVIDENCE
PROFESSIONAL RESPONSIBILITIES
21. RELATIONSHIPS WITH
ADULTS: SUPERVISOR,
COOPERATING
TEACHER, TEACHERS,
SCHOOL STAFF, &
PARENTS/ GUARDIANS.
22. CULTURAL CONTEXT
OF SCHOOL AND
COMMUNITY
23. ABILITY TO REFLECT
1
2
4
7
7/31/2012
Inspired by Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, Virginia: Association for Supervision & Curriculum Development.
NOT FOR REPRODUCTION.
DRSTOS-R
Student teacher Name: ____________________________
Supervised by: ______________________________
Semester: _______________________
OTHER COMMENTS
PLANNING AND PREPARATION
CLASSROOM ENVIRONMENT
INSTRUCTION
PROFESSIONAL RESPONSIBILITIES
8
7/31/2012
Inspired by Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, Virginia: Association for Supervision & Curriculum Development.
NOT FOR REPRODUCTION.
DRSTOS-R