Pro Teaching Form 2015-2016 Revised August 10 2015

PRO Teaching Form 2015-2016
Moving Towards Outstanding Teaching and Learning

Teacher Name:
Subject:
Level:
Ranking of Competency:
N/A (Not Applicable),
O, 1/4, 1/2, 3/4, 1
#Students:
Personnel:
# IEPs:
Added
Date:
/ W / Th / F
AM or PM
Safety Yes/No
Competencies
Link to Real
World/Culture
1
To act as a professional
inheritor, critic and
interpreter of
knowledge or culture
when teaching
students.
Competencies
Communication
2
To communicate clearly
in the language of
instruction, both
verbally and in writing,
using correct grammar,
in various contexts
related to teaching.
Competencies
School:
M/T
Planning
3
To develop
teaching/learning
situations that are
appropriate to the
students concerned
and the subject
content with a view to
developing the
competencies targeted
in the programs of
study.
Competencies
Classroom Teaching
4
To use teaching and
learning situations that
are appropriate to the
students concerned
and the subject with a
view to developing the
competencies targeted
in the program of study
Competencies
Evaluation
5
To evaluate student
progress in learning the
What Might Be Observed

Relates lesson content to students feelings and experiences
in order to personally involve students in learning
Makes links between lessons and real world situations
Rank
Observations
Rank
Observations
Rank
Observations
Rank
Observations
Rank
Observations
Makes links between subject matter and The Broad Areas of

Learning (Health and Well-Being, Personal and Career
Planning, Environmental Awareness and Consumer Rights
and Responsibilities, Media Literacy, Citizenship and
Community Life)
Uses appropriate and respectful language
Uses appropriate written communication
Corrects student errors made in their oral and written
communication
Expresses self in a coherent manner
Uses effective body language
Uses appropriate and effective voice, tone and pace
Has good knowledge of curriculum
Develops daily lesson plans linked to long range plans/LES
Plans the Learning and Evaluation Situations with
appropriate content and complexity
Has an Understanding of Developmental Process and
plans to meet needs of all students at an appropriate level
of challenge.
Takes into account The Gradual Release of Responsibility
(Guided Instruction, Collaborative Practice, Independent
Performance)
Plans using lesson design: hook, modelling, procedure,
reflection, accountability and closure
Makes learning objectives (intentions) visible to students
Plans for assessment linked to learning objectives
(intentions)
Makes daily agenda visible to students
Plans the use of teaching strategies that support active
student participation (cooperative learning, community
circle, graphic organizer, centers, think-pair-share)
Prepares a range of resources to support the students in
carrying out a task
Prepares a variety of relevant questions to support student
understanding and to promote student inquiry (Bloom's)
Time and Pace are thoughtfully considered
Plans supplementary activities to consolidate student
learning (homework, projects, upcoming review and
evaluations)
Plans for effective use of ICT in lessons
Explains a task more than once, using visual aides
Effectively uses teaching strategies that encourage active
student participation and or collaboration that support the
learning objective
Makes reference to assessment tool during the lesson.
Clearly explains and makes reference to the lesson
objectives and learning tasks
Observes and circulates around the class in order to ensure
that the students are engaged and on task
Manages time (pace) effectively and with flexibility to
maximise student engagement and performance
Encourages students through relevant feedback
Checks for understanding and holds students accountable
for their learning
Demonstrates effective transitions throughout the lesson
Frames questions effectively (Blooms, Wait Time,
Accountability)
Reactive regulation (flexibility): Adjusts lesson and/or pace
based on student needs, feedback, resources and
environmental circumstances.
Evaluation criteria of the lesson is linked to the learning
objective and is appropriate for the level of the student
Clearly explains the evaluation criteria to students
Uses exemplars to support student learning
Teacher Name:
#Students:
Personnel:
Date:
/ W / Th / F
Subject:
Level:
O, 1/4, 1/2, 3/4, 1
# IEPs:
Added
School:
M/T
AM or PM
subject content and

mastering the related
competencies.
Competencies
Classroom
Environment
6
To plan, organize and
supervise a class in
such a way as to
promote students'
learning and social
development.
Competencies
Differentiation
7
To adapt his or her
teaching to the needs
and characteristics of
students with
disabilities,
maladjustments or
handicaps.
Competencies
ICT
8
To integrate
information and
communications
technologies in the
preparation and
delivery of teaching
and learning activities
and for instructional
management and
professional
development purposes
Student
Engagement
Respond with a number
to each question:
0 = None
1 = Few
2 = Some
3 = Most
4 = All
N/A
Student
Effectively checks for understanding using informal means

(verbal, visual, or thumbs up, or written)
Uses formal means to support students and evaluate the
progress of their learning (observation grids, checklists,
tests, rubrics). Makes students aware of how they will be
evaluated.
Gives feedback to students, permitting them to become
aware of their strengths and weaknesses, and attitudes
Provides students opportunities for peer and selfassessment.
Supports student reflection regarding their learning process,
the strategies they use, and their competencies.
Respects special exam conditions where applicable
Is able to justify evaluation decisions, using evidence
Organizes and structures the physical classroom to support
student learning
Student work is attractively displayed and celebrated
Learning resources are prominently displayed and
accessible to students and are relevant to the learning
objective
Demonstrates effective classroom routines
Demonstrates clear expectations of student behaviour
Uses strategies to prevent and deal effectively with
inappropriate behaviour
Maintains a positive classroom climate that is conducive to
learning
Evidence of a positive, supportive and respectful
relationship with all students.
Models appropriate language/attitude/behaviours
Differentiates instruction to meet the needs of all students
Differentiates content to meet the needs of all students
Uses activities (materials) appropriate to the varied learning
styles of all students
Organizes the class to support individual differences of the
students
Checks for understanding and responds to student feedback
and needs throughout a lesson to regulate learning
Responds to information on student's needs and previous
learning
Teacher is up to date on current IEPs, recent assessments,
and other documentation relating to the special needs
students
Provides special needs students with support through more
frequent feedback, supportive questioning, and safe
environment
Makes effective use of specialized services that are
available (i.e. attendant to the handicapped, technicians,
adaptive software)
Effectively and creatively integration of ICT into learning and
evaluation situations (beyond basic research, word
processing)
Teaches students to use ICT to develop competence and
acquire knowledge
Leads students to use ICT to demonstrate competence and
knowledge
Uses technological tools to carry out professional tasks
Effectively uses adaptive technology for special needs
students
Rank
Observations
Rank
Observations
Rank
Observations
Rank
04
Develops on-line resources to facilitate student learning

(websites, blogs, etc.)
Observations
Students understand the learning objective of the lesson

(what & why)
Students know and understand how they are being
evaluated and what they need to do, know or demonstrate
in order to be successful
Students are focused on the lesson/activity and their
learning
Students ask questions
Students respond to questions
Students interact in a learning context with others (teacher
& peers)
Students understand the routines of the class
What Might Be Asked of Students
Comments
Teacher Name:
Subject:
Level:
O, 1/4, 1/2, 3/4, 1
#Students:
Personnel:
# IEPs:
Added
Date:
/ W / Th / F
AM or PM
Engagement
School:
M/T
What are you learning today?
Why are you learning this?

The observer is
encouraged to ask
direct questions to
individual students
about their learning
experience. The
questions should be
asked in a manner that
does not cause
disruption to the
learning environment.
Observation Team:
What helps you to learn?
How do you know if you are successful?

How will you know you have understood? What will that look
like?
Other questions
e.g. Can you teach me?
What do you do when you are struggling in your learning?
What are your next steps?
Conference comments prior to teacher debrief
Observed by:
Revised August 10, 2015
Score
Conference Comments:
Signature:

Pro Teaching Form 2015-2016 Revised August 10 2015

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Pro Teaching Form 2015-2016 Revised August 10 2015

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PRO Teaching Form 2015-2016

Moving Towards Outstanding Teaching and Learning

What Might Be Observed

Makes links between subject matter and The Broad Areas of

subject content and

Effectively checks for understanding using informal means

Develops on-line resources to facilitate student learning

Students understand the learning objective of the lesson

What are you learning today?

Why are you learning this?

What helps you to learn?

How do you know if you are successful?

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