PATHWISE OBSERVATION SUMMARY

Student Name(s)                            Date of Observation

Provide narrative statements below which (1) summarize the reservice teacher’s performance in each of the domains and (2) suggest
goals to strengthen or enhance performance.

Summary Statement                                                                Suggestions/Goals
Organizing Content for Student Learning

Creating an Environment for Student Learning

                                        University of Florida: College of Education
Summary Statement                                                         Suggestions/Goals
Teaching for Student Learning

Reflects, Collaborates, and Communicates for Student
Learning(Professional Behaviors)

University Supervisor or Cooperating Teacher (signature)         Date                 Preservice Teacher (signature)

                                        University of Florida: College of Education
                                          PATHWISE OBSERVATION FORM
Student:                                              Date of Observation:
School:                                               Grade:
Cooperating Teacher:                                  UF Supervisor:              Sarah Rockwell
Domain A: Organizing Content Knowledge for Student Learning
 BENCHMARKS          EVIDENCE                                                                 Observer Comments
 Chooses the appropriate      A.1 Becomes familiar with relevant aspects of students’
 methods, materials, and/or   background knowledge and experiences
 activities to access
 students’ diverse needs.
 States learning goals for    A.2 Articulates clear learning goals that are appropriate for
 lessons that include goals   the students
 for meeting individual
 student needs.
 Explains how the content     A.3 Demonstrates an understanding of the connections
 of a lesson relates to the   between the content that was learned previously, the current
 content of previous of       content, and the content to be learned in the future
 future lessons.              Previous:
 Chooses methods,             A.4 Creates of selects teaching methods, learning activities,
 activities, and materials    and instructional materials or other resources that are
 that allow differentiated    appropriate for the students and that are aligned with the
 learning experience to       goals of the lesson
 meet unique needs of all     Methods:
 students.                    Activities:
 Chooses an assessment        A.5 Creates or selects evaluation strategies that are
 strategy appropriate to      appropriate for the students and that are aligned with the
 students’ needs that will    goals of the lesson
 determine how well the
 learning goals of the
 lesson have been met.
Accommodations planned

                                         University of Florida: College of Education
Domain B: Creating an Environment for Student Learning
 BENCHMARKS           EVIDENCE                                                           Observer Comments
*Treats students fairly,      B.1 Creates a climate that promotes fairness
and does not accept unfair
behavior among students.
*Avoids either excluding
or over-attending to
certain students
*Conveys the attitude that
all students are valued
*Relates positively,          B.2 Establishes and maintains rapport with students
shows concern, and tailors
personal interactions with
*Shows by words,              B.3 Communicates challenging learning expectations to
actions, and attitudes that   each student
each student is capable of
meaningful achievement
*Models appropriate and       B.4 Establishes and maintains consistent standards of
respectful standards of       classroom behavior.
*Responds appropriately
and consistently to
inappropriate behavior
*Re-teaches, reminds, and
reinforces appropriate
standards of behavior as
*Configures the room so       B.5 Makes the physical environment as safe and conducive
that all students have        as possible.
access to the lesson.
Accommodations observed

                                        University of Florida: College of Education
Domain C: Teaching for Student Learning
 BENCHMARKS                     EVIDENCE                                                           Observer Comments
*Communicates learning goals for             C.1 Makes learning goals and instruction
instruction either orally or in writing at   procedures clear to students.
the beginning or during instruction
*Assists students in making inferences
regarding learning goals through
*Communicates instructional procedures
through means appropriate for the
students under instruction, taking into
account the needs of diverse students;
examples of communication include oral
or written directions and modeling.
*Demonstrates content knowledge and          C.2 Makes content comprehensible to students
*Makes instruction relevant by assessing
and activating students’ prior
background knowledge and experience
*Structures lessons in a coherent and
connected manner (e.g. sequenced
logically, ordered conceptually)
*Organizes instruction through a variety
of approaches (e.g., presentations, small
groups) appropriate to students
*Understanding that builds bridges to to
students’ prior background knowledge
and experience
*Uses specific learning activities that      C.3 Encourages students to extent their thinking
encourage students to extend their
thinking, and that reflect knowledge of
diverse learning needs
*Encourages students to think
independently, creatively, and critically
about the content being taught
*Asks higher order thinking questions
*Identifies, captures, and acts on
‘teachable moments’
*Uses a variety of methods to assess         C.4 Monitors students’ understanding of content
student understanding during the lesson      through a variety of means, providing feedback to
*Provides specific feedback to students      students to assist learning, and adjusting learning
*Adjusts learning activities as necessary    activities as the situation demands.
*Takes into account all students in class    Monitoring:
and correctly interprets verbal and non-     Providing Feedback:
verbal signals                               Adjusting:
*Organizes materials in advance              C.5 Uses instruction time effectively
*Has well-established classroom
*Minimizes non-instruction time
*Paces instruction so that time spent on
learning activities is appropriate to the
content, learners, and situation
Accommodations observed

                                        University of Florida: College of Education
Domain D: Teacher Professionalism
BENCHMARKS               EVIDENCE                                                                     Observer Comments
 *Demonstrates evidence to            D.1 Reflects on the extent to which learning goals were met
 assess whether learning goals
 are met in a lesson
 *Articulates specific reasons
 supporting a successful lesson
 *Identifies aspects of an
 unsuccessful lesson and
 articulates specific reasons for
 lack of success
 *Specifically identifies             D.2 Demonstrates a sense of efficacy
 personal responsibility for
 successful student learning
 *Accepts responsibility when
 lesson needs improvement
 *Generates a variety of
 suggestions/alternative to
 increase learning
 *Actively seeks solutions to
 problem situations faces by
 *Identifies appropriate
 resources for solving problems

 *Identifies appropriate              D.3 Builds professional relationships with colleagues to
 resources within the school          share teaching insights and to coordinate learning activities
 environment (guidance, BRT,          for students.
 principal, CRT, grade level
 chairs, etc)
 *Collaborates and creates
 relationships with appropriate
 personnel for dealing with
 instruction and professional
 *Discusses family                    C.4 Monitors students’ understanding of content through a
 characteristics which influence      variety of means, providing feedback to students to assist
 the form of communication            learning, and adjusting learning activities as the situation
 used with parents and guardians      demands.
 *Identifies the type of              Monitoring:
 information parents want to          Providing Feedback:
 know about the child’s learning      Adjusting:
 *Develops a wise array of
 communication modes to use in
 parent contact (e.g., letters,
 phone calls, conferences, class
 events, newsletter)
 *Appropriately gains
 information about family
 characteristics, child’s strengths
 and needs related to learning
Reflects extent to which accommodations were effective

                                           University of Florida: College of Education

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