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Intern Last Name
Observer’s Name
Date
Observer’s Role
School/Grade
Level Subject/Topic
Construct 1. Learner and Learning.
To ensure that each student learns new knowledge and skills, teachers* must understand that learning and developmental patterns vary individually,
that students bring unique individual differences to the learning process, and that students need supportive and safe learning environments to thrive
Ineffective
Developing
Effective
Highly Effective
did not or
infrequently planned
instruction that aligns with
students’
developmental
levels and learning needs
planned
instruction that partially aligns
with students’ developmental
levels and
learning needs
planned
instruction that aligns with
students’ developmental
levels and
learning needs
consistently and
effectively planned instruction
that closely aligns with students’
learning needs
and
developmental levels
relied on a single
teaching approach and
resource
incorporated
some teaching approaches
and resources
regularly used a
variety of teaching
approaches and resources
consistently and
effectively used a variety of
appropriate teaching
approaches and resources
did not or
infrequently provided
adaptation of plans and
instruction, and
the
adaptation that was provided
was
often not appropriate to
the students’
learning needs
provided some
adaptation of plans and
instruction that met some of
the
student’s learning needs
adapted plans
and instruction, when
appropriate, to meet all
students’
learning needs.
consistently and
effectively adapted plans and
instruction, when appropriate, to
meet all
students’ learning
needs
1.2
Learner Differences:
The teacher recognized and fostered individual differences to establish a positive classroom culture.
The evidence indicates that
the teacher:
Ineffective
Developing
Effective
Highly Effective
did not or
infrequently took steps to
learn about students as
individuals and
as learners.
took partial steps
to learn about
students as
individuals and as learners.
regularly took
steps to learn about
students
as individuals and as
learners.
consistently and
effectively took steps to learn
about
students as individuals
and as learners.
did not or
infrequently incorporated
knowledge of individual
students to
create a
classroom culture of respect
and rapport that meets the
needs of all
students.
began to use
knowledge of individual
students to create a positive
culture that
meets the needs
of all students.
regularly
incorporated knowledge of
student diversity to create a
positive
culture of respect and
rapport that
meets the needs
of most students.
consistently and
effectively incorporated
knowledge of
student diversity
to create a positive culture of
respect
and rapport that meets
the needs of all students.
1.3
Learning Environment:
The teacher established a classroom environment conducive to learning.
The evidence indicates that
the teacher:
Did not or infrequently collaborated
with students to promote student
ownership of the learning.
Began to collaborate with students to
promote student ownership of the
learning.
Regularly collaborated with students to
promote student ownership of the
learning.
Consistently and effectively collaborated with students
to promote student ownership of the learning.
did not or
infrequently established a
safe, respectful, and
academically
engaging
environment for students.
began to
establish a safe, respectful,
and
academically engaging
environment for
students.
regularly
established a safe, respectful,
and academically engaging
environment
for students.
consistently and
effectively established a safe,
respectful, and academically
challenging environment
for all
students.
Comments/Feedback for Component 1.1: (When possible please cite evidence as outlined in the full detailed KEEP document)
Comments/Feedback for Component 1.2: (When possible please cite evidence as outlined in the full detailed KEEP document)
Comments/Feedback for Component 1.3: (When possible please cite evidence as outlined in the full detailed KEEP document)
Intern First Name
1.1 Learner Development: The teacher planned instruction based on learning and developmental levels of all students. The evidence indicates that the teacher:
2
Construct 2. Content Knowledge. Teachers* must have a deep and flexible understanding of their content area(s) and be able to draw upon it as they work with students
to access information, apply knowledge in real world settings, and work with meaningful issues.
2.1 Content Knowledge:
The teacher demonstrated a thorough knowledge of content.
The evidence indicates that
the teacher:
2.2
Innovative Applications of Content Knowledge
: The teacher provided a variety of innovative applications of knowledge
.
The evidence indicates that
the teacher:
Ineffective
Developing
Effective
Highly Effective
did not or
infrequently displayed
knowledge of the important
content in
the discipline and
identification of
possible
student misconceptions.
Displayed limited knowledge of the
important content in the discipline and
identification of possible student
misconceptions.
displayed
knowledge of the important
content in the discipline, used
multiple
representation and
explanations,
understood how
these relate to each
other,
and identified student
misconceptions.
displayed extensive
knowledge of the important
concepts in the discipline by
consistently and
effectively
using multiple representations,
explanations, and a wide variety
of experiences and
opportunities.
did not or
infrequently used strategies
to
build understanding of content for all
students.
began to use
strategies to build
understanding of content for
all
students.
regularly used
strategies to build a deep
understanding of content for
all
students.
consistently and
effectively used strategies to
build a
deep understanding of
content for all students.
Ineffective
Developing
Effective
Highly Effective
did not or
infrequently used problem
solving, critical thinking skills, and
technology to explore and deliver
content.
used limited problem solving, critical
thinking skills, and technology to
explore and deliver content.
regularly used problem solving, critical
thinking skills, and technology to
explore and deliver content.
consistently and
effectively used problem solving,
critical thinking skills, and
technology to explore and
deliver content.
did not or
infrequently provided
opportunities to students for real world
application of content.
provided limited opportunities to
students for real world application of
content.
regularly provided opportunities to
students for real world application of
content.
consistently and
effectively provided opportunities
to students for real world application of content.
did not or
infrequently collaborated with
colleagues to provide
purposeful cross-
curricular
learning opportunities
began to
collaborate with colleagues to
provide purposeful cross-
curricular
learning
opportunities
regularly
collaborated with colleagues
to
provide purposeful cross-
curricular
learning
opportunities
consistently and
effectively collaborated with
colleagues to provide purposeful
cross-curricular
learning
opportunities
Comments/Feedback for Component 2.1: (When possible please cite evidence as outlined in the full detailed KEEP document)
Comments/Feedback for Component 2.2: (When possible please cite evidence as outlined in the full detailed KEEP document)
Intern Candidate Date School/Grade Level
Observer’s Name Observer’s Role Subject/Topic
Construct 3. Instructional Practice. Effective instructional practice requires that teachers* understand and integrate planning, instructional strategies, and
assessment in coordinated and engaging ways.
3.1 Planning for Instruction:
The teacher used methods and techniques that are effective in meeting student needs.
The evidence indicates that
the teacher:
3.2 Assessment:
The teacher used varied assessments to measure learner progress.
The evidence indicates that
the teacher:
3.3
Instructional Strategies:
The teacher delivered comprehensive instruction for students.
The evidence indicates that
the teacher:
3
3
Ineffective
Developing
Effective
Highly Effective
did not or
infrequently planned activities
that connect with district,
state, and/or
national
standards to meet the needs
of
students.
planned activities
that partially connect
with
district, state and/or national
standards to meet the needs
of
students.
regularly planned
rigorous and
challenging
activities using objectives
that
align with district, state and/or
national standards to meet
the needs of
all students.
consistently and
effectively planned rigorous and
challenging activities using
objectives that align
with district,
state and/or national standards
to
meet the needs of all
students.
Ineffective
Developing
Effective
Highly Effective
did not or
infrequently provided basic
opportunities for students to
demonstrate learning by using
formative,
summative,
informal and/or formal
assessments.
provided limited
opportunities for
students to
demonstrate learning by
using formative, summative,
informal
and/or formal
assessments.
regularly provided
multiple opportunities
for
students to demonstrate
learning by
using formative,
summative, informal,
and/or
formal assessments .
consistently and
effectively provided multiple
opportunities for students to
demonstrate
learning by using
formative, summative,
informal,
and/or formal assessments.
did not or
infrequently used student
data to inform future
instruction.
began to use
student data to inform
future
instruction.
regularly used
student data to inform
future
instruction.
consistently and
effectively used student
data to
inform future instruction.
did not or
infrequently provided
feedback to students.
provided some
feedback to encourage
students.
regularly provided
timely feedback to
encourage
students to take responsibility
for their own learning.
consistently and
effectively provided timely
feedback to encourage students
to take
responsibility for their
own learning.
Ineffective
Developing
Effective
Highly Effective
did not or
infrequently used strategies
and available technologies to
engage
students in the
learning process.
used some
strategies and available
technology to engage and
challenge
students.
regularly used a
variety of strategies
including
available technology to
engage
and challenge
students in a variety of
learning situations.
consistently and
effectively used a variety of
strategies including available
technology to engage
and
challenge students in a variety
of learning
situations.
did not or
infrequently used strategies
for differentiating instruction.
incorporated
limited strategies to
differentiate instruction.
regularly used
strategies to differentiate
and
scaffold information so it is
accessible to all students.
consistently and
effectively incorporated
strategies to
differentiate and
scaffold information so it is
accessible to all students.
did not or
infrequently engaged
students in the learning
process.
began to engage
students in higher
order
thinking skills.
regularly engaged
students in higher
order
thinking skills.
consistently and
effectively engaged students in
higher order thinking skills.
Comments/Feedback for Component 3.1: (When possible please cite evidence as outlined in the full detailed KEEP document)
Comments/Feedback for Component 3.2: (When possible please cite evidence as outlined in the full detailed KEEP document)
Comments/Feedback for Component 3.3: (When possible please cite evidence as outlined in the full detailed KEEP document)
4
Construct 4. Professional Responsibility. Creating and supporting learning environments that result in students achieving at the highest levels is a teacher’s primary responsibility. To do
this well, teachers* must engage in professional self-renewal, which means they regularly examine their own and each other’s practice through self- reflection and collaboration, providing
collegial support and feedback that assures a continuous cycle of self-improvement.
4.1 Reflection and Continuous Growth
. The teacher engaged in reflection and continuous growth.
The evidence indicates that
the teacher:
4.2 Collaboration and Leadership:
The teacher participated in collaboration and leadership opportunities.
The evidence indicates that
the teacher:
Ineffective
Developing
Effective
Highly Effective
did not or
infrequently participated in
professional development.
began to
participate in ongoing
professional development
relevant to
student learning.
engaged in
ongoing, purposeful
professional development
relevant to
student learning.
consistently and
effectively engaged in ongoing,
purposeful professional
development relevant to
student
learning.
did not or
infrequently reflected on his/
her practices.
began to reflect
on practices and is aware
of
opportunities for
improvement.
regularly reflected on
his/her practice and
seeks
opportunities for
improvement.
consistently and
effectively reflected on his/her
practice and actively seeks
opportunities for
improvement.
did not or
infrequently analyzed and
reflected on student data to
guide
planning.
began to analyze
and reflect on student
data to
guide planning and
instruction.
regularly
analyzed and reflects on
student
data to guide
planning, instruction, and
student growth.
consistently and
effectively analyzed and
reflected
on student data to
guide planning, instruction, and
student growth.
Ineffective
Developing
Effective
Highly Effective
did not or
infrequently
communicated
with colleagues
about school
issues.
began to meet
with and discusses school
issues with colleagues and
other
stakeholders
regularly
collaborated with colleagues
and stakeholders in
leadership, school,
and
professional activities using
multiple
communications
consistently and
effectively collaborated with
multiple stakeholders in school
and professional
activities using
a variety of methods of
communication
did not or
infrequently demonstrated
leadership skills by initiating,
advocating, and/or leading
activities.
began to
demonstrate some leadership
skills by initiating, advocating,
or leading
activities.
regularly
demonstrated leadership
skills
by initiating, advocating,
and/or leading
activities to
improve and support student
learning.
consistently and
effectively demonstrated
leadership skills by initiating,
advocating, and/or
leading
activities to improve and support
student
learning
Comments/Feedback for Component 4.1: (When possible please cite evidence as outlined in the full detailed KEEP document)
Comments/Feedback for Component 4.2: (When possible please cite evidence as outlined in the full detailed KEEP document)
Ineffective
Developing
Effective
Highly Effective
Overall Rating
* WSU Teaching Intern
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