Skip to main content

Indicators of Teaching Effectiveness (CAEP Component 4.2)

OKCU Student Teacher Evaluation

The following measures of teaching effectiveness are derived from the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards that were developed by the Council of Chief State School Officers (CCSSO). Student Teachers are rated from 1-4 on the following items.

The Learner and Learning

Competency #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Competency #2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Competency #3: Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.


Competency #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Competency #5: Application of Content 

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Instructional Practice

Competency #6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Competency #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Competency #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Professional Responsibility

Competency #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Competency #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Competency #11: Service (OCU Competency)

The teacher exhibits a commitment to serve the community.

OKCU Student Teacher Evaluation Scores 2016-2017

Overall Mean3.
Total Possible Points4444444 444444

Lesson Observation Form

Student teachers are observed a minimum of four times by their university supervisors per semester. The items below describe the elements of the observation. Each observation serves as an opportunity for dialogues among the student teacher, cooperating teacher, and university supervisor.  

Planning and Instruction Indicators

  1. Motivation/Anticipatory Set:  involves the learner, relates learning to past, present, or future
  2. Establishes Objective:  communicates instructional objectives to students
  3. Stresses Sequence:  shows how the present topic is related to the topics that have been or will be taught
  4. Relates Objectives:  relates lesson to existing student experiences
  5. Involves All Learners:  uses signaled responses, questioning techniques, and/or guided practices to involve all learners
  6. Explains Content:  teaches the objectives through a variety of methods
  7. Models:  demonstrates the desired skills
  8. Monitors:  checks to determine student progress 
  9. Adjusts the Lesson Based on Monitoring:  changes instruction based on the results of assessing
  10. Guided Practice:  requires all students to practice newly learned skills while under the direct supervision of the teacher
  11. Provides for Independent Practice:  requires students to practice newly learned skills without the direct supervision of the teacher
  12. Closure:  brings lesson to a close with a meaningful activity

Management and Professional Indicators

  1. Planning Is Evident:  makes lesson plans available that are aligned with targeted objectives
  2. Lesson Design: demonstrates that activities provide appropriate scaffolding to reach all learners and are designed to increase students’ thinking skills
  3. Organization:  plans for the delivery of the lesson and has materials ready for use
  4. Technology:  makes informed decisions about the use of technology in the lesson
  5. Routines:  uses minimum class time for non-instructional routines and maximizes instructional time on task
  6. Management: clearly defines expected behavior, encourages positive behavior, manages negative behavior, maintains focus on lesson
  7. Learning Environment:  establishes rapport with students; the classroom is pleasant, safe, and sensitive to diversity
  8. Democratic Practices:  demonstrates fairness in questioning, grouping, and all other class activities 
  9. Communication:  uses grammatically correct language without undue repetition of phrases
  10. Professionalism:  exhibits appearance and demeanor that are appropriate for the classroom

OKCU Lesson Observation Scores 2016-2017

Rating Scale

Does Not Meet ExpectationsMeets ExpectationsExceeds Expectations
0          12          34

Planning and Instruction Indicators


Management and Professional Indicators