1. The Ideal Teacher
?
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2. Faculty Report on
Candidate Teaching
1)Professionalism, Leadership, and
Initiative in the School Culture
2)Pre-active teaching skill &
professional knowledge
3)Post-active skills and ongoing
professional development
4)Interactive skills, teaching
practice, and commitment to
student learning.
3. Is professional in manner and
appearance.
The candidate’s manner and
appearance show respect for the
culture of the school and
classroom, and acceptance of the
responsibilities of/to the
profession.
4. Maintains a complete and
functional plan book
This will be discussed at a later
time.
5. Initiates dialogue and responds
earnestly to counselling
The candidate contributes to a
positive dialogue and accepts
suggestions amiable and
earnestly. When the candidate
can offer an alternative
viewpoint, this is done
professionally.
6. The candidate shows initiative,
creativity, and enthusiasm
The candidate readily agrees to
all teaching assignments;
volunteers to help in a variety of
additional extracurricular,
school, and classroom-related
tasks; and actively consults with
colleagues. The candidate also
willingly shares new ideas and
materials and initiates discussion
and solution-finding in the
classroom and school.
7. The candidate is collaborative and
involved positively and actively in
the school culture
The candidate approach to the duties and
individuals in the school setting is mature,
thoughtful, and acceptable. Established school
policies and practices are noted and followed
and interactions with others are appropriate to
the setting. The candidate also shows and
active interest in school/board workshops,
professional literature, and other sources of
professional growth, and participates within
the school community as a helpful contributor.
8. Is reflective and proactive in
addressing own professional growth
The candidate is able realistically to
assess his/her teaching performance and
growth as a professional. Continuous,
honest, and beneficial self-reflection is
evident.
9. The candidate is punctual,
dependable, and effective
The candidate arrives at school
sufficiently early each day and is
punctual for all lessons, discussion,
and meetings with others in the
school. Reliability and
dependability are also evident in the
candidate’s approach to supervisory
duties, marking of student
assignments, returning of school
materials, and other professional
opportunities.
10. The candidate prepares and
organizes the classroom
and materials
In addition to writing plans and
updating the daybook, the candidate
prepares the classroom materials
before teaching and tidies up
afterward. The organization is
efficient, safe, and context
appropriate and shows respect for
the subject and the teaching &
learning enterprise.
11. The candidate is knowledgeable
about how students learn
The candidate’s planning
demonstrates knowledge about how
students learn. The candidate
incorporates course material,
guidance, observations from the
school, and professional readings.
These are apparent in context-
appropriate motivations, review
without redundant repetition, and
other planning functions
12. Clearly describes and organizes
purposeful student learning
experience
Instructional plans are thoughtfully
and effectively sequenced, from
initial teacher behaviours, through
presentation steps to application,
assessment, and evaluation. Student
learning experiences are purposeful
and appropriate for the subject
context.
13. Plans instructional approaches
that are relevant, coherent, and
systematic
Instructional approaches
thoughtfully address the subject and
learning styles of the class.
14. Plans thoroughly, selecting a
variety of resources and an
appropriate lesson or unit model
Planning is thorough, with carefully
developed background preparation.
Planning is appropriate for the
context and shows comprehension
of curriculum design precepts.
15. Sequences lessons and where
appropriate links lessons to
long-range plans.
Daily lessons are meaningfully and
effectively sequenced to achieve
short-term and ultimately long-
range expectations. The links are
transparent and pedagogically
sound.
16. Uses a variety of assessment
tools, and aligns assessment and
evaluation with expectations
Evaluation methods are thoughtfully
selected, authentic, and clearly
aligned with stated expectations.
17. Tracks and efficiently records
student achievement.
The candidate assesses and
evaluates the degree of student
learning and keeps useful and
organized records. Authentic
assessment methods are applied
regularly.
18. Appropriately assesses the
learning environment and shows
insight into individual learner’s
The candidate is cognizant of the extent
of effectiveness of teaching-learning
events and the environment on student
knowledge, skills, and values. With the
limits of the teaching practicum, the
candidate (a) shows sensitivity to the
students’ special needs, (b) appropriately
follows Individual Education Plans, and
(c) tracks group and individual changes
over time.
19. Identifies and correctly interprets
provincial and school board
expectations
The candidate’s decision making for
planning is based on a
understanding of the subject
discipline, the Ontario curriculum,
and school board policies and
documents.
20. Achieves expectations as described
in plans
It is evident that the expectations as
described in plans are fulfilled. The
teacher-learning program is successful
22. The candidate maintains a safe
learning environment
The teaching-learning situation
is physically and emotionally
safe for students.
The candidate shows a
sensitivity to the needs and
welfare of the class.
23. The candidate maintains a safe
learning environment
Arranges seating conducive to
learning
Classroom is overcrowded
Students cannot see board
Monitors temperature & lighting
Disregards temperature &
lighting extremes
Students are always supervised
Leaves students unattended
24. The candidate applies suitable
varied, and bias free teaching &
learning strategies
Teaching and learning
approaches are varied to
heighten retention and
motivation. These are suitable
for the context and evidence
respect for the subject and class.
25. The candidate applies suitable
varied, and bias free teaching &
learning strategies
Sensitive to the diverse needs
and interests of the students.
Acknowledges and respects the
diverse backgrounds of students
and their families
Bias towards a specific group
(cultural, language, ethnic, or
gender groups)
26. The candidate engages students
in active experiential learning
In groups, with the whole class,
and in individual learning
experiences, students are
engaged.
The candidate encourages,
invites, and expects student
participation, minds-on and
hands-on.
27. The candidate engages students
in active experiential learning
Students are learning by doing
Lessons are overly structured
and permit little student input
Teacher lectures to students
Students are alert and on task
Students exhibit boredom, off
task
28. The candidate motivates and
sustains class involvement
The candidate arranges lessons
or activities that maintain full
student interest.
This engagement may be
intellectual or hands-on. It is
sustained through the depth of
student involvement, rather than
the novelty of the situation.
29. The candidate motivates and
sustains class involvement
Captivating set/hook to engage
students
Assigns challenging work
Work is repetitious and
unchallenging
Alerts non-performer
Ignores non-performers
30. The candidate effectively uses
voice & nonverbal communication
There is a high degree of
correspondence between
nonverbal and verbal
communication.
The candidate’s gesture and gaze
and control of voice volume,
inflection, and rate contribute to
the effectiveness of the
presentations. Adjustments are
made to suit the class and the
occasion.
31. The candidate effectively uses
voice & nonverbal communication
Smiles, eye contact - body
behaviour that shows interest
and excitement
Deadpan expression/lethargic
posture or movement
Expresses verbal enthusiasm
Does not vary tone, intensity,
volume or pace
Speaks too softly - inaudible
32. The candidate uses oral and
written language appropriately
The candidate uses oral and
written language appropriately
or needs to correct:
Spelling [ ],
Use of slang [ ],
Handwriting [ ],
Grammar and/or level of
language [ ].
How are
you today?
33. The candidate uses oral and
written language appropriately
Speaks and writes in a
professional manner.
Uses slang
Uses vocabulary above the
comprehension level of the
students.
Make frequent spelling and
grammar errors.
Illegible handwriting
What’s up
Homie!
34. The candidate generates enthusiasm,
and respect for the subject and the
teaching-learning enterprise
The candidate’s demeanour,
approach, and in-class strategies
demonstrate interest in the
lesson content and a positive
view toward learning and
schooling.
The candidate conveys a
genuine, positive feeling for
students, the subject, and the
process of teaching.
35. The candidate generates enthusiasm,
and respect for the subject and the
teaching-learning enterprise
Uses positive, affirming
language
Uses negative, sarcastic
language
States positive expectations
Makes negative comments about
student ability
I know you can do
this, but they are
making me do it
36. The candidate adapts instruction
to meet the needs of learners
The candidate reacts effectively
to in-class situations requiring
re-teaching, rephrasing,
accelerating, etc., for the whole
group and for individuals.
The candidate is aware of subtle/
overt changes in student affect,
and makes appropriate
adjustments.
37. The candidate adapts instruction
to meet the needs of learners
Able to accommodate/modify
lesson and create individualized
learning opportunities
Ignores unique learning abilities
Does not modify learning
experiences for special needs
students.
More that just
saying you will
provide extra
attention
38. The candidate is responsive, clear,
and consistent in instruction
The candidate uses strategies
that are appropriate for the age
group, the subject content, and
stated expectations.
Communication and exchange/
discussion are effective.
Learning proceeds.
39. The candidate is responsive, clear,
and consistent in instruction
Gives complete instructions
States single questions
States long/multiple questions
Rambles, uses scrambled
discourse
Uses vague language
40. The candidate follows established
class routines, adjusts as necessary,
and demonstrates flexibility.
The candidate effectively uses
the routines that are in place in
the class, but also shows
flexibility when required.
41. The candidate follows established
class routines, adjusts as necessary,
and demonstrates flexibility.
Creates routines that the enhance
learning experience.
Chaotic, unstable environment
Quickly adapts to the situation
Rigidly adheres to routine
Val’s assignment
will help examine
these
-clapping alert,
morning board
work
42. The candidate fosters decision-
making, problem-solving, and inquiry
The candidate fosters active
learning in “minds-on” and
“hands-on” situations that are
appropriate for the context.
Students respond with
deepening intellectual curiosity,
higher order thinking, and a
growing metacognition
regarding inquiry processes.
43. The candidate fosters decision-
making, problem-solving, and inquiry
Creates student-directed learning
experiences
Uses lecture format exclusively
Creates hand-on / authentic
learning experiences
Rote learning is over-emphasized
Questions require low level
thinking.
44. The candidate poses appropriate
questions, and responds effectively
The candidate’s questions and
their pacing move learning
forward. The level and kind of
questions asked are age and
context appropriate.
The candidate’s reactions to
student replies show respect for
learners and the subject. They
are based on active listening and
task commitment.
45. The candidate poses appropriate
questions, and responds effectively
The candidate’s questions are
clear and appropriate for the
grade level and subject.
Questions are too vague, not age
appropriate, and off topic.
Differentiates between unison
and individual questions.
Allows individual students to
call out answers
Questions are followed by
appropriate wait time
46. The candidate has good rapport
The candidate treats students
respectfully, uses positive
reinforcement, and avoids sarcasm and
threat.
There is a positive classroom
environment.
The candidate relates well to all
members of the class and is attuned to
group and individual needs, interests,
and strengths.
In challenging situations, the candidate
does not resort to sarcasm and threat
either in voice or manner.
47. The candidate has good rapport
Teacher treats all students fairly
The teacher has favourite students
Demeans students
Uses sarcasm and threat either in voice
or manner.
Teacher knows the individual strengths
& weaknesses, likes & dislikes of each
student
Ignores/avoids students
fairly and equally
are not the same
last page
48. The candidate effectively and fairly
applies management strategies
A pro-active, fair, firm, and
consistent stance is taken in
maintaining appropriately high
standards for student conduct.
While teaching and supervising, the
candidate is aware of the conduct
and progress of students and takes
steps positively and effectively to
bring students back to their tasks.
The candidate establishes a positive,
comfortable relationship with
individual students and with groups
and the class.
49. The candidate effectively and fairly
applies management strategies
Specifies rules, reprimands rule
infraction
Does not specify when rule needed,
fails to correct rule infraction
Stops deviant behaviour
Does not stop deviancy/deviancy
increases
Attends task and deviancy
simultaneously
Ignores deviancy, continues task /
ignores task, engrosses in deviancy
50. The candidate employs a balance of
student & teacher directed learning
The candidate recognizes the
place and value of student-
initiated learning and the need for
student ownership of the problem
to solve.
The candidate also can
effectively direct learning and
engineer a balance to move
learning forward and maintain an
atmosphere of positive and
productive engagement.
51. The candidate employs a balance of
student & teacher directed learning
The candidate recognizes the
place and value of student-
initiated learning
Teacher dominates speaking
Student input is welcomed
Does not respect student
knowledge
52. The candidate paces lessons efficiently,
manages effective transitions
When instructing or organizing
tasks, the candidate attends to
time allotments in relation to the
difficulty of the material, the
cognitive ability of the students,
and the motivation for learning
inherent in the lesson.
The pacing of presentations is
appropriate, and transitions
among lesson segments are
smooth.
53. The candidate paces lessons efficiently,
manages effective transitions
Begins lesson promptly
Delays lesson, students wait for
instruction
Instruction stays on task
Lesson drifts off topic
Lesson segments compliment
each other, logical flow
Lesson is disjointed
Students are engaged for
duration of lesson
Students exhibit boredom
54. The candidate uses resources &
teaching aids successfully
The candidate effectively uses a
variety of teaching aids and/or
concrete materials and/or
computer-assisted learning to
motivate students and enhance
concept development.
These aids animate the
presentations, and contribute to
the achievement of expectations
55. The candidate uses resources &
teaching aids successfully
Materials are ready, smooth
distribution
Does not have materials/
disorganized
Skilled in the use of resources/
technology
Unfamiliar, awkward in the use of
resources/technology
Teaching aids simplify learning
Teaching aids over-complicate
learning
