Kinesthetic (Full Body Movement)
Moving to corners, hand-actions:
Tactile (Manipulatives/Touch)
Blocks, sand letters, writing on boards:
How does multi-sensory instruction support diverse learners?
Mentor Teacher Sign-off
I verify that the intern completed this observation.
Date:
Signature:
Level 2: Developing Intern
Page 4 of 11
Intern Name ______________________
Date of Observation ______________________
Placement Grade & School ______________________
Protect confidentiality by using first names only. Identify 2-3 students receiving accommodations or modifications, and analyze their effectiveness.
Student 1 (First Name Only): _________________________
What specific accommodation (e.g. read-aloud, breaks, visual schedules) or modification was observed?
Student 2 (First Name Only): _________________________
What specific accommodation or modification was observed? How did the student respond?
Challenge of Meeting Diverse Special Needs
What major logistical or planning challenge do you observe teachers balance when supporting multiple IEPs/504s?
Mentor Teacher Sign-off
I verify that the intern completed this observation.
Date:
Signature:
Level 2: Developing Intern
Page 5 of 11
Intern Name ______________________
Date of Observation ______________________
Placement Grade & School ______________________
Record exact classroom questions. Identify whether they push for memory recall (low-level) or analyze/evaluate (higher-order), and monitor how the teacher handles errors.
1. Higher-Order vs. Low-Level Questions
Quote one low-level recall question and one higher-level thought-provoking question asked today.
2. Response to Incorrect or Partial Answers
How did the teacher handle a wrong answer? Did they correct, scaffold, prompt, or ask another peer?
3. Wait Time & Universal Participation
Did the teacher provide 3-5 seconds of silent wait time? How did they ensure active listening?
Mentor Teacher Sign-off
I verify that the intern completed this observation.
Date:
Signature:
Level 2: Developing Intern
Page 6 of 11
Intern Name ______________________
Date of Observation ______________________
Placement Grade & School ______________________
Identify classroom activities that match the cognitive levels of Bloom's Taxonomy. Write a clear, standard instructional objective for each level using a precise action verb.
Cognitive Level
Observed Activity
Instructional Objective & Verb (e.g. "Students will write...")
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Mentor Teacher Sign-off
I verify that the intern completed this observation.
Date:
Signature:
Level 2: Developing Intern
Page 7 of 11
Intern Name ______________________
Date of Observation ______________________
Placement Grade & School ______________________
Describe how your mentor assesses student learning. Document at least three different assessment formats used during your stay (Formative, Summative, Selected, Constructed, etc.).
1. Assessment Format & Name: _______________________
What was the activity (e.g. exit ticket, math quiz, oral presentation)? What was its diagnostic purpose?
2. Assessment Format & Name: _______________________
What did the assessment reveal about student knowledge? How did students perform overall?
How Data Guides Immediate Instruction
How did the teacher immediately modify instruction or provide remediation based on assessment results today?
Mentor Teacher Sign-off
I verify that the intern completed this observation.
Date:
Signature:
Level 2: Developing Intern
Page 8 of 11
Intern Name ______________________
Date of Observation ______________________
Placement Grade & School ______________________
Monitor how hardware (Chromebooks, smartboards, document cameras) and software (Kahoot, Google Classroom, reading tools) are leveraged for deep learning.
1. Technology Tools in Play
What hardware and software tools were students using directly during the lesson?
2. Impact on Student Engagement & Learning
Does the technology substitute physical work, or does it transform/enhance focus and concept retention?
3. Operational and Management Challenges
Describe any technological hurdle (wifi lag, flat battery, off-task tabs) and how the teacher resolved it.
Mentor Teacher Sign-off
I verify that the intern completed this observation.
Date:
Signature:
Level 2: Developing Intern
Page 9 of 11
Intern Name ______________________
Date of Observation ______________________
Placement Grade & School ______________________
Apply Piaget's stages to your elementary students. Focus on the Concrete Operational Stage (logical, concrete, visible, or hands-on reasoning).
1. Concrete Operational Reasoning defined
Explain logical, concrete reasoning in your own words. Why do elementary kids struggle with abstract concepts?
2. Observed Concrete Thinking Example
Describe a specific situation where a student needed physical or visible aids to solve a problem today.
3. Why Piaget's Stages Matter in Lesson Planning
What happens if a teacher's lesson is planned for a stage higher than the student's developmental age?
Mentor Teacher Sign-off
I verify that the intern completed this observation.
Date:
Signature:
Level 2 Intern Workbook
Page 10 of 11
Intern Name ______________________
Date of Entry ______________________
Placement Week ______________________
A space to reflect on personal growth, breakthroughs, frustrations, and connections between high school lectures and hands-on elementary placement activities.
1. Placement Successes & Wins
2. Challenges Faced & Scaffolding Needs
3. Future Instruction & Professional Goals
Mentor Sign-off
I verify the completion of this journal reflection.
Date:
Signature:
Level 2 Intern Workbook
Page 11 of 11
Mentor:
Date:
Subject:
Lesson:
@carolraecreations TPT: Carol Rae Creations
Standard
Objective
Teacher Actions
Student Actions
Summative Assessment Used? [ ] Yes [ ] No
Explain assessment and what it measured:
Formative Assessment Used? [ ] Yes [ ] No
Explain assessment and what it measured:
What behavior management techniques were used?
What stood out to you in today's lesson?
Questions to discuss with Mentor teacher:
@carolraecreations TPT: Carol Rae Creations Instructional Practices Field Portfolio
Exemplary (4)
Developing (2-3)
Deficient (0-1)
Observation Detail
Quotes specific phrases, details environment thoroughly.
General statements or vague descriptors.
Empty spaces, lacks concrete focus.
Professionalism
Respectful academic language. Signatures complete.
Uses student names or slang. Missed 1-2 signatures.
Confidentiality breaches or missing signatures.
Criteria
Exemplary (4)
Developing (2-3)
Deficient (0-1)
Theory Integration
Accurately connects work to Piaget, Gardner, & Bloom.
Lists examples but disconnects from theory.
Inaccurate definitions or wrong objectives.
Instructional Analysis
Critiques layout, materials, and technology deeply.
Describes activities without questioning why.
No analytical depth or missed logs.
High School Education & Training Department Instructional Practices Curriculum Guide
Daily Classroom Assistant Role
Mentor Sign
W10
Oct 19 – Oct 23
D1-P1 D1-P2 D2-P1 D2-P2
W11
Oct 26 – Oct 30
D1-P1 D1-P2 D2-P1 D2-P2
W12
Nov 2 – Nov 6
D1-P1 D1-P2 D2-P1 D2-P2
W13
Nov 9 – Nov 13
D1-P1 D1-P2 D2-P1 D2-P2
W14
Nov 16 – Nov 20
D1-P1 D1-P2 D2-P1 D2-P2
W15
Nov 30 – Dec 4
D1-P1 D1-P2 D2-P1 D2-P2
W16
Dec 7 – Dec 11
D1-P1 D1-P2 D2-P1 D2-P2
W17
Dec 14 – Dec 17
D1-P1 D1-P2 D2-P1 D2-P2
W18
Makeup / Ext.
D1-P1 D1-P2 D2-P1 D2-P2
3-Week Attendance Check Due Date: Nov 6, 2026
Check Status: [ ] Passed [ ] Missed
Sign:
6-Week Attendance Check Due Date: Nov 20, 2026
Check Status: [ ] Passed [ ] Missed
Sign:
9-Week Final Review Period Ends: Dec 17, 2026
Grade Earned: / 100
Coord. Sign:
Instructional Practices Log
Page 3 of 4
Intern Name ______________________
Mentor Teacher ______________________
Placement Grade ______________________
Intern Attendance Standard (2 Periods / Day) You are placed at your elementary campus 2 days per week, attending 2 class periods per day. Mark attendance for each scheduled period (D1-P1/P2 = Day 1, Periods 1 & 2; D2-P1/P2 = Day 2, Periods 1 & 2). Obtain mentor initials daily.
Wk
Date Range
Periods Attendance (D1 & D2)
Daily Classroom Assistant Role
Mentor Sign
W19
Jan 5 – Jan 8
D1-P1 D1-P2 D2-P1 D2-P2
W20
Jan 11 – Jan 15
D1-P1 D1-P2 D2-P1 D2-P2
W21
Jan 18 – Jan 22
D1-P1 D1-P2 D2-P1 D2-P2
W22
Jan 25 – Jan 29
D1-P1 D1-P2 D2-P1 D2-P2
W23
Feb 1 – Feb 5
D1-P1 D1-P2 D2-P1 D2-P2
W24
Feb 8 – Feb 12
D1-P1 D1-P2 D2-P1 D2-P2
W25
Feb 15 – Feb 19
D1-P1 D1-P2 D2-P1 D2-P2
W26
Feb 22 – Feb 26
D1-P1 D1-P2 D2-P1 D2-P2
W27
Mar 1 – Mar 11
D1-P1 D1-P2 D2-P1 D2-P2
3-Week Attendance Check Due Date: Jan 22, 2027
Check Status: [ ] Passed [ ] Missed
Sign:
6-Week Attendance Check Due Date: Feb 12, 2027
Check Status: [ ] Passed [ ] Missed
Sign:
9-Week Final Review Period Ends: Mar 11, 2027
Grade Earned: / 100
Coord. Sign:
Instructional Practices Log
Page 4 of 4
Intern Name ______________________
Mentor Teacher ______________________
Placement Grade ______________________
Intern Attendance Standard (2 Periods / Day) You are placed at your elementary campus 2 days per week, attending 2 class periods per day. Mark attendance for each scheduled period (D1-P1/P2 = Day 1, Periods 1 & 2; D2-P1/P2 = Day 2, Periods 1 & 2). Obtain mentor initials daily.
Wk
Date Range
Periods Attendance (D1 & D2)
Daily Classroom Assistant Role
Mentor Sign
W28
Mar 22 – Mar 26
D1-P1 D1-P2 D2-P1 D2-P2
W29
Mar 29 – Apr 2
D1-P1 D1-P2 D2-P1 D2-P2
W30
Apr 5 – Apr 9
D1-P1 D1-P2 D2-P1 D2-P2
W31
Apr 12 – Apr 16
D1-P1 D1-P2 D2-P1 D2-P2
W32
Apr 19 – Apr 23
D1-P1 D1-P2 D2-P1 D2-P2
W33
Apr 26 – Apr 30
D1-P1 D1-P2 D2-P1 D2-P2
W34
May 3 – May 6
D1-P1 D1-P2 D2-P1 D2-P2
W35
Makeup / Ext.
D1-P1 D1-P2 D2-P1 D2-P2
W36
Makeup / Ext.
D1-P1 D1-P2 D2-P1 D2-P2
3-Week Attendance Check Due Date: Apr 9, 2027
Check Status: [ ] Passed [ ] Missed
Sign:
6-Week Attendance Check Due Date: Apr 23, 2027
Check Status: [ ] Passed [ ] Missed
Sign:
9-Week Final Review Period Ends: May 6, 2027
Grade Earned: / 100
Coord. Sign:
Teacher B:
Teacher C:
Synthesis: What aligns with your teaching philosophy?
Mentor Teacher Sign-off
I verify that the intern completed this observation.
Date:
Signature:
Level 3: Advanced Intern (Practicum)
Page 4 of 11
Intern Name ______________________
Date of Observation ______________________
Placement Grade & School ______________________
Deconstruct how student testing and performance data is utilized. Focus on tracking sheets, re-teaching cycles, intervention block groups, or small grouping adjustments.
1. Methods of Gathering Student Performance Data
What diagnostic or summative methods were used to grade or check learning (e.g. digital data dashboards, paper trackers)?
2. Re-Teaching, Small Groups, and Scaffolding Decisions
Describe a specific intervention moment where a teacher formed a small group or adjusted a lesson based on student errors.
3. Why is using data critical to student success?
Mentor Teacher Sign-off
I verify that the intern completed this observation.
Date:
Signature:
Level 3: Advanced Intern (Practicum)
Page 5 of 11
Intern Name ______________________
Date of Observation ______________________
Placement Grade & School ______________________
Examine the intangible professional habits of your mentor: administrative collaboration, parent-facing ethics, composure during crises, and standard preparation routines.
1. Professional Interaction Habits
How does the teacher collaborate with grade level peers, instructional coaches, and staff?
2. Managing Unexpected Disruptions or Crises
Identify a surprise moment (e.g. intercom alert, sick child, fire alarm). How did the teacher manage it?
3. Professional Quality of Choice
What single professional trait (patience, organization, promptness) stands out that you wish to model?
Mentor Teacher Sign-off
I verify that the intern completed this observation.
Date:
Signature:
Level 3: Advanced Intern (Practicum)
Page 6 of 11
Intern Name ______________________
Date of Observation ______________________
Placement Grade & School ______________________
Examine how the teacher communicates with families. Study weekly newsletters, emails, phone apps, report cards, and parent volunteer networks.
1. Methods of Direct Family Communication
What tools are used to contact families (e.g. emails, ClassDojo, newsletter, calls home)? Cite details.
2. School-Wide Traditions & Family Involvement
Describe events (open house, field day, literacy nights, class volunteers) that draw families into the school community.
3. Why is a strong school-home link critical?
Mentor Teacher Sign-off
I verify that the intern completed this observation.
Date:
Signature:
Level 3: Advanced Intern (Practicum)
Page 7 of 11
Intern Name ______________________
Date of Observation ______________________
Placement Grade & School ______________________
Record and analyze a real-time behavioral or logistical classroom problem. Study how the mentor teacher analyzed options and implemented a solution.
1. Description of Classroom Challenge Observed
State the problem clearly (e.g. severe technology failure, peer physical dispute, total task failure).
2. The Teacher's Active Intervention
Explain the immediate decisions and actions the teacher took to calm, scaffold, or redirect the class.
3. Final Outcome & Alternative Approach
Was the outcome positive? What different choices would you consider making in your own room?
Mentor Teacher Sign-off
I verify that the intern completed this observation.
Date:
Signature:
Level 3: Advanced Intern (Practicum)
Page 8 of 11
Intern Name ______________________
Date of Observation ______________________
Placement Grade & School ______________________
Identify your mentor's campus responsibilities outside of instruction (department lead, leadership committee, PLC leader, club sponsor, tutor).
1. Teacher Responsibilities Outside Direct Instruction
What non-instructional campus roles does your teacher fulfill to support the wider school community?
2. Collaboration in Professional Learning Communities (PLCs)
Describe how educators collaborate on planning, sharing resource files, or analyzing testing metrics.
3. Why is professional leadership crucial for teachers?
Mentor Teacher Sign-off
I verify that the intern completed this observation.
Date:
Signature:
Level 3: Advanced Intern (Practicum)
Page 9 of 11
Intern Name ______________________
Date of Observation ______________________
Placement Grade & School ______________________
Reflect deeply on your clinical growth across this semester. Critically evaluate your personal strengths, weaknesses, and future teaching design philosophy.
1. Core Breakthrough / Personal Learning Journey
What was the most meaningful lesson or milestone you experienced with students this semester?
2. Hardest Lesson Learned & Challenges Overcome
Describe a frustrating or challenging placement moment. How did you adapt and move forward?
3. Future Vision: The Teacher You Hope to Become
Write your final personal design statement: What classroom legacy do you want to build?
Mentor Teacher Sign-off
I verify that the intern completed this observation.
Date:
Signature:
Level 3 Advanced Workbook
Page 10 of 11
Intern Name ______________________
Date of Entry ______________________
Placement Week ______________________
A space to reflect on personal growth, breakthroughs, frustrations, and connections between high school lectures and hands-on elementary placement activities.
1. Placement Successes & Wins
2. Challenges Faced & Scaffolding Needs
3. Future Instruction & Professional Goals
Mentor Sign-off
I verify the completion of this journal reflection.
Date:
Signature:
Level 3 Advanced Workbook
Page 11 of 11
Mentor:
Date:
Subject:
Lesson:
@carolraecreations TPT: Carol Rae Creations
Standard
Objective
Teacher Actions
Student Actions
Summative Assessment Used? [ ] Yes [ ] No
Explain assessment and what it measured:
Formative Assessment Used? [ ] Yes [ ] No
Explain assessment and what it measured:
What behavior management techniques were used?
What stood out to you in today's lesson?
Questions to discuss with Mentor teacher:
@carolraecreations TPT: Carol Rae Creations Practicum in Education Field Portfolio
Makeup / Ext.
M T W Th
3-Week Progress Check Due Date: Nov 6, 2026
Hours Logged:
Sign:
6-Week Progress Check Due Date: Nov 20, 2026
Hours Logged:
Sign:
9-Week Final Grading Period Ends: Dec 17, 2026
Total Period Hours:
Sign:
Practicum Placement Log
Page 3 of 4
Intern Name ______________________
Mentor Teacher ______________________
Placement Elementary ______________________
Wk
Date Range
Day Attendance
Hrs
Primary Clinical Tasks
Mentor Sign
W19
Jan 5 – Jan 8
M T W Th
W20
Jan 11 – Jan 15
M T W Th
W21
Jan 18 – Jan 22
M T W Th
W22
Jan 25 – Jan 29
M T W Th
W23
Feb 1 – Feb 5
M T W Th
W24
Feb 8 – Feb 12
M T W Th
W25
Feb 15 – Feb 19
M T W Th
W26
Feb 22 – Feb 26
M T W Th
W27
Mar 1 – Mar 11
M T W Th
3-Week Progress Check Due Date: Jan 22, 2027
Hours Logged:
Sign:
6-Week Progress Check Due Date: Feb 12, 2027
Hours Logged:
Sign:
9-Week Final Grading Period Ends: Mar 11, 2027
Total Period Hours:
Sign:
Practicum Placement Log
Page 4 of 4
Intern Name ______________________
Mentor Teacher ______________________
Placement Elementary ______________________
Wk
Date Range
Day Attendance
Hrs
Primary Clinical Tasks
Mentor Sign
W28
Mar 22 – Mar 26
M T W Th
W29
Mar 29 – Apr 2
M T W Th
W30
Apr 5 – Apr 9
M T W Th
W31
Apr 12 – Apr 16
M T W Th
W32
Apr 19 – Apr 23
M T W Th
W33
Apr 26 – Apr 30
M T W Th
W34
May 3 – May 6
M T W Th
W35
Makeup / Ext.
M T W Th
W36
Makeup / Ext.
M T W Th
3-Week Progress Check Due Date: Apr 9, 2027
Hours Logged:
Sign:
6-Week Progress Check Due Date: Apr 23, 2027
Hours Logged:
Sign:
9-Week Final Grading Period Ends: May 6, 2027
Total Period Hours:
Sign:
Oral directions, rhythms, partners:
Kinesthetic (Full Body Movement)
Moving to corners, hand-actions:
Tactile (Manipulatives/Touch)
Blocks, sand letters, writing on boards:
How does multi-sensory instruction support diverse learners?
Mentor Teacher Sign-off
I verify that the intern completed this observation.
Date:
Signature:
Level 2: Developing Intern (Practicum)
Page 4 of 11
Intern Name ______________________
Date of Observation ______________________
Placement Grade & School ______________________
Protect confidentiality by using first names only. Identify 2-3 students receiving accommodations or modifications, and analyze their effectiveness.
Student 1 (First Name Only): _________________________
What specific accommodation (e.g. read-aloud, breaks, visual schedules) or modification was observed?
Student 2 (First Name Only): _________________________
What specific accommodation or modification was observed? How did the student respond?
Challenge of Meeting Diverse Special Needs
What major logistical or planning challenge do you observe teachers balance when supporting multiple IEPs/504s?
Mentor Teacher Sign-off
I verify that the intern completed this observation.
Date:
Signature:
Level 2: Developing Intern (Practicum)
Page 5 of 11
Intern Name ______________________
Date of Observation ______________________
Placement Grade & School ______________________
Record exact classroom questions. Identify whether they push for memory recall (low-level) or analyze/evaluate (higher-order), and monitor how the teacher handles errors.
1. Higher-Order vs. Low-Level Questions
Quote one low-level recall question and one higher-level thought-provoking question asked today.
2. Response to Incorrect or Partial Answers
How did the teacher handle a wrong answer? Did they correct, scaffold, prompt, or ask another peer?
3. Wait Time & Universal Participation
Did the teacher provide 3-5 seconds of silent wait time? How did they ensure active listening?
Mentor Teacher Sign-off
I verify that the intern completed this observation.
Date:
Signature:
Level 2: Developing Intern (Practicum)
Page 6 of 11
Intern Name ______________________
Date of Observation ______________________
Placement Grade & School ______________________
Identify classroom activities that match the cognitive levels of Bloom's Taxonomy. Write a clear, standard instructional objective for each level using a precise action verb.
Cognitive Level
Observed Activity
Instructional Objective & Verb (e.g. "Students will write...")
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Mentor Teacher Sign-off
I verify that the intern completed this observation.
Date:
Signature:
Level 2: Developing Intern (Practicum)
Page 7 of 11
Intern Name ______________________
Date of Observation ______________________
Placement Grade & School ______________________
Describe how your mentor assesses student learning. Document at least three different assessment formats used during your stay (Formative, Summative, Selected, Constructed, etc.).
1. Assessment Format & Name: _______________________
What was the activity (e.g. exit ticket, math quiz, oral presentation)? What was its diagnostic purpose?
2. Assessment Format & Name: _______________________
What did the assessment reveal about student knowledge? How did students perform overall?
How Data Guides Immediate Instruction
How did the teacher immediately modify instruction or provide remediation based on assessment results today?
Mentor Teacher Sign-off
I verify that the intern completed this observation.
Date:
Signature:
Level 2: Developing Intern (Practicum)
Page 8 of 11
Intern Name ______________________
Date of Observation ______________________
Placement Grade & School ______________________
Monitor how hardware (Chromebooks, smartboards, document cameras) and software (Kahoot, Google Classroom, reading tools) are leveraged for deep learning.
1. Technology Tools in Play
What hardware and software tools were students using directly during the lesson?
2. Impact on Student Engagement & Learning
Does the technology substitute physical work, or does it transform/enhance focus and concept retention?
3. Operational and Management Challenges
Describe any technological hurdle (wifi lag, flat battery, off-task tabs) and how the teacher resolved it.
Mentor Teacher Sign-off
I verify that the intern completed this observation.
Date:
Signature:
Level 2: Developing Intern (Practicum)
Page 9 of 11
Intern Name ______________________
Date of Observation ______________________
Placement Grade & School ______________________
Apply Piaget's stages to your elementary students. Focus on the Concrete Operational Stage (logical, concrete, visible, or hands-on reasoning).
1. Concrete Operational Reasoning defined
Explain logical, concrete reasoning in your own words. Why do elementary kids struggle with abstract concepts?
2. Observed Concrete Thinking Example
Describe a specific situation where a student needed physical or visible aids to solve a problem today.
3. Why Piaget's Stages Matter in Lesson Planning
What happens if a teacher's lesson is planned for a stage higher than the student's developmental age?
Mentor Teacher Sign-off
I verify that the intern completed this observation.
Date:
Signature:
Level 2 Intern Workbook (Practicum)
Page 10 of 11
Intern Name ______________________
Date of Entry ______________________
Placement Week ______________________
A space to reflect on personal growth, breakthroughs, frustrations, and connections between high school lectures and hands-on elementary placement activities.
1. Placement Successes & Wins
2. Challenges Faced & Scaffolding Needs
3. Future Instruction & Professional Goals
Mentor Sign-off
I verify the completion of this journal reflection.
Date:
Signature:
Level 2 Intern Workbook (Practicum)
Page 11 of 11
Mentor:
Date:
Subject:
Lesson:
@carolraecreations TPT: Carol Rae Creations
Standard
Objective
Teacher Actions
Student Actions
Summative Assessment Used? [ ] Yes [ ] No
Explain assessment and what it measured:
Formative Assessment Used? [ ] Yes [ ] No
Explain assessment and what it measured:
What behavior management techniques were used?
What stood out to you in today's lesson?
Questions to discuss with Mentor teacher:
@carolraecreations TPT: Carol Rae Creations Practicum in Education Field Portfolio
