EDPRAC 612 Formative Lesson Observation Sheet

This form is not mine to fill in. It belongs to the associate teacher, and the handbook asks for it to be completed at least five times across the practicum, with the feedback feeding directly into the summative report. My job is to make sure my AT actually has copies, that a lesson plan has been seen and discussed beforehand (there are yes/no boxes for both), and that every completed sheet goes into the Practicum File for the professional supervisor to read. The guidance notes the Faculty wrote for associate teachers are folded in below, collapsed, so my AT can consult them without hunting through the PDF — they do not print.

Guidance for associate teachers — what each row is asking (handbook p. 36–37)

"Evidence" could be a reference to a brief example in the lesson that helps the PST understand "what [the aspect of practice] looks like".

LO 1 · Build and sustain relationships; communicate professionally

Builds effective relationships with all learners: Are relationships professional? Are interactions focused on learning rather than behaviour? Is the PST interested in all students as individuals?

Respectful, ethical relationships with the class: Is the PST's manner professional and caring? Is language and behaviour inclusive towards all learners? Does the PST convey that they respect students as "culturally located" individuals?

Students' names: Does the PST make an effort to learn and use students' names? Do they check pronunciation and preferred names?

Promotes a positive, responsive learning environment: Did the PST recognise that students learn differently and at different paces? Were there multiple opportunities to learn?

Te reo Māori me ngā tikanga-ā-iwi: Did the PST model appropriate behaviours (e.g. not sitting on desks)? Did the lesson acknowledge non-Eurocentric ways of knowing and being? Was te reo Māori incorporated in an authentic, sincere manner?

Clear instructions/directions: Were instructions concise and in student-friendly language? Supported on the board/data show if needed? Did the PST ensure all students were listening?

Uses language appropriately: Was the language at the right level? Terminology used correctly? Were students supported to engage with vocabulary in order to learn?

LO 3 · Professional knowledge, skills and dispositions

Subject & curriculum knowledge: Does the PST show suitable understanding of content and skills appropriate to the curriculum level and students?

Plans thoroughly: Has the PST provided a lesson plan showing careful thinking about activities, resourcing and management of time? Have they planned for eventualities such as extension and extra tasks?

High expectations: Did the lesson promote improved understanding in all learners? Were assumptions about prior knowledge checked? Was the work suitably cognitively challenging?

Learning outcomes: Do the activities support the learning intentions? Do students understand the learning intentions?

Varied & engaging activities: A mix of modes of learning? Did the approaches capture interest and promote learning?

Balance of input and activity: Was the learning as student-centred as possible? Did students get at least an equal amount of time to "do" as opposed to listen? Who was doing the work — the PST or the students?

Engages learners: Eye contact, body language, classroom position? Did the PST interact with as many learners as possible? Voice used effectively — tone, volume, expression?

Monitors progress: Did the PST respond to diverse needs, vary pace, extend explanations, adapt practice as needed?

Guidelines and behaviour: Were expectations clear? Were off-task students connected with and corrected so they could modify their behaviour? Were physical and emotional safety issues dealt with appropriately?

Time on task: Were resources ready to hand? Were time limits explicit? Were segues smooth and links between activities made clear?

Questioning and discussion: Were questions understandable? Did they encourage a range of thinking, including deeper thinking? Were discussions well planned and inclusive of all learners?

Materials: Attractive, well set out, error-free, sufficiently sized print? Were original sources acknowledged?

Note: LO 3 builds steadily over the practicum; demonstration will vary from lesson to lesson.

LO 4 · Use of digital technologies

Knowledge and proficiency: Does the PST understand the relevant digital technologies in the curriculum area, and look for opportunities to incorporate them?

Authentic classroom use: In this lesson, were digital technologies an authentic part of the teaching and learning strategy?

Fostering collaboration: In this lesson, were digital technologies used to foster student collaboration and the sharing of ideas or outcomes?

Summary

Strengths & areas for development: three or four bullet points of what the PST is doing well and where practice could improve. Agreed actions: co-construct with the PST a precise, measurable, manageable goal to implement in the next lesson.

Formative Lesson Observation Sheet for Associate Teachers

EDPRAC 612 · Graduate Diploma in Teaching (Secondary) · 2026

Pre-service teacher	Date		Period
Mentor	Subject		Class / year level
Topic	Lesson plan seen by AT	YES / NO	Lesson plan discussed	YES / NO
Observation focus

C = of Concern B = Beginning D = Developing I = Independent

Please leave any section blank if not applicable or not observed.

LO 1 · Build and sustain positive, respectful and ethical relationships; communicate professionally	C	B	D	I	Evidence
Relationships with students in this PST's care are positive, respectful, and ethical; learns and uses names.
Communication skills are used to create a responsive, positive learning environment.
Integrates te reo Māori and tikanga Māori authentically within lessons.
Communication — written, oral and non-verbal — is clear, effective and respectful at all times, including classroom directions and instructions.
Communicates, clearly and precisely, explanations of content to students, including helping them grasp a complex new concept.

LO 3 · Demonstration of professional knowledge, skills and dispositions	C	B	D	I	Evidence
Demonstrates suitable understanding of curriculum content and skills; judges level appropriately.
Writes specific, measurable learning outcomes and success criteria and plans lessons that clearly develop these; shares and discusses learning goals with learners.
Organises and prepares lessons which maximise students' opportunities to achieve the learning outcomes for the lesson.
Uses varied and engaging teaching and learning strategies; balances teacher input and student activity to engage learners.
Monitors student progress; is responsive to learning needs.
States expectations clearly and intervenes in a timely and respectful manner to manage inappropriate learner behaviour.
Maximises time on task through organisation and transitions.
Uses effective questioning and discussion techniques.
Teaching and learning materials professionally presented.

LO 4 · Use of digital technologies	C	B	D	I	Evidence
Demonstrates knowledge of and proficiency in the use of digital technologies.
Uses digital technologies authentically in the classroom.
Uses digital technologies to foster student collaboration.

Specific strengths observed in this lesson

Specific areas for development in this lesson

Agreed actions to implement in the next lesson

Signature of associate teacher observing

Date

Signature of pre-service teacher

Date

Form and guidance reproduced from: University of Auckland, Faculty of Arts and Education. (2026). EDPRAC 612 GDTSE Practicum Handbook (updated 17 July 2026), Section 9, pp. 36–40. Reproduced so my associate teacher has ready copies; the sheet is theirs to complete.