Teacher Candidate Observational Model

This Educator Preparation Provider (EPP) Observational Model assesses the skills and knowledge of aspiring teachers using the Aspiring Teacher Rubric and/or TEAM Rubric. 

Why is the Observational Model used in Teacher Education?

Austin Peay State University uses this Observational Model to ensure aspiring teachers are prepared to be effective educators. This model focuses on assessing performance in the following areas:

• Instructional Plans

• Assessment

• Standards and Objectives

• Presenting Instructional Content

• Activities and Materials

• Questioning

• Academic Feedback

• Teacher Knowledge of Students

• Thinking and Problem-Solving

• Environment

• Engaging Students and Managing Behavior

• Professionalism and Ethical Behavior

Benefits

The Observational Model is designed to bridge the gap between teacher preparation and the realities of the modern classroom.

• Teacher Candidates: Transforms the student teaching experience into a structured, supported growth process with clear expectations and actionable feedback. 

• Teacher Education Programs: Serve as a high-quality data and program alignment tool, ensuring that coursework and clinical experiences are directly synced with state standards and InTASC (Interstate Teacher Assessment and Support Consortium) requirements.

• School Districts: Benefit from a pipeline of new hires who are ready to lead on Day One, with a reduced learning curve and high-quality mentoring. 

Getting Started

The Observational Model is tailored to meet the specific needs of each clinical experience.

Each candidate will meet with their university supervisor, school administrator, and/or faculty both before and after observation. During these meetings, the supervisor will provide constructive feedback and offer insight into implementing new strategies and refining their teaching abilities. Student Teacher candidates will also meet weekly with their assigned University Supervisor and complete reflections on their teaching each week, specifically addressing areas of refinement, reinforcement, and/or growth plans. Discussions and reflections will be based on the student's evaluation results of the ATR/TEAM rubric.

Student Teaching Model:

• Total of four evaluations to be completed by a university supervisor using the ATR rubric during the 15 weeks of student teaching.

  • Evaluation 1 will be completed within the first five weeks of student teaching.

  • Evaluation 2 will be completed between weeks seven and nine of student teaching.

  • Evaluation 3 will be completed between weeks ten and twelve.

  • Evaluation 4 will be completed before the end of the semester.

• Replaces edTPA beginning Spring 2026.

• Students will meet weekly with their assigned university supervisor.

Internship Model:

• Students will be evaluated twice a semester to meet the total of four observations during their clinical experience.

  • Evaluation 1 by the sixth week of the first semester.

  • Evaluation 2 by the tenth week of the first semester.

  • Evaluation 3 by the sixth week of the second semester.

  • Evaluation 4 by the tenth week of the second semester.

• Evaluations will be completed by a University Supervisor using the ATR Rubric.

Job Embedded Model:

• Students in the job-embedded program will be observed twice a semester for a total of four observations during their clinical experience.

  • • Evaluation 1 by the sixth week of the semester.

    • Evaluation 2 by the tenth week of the semester.

• Observations will be completed using the ATR/TEAM Rubri