Texas A&M University--Commerce Resident Observation Form (with Comments)

Katie Deen Resident: ___________________________ SSHS School Name: _______________________ Ms. Echols Mentor Teacher: _____________________
Lesson Plan forTodaysLesson:

English I Content Area: _______________ Date: __________________ 8:53 Begin Time: ________________ End Time: ______________ HS, Eng. School District: ______________ Grade Level: ____________ SSISD X X
4: 3: 2: 1: N: Exceptional Level of Performance Proficient Level of Performance Acceptable Level of Performance Unsatisfactory Level of Performance Not Applicable

2/20/14

Lois Hogan University Liaison: ____________________________________

Presented prior to class beginning: Lesson complete and accurately presented: -------------------------------------------------------------------------------------------- Notebook / Evidence of a collection of previous lesson plans presented:

X 4 X 4 4 X

Equity in Excellence for All Learners 3 2 1 N Models and encourages respect for all students 3 2 1 N Promotes development of a positive self-concept in students 3 2 1 N Fosters climate and implements curriculum for diverse learners that encourages students to be
academically bold

Comments:

You are very encouraging and positive with the students. I really like how your students are supportive of each other. The support you provided the students helped them feel more confident in participating.
Learner-Centered Knowledge

4X 3 2 1 N Exhibits strong working knowledge of content area 4 X 3 2 1 N Presents information accurately and clearly 4 3 2 1 N Organization of a well planned lesson is evident X Comments:

Your lesson is a good review activity.

4X 3 2 1 N 4 3 X 2 1 N 4X 3 2 1 N 4 3 X 2 1 N Comments:

Learner-Centered Communication
Demonstrates effective oral and written communication Demonstrates effective and appropriate nonverbal skills Guides students to express thoughts and views appropriately Incorporates questioning techniques that elicit different levels of thinking

You reminded the students what they were supposed to do; should be no incomplete assignments.

4 X 4 X X 4 4 4 X 4 4 4 4 4 4 X 4

Learner-Centered Instruction 3 2 1 N 3 2 1 N 3 2 1 N 3 2 1 N 3 2 1 N 3 2 1 N 3 X 2 1 N 3 2 1 N X 3 2 1 N 3 2 1 N 3 2 1 N 3 2 1 N Comments:

Objective and/or Goal of the lesson is stated and displayed Lesson plan is comprehensive and detailed Lesson presented effectively for students of diverse backgrounds Modifications and accommodations are evident for ELL, ESL, SPED, GT and struggling learners Provides encouragement, praise and proper support for all students Uses both individual and group activities Appropriate pace and sequencing is evident within the lesson Identifies and redirects off-task behavior Classroom management: procedures and routines are evident and effective Effective use of technology is used to enhance instruction Authentic evaluation and on-going assessment is in place to give students immediate feedback Closure of lesson is deliberate with: Summary of Lesson, Preview of Future Lessons & Class Reminders

Your charade game was fun:) How about drawing names for who goes next?

4 X 3 2 1 N 4X 3 2 1 N X 4 3 2 1 N 4 X 3 2 1 N Comments:

Learner-Centered Professional Development

Exhibits professionalism Establishes positive, productive relationships with administration, faculty, staff, parents and students Engages in reflective analysis and self-evaluation Responds positively to supervision and makes correction(s) for improvement

Comments and Suggestions for Improvement:

Would cut out letters or words help the students build sentences? Remember, when we ask students if they want to go next they can say no. Is that OK? If they are expected to participate we need to just tell them it's their turn. Ms. Bowman said you have done a great job with the student you work one on one with in math.