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Date: 2015-03-17
Time: 10:45-12:30
Observation #: 4
Pre-observation: (plan in on time, detailed, state and local
standards, clear intent)
Lesson plan was submitted well in advance of observation date.
Plan was well-constructed and complete. It met both local school
division and state standards.
Planning: (measureable objectives, variety of strategies,
interdisciplinary, appropriate strategies to meet specific needs of
students, designed to advance learning)
Plan clearly stated intended objectives and provided a variety of
engaging activities for whole group lesson and two guided reading
groups. Students were assigned parts in Readers Theatre to
meet their individual needs.
Learner Development and Differences: (developmentally
appropriate instruction, meets soc/emot needs, activities are
meaningful and appropriately challenging)
Structure of the lessons provided opportunities for high
engagement and individual success.
Learning Environment: (positive and respectful, variety of
social engagement-individual and small group, safe, supports
students emotional well-being)
Ms. Mustaki met every student response with genuine positive
feedback. Phrases such as perfect, great and so good were
heard throughout the large group lesson and the Guided Reading
groups. Ms. Mustaki always smiled at her students and made
constant eye contact with them when she interacted with them.
She truly connected with them and they with her.
Classroom Management: (clear rules communicated and
enforced, consistent and fair, low profile corrections, routines
established and maintained, appropriate praise, smooth
transitions, awareness of student behavior and engagement)
This classroom is set up to be very cooperative and democratic.
Students are given a great deal of choice and have many
opportunities to work collaboratively. Ms. Mustaki encouraged
that support among students that is already in place.
Ms. Mustaki provided a constant and genuine flow of praise for all
of her students. Transitions were very smooth. Ms. Mustaki had
to reconfigure her groups to meet the issues of absent students
and students who would be pulled out for support instruction.
Several students had to leave before the second group completed
their passage. Ms. Mustaki invited other students to fill in. No
significant time was lost.
Ms. Mustaki used face partners as a strategy for small group
interaction. She assigned the partner who would read first by
indicating the partner closest to the door or the partner closest
to the window. This was a clever and effective way to manage
the who goes first decision.
Assessing Student Learning: (use of a variety of formative
assessments, students review own progress, specific feedback,
modifies instruction as needed to meet students needs)
Ms. Mustaki paid close attention to each student as he or she
read. She offered constant encouragement to all students as they
read a poem in whole group and recited their parts in
ReadersTheater. The purpose of the lesson was to express
emotion as they read aloud.