FORMATIVE OBSERVATION OF CLASSROOM TEACHING

PROFILE OF STUDENT TEACHING PERFORMANCE:

A CONTINUUM OF PROFESSIONAL DEVELOPMENT
Student Teacher _______________________________
School __________________________
Jessica Huffman
JWES
Cooperating Teacher ___________________________
Time/Class/Period ________________
Mrs. Beagle
11:45/Kind
Topics________________________________________________
Date __________________
Brushing and Flossing
2/24/15
Instructional Strategies Used ________________________________________________
Direct Instruction; Experiential Learning
A: KNOWLEDGE OF CONTENT The student teacher.
A1. Demonstrates an understanding of appropriate content standards
(SOL/Professional Standards)
A2. Identifies basic principles and concepts of subject matter
A3. Uses examples to support basic principles of content
A4. Links content to students prior experiences and to related subject
areas

B: PREPARATION FOR INSTRUCTION The student teacher.

B1. Is familiar with relevant aspects of students background,
knowledge, experiences, and skills
B2. Plans for the unique characteristics of individual students (i.e.
TAG/GT, ESL, Special Needs, among others)
B3. Formulates clear learning outcomes that are appropriate for
students
B4. Plans appropriate methods to meet the learning outcomes (i.e.
technology, cooperative learning, etc.)
B5. Plans assessments of learning outcomes

C: INSTRUCTIONAL PERFORMANCE The student teacher.

C1.
C2.
C3.
C4.
C5.
C6.
C7.
C8.
C9.

Establishes a safe physical and psychological environment

Creates a climate of fairness and respect
Maintains consistent standards for positive classroom behavior
Makes procedures and outcomes clear to students
Presents content effectively
Models appropriate language usage
Provides appropriate accommodations for diverse learners
Provides opportunities for content application
Checks for understanding using a variety of formal or informal
assessment techniques
C10. Uses instructional time effectively

Her content knowledge was strong,

and her explanations were clear. She
included relevant examples. She
included a plan to connect to prior
knowledge (through questions about
the previous class); however, she
skipped all but one of the questions (as
set forth on the lesson plan) related to
prior knowledge, which would have
made the lesson even stronger.

Expectations were made clear

and learning outcomes were
appropriate; she included 2
instructional strategies (direct
instruction and experiential
learning) and several teaching
strategies (call and response, a
hands-on activity, and
incorporated music and video
technology). She asked questions
throughout the period to
formatively assess the students'
understanding of the content.

Her instructional performance

was very strong, and she was
enthusiastic. It is obvious that
the students feel comfortable
with her and respect her
authority. However, more
follow through on classroom
management techniques is
needed. (i.e., when calling
"smarties" to bring class back
to attention, make sure to stop
and wait for everyone). A
planned physical movement(s)
and participation by the
teacher would have helped
keep everyone on task during
the initial video.

D: REFLECTION AND EVALUATION IMPACT ON STUDENT

LEARNING The student teacher.
D1. Provides specific evidence to document student learning
D2. Accurately describes the strengths and weaknesses of his/her
teaching skills in relation to student learning
D3. Seeks and uses information from professional sources (i.e.
cooperating teacher, colleagues, and/or research) to improve
instruction
D4. Indicates strategies to improve instruction

She seeks guidance

and information from
her CT and BC
supervisor and takes
constructive criticism
well. She is accurate
in her
self-assessments.

E: PROFESSIONALISM The student teacher.

Jessica's
professionalism is
excellent in every
respect. She does an
outstanding job of
communicating with
me regarding her
schedule, reports due,
and teaching plan.

The student teacher demonstrates personal and professional behaviors

that support student learning and/or the performance of other
professional responsibilities (Use O for observed, N/0 for not observed
and N/A for not applicable.)
O Is responsible and dependable
___
O Shows initiative
___
O Exhibits the ability to make decisions
___
O Demonstrates enthusiasm for teaching
___

O Has compassion for students

___
O Dresses appropriately
___
O Demonstrates professional behavior
___
O Displays mature judgment and self control
___

Suggestions for Continuing Professional Development: Areas of Strength and Areas for Growth

Jessica is a confident teacher who has already developed a good rapport with her students. Her
content knowledge and teaching performance were very good. She encouraged active
participation, included 2 instructional strategies and several teaching strategies, and used formative
assessment throughout the lesson. Her lesson was thoughtful and pedagogically strong. Her
materials were professional. Areas for growth: 1) make a stronger connection to prior knowledge by
incorporating the planned discussion; 2) work on classroom management -- primarily
following-through; 3) make minor adjustments to the lesson plan as discussed (include headings for
guided practice etc. and use bullets/numbers to make the text easier to follow more quickly).
Overall: very good job!

_________________________________

_________

Student Teacher

Date

(white copy Supervisor

2.24.15
Karen Santos Rogers __________

_________________________________
College Supervisor or Cooperating Teacher

yellow copy Student Teacher

Date

pink copy Cooperating Teacher)

Updated 9/2009