Student Teacher Progress Report Form

Pennsylvania State University Capital College

Student Teacher

Veronica OLeary

School District Mechanicsburg

University Supervisor

Observation Date February 26, 2015 Grade/Subject Grade 2/Fundations

School Shepherdstown Elementary School

Cooperating Teacher Miss Ernst

Hannah KS Sollenberger

Directions to Observer During the observation, describe below the evidences of the student teachers progress in the four
performance categories: I. Planning and Preparation; II. Classroom Environment; III. Instructional Delivery; and, IV. Professionalism.
Specific competencies within each category are listed on the reverse side of this form.
Category I: Planning and Preparation
Veronica had her lessons organized and prepared for the supervisor upon arrival. Miss OLeary has organized a binder and
has it available to the supervisor each time. The lesson plans were also sent via email at the specified time.
Category II: Classroom Environment
Upon arrival the class was working at stations and cleaning up their areas to prepare for the fundations lesson. The students
seemed to understand the procedures and prepared appropriately to sit on the carpet and learn.
One of the students who sit at the table instead of the carpet was making noise, talking, not paying attention, etc during the
lesson.
o What can be done to engage the student and keep him focused? Being away from the group does not seem to keep
him either out of trouble or focused so maybe there is another alternative.
o He responded well to being called on and going to the board.
o Ideas? This is a great opportunity for you to try something new that may work for you.
Category III: Instructional Delivery
Conversations between the teacher candidate and the students are uniformly respectful.
Veronica started the lesson in a timely manner and selected a student helper to start the lesson. Student participation is a
great way to involve students in the lesson.
Students were learning about closed syllablesMiss OLeary presented words and the students went through a check list to
see if the word was a closed syllable. For example: block-has one vowel, short vowel sound, and the vowel is followed by a
consonant. The students were able to participate and share ideas about the word and determine the word was a closed
syllable.
o We just sky writed it. Simple grammar just watch next time Especially since you were also trying to teach the
students how to pronounce says

When students were dismissed to stand in line they were noisy and talkative.
o Is there another way to have them lineup to leave the room?

Miss OLeary stood at the door and told each student Have a great lunch. She also thanked a student for closing the doors.
She displays both authority and respect for the students. This is evident in her actions. Well done, Veronica.

Observers signature

Student Teacher white copy

Student teachers signature

Cooperating Teacher pink copy

Supervisor/University yellow copy

Teaching Competencies
Category I: Planning and Preparation
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Knowledge of content
Knowledge of pedagogy
Knowledge of Pennsylvanias K-12 Academic Standards
Knowledge of students and how to use this knowledge to impart instruction
Use of resources, materials, or technology available through the school or district
Instructional goals that show a recognizable sequence with adaptations for individual student needs
Assessments of student learning aligned to the instructional goals and adapted as required for student needs
Use of educational psychological principles/theories in the construction of lesson plans and setting instructional goals

Category II: Classroom Environment

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Expectations for student achievement with value placed on the quality of student work
Attention to equitable learning opportunities for students
Appropriate interactions between teacher and students and among students
Effective classroom routines and procedures resulting in little or no loss of instructional time
Clear standards of conduct and effective management of student behavior
Appropriate attention given to safety in the classroom to the extent that it is under the control of the student teacher
Ability to establish and maintain rapport with students
Category III: Instructional Delivery

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Use of knowledge of content and pedagogical theory through his/her instructional delivery
Instructional goals reflecting Pennsylvania K-12 standards
Communication of procedures and clear explanations of content
Use of instructional goals that show a recognizable sequence, clear student expectations, and adaptations for individual student
needs
Use of questioning and discussion strategies that encourage many students to participate
Engagement of students in learning and adequate pacing of instruction
Feedback to students on their learning
Use of informal and formal assessments to meet learning goals and to monitor student learning
Flexibility and responsiveness in meeting the learning needs of students
Integration of disciplines within the educational curriculum
Category IV: Professionalism

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Knowledge of school and district procedures and regulations related to attendance, punctuality, and the like
Knowledge of school or district requirements for maintaining accurate records and communicating with families
Knowledge of school and/or district events
Knowledge of district or colleges professional growth and development opportunities
Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional Practice and Conduct for
Educators: and local, state, and federal laws and regulations
6) Effective communication, both oral and written with students, colleagues, paraprofessionals, related service personnel and
administrators
7) Ability to cultivate professional relationships with school colleagues
8) Knowledge of Commonwealth requirements for continuing professional development and licensure