Directions: A requirement to successfully complete Education 1100 is the completion of a minimum of 15 hours spent observing in a public

school K-12 classroom. While observing you are to look for the following indicators, provide examples, and reflect on your observations for
each indicator. You may or may not see all indicators listed below due to the limited amount of time you spend in your cooperating teachers
classroom. You are however required to learn more about each indicator. Therefore you must have a conversation with your cooperating
teacher to understand the indicators not observed.

Classroom
Setting
Indicators

Examples

Reflection

Classroom
Atmosphere: Teacherstudent and studentstudent interactions.

Students seem to like her listen to her.

She is stern but never mean.

Having this kind of relationship with the kids

helps them focus and want to learn. It becomes
more fun.

Classroom procedures:
Groups, materials,
supplies, transitions,
and, routines.

Each day learns specific subjects,

Read together and alone,
Smartboard everyone can take part.

The smartboard helps everyone be actively

involved. Having a schedule provides structure.
Getting different opportunities to read help
address students individual learning.

Classroom behavior:
Expectations/rules,
monitoring, and
response.

She has a tool online called class dojo

that reflects behavior which can update
parents on how their child behaves. she
also has system to gain attention.
(class, class? yes, yes)

This helps correct the students without being

too negative.

Classroom layout:
Arrangement of
furniture, resources
for student use, and
technology
integration.

The students desks are arranged in

pods. they have a set of google
chrome's in the classroom.

Careers and education are moving in a very

strong technological direction and starting
students young will better prepare them for
their future.

Teaching
Indicators

Examples

Reflection

Communication:
Learning outcomes,
expectations,
directions,
explanation of
content, use of
vocabulary.
Questioning and
discussion: Blooms
Taxonomy and wait
time.

Whenever she uses a new word they might not

know she would use it as a teaching moment.

I think learning it in contest helps

students widen their vocabulary.

After asking a question she makes sure they

have enough time before asking for a
volunteer .

I think this helps give the students

enough time to think and not feel
rushed, therefore form better
options.

Student Participation
techniques

students raise their hands and have

opportunities to participate with the smartboard.

I think the smartboard is a good way

for them to get involved because it
creates hands on learning.

Activities and
assignments

they read out loud to me and other volunteers.

And also have to read highly to complete reading
contract.

Grouping of students:
Whole class, small
groups, pairs,
individual, etc.

Each day students had opportunity to work in

small groups as well as together as a class and
individuals.

Reading to me helped me
understand how everyone is at
different levels. Reading contract was
a good idea because it helped get
kids kids ro read and show their
progress.
I think providing the opportunity for
all three creates a full opportunity to
learn. gets to see all angles and
opportunities.

Materials and
resources: Primary

They have a huge amount of books in the

classroom they also have google chromes in the

Having a lot of primary sources helps

provide accurate information and

and secondary sources

room that they can use at any time. they also

have the ability to use each other.

being allowed to help each other

makes it more specialized.

Pacing: Gaining
attention, transitions,
reflection, closure,
wait time, etc.

She didnt wait too long between activities

however would make sure. everyone has what
they need to get started.

Improvisation: Making
adjustments,
flexibility based on the
student needs
Student interests,
culture, and other
diversity incorporated

She was quick to accommodate needs. children

can move to see better. They are allowed to
choose to sit on chairs or exercise ball.

Not waiting too long between keeps

the students from losing interest or
getting off task. And by making sure
everyone has what they need, makes
sure no one falls behind.
I think the exercise balls are a
wonderful idea because it helps
students direct energy and focus
( bounce).
This helps everyone feel including.

She Specifically ask about different cultures

perspectives.

Lesson
Planning
Indicators

Examples

Reflection

Concepts, skills,
prerequisites, and
pedagogy

If a child isnt doesn't have the background

needed for a lesson she would meet in small
group or individual to provide direct instruction
on needed skills and or strategies. This is
usually done 1-3 times a week while other
students are busy with their own work. Lessons
and materials are pulled from a variety of
sources. It helps greatly if you know the scope
and sequence of each content.
She used interest surveys in the beginning of
the year, All About me Posters to hand in the
hallway, A Family History Packet that explores
family tree, celebrations, foods.

I think this is a good system because

students geet helped without struggling
or being called in front of there friends.

Especially for math- everything is sequential in

that if you don't know the previous unit you

If you know you don't understand the

material it's important to ask for help

Student abilities,
interests, learning
styles, level of
knowledge, culture,
background, and
needs.
Learning outcomes
linked to standards

It really helps them relate to what we are

learning. It can anchor them to a new
concept. It also makes for a more
communal feeling in the classroom.

within and outside of

the discipline that are
able to be assessed
based on a diverse
population of
students.
Classroom Resources
to enhance the
teachers professional
knowledge and
appropriately
challenging student
materials that fit the
learning needs of all
students.
Learning activities
sequentially designed
to engage and
advances students
learning.
Intentionally
organized student
groups created to
support learning.
Formative and
summative
assessments aligned
to learning outcomes
that drive planning
and instruction.

won't understand the next unit.

and they all had no problem getting

caught up when pulled out for help.

There are chromes in the classroom. There are

books in the classroom that are at all different
reading levels.

Having books at all different levels helps

kids get the opportunity to read at
whatever level they are at. you can have
kids at second grade level all the way till
high school level.

They all have reading contracts to do for each

book that they read. they have different
activities in the reading contract packet.

I like the reading contracts because they

provide activities to help students better
understand the books they are reading.

When doing some activities, the teacher is

usually the one putting students into
appropriately matched groups that are best
fitting to each other. she also gives them the
opportunity to pick their own groups.
The have to take AR quizzes after the read
books. as well as PARCC and MAP tests.

This give students the opportunity to

work with kids their level as well as
students at other levels.
This helps teachers and people higher
up understand how much children are
learning.

Assessment
Indicators

Examples

Reflection

Criteria expectations

There are rubrics for different projects as well as

her fully explaining what is expected.

have a physical rubric gives students

something to look back at to
understand what is expected of

them.
I think having a physical gradebook
makes it easier to see how they are
doing.

Monitoring student
learning

She has a physical gradebook that helps her keep

track of where they are.

Feedback: Timely,
substantive, constructive,
teacher
proximity, provides
guidance.

They tend to get their projects back fairly quickly

with feedback written on them as well as
discussing with the parents what they need to
work on.
The children were really good at asking questions
when they don't understand something.

i think them getting their stuff back fast

helps reinforce hard work because they can
see what happens if they try hard. also while
it's fresh in their mind.

Formative
Assessment

They have formative on a daily and weekly basis.

Can be exit slips daily in math , weekly in reading,
unit or chapter for math science and social
studies

these help keep track on where they

are without giving them much time
to fall behind.

Summative
Assessment

A summative test is usually provided and agreed

upon by the district. It ensures that They are all
testing the same information across the board.
They can make their own if needed. They also use
the PARCC and MAPS testing as a summative to
compare to other districts/states.
she uses standard based grading.

I think having the opportunity to

make there own because then it
more applies to their students.

Student participation:
Self-monitoring.

Grading system:
Traditional,
standards-based

i think this reflects on her ability to

make children comfortable with
asking questions.

Honestly for that age I think it is

effective however i don't believe it is
appropriate for every class.

Teacher Interview
1. What ways do you find yourself reflecting on your teaching practices? For example do you think your conversations with your
colleagues, journal writing, examining student work, conversations with your students, or just thinking about your teaching for the
day?
-To reflect on my teaching practices I review after a lesson and record in the teacher's guide what went well, what I
could change and additional materials. I work with 2 other grade level teachers and have many conversations on lessons, data
to see if what they did worked better. I survey the students at the end of the trimester to see what activities they liked
and learned a lot and which ones they didn't. I use all this to change on the spot or for the following year.
2. How does reflecting on your teaching practices drive your future instruction?
-Using data changes what materials I will use with which children for what skills.
3. What method do you use to keep track of grades and homework completion?
- I have a grade book for grades. I do it on paper first and then put them into the electronic gradebook. For
homework I just check off on a class list for each collected assignment. I also make groups in response to how they did on
the homework for further instruction.
4. What assessment does the district use to determine a students ability at the beginning of the year and what assessment is used to
determine progress? Do you use any other forms of classroom assessment to determine academic progress?
-MAPS testing is in August to give us a starting point and to make groups. It is an electronic test that everyone takes.
It is then repeated in May to show growth.
5. Can you tell me about the Rti process in your school district? What is the process to refer a student for special services?
-RTI is used at many levels. I do it in my classroom if possible in response to low performance. If achievement is
chronically low then I can request a team meeting with the specialists in my school. They may offer suggestions or add the
student to an existing group getting help. The next step would be to contact the parents formally to start a case study which
then may lead to special education.
6. What methods would you suggest for keeping yourself organized? For example what method do you use to keep track of parent
contact, when students turn in permission slips, lunch count, attendance or picture day money?
-Assignment book for me and the students. File cabinets by subject, strand, unit or chapter. Label everything.
7. How do you keep your students families informed about what is going on in the classroom or with their individual student?

-Web site, newsletters every 2 or 3 weeks. Text messages. ClassDojo is everyday for behavior and pictures in the
classroom. Tweet 2 a week.
8. Do you encourage parental participation and volunteering in your classroom? Why or why not?
-Yes, send out a volunteer calendar every month. Math facts, read with a student, Friday folders - special activities. I
love having parents in. Open door policy lets everyone feel included and comfortable. Kids love working with adults.
9. Do you meet with your grade level partners on a regular basis? Do you have collaborative plan time built in your schedules? What
is discussed at these meetings? Is this district or school mandated or do you find time to collaborate yourselves?
-We have PLC time twice a week for 50 minutes. We do one day of data - talk about what went well, who needs help,
how can we provide it and then 1 day is for planning. Curriculum, special activities and get general ideas. District mandated
for once a week.
10.What clubs, coaching, or committees are you involves in beyond the school day? Does you district compensate employees for
sponsoring, coaching, or committee membership? Is there a minimal requirement?
-Ive run a school newspaper club, student Council, book club and worked the after school program - yes I am
compensated.
11.Does your administrator solicit feedback from teachers on school initiatives? What kind of initiatives are taking place in your
school right now?
-We get surveyed on a variety of issues. I dont know if they always look at them but they do ask about, institute days,
meetings, professional development etc. Right know we are doing a math initiative.
12.How do you stay current on hot topics in education or best practices?
-I read professional magazines, go on web sites and pay attention to tweets/news reports on education. I do alot during
the summer and on breaks.
13.Do you attend workshops or participate in professional development activities? What are the most recent ones you have
participated in?
-Workshops - Openlands, using a garden to enhance your classroom. NWEA How to use MAPS data to boost student
achievement.
14.Are you a member of any professional organizations? If so, which ones?
- I'm on Language Arts and Science committees. I also am on Mutual Concerns for my building at the district level.
15.Are you on any leadership teams or are you in charge of any committees? What are your roles on these committees?

- I'm on Language Arts and Science committees. I also am on Mutual Concerns for my building at the district level.
16.If you knew then what you know now, what advice would you give me?
-Be ready to work hard. Have positive relationships with others even if they have different concepts, styles or ideas.
17.What is the most rewarding thing about being a teacher?
-Meeting new minds every year. Seeing adults I once had as 9 year old and how they are pursuing life.
18.What is the most challenging this about being a teacher?
-Balancing time and home life. There is ALWAYS something you can be working on but you have to stop and go home to
your family.