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TeacherEducationProgram

FormativeObservationofClassroomTeaching
ProfileofStudentTeachingPerformance:

ACONTINUUMOFPROFESSIONALDEVELOPMENT
Waterman Elem
4/13/16
Carrie Drum
StudentTeacher:________________________________
School:_____________________________Date:___________

Amanda Grover
CooperatingTeacher:____________________________

8:50-9:15 LA small group


Time/Class/Period:_____________________________________

Guided reading: Trumpet of the Swan


Topics/strategies:______________________________________________________________________________________

A.ProfessionalKnowledge|Thestudentteacher
A1.Demonstratesanunderstandingofappropriatecontentstandards(SOL/Professional
standards).

Ms. Drum has an


understanding of the LA
SOLs.

A2.Demonstratesessentialknowledgeandskillsofsubjectarea.
A3.Demonstratesthelinkbetweenthecontentandstudentspastandfuturelearning
experiencesaswellasrelatedsubjectareas.

B.AssessmentofandforStudentLearningThestudentteacher
B1.Setsacceptable,measurable,andappropriatelearningoutcomesandachievementgoals
forstudentlearning.
B2.Plansformalandinformalassessmentoflearningoutcomes.
B3.Checksforunderstandingusingavarietyofassessmenttechniquestoenhancestudent
learning.
B4.Usesformalandinformalassessmentevidencetoidentifystrategiestoimprove
instruction.

C.InstructionalPlanning|Thestudentteacher
C1.Isfamiliarwithandusesrelevantaspectsofstudentsbackground,knowledge,
experience,andskills.
C2.Plansdifferentiatedinstructiontoaddresstheuniquecharacteristicsofindividual
students(e.g.TAG/GT,ESL,SpecialNeeds).
C3.Plansappropriateinstructionalstrategiestomeetthelearningoutcomes.
C4.Integratesinstructionaltechnologyinplanning.

Ms. Drum asked questions to check


in with students. Great start to asking
questions - think about how you can
get the students to dig even deeper
in their thinking (analyze, evaluate,
create...question stems) and maybe
pull question stems that are focused
on our "big 3" comprehension skills
(drawing conclusions, main
idea/details and sequencing)

Ms. Drum had sticky notes


on pages with pre-written
questions/stopping points to
check in.
This group flowed really
nicely and the students knew
the routine.

C5.Integrateskeycontentelementsinplanning.
C6.Planstimerealisticallyforpacingandtransitionsforcontentmastery.

D.LearningEnvironment|Thestudentteacher
D1.Establishesasafephysicalandpsychologicalenvironment.
D2.Establishesaclimateoftrustandteamwork.
D3.Maintainsconsistentstandardsforpositiveclassroombehavior.
D4.Demonstratesrespectforandresponsivenesstotheculturalbackgroundsanddiffering
perspectivesoflearners.
Rev7/15

Students were comfortable and had their


materials.
I tallied how many times each students
spoke (I had to step out a few times so
this isn't exact) Denise:12 JahMina:27
Ethan:2 Layla:8 Brady:2 Jasmine:11.
Think about ways to encourage students
to participate and to find ways for those
who tend to dominate the conversation
to express themselves - maybe using
wait time, think/pair/share...

E.InstructionalDelivery|Thestudentteacher
E1.Presentsproceduresandoutcomesclearlytostudentsandchecksforstudent
understanding.
E2.Presentscontentaccuratelyandeffectively.
E3.Engagesandmaintainsstudentsinactivelearning.
E4.Engageslearnersinarangeoflearningexperiencesusingtechnology.
E5.Facilitatesstudentsuseofhigherlevelthinkingskillsininstruction.
E6.Differentiatesinstructionandprovidesappropriateaccommodationstomeettheneedsof
diverselearners.

Group review the last


chapter/section read. S&T
popcorn read with T asking
questions.
This model seems to work
really well for this group
working on a higher level.
They were all able to read
and follow along without extra
support.

E7.Usesinstructionalandtransitiontimeforcontentmastery.

F.ReflectionforStudentAcademicProgress
Thestudentteacher
F1.Providesspecificevidencetodocumentstudentlearning.
F2.Takesresponsibilityforstudentlearningbyusingongoinganalysisandreflection.
F3.Seeksandusesinformationfromprofessionalsources(e.g.Cooperatingteacher,colleagues,
and/orresearch)toimproveinstruction.

G.Professionalism|Thestudentteacher
G1.Demonstratestheexpectationsoftheprofessionincludingcodesofethics,professional
standardsofpracticeandrelevantlawandpolicy.
G2.Takesinitiativetogrowanddevelopthroughinteractionsthatenhancepracticeand
supportstudentlearning.
G3.Collaboratesandcommunicateseffectivelythroughoralandwrittenlanguage.

Ms. Drum said she will


continue digging deeper with
questions and continue
working on building
relationships with the
students.

Ms. Drum is always


professional in her teaching.
She connects and interacts
well the students and they
enjoy working with her.

G4.Buildsrelationshipsandcollaborateswithfamilies,communities,colleagues,andother
professionalstopromotelearnergrowthanddevelopment.
G5.Accessesresourcestodeepenanunderstandingofcultural,ethnic,genderandlearning
differencestobuildstrongerrelationshipsandcreatemorerelevantlearningexperiences.

SuggestionsforContinuingProfessionalDevelopment:AreasofStrengthandAreasforGrowth
Growth: Think about some questions stems that encourage deeper thinking where students have to stop and think, use
the text to find evidence, connect with the text...
See if you can keep a running tally chart in your head of who's been talking and who hasn't. You can always tell them to
take a moment to think and they can raise their hands or put their fingers on their noses to show they have something to
share. Or they can share with each other so the overall level of engagement increases.
Strengths: The students knew the routine and everything flowed really nicely. Ms. Drum seemed very comfortable with the
group and the students respect Ms. Drum. Overall they were interested in the reading and conversation! Great job!

Amanda Grover
StudentTeacher

Rev7/15

Date

UniversitySupervisororCooperatingTeacher

4/13/16
Date

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