Teacher Education Program

Formative Observation of Classroom Teaching

Profile of Student Teaching Performance:
A CONTINUUM OF PROFESSIONAL DEVELOPMENT
Student Teacher: ________________________
Shannon Strosser School: _______________________
Linville Edom Elementary Date: _____________
3-8-2017
Cooperating Teacher: ____________________ Time/Class/Period: _________________________________
Sherwin Tusing 10:05 / Kindergarten
Topics/Strategies: ________________________________________________________________________
Rhythm and Dance

Observer:
Please, check the box to the left if the standard is observed.
Observation Focus:
A. Professional Knowledge | The student teacher

A1. Demonstrates an understanding of appropriate content Classroom Management

standards (sol/professional standards).
> of students
A2. Demonstrates essential knowledge and skills of subject area. > of time
A3. Demonstrates the link between the content and students past
and future learning experiences as well as related subject areas.

B. Assessment of and for Student Learning | The student

teacher
B1. Sets acceptable, measurable, and appropriate learning
outcomes and achievement goals for student learning.
B2. Plans formal and informal assessment of learning outcomes.
B3. Checks for understanding using a variety of assessment
techniques to enhance student learning.
B4. Uses formal and informal assessment evidence to identify
strategies to improve instruction.
C. Instructional Planning | The student teacher
C1. Is familiar with and uses relevant aspects of students
background, knowledge, experience, and skills.
C2. Plans differentiated instruction to address the unique
characteristics of individual students (e.g. tag/gt, esl, special
needs).
C3. Plans appropriate instructional strategies to meet the learning
outcomes.
C4. Integrates instructional technology in planning.
C5. Integrates key content elements in planning.
C6. Plans time realistically for pacing and transitions for content
mastery.
Observation Data/Notes:
- Students entered and stood on the sideline.
Question for reflection: To reduce off-task
behavior (it was minimal) and increase total
activity time, could you have had the students be
active as they entered the gym... before intro?
"How many of you have danced before?"
"Raise your hand to tell me what ways you can
be frozen..."
- Dance Freeze Tag= "Instant Activity"
Question for reflection: Was this tag game an
instant activity?
+ Provided safe boundaries/tagging for game.
+ Students were provided an active, rhythmic,
safe method of being "frozen" when tagged (i.e.,
step touch side to side with 1 arm in air), and that
active method of being frozen was changed with
each change of taggers.
-"You cannot get unfrozen until the next round
begins".

D. Learning Environment | The student teacher + "When I say go, walk to the circle."
+ "I like the way Brandon is...."
D1. Establishes a safe physical and psychological environment.

- Students became fidgety and talkative while you

D2. Establishes a climate of trust and teamwork.
D3. Maintains consistent standards for positive classroom behavior.
D4. Demonstrates respect for and responsiveness to the cultural
backgrounds and differing perspectives of learners.
1
were having trouble with the sound system.
Questions for reflection: Your back should be
facing ____ ? What tasks can you verbally
communicate to the students to maintain their
focus while trouble-shooting the sound system
issues? Multi-tasking gets easier : ).
 Observation Data/Notes:
E. Instructional Delivery | The student teacher

E1. Presents procedures and outcomes clearly to students and
checks for student understanding.
E2. Presents content accurately and effectively.
E3. Engages and maintains students in active learning.
E4. Engages learners in a range of learning experiences using
technology.
E5. Facilitates students use of higher level thinking skills in
instruction.
E6. Differentiates instruction and provides appropriate
accommodations to meet the needs of diverse learners.
E7. Uses instructional and transition time for content mastery.
F. Reflection For Student Academic Progress | The
student teacher
F1. Provides specific evidence to document student learning.
F2. Takes responsibility for student learning by using ongoing
analysis and reflection.
F3. Seeks and uses information from professional sources (e.g.
cooperating teacher, colleagues, and/or research) to improve
instruction.
G. Professionalism | The student teacher
In prep for next activity, the "Hokey Pokey", you
taught the concept of left/right with students on the
center circle.
Questions for reflection: If the concept of left/right is
not part of the lesson's objectives, could the "Hokey
Pokey" be successfully accomplished without
committing time to teach that concept? What cues
could be used to lead the students through the
"Hokey Pokey" when they don't know their left from
their right, and the concept is not a lesson objective?
"Do 10 Star Jumps and 10 Rocket Jumps"
+ Such names make the jumps more interesting and
fun for little ones : ).
Students were asked to return (tiptoe) to their
polyspots and freeze. "When everyone is quiet, we
will begin marching." Question for reflection: Could
they simply have been asked to return (tiptoe) to their
polyspots and march? (Students now performing the
task you were wanting without waiting on them to get
quiet.) (Later... "Get 2 sticks and freeze." You could
use same strategy with rhythm sticks for efficient use
of time and to reduce off-task behavior.)

G1. Demonstrates the expectations of the profession including

+ Great voice projection which is very important; it is
codes of ethics, professional standards of practice and relevant strong and carries throughout the entire gym! : )
law and policy.
G2. Takes initiative to grow and develop through interactions that + AWESOME management of unexpected fire drill
enhance practice and support student learning. from start to finish! You were fast, took the bag of
G3. Collaborates and communicates effectively through oral and emergency supplies, knew the # of students and
written language. knew who was missing from your class due to being
G4. Builds relationships and collaborates with families, communities, with nurse...
colleagues, and other professionals to promote learner growth
and development.
G5. Accesses resources to deepen an understanding of cultural, + Well managed class/lesson overall : ).
ethnic, gender and learning differences to build stronger
relationships and create more relevant learning experiences.
Areas of Strength:
+ It is evident that a lot of time, research, thought, preparation was put into creating the lesson.
+ Using "When I say go...", positive pinpointing, and calling students by rhythm stick colors to clean
up are all great management strategies.
+ You showed great poise and preparedness during unexpected fire drill (even reported s at nurse).
+ It was evident that the students felt psychologically/emotionally/physically safe and cared for.

Areas for Growth/Goals:

- Reduce off-task behavior and increase total activity time and by incorporating strategies for limiting/
eliminating sitting and standing still.
- Keep your front side facing the students at all times (at sound system, when tying shoes, at fire drill line...).
- Create and implement a firm and fair bathroom and water policy to consistently and safely manage this aspect.

Shannon Strosser
_________________________________________
3-8-17
_________
Oneida Williams
______________________________________
3-8-17
_________
Student Teacher Date University Supervisor or Cooperating Teacher Date
Rev 6/16 2