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Teacher Education Program

Formative Observation of Classroom Teaching

Profile of Student Teaching Performance:
Student Teacher: ________________________
Shannon Strosser School: _______________________
Linville Edom Elementary Date: _____________
Cooperating Teacher: ____________________ Time/Class/Period: _________________________________
Sherwin Tusing 10:05 / Kindergarten
Topics/Strategies: ________________________________________________________________________
Rhythm and Dance

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 Observation Data/Notes:
B1. Sets acceptable, measurable, and appropriate learning - Students entered and stood on the sideline.
outcomes and achievement goals for student learning. Question for reflection: To reduce off-task
B2. Plans formal and informal assessment of learning outcomes. behavior (it was minimal) and increase total
activity time, could you have had the students be
B3. Checks for understanding using a variety of assessment
techniques to enhance student learning. active as they entered the gym... before intro?
B4. Uses formal and informal assessment evidence to identify
strategies to improve instruction. "How many of you have danced before?"
"Raise your hand to tell me what ways you can
C. Instructional Planning | The student teacher be frozen..."
C1. Is familiar with and uses relevant aspects of students
background, knowledge, experience, and skills.
- Dance Freeze Tag= "Instant Activity"
C2. Plans differentiated instruction to address the unique Question for reflection: Was this tag game an
characteristics of individual students (e.g. tag/gt, esl, special instant activity?
needs). + Provided safe boundaries/tagging for game.
C3. Plans appropriate instructional strategies to meet the learning
+ Students were provided an active, rhythmic,
safe method of being "frozen" when tagged (i.e.,
C4. Integrates instructional technology in planning. step touch side to side with 1 arm in air), and that
active method of being frozen was changed with
C5. Integrates key content elements in planning.
each change of taggers.
C6. Plans time realistically for pacing and transitions for content -"You cannot get unfrozen until the next round
mastery. 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.
were having trouble with the sound system.
D3. Maintains consistent standards for positive classroom behavior. Questions for reflection: Your back should be
facing ____ ? What tasks can you verbally
D4. Demonstrates respect for and responsiveness to the cultural communicate to the students to maintain their
backgrounds and differing perspectives of learners.
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 In prep for next activity, the "Hokey Pokey", you
checks for student understanding. taught the concept of left/right with students on the
center circle.
E2. Presents content accurately and effectively.
Questions for reflection: If the concept of left/right is
not part of the lesson's objectives, could the "Hokey
E3. Engages and maintains students in active learning.
Pokey" be successfully accomplished without
E4. Engages learners in a range of learning experiences using committing time to teach that concept? What cues
technology. could be used to lead the students through the
E5. Facilitates students use of higher level thinking skills in "Hokey Pokey" when they don't know their left from
instruction. their right, and the concept is not a lesson objective?
E6. Differentiates instruction and provides appropriate
accommodations to meet the needs of diverse learners. "Do 10 Star Jumps and 10 Rocket Jumps"
E7. Uses instructional and transition time for content mastery.
+ Such names make the jumps more interesting and
fun for little ones : ).
F. Reflection For Student Academic Progress | The
student teacher Students were asked to return (tiptoe) to their
polyspots and freeze. "When everyone is quiet, we
F1. Provides specific evidence to document student learning. will begin marching." Question for reflection: Could
they simply have been asked to return (tiptoe) to their
F2. Takes responsibility for student learning by using ongoing
analysis and reflection. polyspots and march? (Students now performing the
F3. Seeks and uses information from professional sources (e.g.
task you were wanting without waiting on them to get
cooperating teacher, colleagues, and/or research) to improve quiet.) (Later... "Get 2 sticks and freeze." You could
instruction. use same strategy with rhythm sticks for efficient use
of time and to reduce off-task behavior.)
G. Professionalism | The student teacher

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
Oneida Williams
Student Teacher Date University Supervisor or Cooperating Teacher Date
Rev 6/16 2