Teacher Education Program

Formative Observation of Classroom Teaching

Profile of Student Teaching Performance:
A CONTINUUM OF PROFESSIONAL DEVELOPMENT
Student Teacher: ________________________
Danielle Cook School: _______________________
Turner Ashby High School Date: _____________
2/10/2017
Cooperating Teacher: ____________________ Time/Class/Period: _________________________________
Bill Kyger 1st pd./AP U.S. Gov't
Topics/Strategies: ________________________________________________________________________
President in the Constitution and comparison of presidential government with parliamentary government

Observer:
Please, check the box to the left if the standard is observed.
Observation Focus:
A. Professional Knowledge | The student teacher
A.3 Danielle had general discussions with her
A1. Demonstrates an understanding of appropriate content her class prior to the lesson and had a good
standards (sol/professional standards).
understanding of student's previous
A2. Demonstrates essential knowledge and skills of subject area. knowledge. Students were required to
A3. Demonstrates the link between the content and students past
pre-read material.
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
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.
D. Learning Environment | The student teacher
D1. Establishes a safe physical and psychological environment.
D2. Establishes a climate of trust and teamwork.
B.2 Planned a warm-up game to check
students' knowledge of key terms and
concepts.
B.3 Executed the game and had students
compete with their peers from other classes.
Students responded well to this warm-up,
which will part of their daily routine to check
their knowledge of key terms and concepts
that will be instructed and reinforced in the
lesson.
C.3 Referred to a guided reading she had
students work on last class, and allowed
students an opportunity to review/complete
questions pertaining to the reading that would
relate to her instruction prior to beginning
instruction. Planned for a few minutes of class
time for this review of material.
C.6 Today is an early release day for
students, so Danielle planned to execute her
lesson to meet the reduced time of instruction
and to keep the class paced with the other AP
classes.
D.1-4 Danielle met and exceeded all
components in D. Learning Environment.

D3. Maintains consistent standards for positive classroom behavior.

D4. Demonstrates respect for and responsiveness to the cultural

backgrounds and differing perspectives of learners.

1

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
G1. Demonstrates the expectations of the profession including
codes of ethics, professional standards of practice and relevant
law and policy.
G2. Takes initiative to grow and develop through interactions that
enhance practice and support student learning.
G3. Collaborates and communicates effectively through oral and
written language.
G4. Builds relationships and collaborates with families, communities,
colleagues, and other professionals to promote learner growth
and development.
G5. Accesses resources to deepen an understanding of cultural,
ethnic, gender and learning differences to build stronger
relationships and create more relevant learning experiences.
Areas of Strength:
Observation Data/Notes:
E.1 See comments for B.2 and B.3 above.
E.2 Danielle is very careful with the delivery of
her lesson and made sure each student clearly
understood today's expectations for learning.
E.3 Students energetically engaged in the
warm-up game. Danielle also used "wait time"
to allow students to review material previously
learned and then checked for understanding by
asking direct questions related to that material.
Provided students with questions that led to
the instructive material and learning objectives
for the lesson. Effectively engaged students in
active learning. Great use of wait time during
think-pair-share and questioning.
E.4 Asks students questions that moved from a
definitional understanding to an application
understanding, allowing students to critically
think about what they are learning. As stated
above, she utilizes a variety of engaging
activities to check and re-teach information.
Good use of power point presentation to
introduce notes on new materials related to
comparing U.S. government to parliament in
Great Britain so students can draw a
comparisons to the two different types of
government.
E.5 See E.3 and E.4 above
E.6 Clearly uses differentiated instruction
E.7 Executed the lesson in a timely manner to
meet the shortened class schedule of the day.
Allowed time for a quick review of the day's
lesson.

Danielle projects her voice well. She moves throughout the classroom toward all students and thus
keeping students engaged. She transitions well from one part of her lesson to another using different
techniques (simple question and answer to think, pair and share). She was accurately aware of her
limited time today and move the class efficiently through the lesson.

Areas for Growth/Goals:

Continue to build on her content knowledge of material. Please note that she has a strong understanding of the
content already, but we all can improve on our understanding of that content. Work on anticipating questions that
arise during class. Again, this is not meant to be critical, but something that even seasoned teachers often
overlook when preparing lessons.

Danielle Cook
_________________________________________
02/10/2017
_________
Bill Kyger
______________________________________
02/10/2017
_________
Student Teacher Date University Supervisor or Cooperating Teacher Date
Rev 6/16 2