SUPERVISORS FORMAL OBSERVATION REPORT

Practicum student: Jennifer Smutek Date: 4/18/17

Supervisor: R. Hauser
School: Early Bird Grade Level: Pre-K
Subject: Letter recognition Observation: 1, 2, 3, __, __
Lesson Topic: W
Teaching Model/Methodology Direct explicit instruction, modeling, mediated scaffolding
ST. BONAVENTURE UNIVERSITY SCHOOL OF EDUCATION MISSION STATEMENT

The St. Bonaventure University School of Education prepares highly qualified, effective educators at the graduate and undergraduate levels. The Franciscan
commitment to social justice through respect for diversity and the dignity and worth of the individual provides the foundation for our work with university
students and school communities. Our state and nationally accredited programs integrate theory with practice and meet rigorous academic and professional
standards. Our collaborative and highly qualified faculty members guide candidates on their journey of professional and personal discovery.

Competence Professionals a) use reflective research models to improve professional practice and consistently apply professional standards for content and
pedagogy within their disciplines; b) use and incorporate a variety of tools and strategies, including technology and communication formats; c) demonstrate
professionalism in interactions, appearance, and behaviors; d) construct learning environments and experiences using data-driven decision making; and e)
demonstrate culturally-responsive practice.
Experience Professionals a) are accepting of feedback and engage in reflective practice; b) create learning environments based on research and best
practice; and c) work as an active part of a learning community.
Social Justice Professionals a) demonstrate respect for the diversity, dignity and worth of individuals, and b) create effective learning environments that
recognize commonalities while affirming diversity in all its forms.

Target: consistently demonstrates a respect for
and understanding of learner differences through
use of respectful person-first language and
development of appropriate learning experiences.
Good: May need some support to consider learner
differences in the development of learning
experiences.
Satisfactory: requires occasional reminders to
consider learning characteristics during lesson
design and occasional reminders to use respectful
person-first language.
Unacceptable: requires consistent reminders to
consider learner characteristics during lesson
development and implementation and to use
respectful person-first language.
Comments: Each student is treated with respect and afforded the opportunity to participate and share. The lesson provided a good amount of structure as needed for very young
learners but also allowed them the opportunity to explore and engage with the content as they felt fit.
Target: Clearly expects and values differences
among students. Materials, examples, and tasks
are differentiated as needed prior to lesson
delivery to address various dimensions of
student diversity. Planning incorporates
opportunities for socialization and self-
determination.
Good: Values differences among students,
modifies materials after the fact to address
various dimensions of student diversity.
Satisfactory: Is accepting of individual
differences among students and allows some
variability in the teaching and learning
environment.
Unacceptable: Does not accept different types
of performance from students. There seems to
be a one best way approach to learning. There
is little acknowledgement of student cultural
family, and educational differences.
1:Learner Development and Individual Learning Differences Target Acceptable Unacceptable
Beginning special education professionals understand how
exceptionalities may interact with development and learning and use Good Satisfactory
this knowledge to provide meaningful and challenging learning
experiences for individuals with exceptionalities
Key elements: X
1.1 Beginning special education professionals understand how
language, culture, and family background influence the learning of
individuals with exceptionalities
1.2 Beginning special education professionals use understanding of X
development and individual differences to respond to the needs of
individuals with exceptionalities.
2: Learning Environments Target Acceptable Unacceptable
Beginning special education professionals create safe, inclusive,
culturally responsive learning environments so that individuals with Good Satisfactory
exceptionalities become active and effective learners and develop
emotional well - being, positive social interactions, and self -
determination.
2.1 Beginning special education professionals through collaboration X
with general educators and other colleagues create safe, inclusive,
culturally responsive learning environments to engage individuals
with exceptionalities in meaningful learning activities and social
interactions.
2.2 Beginning special education professionals use motivational and X
instructional interventions to teach individuals with exceptionalities
how to adapt to different environments.
2.3 Beginning special education professionals know how to intervene X
safely and appropriately with individuals with exceptionalities in crisis.
Comments: The planning and delivery of this lesson demonstrates Jennifers deep understanding of the special learning needs of young children. Her use of structure and modeling
and manipulatives helped all the students to remain engaged and focused on the specified learning outcome.

3: Curricular Content Knowledge Target Acceptable Unacceptable

Target: Lesson design and delivery reflect
strong understanding of curricular content as
well as pedagogical content knowledge.
Candidate demonstrates a depth of
understanding beyond that needed for lesson
delivery
Good: Lesson design and delivery reflect
strong understanding of curricular content as
well as pedagogical content knowledge.
Satisfactory: Lesson content is error-free and
candidate demonstrates good pedagogical
content knowledge
Unacceptable: Lesson plan and delivery
contain foundational errors in content
Beginning special education professionals use knowledge of general
and specialized curricula to individualize learning for individuals Good Satisfactory
with exceptionalities.
3.1 Beginning special education professionals understand the central X
concepts, structures of the discipline, and tools of inquiry of the
content areas they teach , and can organize this knowledge, integrate
cross-disciplinary skills, and develop meaningful learning
progressions for individuals with exceptionalities
3.2 Beginning special education professionals understand and use X
general and specialized content knowledge for teaching across
curricular content areas to individualize learning for individuals with
exceptionalities

3.3 Beginning special education professionals modify general and X

specialized curricula to make them accessible to individuals with
exceptionalities
Comments: Strong grasp of developmentally appropriate practice knowledge is evident through multiple scaffolds built into the lesson, multiple models and opportunities for
practice. Strong language models and opportunities for language practice are also integrated into the lesson. Some concerns noted in content (misspelling, use of capital letters)

Target: Spontaneously utilizes appropriate 4: Assessment Target Acceptable Unacceptable

assessment techniques for students with ELN.
Good: Needs occasional reminders to utilize
appropriate assessment techniques for students
with ELN.
Satisfactory: Needs consistent reminders and
support to utilize appropriate assessment
techniques for students with ELN.
Unacceptable: Assessments are often
inappropriate for students with ELN
Beginning special education professionals use multiple methods of
assessment and data-sources in making educational decisions. Good Satisfactory
4.1Beginning special education professionals select and use X
technically sound formal and informal assessments that minimize
bias.
4.2 Beginning special education professionals use knowledge of X
measurement principles and practices to interpret assessment results
and guide educational decisions for individuals with exceptionalities.

4.3 Beginning special education professionals in collaboration with X

colleagues and families use multiple types of assessment information
in making decisions about individuals with exceptionalities.

Comments: Assessment is integrated into the lesson and students are assessed on their w knowledge in several ways. There needs to be a documentation system for data
collection through observation (use the paraprofessional for this) and an identified criteria for mastery.
Target: Utilizes appropriate technologies,
modeling, and guided practice to consistently
address the needs of students with ELN; adjusts
teaching based on evaluation of students
learning progress.
Good: May need occasional support in
determining appropriate uses of technology or
utilization of special or general education
curricula.
Satisfactory: Occasionally utilizes appropriate
technologies; may or may not provide
sufficient modeling and practice for students
with ELN; needs occasional reminder to utilize
student learning progress with designing
instruction.
Unacceptable: Does not consistently utilize
appropriate models, practice and technologies
in designing lessons and activities to meet
student needs; does not consider students
learning progress when developing instruction.
4.4 Beginning special education professionals engage individuals X
with exceptionalities to work toward quality learning and
performance and provide feedback to guide them
5: Instructional Planning and Strategies Target Acceptable Unacceptable
Beginning special education professionals select, adapt, and use a Good Satisfactory
repertoire of evidence-based instructional strategies to advance
learning of individuals with exceptionalities.
5.1 Beginning special education professionals consider an X
individuals abilities, interests, learning environments, and cultural
and linguistic factors in the selection, development, and adaptation
of learning experiences for individual with exceptionalities.
5.2 Beginning special education professionals use technologies to X
support instructional assessment, planning, and delivery for
individuals with exceptionalities.
5.3 Beginning special education professionals are familiar with X
augmentative and alternative communication systems and a variety
of assistive technologies to support the communication and learning
of individuals with exceptionalities.
5.4 Beginning special education professionals use strategies to X
enhance language development and communication skills of
individuals with exceptionalities
5.5 Beginning special education professionals develop and X
implement a variety of education and transition plans for
individuals with exceptionalities across a wide range of settings and
different learning experiences in collaboration with individuals,
families, and teams.
5.6 Beginning special education professionals teach to mastery and X
promote generalization of learning.
5.7 Beginning special education professionals teach cross- X
disciplinary knowledge and skills such as critical thinking and
problem solving to individuals with exceptionalities.
Comments: Most students were highly independent for the letter identification task, some required supplemental supports. Suggestions for increasing their independence are to
decrease the amount of material the student is exposed to at one time through the use of a covering sheet or modeling a strategy students can use to ensure they locate every W on
the sheet. Culturally relevant examples were integrated into the lesson, helping students to understand and see the value in their own culture. I would encourage more explicit
generalization strategies.

Target: Consistently and appropriately
practice. Demonstrates an understanding of
evidence-based practice. Works to support
others in a professional manner.
Good: Engages in professional and ethical
practice. May need support to engage in
professional activities or to use data and
research to facilitate work with learners with
ELN.
Satisfactory: Occasionally requires reminder to
engage in professional and ethical practice,
with no major violations of code of ethics.
Unacceptable: Major violation of code of
ethics or needs consistent reminders of
professional and ethical practice.
6: Professional Learning and Ethical Practice Target Acceptable Unacceptable
Beginning special education professionals use foundational Good Satisfactory
knowledge of the field and the their professional Ethical Principles
and Practice Standards to inform special education practice, to
engage in lifelong learning, and to advance the profession.
6.1 Beginning special education professionals use professional X
Ethical Principles and Professional Practice Standards to guide
their practice.
6.2 Beginning special education professionals understand how X
foundational knowledge and current issues influence professional
practice.
6.3 Beginning special education professionals understand that X
diversity is a part of families, cultures, and schools, and that
complex human issues can interact with the delivery of special
education services.

6.4 Beginning special education professionals understand the X

significance of lifelong learning and participate in professional
activities and learning communities.

6.5 Beginning special education professionals advance the X

profession by engaging in activities such as advocacy and
mentoring

6.6 Beginning special education professionals provide guidance and X

direction to paraeducators, tutors, and volunteers.

Comments Jennifer is a dedicated professional and consistently engages in ethical practice. She values the diversity of the students in her classroom and advocates for the needs
of all of her students. I would suggest, as stated above, training the paraprofessional to collect data during the lesson.
Target: Consistently engages in professional oral
and written communication with students,
teachers, parents, and other stakeholders.
Good: Occasionally lapses into colloquial
speech or commits grammatical errors in written
work.
Satisfactory: Often commits grammatical errors
in written and oral language. Errors do not often
interfere with meaning.
Unacceptable: Frequently produces unclear
communication for students, teachers, parents,
and other stakeholder
Comments Jennifer engages in high levels of collaboration as part of her duties in her classroom. She works closely with other teachers, administration and families to meet the
varied academic and social learning needs of her young students.
7: Collaboration Target Acceptable Unacceptable
Beginning special education professionals collaborate with families, Good Satisfactory
other educators, related service providers, individuals with
exceptionalities, and personnel from community agencies in
culturally responsive ways to address the needs of individuals with
exceptionalities across a range of learning experiences.
7.1 Beginning special education professionals use the theory and X
elements of effective collaboration.
7.2 Beginning special education professionals serve as a X
collaborative resource to colleagues.
7.3 Beginning special education professionals use collaboration to X
promote the well-being of individuals with exceptionalities across a
wide range of settings and collaborators