Name Mallory Sullivan Class Social Studies Human Geography Population Pyramids Date 9-12-17

1. Demonstration of Mastery of Pedagogical Expertise in the Content

( noted as a strength, observed during lesson, observed and use could be stronger/more consistent, some aspects strong but incomplete, needs work or misapplied, - not observed in this lesson)
Not Emergent Developing Proficient Accomplished Comments
Observed
a. Teachers provide instruction that is aligned with The Teacher plans and The Teacher ...and The Teacher ... and Students Lesson design gave evidence of adequate planning and skill. Ms. Sullivan listed the learning target on the
lessons that reflect: implements lessons side white board and the content taught aligned well to it. To maximize the learning target as an
the Colorado Academic Standards, their Districts that: -demonstrates -can articulate instructional and learning strategy, build it in to lesson segments 2-3 times in a lesson as a gauge of
organized plan of instruction, and the individual Instructional connect and knowledge of vertical connections to the learning and focusing tool.
needs of their students. objectives appropriate communicate specific and horizontal standards
for students learning objectives to alignment of the grade -demonstrate new skills
Colorado Academic approved curriculum or subject area based on standards
Standards aligns to the
Student assessment districts plan of
results instruction

b. Teachers demonstrate knowledge of the content, The Teacher and The Teacher ...and The Teacher: and Students: The content was relevant and timely in sequence. It will be taught more in-depth in later lessons, so the
Implements: lesson was a good example of the opportunity to teach for transfer. The use of the Map of the Day is a
central concepts, disciplinary inquiry, appropriate scaffolds questions, -anticipates student generate questions good bell ringer strategy to enable teaching bell-to-bell. Students seem to be adjusting well to it.
evidence-based instructional practices and concepts, and skills content-based misconceptions related that lead to further Mallory also reinforced it as an expected routine to complete for good purpose. Instructional materials
specialized characteristics of the disciplines being based on a sequence of instructional strategies to learning and inquiry and self- hooked them and provided good engagement and additional relevance. Mallory invited students to make
learning that best align to the addresses those directed learning connections and some did. Slow down for processing time and then use multiple strategies to evoke
taught. uses instructional learning objective misconceptions during -synthesize concepts to observable responses to be sure students are thinking. (If you dont make student responses observable
materials that are multiple models instruction create original thinking you cant be certain they are engaging with the critical thinking aspects youve designed. They are
accurate and and delivery methods facilitates relevant within and across masters at going through the motions and their brains are millions of miles away.) Good instructional
appropriate for the to explain concepts exploration of ideas disciplines strategies: use of projected slides for lecture, white board, displayed interactive graphs, student use of
lesson being taught accurately and concepts that allow technology, discussion. You have a great knack for asking question. Consider ways to strengthen
encourages and questioning students to ask question specificity and intentional use by planning key questions. Then insert them in the slides you use
provides opportunities techniques to support questions and construct for lecture. Adjust instruction based on student responses as far as the need to reword and increase wait
for students to make disciplinary inquiry new meaning time. (Key students are good indicators with their questions and response or nonresponses.)
connections to prior A way to gain student skill in synthesizing is to have them summarize in a couple of sentences what they
learning did and what a population pyramid is and/or what it is used for, or conveys.
c. Teachers develop and implement lessons that The Teacher: and The Teacher ...and The Teacher and Students: This is a strong area and it was wonderful to see a great lesson incorporating math. This lesson definitely
connects lessons to employs makes -make connections with integrated content areas. It involved some literacy as well.
connect to a variety of content areas/disciplines and key concepts and instructional strategies interdisciplinary other disciplines and/or
emphasize literacy and mathematical practices. themes within other that include literacy, connections explicit to content areas and the Now take it to the next level and make it explicit for students, especially as you are beginning to get good
disciplines and/or mathematical practices, students current lesson at this instructional skill and standard. You can easily make it more explicit by verbalizing early on (in
content areas and language integrates literacy apply literacy skills fun ways) what theyre doing is math. Even though that seems so obvious to us, we cannot assume
has knowledge of development across skills (reading, writing, and concepts theyre making the link until we train them to make those links and it becomes a second nature learning
how to support literacy content areas listening, speaking) apply mathematical strategy for them.
and mathematical makes complex across content areas practices
practices in own reading and content- integrates -accelerate their
content area specific language mathematical practices learning by elaborating
accessible to students across content areas on current lesson and
connecting to prior
lessons within the
content area and /or
with other disciplines

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2. Safe, Inclusive and Respectful Learning Environment for a diverse population of students Mallory Sullivan 9-12-17
Not Emergent Developing Proficient Accomplished Comments
Observed
a. Teachers foster a predictable learning environment The Teacher and The Teacher ...and The Teacher ... and Students Ms. Sullivans rapport with students was good. There appeared to be mutual respect and a comfortable
Maintains: makes maximum use of level of interaction between students and Mallory. Students responded to both Ms. Sullivan and Ms.
characterized by acceptable student behavior and facilitates student instructional time by: -uphold school and Keogh, which gives evidence they accept Mallory as a teacher figure and one who shares instructional
efficient use of time in which each student has a safety and welfare accountability to class rules responsibilities with Ms. Keogh. Mallory seems to have a good, innate sense of her responsibility to hold
positive, nurturing relationship with caring adults of students and the school and class overlooking -encourage other students accountable. I noted she appropriately and strategically worked with one pod of students who
environment procedures and inconsequential students to contribute needed monitoring and prompting to get on task. She cued students a few times as far as noise level
and peers. a nurturing and routines behavior to a caring and expectations. Volume, tone, and vocabulary enhanced instruction and was both pleasant and professional.
caring relationship consistently reinforcing positive nurturing environment
with each student reinforces student behavior interact with one Stay firm in this area and dont be hesitant to nail this down, creating behavioral expectations, behaviors,
clear expectations expectations implementing another and their and respect that you want as a norm in your classroom. Now is the bestmost criticaltime to secure an
for student behavior purposeful pacing and teacher demonstrating environment of mutual respect, trust, and decorum. If you want them to listen to whoever is speaking
procedures and efficient transition mutual support (such as when Ms. Keogh was explaining something), then make sure they know your limits and buy in to
routines to guide -hold high expectations the expectations.
instruction and for themselves and
transitions their peers Be careful of rushing and slow yourself down. Use Ms. Keoghs strategy: drink water.
b. Teachers demonstrate an awareness of, a The Teacher and The Teacher and The Teacher and Students
establishes processes I didnt observe use of this standard in the lesson, however, this lesson and most social studies classes
commitment to, and a respect for multiple aspects of -acknowledges the that result in: -delivers lessons to -respect the uniqueness lend themselves to it. The population displays told stories of many of these aspects. Consider ways to be
diversity, while working toward common goals as a influence of race, ensure students of fellow students intentional about respect for diversity and creating a community of learners who are respectful and
community of learners. ethnicity, gender, -a sense of community backgrounds and -seek a variety of mindful of multiple aspects of diversity. The key here is not so much diversity in the world, though
religion, among students contextual knowledge perspectives to enhance that is a natural and important aspect of the discipline, but rather the internalized value of respect for
NObs socioeconomics and -effective interactions are considered their learning others and especially regard for the other in society and the world. You have the privilege and
other aspects of culture among students -capitalizes on -advocate for diversity, opportunity to change the world one mind and heart at a time when you teach. I like to encourage
on student perspectives -incorporates diversity as an asset in equity and social maximizing this standard and, from what Ive seen already, I think youll do well at it.
-creates a classroom instruction that reflects the classroom justice
environment in which diverse backgrounds, -uses materials and For example, there was brief reference to grandparents and family size. This might be an area of potential
diversity is used to experiences, and lessons that counteract sensitivity and it is also an area to validate diversity and respect, differences and appreciation of changing
further student learning different points of view stereotypes and circumstances and times. You might have asked, Are there differences between people in Alaska and
acknowledges the people in Florida? (student responses) Are differences good or bad? (student responses)
contributions of all Generally, differences arent good or bad, mostly they are just differences and how we respond, or
cultures what we make of differences can be tolerant, caring, mean, or insight anger, alienation, etc. Do we have
differences in our school? (student responses) In this classroom? (student responses) Are there
differences in our classroom as far as family sizes and grandparents experiences? (student responses)
See, its not good or bad, it just is, and doesnt that make for even better ways to understand and learn
from each other? Etc.

c. Teachers engage students as individuals, including The Teacher and The Teacher ...and The Teacher and Students In our debrief after the lesson, Mallory talked about putting questions, prompts, or information on the
back of the pyramid activity guide. That is a super first step of being mindful of the students who benefit
those with diverse needs and interests, across a range -recognizes that -implements a variety -initiates collaboration -actively engage in and from subtle supports.
of ability levels by adapting their teaching for the students have a variety of inclusion, with colleagues to monitor their learning
benefit of all students. of learning needs and intervention or better understand and -articulate their This gets into Universal Design: what works for specialized needs in accessing curriculum most often is
interests enrichment practices to respond to student learning needs and a great source of support for any and all students. An example one of my favorite colleagues (a
NObs -addresses individual address unique learning learning needs interests that affect specialized service provider) uses is a snow-covered ramp in the winter. She tells of custodial services
student needs by needs and interests -provides challenging their classroom clearing the steps before the ramp and often students using wheelchairs or mobility devices cant access
adapting the -implements opportunities and performance to the entries until after the typical students pathway is cleared. Her wonderful perspective is clear the ramps
environment recommendations of support for students to teacher and/or parent first. That way everyone can use the rampno one is disadvantaged from access. Next, clear the steps
-collaborates with specialists and self-select tasks that -apply coping skills where those without mobility challenges can go either way.
specialists who can colleagues to address accelerate their such as self-reflection,
support the special student needs learning self-regulation and When we apply that to classroom materials and instruction, it helps us think about what assists ALL
learning needs of -encourages the values -integrates self- persistence to students to access needed information and doesnt have to be specialized for anyone. With so many
students and contributions of advocacy skills into classroom situations learning preferences and cognitive styles, todays students benefit from multiple strategies and multiple
students regardless of instruction -encourage fellow supports. You are well on your way, Mallory. Its great that youre already starting to think in those
backgrounds or students to participate terms: of ways to make things efficient, expedient, and effective for all the learners (or at least most of
abilities and challenge the students, most of the time). Keep up the great thinking!
themselves
d. Teachers work with families and/or significant The Teacher ...and The Teacher ...and The Teacher and Families and/or The lesson didnt involve this standard, but in our debrief Ms. Keogh commented that Ms. Sullivan had
Establishes: Significant Adults: attended Back to School Night and PT conferences are coming up.
adults in the lives of their students. -uses a variety of -coordinates
-a classroom methods to initiate communication -participate in
environment that is communication with between families classroom and/or In some schools, there are a lot of refugees and immigrant families. Also, students today are often in
NObs inviting to families families and/or and/or colleagues who school-based activities communities where there may be multi-national families. You might use a lesson like this to have a
and/or significant significant adults in the provide student as a result of teacher family connection strategy where you give additional points (if thats a system you use) or options for
adults school and community services outreach looking up areas of the world with some intentional connections to students backgrounds. It doesnt
-respectful -recognizes obstacles -sustain active and have to be a major part of a lesson, it is simply a way to be more alert to potential connections and
relationships with to family and appropriate regarding those connections with care, respect, and high interest. You could ask students to talk to family
students, their families, community participation in the members at home about what theyve seen in population shifts from wherever theyve lived and any
and/or significant participation and seeks classroom and school implications or things to think about that others at home experienced.
adults solutions to overcome community
them

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 3. Plan and Deliver Effective Instruction and create an environment that facilitates learning for their students. Mallory Sullivan 9-12-17
Not Emergent Developing Proficient Accomplished Comments
Observed
a. Teachers demonstrate knowledge about the ways The Teacher and The Teacher and The Teacher and Students The activities were relevant and promoted learning at appropriate student skill, developmental,
-demonstrates engages students in -implements knowledge -advocate for their learning and cognitive levels.
in which learning takes place, including the levels knowledge of the developmentally gained from colleagues needs
of intellectual, physical, social and emotional interrelatedness of appropriate learning with expertise in child -apply new and different
development of their students. students intellectual, and adolescent ways of learning and
social and emotional development to improve evaluate the impact
development the quality of instruction
b. Teachers use formal and informal methods to The Teacher and The Teacher and The Teacher and Students Ms. Sullivan considered students abilities and possible readiness for the intended learning. The
determines the uses assessment results -provides opportunities -discuss performance with planned assessment involved note-taking, participation, and activity completion. Real-time
assess student learning, provide feedback, and use students current skill to guide real-time that encourage students the teacher, family and/or assessments roughly involved questions during the lesson but didnt evoke anything measurable
results to inform planning and instruction. levels and uses that adjustments to instruction to take academic risks significant adults or provide indications of learning. (Keep immediacy and measurability in mind as far as the
information to plan evaluates and based on assessment -take academic risks Did they get it? gauge of an effective lesson and class session. Basically, this goes into the
instruction documents student results monitor and adjust aspect of effective instruction.)
selects assessment performance based on -teaches students to use
strategies aligned to the multiple measures feedback to improve Overall, the assessment plan for todays lesson segment works appropriately for general
learning objective provides timely learning guidance to the teacher as far as if students learned something.
actively monitors feedback to students that is
student learning in academically focused,
relation to the learning frequent, and high quality
objective
-shares feedback on
student progress with
families and/or
significant adults
c. Teachers integrate and utilize appropriate The Teacher and The Teacher uses and The Teacher and the Students This appears to be a strong area for Mallory. The technology use enhanced the lesson delivery,
available technology to: integrates available -demonstrate responsible student engagement, and as a tool for instruction and productivity for both students and teacher.
available technology to engage students in higher technology to enhance: and ethical digital The technology potentially served as a tool and probably added to students critical thinking.
level thinking skills. employs strategies facilitate classroom citizenship (We cant know for sure without additional evidence at the point of the observed lesson.) To be
and procedures to ensure instruction -creativity use available technology sure of critical thinking, it is important for students to process overtly and be metacognitive,
students have equitable develop students critical thinking to deepen critical thinking especially as they are gaining skills in this area.
access to available knowledge and skills problem solving skills
technology models responsible and use of information AND Keep up the good start on this standard and take it to the next levels!
Assesses available ethical use of technology -communication -apply team-building and
technology to use with and applications -collaboration networking skills I observed another strength in this dimension of instruction when Mallory was able to think on
instruction -are informed consumers of her feet and very easily and naturally adapt when the technology didnt work as expected. She
technology used the whiteboard as a back-up and stayed right in step, hardly missing a beat! Way to go!
-use available technology to
innovate
d. Teachers establish and communicate high The Teacher and The Teacher and The Teacher and Students As noted above, Mallory is on the right track in this area. The lesson built upon expectations
- sets and demonstrates teaches students -use questioning strategies to that students would connect their knowledge and skills about social studies, population data,
expectations and use processes, such as communicates student knowledge of processes critical thinking and develop and test innovative math, and broad understandings of the importance and relevance of the type of data they were
questioning, to support the development of critical expectations at a level needed to support students problem-solving skills ideas accessing. To make it more even more solid, get them to make their thinking explicit. Devise
thinking and problem-solving skills. that challenges students in acquiring critical that are discipline- -connect and synthesize ways they demonstrate their increasing grasp of the targeted learning chunk or skill during the
understands the thinking skills and appropriate knowledge lesson segment. Help them understand what they did or learned is part of an increasing strategy
importance of problem-solving skills -demonstrate teachers high and skill of processing for meaning.
developing students uses wait time expectations through their
critical thinking and equitably to initiate student work and/or discourse
problem-solving skills responses -seek opportunities to
expand and enhance their
problem-solving and higher-
order thinking skills
e. Teachers provide students with opportunities to The Teacher and The Teacher and The Teacher and Students This lesson was intended as individual work.
-has a clear purpose for -provides opportunities for -holds students -assume leadership roles in
work in teams and develop leadership qualities. student collaboration students to participate accountable for work their teams
using various roles and product and collaboration -utilize group processes to
modes of communication processes build trust and promote
-adjusts team composition -promotes student effective interactions among
NObs based on learning leadership and teamwork team members
objectives and student skills -use group feedback and
needs input to improve the quality
of their work
-reflect on their contribution
to refine the quality of the
product
f. Teachers communicate effectively, making The Teacher and The Teacher and The Teacher and Students
provides clear -models a variety of -teaches students to -apply clear and appropriate
learning objectives clear and providing appropriate directions to guide methods for articulate thoughts and communication skills in a
models of language. student learning and communication with all ideas clearly and variety of situations
behavior students effectively -formulate questions and
actively listens to -establishes classroom make unsolicited
students practices to support contributions
effective communication -extend and enrich the
discussion
-invite others to participate

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Reflection of Practice Mallory Sullivan 9-12-17
Not Emergent Developing Proficient Accomplished Comments
Observed
g. Teachers link professional growth to their The Teacher and The Teacher ...and The Teacher ... and The Teacher
-implements engages in professional - applies knowledge and -monitors and evaluates
professional goals performance feedback learning activities based skills learned through instructional strategies
from supervisor and/or on: professional learning to acquired through
colleagues to improve -alignment with Colorado improve student outcomes professional learning and the
practice Academic Standards -develops and follows a impact on student growth
NObs -actively engages in -School and district professional learning plan -reflects on student data,
professional learning initiatives aligned to goals professional learning and
focused on meeting -current research results to provide higher-
professional goals -student needs quality instruction
-self-selects professional
learning beyond
district/school offerings that
builds instructional expertise

h. Teachers are able to respond to a complex, The Teacher and The Teacher ...and The Teacher initiates and The Teacher I note a good professional and congenial working relationship emerging between Ms. Sullivan
-has a positive attitude -adapts to the changing collaborative activities -serves as a critical friend and Ms. Keogh.
dynamic environment. NObs towards change demands of the classroom with colleagues to: for colleagues to improve
environment -navigate change while school environment
-maintains a positive, maintaining a focus on -models professionalism by
productive, and respectful student learning embracing change
relationship with -contribute to school and
colleagues district improvement
planning
4. Demonstration of Leadership
Not Emergent Developing Proficient Accomplished Comments
Observed
a. Teachers promote professional growth for all The Teacher and The Teacher and The Teacher and The Teacher As noted earlier, Mallory took part in Back to School Night.
-participates in school -contributes to school -seeks opportunities to lead -assumes a leadership role in
educators and collaborate with their colleagues to activities expected of all committees and teams professional learning implementing the unified
improve the school community and the teaching teachers activities improvement plan
profession. -supports school goals -actively participates in throughout the building
NObs and initiatives school decision-making -advocates for
processes improvements to teaching
and learning at the local,
state, and/or national level
-leads activities designed to
improve local, state and/or
national level policies and
procedures
b. Teachers demonstrate high standards for The Teacher maintains and The Teacher models and The Teacher and The Teacher Ms. Sullivan dressed nicely and maintained a professional and friendly manner with students,
confidentiality of: ethical behavior, including: -helps students understand -encourages colleagues with Ms. Keogh, and with me. She conducts herself in an appropriate manner as a leader in
professional conduct. -student records as -honesty the importance of ethical accountability to high the classroom.
required by law -integrity behavior as an individual standards for professional
-student, family and -fair treatment and respect and member of society conduct
fellow teacher for others and Students hold their
interactions peers accountable for ethical
-student data behavior, including:
demonstrates reliable -honesty
and responsible behavior -integrity
-fair treatment and respect
for others
Areas of Celebration:
I commend Ms. Sullivan for a successful first observation. She did a fine job and executed a good lesson. Mallory appears to have multiple natural skills as a teacher. She is pleasant and seemed to be interested in student responses.
She conveyed good content knowledge and maintained good rapport. She seemed to enjoy the students and displayed interest in the topics explored. It was an engaging and fun lesson!

Growth Areas/Next Steps:

If needed, monitor ums as a distraction (some of the repetition of ums may have been simply nervousness at being observed). Take time for students to process (ie: increase wait time, ask strategic and well-planned questions).
Key into students who authentically ask questions to gauge need to follow up questions, explanations, directions, and information.

What evidence of learning do you see and hear? Students seemed to be on task.

Are students meeting the target today? __probably___ At what level? Introductory
How do you know? Students engaged with the activity

_(Signature not available. During our debrief we discussed the draft of my comments and ratings, copy is emailed to Ms. Sullivan and Ms. Keogh.) _____Dawn S. Olson 9-12-17_____________________________________________________
Teacher Candidate/Date University Coach/Date

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