Candidate Assessment of Performance (CAP) Observation Form

Candidate Name: Hannah Richards Date: 10/18/18

Observation #: _1___ Type (Announced/Unannounced): Unannounced

Observed
Sable Johnson
By:
1.A.4: Well Structured Lessons
2.B.1 Safe Learning Environment
X (#1 Announced, #1 X
( #1 Unannounced)
Unannounced)
Focus 1.B.2: Adjustments to Practice
2.D.2 High Expectations
Elements: (#2 Announced, #2
(#1 Announced)
Unannounced)
2.A.3: Meeting Diverse Needs
4.A.1 Reflective Practice
(#2 Announced)
Date of
10/18/18 Time (start/end): 8:12-9:08
Lesson:
Content Topic/Lesson Objective: “Read Chapter 23 of To Kill a Mockingbird closely to determine what the
text says explicitly and to make logical inferences from it.” –posted on white board in classroom

X Whole Group X Small Group One-on-One Other

Active Evidence Collection (see attached documentation including lesson plan and data collected during
observation) occurred during the observation and is synthesized and categorized below.

Element Evidence
Ms. Richards has students recall the last time they did a close reading and directs them to
think about this excerpt in the same way as before. Ms. Richards has students summarize
the reading to check for understanding of content before moving on to a deeper read.
Ms. Richards models annotations and higher-level thinking (“I thought this part was a
little out of character for Atticus, can you tell me why?”) At 8:57 Ms. Richards has
1.A.4 students pair up and break down the last part of the excerpt themselves as she circulates
to each group answering and asking questions and encouraging a deeper reading. At 9:04
Ms. Richards has students come back as a group and share their conversations.

Yesterday students were writing a timed argument, aligned with common core and next
gen MCAS but we had an advisory period, which takes about 10 minutes from each class.
Ms. Richards allowed students to use the first 10 minutes to complete their timed writing
1.B.2 from yesterday. She set a timer to make sure students were clear about the time limit.
 Ms. Richards asks students to give her thumbs up if they think they have exhausted
findings in the first paragraph. This is a visual cue for students who are still reluctant to
offer up an opinion and a quick check for understanding.
2.A.3
Ms. Richard adheres to all DCAPs and IEP accomodations.

Ms. Richards responds positively when students volunteer and answer or analysis. Ms.
Richards has a great moment with students when she refers to a Taylor Swift song, “Atticus
spoke so silently his words crashed…” she also asks students to think about a time when
2.B.1
their parents didn’t yell but were disappointed and how that was more impactful. At this
moment, most students agree with her and offer their own informal comments/opinions or
talk with each other. In this moment, the class seems more connected to the piece more
willing to respond. Ms. Richards cold calls “reluctant” students after the quick group work
knowing that they have had time to reflect on their ideas with a friend.

Ms. Richards keeps students engaged until 9:07.

2.D.2

Ms. Richards has decided to adjust her timing for the close reading to allow for more
discussion at the end for her G period class to reflect on the overall meaning of the excerpt.
4.A.1

Focused Feedback
*Attempting to engage reluctant students through various strategies.
*Exposing students to teacher modeling which will set them up for further
success in the class and next year.
*Clear and meaningful lessons connecting the outside text to curriculum
Reinforcement standards.
Area/Action:
(strengths)

Refinement *Using directives instead of questions, Ex: “Read this excerpt to yourselves and
Area/Action: look up at me when you have done so, so I know when everyone has finished.”
(areas for Instead of “Do you want to read this to yourselves?”
improvement) “Now you will get into pairs, read the last part and make your own
annotations and connections in the way that I modeled for you.” Instead of
“Do you maybe want to get in pairs and make your own annotations”

*Getting students to think about why the author made certain decisions about
characters, symbols, etc. vs. too much focus on characters as “people”.

*Asking/explaining how this excerpt plays a greater role in the meaning of the
novel as a whole.(Running out of time for this part)

*Announcing HW :o)
College of Arts and Sciences
Department of Education