SSP

Julie Pellegrini

Candidate
USP

Michelle
Odle

Gail Jensen

Student Teaching SSP Observations

Observation#

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Form

Using the Observation Rubric below, write the evidence of the CTC Teacher Performance Expectations (TPEs) you observe during the candidate's
delivery of instruction. Score each Domain by evaluating the Evidence you have written against the Rubric below, then record the associated Rubric
Levels (Integrating, Applying, Emerging. Beginning).
Integrating - The candidate provides clear, consistent, and convincing evidence demonstrating the competency or competencies. Candidate's
practices demonstrate a preponderance of appropriate, relevant, accurate, and clear or detailed evidence. The evidence is purposefully connected and
reinforced across this TPE Domain.
Applying - The candidate provides clear evidence demonstrating the competency or competencies.
Candidate's practices demonstrate a preponderance of appropriate, relevant, or accurate evidence. Evidence is connected across this TPE Domain.
Emerging - The candidate provides partial evidence demonstrating the competency or competencies. Candidate's practices demonstrate a
preponderance of minimal, limited, cursory, inconsistent, and/or
ambiguous evidence. Evidence is weakly connected across this TPE Domain and may be inconsistent.
Beginning - The candidate provides little or no evidence demonstrating the competency or competencies. Candidate's practices demonstrate a
preponderance of inappropriate, irrelevant, inaccurate or missing evidence. Evidence is unconnected across the TPE Domain.

Observation Date

12/05/2014

Lesson Topic

INTERACTIVE READ ALOUD

Form Status Completed

Next steps for observation event:

Julie read aloud a book about the holiday Hannukah. Before meeting with the students. she previewed the book and planned out thoughtful thinking
questions throughout the reading for the students to stop, absorb, and comprehend the story and new information. When she met with the students, she
gave them a book introduction before opening the book. Then, after each couple of pages read, she stopped and posed a comprehension question to the
students. The students turned and talked with a shoulder partner about the question. Then Julie thought aloud her answer to the quesiton and continued
reading. She followed this process until the end of the story. When the story was over, she debriefed about all the facts that they students had learned
about Hannukah from the book.

Domain Data

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Domain C: Engaging and Supporting Students in Learning

TPE
TPE
TPE
TPE

4:
5:
6:
7:

Making Content Accessible

Student Engagement
Developmentally Appropriate Teaching Practices
Teaching English Learners

14. Connects students' prior knowledge, life experiences, interests, and cultural factors with learning goals, curricular and instructional strategies, and
methods of assessing student learning. (TPE 4)
15. Uses community resources, student experiences, questions, and applied learning activities to make instruction relevant, challenge students' ideas,
share their viewpoints, work collaboratively and achieve PK12 academic standards. (TPE 4)
16. Uses a variety of instructional strategies, technologies, and resources to model, guide, support, and promote all students in problem solving,
critical thinking, and self-directed, reflective learning making subject matter meaningful. (TPE 4)
17. Teaches students literacy skills needed to comprehend and use a variety of texts and information sources, in the subject(s) taught. (TPE 4)
18. Uses a variety of instructional strategies, technologies (including assistive), and resources to respond to students' diverse learning needs
(including full range of language and special populations) and promote high achievement of PK12 academic standards by all students. (TPE 5)
19. Provides developmentally appropriate practices supporting all students' emotional, social, physical, and intellectual needs. (TPE 6)
20. Uses a variety of strategies, technologies, materials, and resources to differentiate instruction based upon students' culture, level of acculturation,
primary language and proficiency levels (CELDT) in English and non-dominant varieties of English, and advanced learners. (TPE 7)
21. Applies pedagogical theories, principles, and instructional practices for designing and implementing comprehensive instruction for English
learners, including non-dominant varieties of English and advanced learners and for students with multiple socio-cultural backgrounds. (TPE 7)
Integrating - The candidate provides clear, consistent, and convincing evidence demonstrating the competency or competencies. Candidate's
practices demonstrate a preponderance of appropriate, relevant, accurate, and clear or detailed evidence. The evidence is purposefully connected
and reinforced across this TPE Domain.
Applying - The candidate provides clear evidence demonstrating the competency or competencies.
Candidate's practices demonstrate a preponderance of appropriate, relevant, or accurate evidence. Evidence is connected across this TPE Domain.
Emerging - The candidate provides partial evidence demonstrating the competency or competencies. Candidate's practices demonstrate a
preponderance of minimal, limited, cursory, inconsistent, and/or
ambiguous evidence. Evidence is weakly connected across this TPE Domain and may be inconsistent.
Beginning - The candidate provides little or no evidence demonstrating the competency or competencies. Candidate's practices demonstrate a
preponderance of inappropriate, irrelevant, inaccurate or missing evidence. Evidence is unconnected across the TPE Domain.
Rubric Level
.... Integrating

Evidence/Feedback/Next Steps
Julie is very animated and engaging during her read alouds. She stops often to check for understanding of new vocabulary and to let the kids
process what's happening in the story. She activates their prior knowledge before reading the text by asking kids to share what they know about
the topic with a partner before reading. She actively uses turn and talk as a way for kids to better comprehend the story and share what they are
thinking and learning along the way, rather than waiting until the end of the story to discuss. After every few pages she poses a comprehension
or thinking question to the students to promote active listening, learning, and understanding. The read aloud book was rather small, so she used
the document camera to make it big enough for everyone to enjoy easily.