SPED Observation Notes for: Ashley Mustaki

Date: 1/30/2015

Time: 1:10-2:45

Observation #: one
Pre-observation: (plan in on time, detailed, state and local
standards, clear intent)
Lesson plan was submitted well in advance of observation. Plan
was very complete and clear. Specific modifications for students
were noted. Plan followed the guidelines of the school division
and the Commonwealth.
Planning: (measureable objectives, variety of strategies,
interdisciplinary, appropriate strategies to meet specific needs of
students, designed to advance learning)
Objectives were clearly stated and measureable. Students were
provided ample opportunity to be challenged.
Learner Development and Differences: (developmentally
appropriate instruction, meets soc/emot needs, activities are
meaningful and appropriately challenging)
Within the plan, modifications for individual students were clearly
stated and explained.
Ms. Mustaki provided constant and consistent feedback to her
students that clearly met their academic and social/emotional
needs. One student in particular has a great deal of anxiety
about being successful. Ms. Mustaki provided genuine
encouragement to this student and the student responded well.

Learning Environment: (positive and respectful, variety of

social engagement-individual and small group, safe, supports
students emotional well-being)
Ms. Mustaki speaks to her students in a very respectful manner.
She neither talks down to them nor talks over their heads.
Throughout the whole lesson, Ms. Mustaki encouraged and
praised them genuinely. No response was left without a good
job or excellent from Ms. Mustaki.
Classroom Management: (clear rules communicated and
enforced, consistent and fair, low profile corrections, routines
established and maintained, appropriate praise, smooth
transitions, awareness of student behavior and engagement)
Students began their English lesson with a well-established
journal writing activity. Ms. Mustaki gave them ample time,
encouraged them along the way and alerted them as to how
much time they had left.
Ms. Mustaki began her lesson on pronouns with a review of nouns.
She called on all the students to respond.
She transitioned very smoothly from one part of the lesson to the
next. Students were provided ample time to complete each
activity. She provided help whenever students needed it while
allowing them to think through the items on the worksheet.
Assessing Student Learning: (use of a variety of formative
assessments, students review own progress, specific feedback,
modifies instruction as needed to meet students needs)
Ms. Mustaki was able to quickly asses student progress as they
worked together to complete the paragraph with the correct
pronouns.
Students were constantly assessed and guided during the direct
teaching and guided practice. They were presented with a

reasonable opportunity to work independently. This individual

worked was available for assessment.
Instructing and Engaging Students: (active teacher and
student participation, adjusts instruction to meet immediate
needs, good questioning strategies, use of technology, variety of
grouping strategies, promotes student communication and critical
thinking and problem solving, encourages correct discipline
vocabulary)
Ms. Mustaki carefully guided her students through the lesson with
a great deal of encouragement and genuine praise. Her
instructions were always clearly stated and easily understood.
Students were encouraged to help each other during the lesson.
One student stated she wasnt good at this but Ms. Mustaki
helped her and guided her by taking things step by step and
asking simple questions. That strategy worked with this student
and she stayed engaged rather than shutting down.
No opportunity for the use of any technology was presented in
this setting.
Students were grouped together at a table but worked
independently.
Lesson Presentation: (clear start, prior knowledge, materials
ready, states objectives, high expectations, check for mastery as
lesson proceeds, moves about classroom, wait time, clear end
review, transition, homework)
Lesson started with a review of nouns and pronouns. Ms. Mustaki
called upon all students to respond. She encouraged them and
asked good questions to lead them to correct responses.
Students then began a guided lesson on a worksheet. Ms.
Mustaki read each sentence and used the sentences to locate and
illustrate examples of nouns and pronouns. Students followed
along very well.

Ms. Mustaki then showed the students a large piece of paper upon
which she had transcribed a story. The story contained nouns but
no pronouns. The nouns that could be replaced with pronouns
were underlined. Students were then expected to write an
appropriate pronoun on a post-it note and attach it to the large
sheet. Each student had a turn and participated fully. Ms.
Mustaki expected them to explain their pronoun choices as well
as choose the correct one. Students took turns reading the
revised paragraph. Ms. Mustaki wrapped that part of the lesson
up by asking students if the paragraph sounded better with the
pronouns. They agreed it did.
Students were then given a worksheet to do partially on their
own. She did the first example with them and explained they
were to complete 2-6 on their own. They all got down to work
immediately. As they worked, Ms. Mustaki encouraged and
guided them.
She then moved to the second part of the worksheet in which
students were to rewrite sentences using pronouns to replace the
nouns. She did the first example with them then instructed them
to complete 8-12 on their own. As they worked, she guided and
encouraged each student.
Content Knowledge: (accurate and appropriate knowledge,
explains skills logically and explicitly, prior knowledge and
experience connections, variety of examples, makes real world
connections, knowledge of SPED curriculum standards)
The definitions of the parts of speech in the lesson (nouns and
pronouns) were clearly and accurately defined. Students were
expected to use the terms correctly.
Additional Comments:
Ms. Mustaki presents herself in a very professional
manner. She is patient, warm and kind in her interactions
with her students. She is working very successfully with
her HT. She also took the time to introduce me to her

students. This made them feel more comfortable with

someone new in the room.
Plan for next visit:
Ill return on Feb 5 at 8:00 to observe an inclusion block in a math
class.