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FORMATIVE STUDENT TEACHER OBSERVATION FORM

Teacher Candidate Alyssa Angelo


School Heritage Elementary
Grade
1
Subject
Date of Obs.
3 /
3

Observer: Denise D. Schrum


District: Red Clay
Reading- whole group
No. of Students: 20
/ 2015
Time: 10:

Observational Evidence:
Planning:
Learning target: SWB to sound out words with long O
SWB able to spell words with the long O sound.
Learning goal orally given, and evidence of attainment in students performance. A2, C1
Plan for activation of prior knowledge and future learning A3
Plan for relevance to student learning A4
Activities aligned to learning goal A3, A4
Plans for use of technology to enhance learning A4
Plan for differentiation in planning for accommodations for all A2
Environment:
Transitions completed smoothly.B3, B4, B5
Directions were direct and explicit B1, B3, B4, B5
Consistent with expectations. B1, B2, B3, B4, B5
Affirmation for performance and behavior. B2, B4
Relevance for learning was given.
Instructional Delivery
Phonics Lesson
Smartboard used as a visual instructional tool. C2, C3,
Relevance made for learning .C2
Activities directly related to learning goal. C3
Spelling of words modeled.
Lesson well paced. C5
Turn and share how to spell soap.
Student engagement and participation
Good use of visual discrimination to determine proper spelling i.e floa--flow
Evidence of meaningful activities. C5
Modeling of expectations C1, C2
Using visual clue- raising fingers for check for understanding.
Related previous learning to todays words i.e. possessives (Joans)
Activity given to be completed when worksheet was completed. C5
Closure summarizing learning. C4,C5
Reading lesson:
Warm up questionturn and talk
Appropriate discussion time given
Introduction of vocabulary using picture clues displayed by smartboard
Using smartboard, page from text was displayed so predictions can be made
Turn and talk about predictions- Informed to be sure to also use vocabulary to help make predictions.
Closure summarizing learning. C4,C5
Monitored and adjusted by coming back to phonics skills after student shared an example which did not match todays skill

The University of Delaware has independently approved the content of this form for the sole purpose of clinical supervision and diagnostic purposes for use with pre-service
or in-service teachers. This form is not approved for other purposes including, but not limited, to licensure or certification. Copyright 1992 by Educational Testing Service.
All rights reserved. Revised 2006.

Unacceptabl
e
Acceptable
Target

Domain A

University of Delaware Scoring Scale


1 Does not meet the criterion expectations
2 Is beginning to meet the criterion expectations
3 Meets the criterion expectations
4 Is highly effective in meeting the criterion expectations
5 Excels in meeting the criterion expectations

As a Scholar, Problem Solver, and Partner, Organizes Content


Knowledge for Student Learning Based on State Standards

4 A1: Becomes familiar with relevant aspects of students background

COMMENTS

There continues to be evidence of thoughtful


planning. Plans reflect an understanding of the
content, the students and resources.

knowledge and experiences

4 A2:

understands theory and research related to human development


understands how students differ in their development and approaches to learning
makes adaptations according to the varying abilities and behaviors of individuals

Identifies clear learning goals that are appropriate for the students
selects goals and objectives based on students abilities and needs, the learning
environment, state, national content standards and other factors

4 A3: Demonstrates an understanding of the connections between the

content that was learned previously, the current content, and the
content that remains to be learned in the future

knows, understands, and uses fundamental concepts of content area (English, Social
Studies, Math and Science)
applies connections among concepts, procedures and applications across the content
areas

4 A4: Creates or selects appropriate teaching methods, learning activities,

and instructional materials or other resources that are appropriate for


the students and that are aligned with the goals of the lesson

selects instructional strategies that promote positive learning results, active


engagement, critical thinking, and problem solving
uses a variety of instructional materials and technological resources
creates instructional opportunities that are adapted to diverse students

4 A5: Creates or selects evaluation strategies that are appropriate for the

students and that are aligned with the goals of the lesson

chooses assessments based on appropriateness to students learning experiences,


abilities, and subject matter
administers assessments to inform others, to make instructional decisions, and to
promote continuous development of each student
adapts assessment strategies to accommodate and support the developmental needs
of students

The University of Delaware has independently approved the content of this form for the sole purpose of clinical supervision and diagnostic purposes for use with pre-service
or in-service teachers. This form is not approved for other purposes including, but not limited, to licensure or certification. Copyright 1992 by Educational Testing Service.
All rights reserved. Revised 2006.

uses technology to promote the efficiency of assessment data collection

Domain B

As a Scholar, Problem Solver, and Partner, Creates an


Environment for Student Learning That Serves Diverse Classroom
Communities

5 B1: Creates a climate that promotes fairness

conveys an attitude that all students are of equal importance

values the many aspects of diversity of individuals (genders, ethnicity, cultural


background, socioeconomic levels, and exceptionalities)
5 B2: Establishes and maintains rapport with students

uses appropriate and effective interpersonal communication techniques

COMMENTS
Classroom environment functions smoothly.
Standards for student conduct continue to be clear,
consistent and evident.

develops effective interactions considering the unique characteristics of each student

B3: Communicates challenging learning expectations to each student

encourages students to assume responsibility for themselves and one another

promotes independence, self-motivation, self-direction, personal empowerment,


and self-advocacy in students

communicates explicitly or implicitly a belief that each student is capable of


significant achievement
5 B4: Establishes and maintains consistent standards of classroom behavior

knows a variety of effective classroom management strategies and application of


appropriate strategies

4 B5: Makes the physical environment as safe and conducive to learning as

possible

adapts the physical environment to provide optimal learning opportunities


creates an environment that fosters cultural understanding, safety and emotional
well-being, positive social interactions, and active engagement of individuals

Domain C

As a Scholar, Problem Solver, and Partner, Teaches to


Accommodate Diverse Student Learning

COMMENTS

5 C1: Makes learning goals and instructional procedures clear to students

provides procedural information according to students diverse needs, abilities, and


learning styles

4 C2: Makes content comprehensible to students

implements instructional plans that center on effective teaching strategies, promote


active engagement, and build on skills previously acquired to foster student learning

implements instruction based on knowledge of students, learning theory, subject


matter, curricular goals, and community, and relates to real world issues

uses effective verbal, non-verbal, and media communication techniques to foster


active inquiry, collaboration, and supportive interaction
4 C3: Encourages students to extend their thinking

enhances students development of critical thinking, problem-solving, and


performance skills through the use of a variety of instructional materials,
technological resources, and multiple teaching and learning strategies
5 C4: Monitors students understanding of content through a variety of

means, provides feedback to students to assist learning, and adjusts


instruction as the situation

uses information gained from monitoring students understanding to modify


teaching and learning strategies as necessary

The University of Delaware has independently approved the content of this form for the sole purpose of clinical supervision and diagnostic purposes for use with pre-service
or in-service teachers. This form is not approved for other purposes including, but not limited, to licensure or certification. Copyright 1992 by Educational Testing Service.
All rights reserved. Revised 2006.

3 C5: Uses instructional time effectively

paces the lesson according to the content, learner, and situation

establishes efficient classroom routines

COMMENTS

Domain D

As a Scholar, Problem Solver, and Partner, Demonstrates


Reflective Practice and Teacher Professionalism

Alyssa continues to be insightful in terms of her


professional growth

5 D1: Reflects on the extent to which the learning goals were met

demonstrates an understanding of the teaching professional codes of ethical conduct

uses assessment data to monitor own teaching strategies and behavior in terms of
improving student success
reflects on practice in light of research on teaching and resources available for
professional learning to continually evaluate the effects of professional decisions
uses feedback to reflect on his/her ability to help all students learn
seeks out opportunities to grow professionally

5 D2: Demonstrates a sense of efficacy

demonstrates practice that all children can learn

understands how student learning is influenced by individual experiences, talents,


abilities, and prior learning as well as language, culture, family, and community
values
5 D3: Builds professional relationships with colleagues to share teaching

insights and to coordinate learning activities for students

4 D4:

collaborates with colleagues and agencies in the larger community to support


students learning and well-being
values and respects the contribution and uniqueness of all members of the school
community

Communicates with parents/guardians regarding student learning


establishes and maintains positive, collaborative relationships with families
communicates with families about curriculum and students progress
involves families in assessing and planning for individual students

The University of Delaware has independently approved the content of this form for the sole purpose of clinical supervision and diagnostic purposes for use with pre-service
or in-service teachers. This form is not approved for other purposes including, but not limited, to licensure or certification. Copyright 1992 by Educational Testing Service.
All rights reserved. Revised 2006.

Domain P: Professional Dispositions


Scoring Scale
1 Never Exhibits
2 Seldom Exhibits

Unacceptable
Acceptable
Target

Domain P

3 Sometimes Exhibits
4 Frequently Exhibits
5 Always Exhibits

Professional Dispositions

_5__P1: Interacts positively with others


_5__P2: Writes and speaks effectively and correctly
_5__P3: Responds appropriately to feedback
_5_P4: Demonstrates a curiosity and a willingness to learn
_5_P5: Demonstrates respect, empathy, and sensitivity towards all learners
_5_P6: Exhibits enthusiasm, initiative, and a positive attitude
_5__P7: Attempts to solve problems in a fair-minded manner
_5_P8: Is dedicated to mastering best practices
_5__P9: Uses reflective practice to improve instruction
_5_P10: Acts in an ethical, responsible, and professional manner
Additional Comments:

The University of Delaware has independently approved the content of this form for the sole purpose of clinical supervision and diagnostic purposes for use with pre-service
or in-service teachers. This form is not approved for other purposes including, but not limited, to licensure or certification. Copyright 1992 by Educational Testing Service.
All rights reserved. Revised 2006.