Observation form used by University Coordinators:

!
CMU Student Teacher Observation
!
Student Teacher: _Tiffany Smith_____
Hawkins__

Observation

#: #2

Classroom Teacher: _Jamie

Date/Time/Grade_02/20/14 1:30PM 5th Gd.

Lesson: _____Science_______

Objective: _TLW: provide evidence of the type of change that ocurrs when
heating, cooling. __ Observer: _Glenn Solowiej_____
Planning uses state and local standards to plan instruction, develops
lesson that build on students background, integrates educational
technology, plans for all learners
Observations, suggestions, conclusions: A lesson plan was shared with the observe
r which included objectives linked with standards. Learning targets were
established as were assessment strategies. Instructional activities and
accommodations to engage all learners were identified. Technology tools were
strategically integrated into the observed lesson. The observed lesson required a
great deal of advance preparation. The objective was strategically placed on the
related worksheet (though the observer isnt quite sure why the word bank has
each word entry starting with a capital letter).

Teaching teaches the core concepts of the subject area, relates learning
to the real world, integrates subject matter with other content areas, uses
a variety of teaching strategies, helps students become self-motivated and
self-directed, enthusiastic
Observations, suggestions, conclusions: Students entered from their physical
education class and were greeted by the student teacher. To promote focus on the
forthcoming lesson, the student teacher engaged the class in some physical activity.
The student teacher projected multiple choice questions on the screen as students
were challenged to respond using individual response technology. This activity
provides the student teacher with immediate data allowing her to assess individual
student understanding of key content. Ms. Smith moves around the room during
instruction and the observer sensed all eyes remained on her. She brings authentic
examples for students to consider and they respond with engagement. Ms. Smith
created a video featuring herself demonstrating essential concepts. Her audience
was avidly focusedmission accomplished. The student teacher delivers content
while establishing a remarkable balance of the sharing of information and humor.
The student teacher has a plan to engage students in directly experiencing
components of the video themselves. Students are often encouraged to engage in
dialog and collaborate with a peer given a prompt. Exceptional monitoring on the
student teachers part allows her to assume when the conversations die down that
ALL students are prepared to share a focused response. Students were challenged
to generate a prediction. When a student offered a contribution the student
teacher would repeat the statement to ensure all students can hear and benefit
from the thinking of their classmates. Authentic scientific language is consistently

observed to be accessed by student teacher and the students themselves.

Students were invited to use their skills of observation during a video and a
demonstration to test their prediction. The student teacher located quality
illustrations to solidify understanding of chemical changes/physical changes and
proceeded to explain the difference. Later in the lesson, Ms. Smith required the
thinking to come from her charges by challenging them to examine illustrations and
identify which is physical change, which is a chemical change and to be prepared to
explain why. Through quality monitoring, the student teacher sensed the need to
adjust her plans and schedule the worksheet for a subsequent session. Closure was
generated by challenging students to examine an engaging cartoon and identify the
change that occurred.

Learning Environment maximizes academic learning time, manages

classroom effectively, builds rapport with students, treats all learners with
equity
Observations, suggestions, conclusions: Ms. Smith focuses on the orchestration of
a creative and engaging environment in which to learn. Interactive quizzes,
engaging videos, energetic lecture, all assist in the environment being conducive to
the development of understanding via a variety of well paced activities. The level
of student engagement was high if not entire. Students demonstrated excellent
listening behaviors throughout the observed lesson.

Assessment uses authentic assessments, uses assessments to guide

instruction/reflects on student learning, adapts assessments for students,
reflects on student work and modifies instruction
Observations, suggestions, conclusions: The student teacher employs a variety of
assessment strategies. Some of the questions on the warm-up quiz need to be
carefully edited for proper punctuation (examples: Questions 2, 7, 8) and to allow
your work to be considered a quality resource and model for student reference.
The content and scope of the questions were exceptional. The student teacher
offered each student an opportunity to assess their individual understanding of key
content using a four point scale.

Professionalism behaves ethically, collaborates, participates in

professional growth, demonstrates understanding of multiple perspectives
and individual differences uses technology to organize and manage the
classroom, responsible citizen, appearance
Observations, suggestions, conclusions: Ms. Smith presents herself professionally
in her appearance and demeanor. She has quickly participated in the construction
of an outstanding relationship with her cooperating teacher. She shares evidence
with the observer frequently of focused dialog between the two partners that
encourage her to hone her skills.

Communication relates information about students progress to

appropriate stakeholders, communicates effectively in writing, effective
oral communication, communicates in a professional manner
Observations, suggestions, conclusions: Ms. Smith engages students through
energetic verbal communication. Written work submitted to the University
Coordinator is thoughtful though not representational of professional expectations.

Additional focus needs to be dedicated to quality spelling, grammar, and

punctuation. Ms. Smith models proper spoken grammar and pronunciation.

Overall Potential: Observations, suggestions, conclusions: Ms. Smith is highly

energetic and enthusiastic. Her sincerity is immediately evident. She brings
adequate content knowledge to the classroom and appears to understand the
middle school-aged learner and his/her needs. A school would be fortunate to
welcome a partner with focus on the development of student understanding of key
content.