Directions: A requirement to successfully complete Education 1100 is the completion of a minimum of 15 hours spent observing in a public

school K-12 classroom. While observing you are to look for the following indicators, provide examples, and reflect on your observations for
each indicator. You may or may not see all indicators listed below due to the limited amount of time you spend in your cooperating teachers
classroom. You are however required to learn more about each indicator. Therefore you must have a conversation with your cooperating
teacher to understand the indicators not observed.

Classroom Setting
Indicators

Examples

Reflection

Classroom Atmosphere:
Teacher- student and studentstudent interactions.

Separate area for teacher

Classroom procedures:
Groups, materials, supplies,
transitions, and, routines.

Schedule of subjects for the day

Regular groups of students
Different areas for subject material
Student mailboxes

Classroom behavior:
Expectations/rules,
monitoring, and response.

Rules for students to follow

Classroom jobs

Mrs. Josephs has a dedicated space as the teacher.

Instead of desk she uses a big table where she can
invite students up to ask questions or check in on
their progress. She also reviewed lessons with
students that were having trouble understanding
the material. She also has enough room to have
more than one student sit with her if necessary. She
has teaching resources in shelves behind the table
next to her.
The date is written on the board along with the
days activities. Students have regular groups they
divide into (color groups). The students have
mailboxes at the fronts of the classroom along with
their own box of personal school supplies. There are
bins filled with books sorted by reading level.
The students have a list of rules they are expected
to follow while in class. They have a job board
where different students are assigned different jobs
each week.

Classroom layout:
Arrangement of furniture,
resources for student use, and
technology integration.

Individual seats
Tables with multiple chairs
Story time
Overhead projector
Chalkboard/dry erase
Posters with examples of what their
learning

The classroom is arranged using tables with 4

students at each. Theres a round rugs in the front,
center of the room where morning meetings are
held and some reading time.

Teaching
Indicators

Examples

Reflection

Communication: Learning
outcomes, expectations,
directions, explanation of
content, use of vocabulary.
Questioning and discussion:
Blooms Taxonomy and wait
time.

Goals are communicated to the students. Directions

are given to the students and what is expected of
them. An explanation of content is given. Use of oral
and written language.

Students were told what was going to be

expected of them for the day. They were
given directions as to what was needed
to be completed by the end of the day

Knowledge recall data or information

Comprehension understand meaning
Application use a concept in a new situation
Analysis separate concepts into parts; distinguish
between facts and inferences
Synthesis combine parts to form new meaning
Evaluation make judgments about the value of
ideas or products
Wait-time -the amount of time a teacher permits after
a question is asked
Students know to raise their hand to answer/ask a
question

Students are asked questions to keep

them engaged and focused.

Student Participation
techniques
Activities and assignments

Tasks they are given to complete in class or take

home

Grouping of students: Whole

class, small groups, pairs,
individual, etc.

Depends on the assignment if they will be working in

groups and how many.
Who gets to work with who

Materials and resources:

Primary and secondary
sources

Primary sources are original records (were used or

created by someone with firsthand knowledge of an
event)
Secondary Source - source created by someone

Students complete a number of activities

during the day pertaining to what they
are learning. Activities were rotated
every 20 minutes to help keep students
focused and not become bored with
staying on one task for too long.
Students have regular groups they are
assigned (blue, red, yellow).
They can also play against each other
online for computer learning without
actually being grouped together

Pacing: Gaining attention,

transitions, reflection, closure,
wait time, etc.

either not present when the event took place

Multiple activities throughout the day.
Changing from subject to subject

Improvisation: Making
adjustments, flexibility based
on the student needs

Not moving forward in the lesson until everyone is in

the same place

Student interests, culture, and

other diversity incorporated

Having choices for different assignments so they feel

it was more of a choice than a project

While reading aloud, one page is read at

a time and then the students are asked
questions about what they just read.
With online learning, everything is based
on what level you are as an individual.
Both positive and negative, since there
are so many students at different levels
in one classroom
Letting students pick their own book for
book reports or their own animal for a
research project

Lesson Planning
Indicators

Examples

Concepts, skills,
prerequisites, and
pedagogy

Teaching that replicates the concepts

Clear and accurate explanations to the class
Accurate answers to student questions
Feedback to students

Student abilities,
interests, learning
styles, level of
knowledge, culture,
background, and
needs.
Learning outcomes
linked to standards
within and outside of
the discipline that are
able to be assessed
based on a diverse
population of
students.
Classroom Resources
to enhance the

Visual, aural, verbal, physical, logical, social, and

solitary

Reflection

The specific observable or measurable results that

are expected subsequent to a learning experience

Books
Diagrams/models
Posters

Each student has a laptop/ipad that they use

for classroom/home learning. They have a
variety of programs they utilize for each

teachers professional
knowledge and
appropriately
challenging student
materials that fit the
learning needs of all
students.
Learning activities
sequentially designed
to engage and
advances students
learning.
Intentionally
organized student
groups created to
support learning.
Formative and
summative
assessments aligned
to learning outcomes
that drive planning
and instruction.

subject.
Learn zillion has videos students can review
what they just learned.

Quizzes
Games
Assignments

The students have a number of games and

programs they practice what they just
learned to keep it fresh. (Prepdog, Sumdog,
IXL)

Who works best with who

Students are kept in smaller groups to keep

from getting too overwhelmed. They are
always in the same group to keep
productivity up so they dont disrupt each
other and get distracted while working with
others
The students are all at different levels in
their learning. They learn the material as a
whole but some need more individual
teaching to catch up to the other students in
the class.

What needs to be learned in order to achieve

success

Assessment
Indicators

Examples

Reflection

Criteria expectations

Demonstrates knowledge of subject matter

Monitoring student learning

Moving around the room

Engaging in conversation with students

Students have Goal cards on the front of

their computers to indicate their goals
for the quarter. Progress is checked 3
times during the school year and then it
is noted what the student has to work on
to achieve their goal
Checking in frequently on his or her
progress with each subject. Students
submit screenshots for each completed
program to monitor progress and to
make sure they are staying on task and

completing assignments
Mrs. Joseph provides feedback to the
students as to what they are doing
incorrectly and how to fix it

Feedback: Timely,
substantive, constructive,
teacher proximity, provides
guidance.

Teacher interactions with students/ students

interactions with other students including both words
and actions

Student participation: Selfmonitoring.

Active participation from students.

Encouraged discussion by calling on a

student who was being distracted by
another student. Students were
separated and asked to reread the page.

Formative Assessment

Monitor student learning. Helps students identify their

strengths and weaknesses

Provides feedback to the student to help

them understanding what they are
learning

Summative Assessment

Evaluate student learning (exams, projects, papers)

Grading system: Traditional,

standards-based

Traditional - based on assessment methods (quizzes,

tests, homework) One grade/entry is given per
assessment. Assessments are based on a percentage
system. Use of an assessment, achievement, effort,
and behavior to determine the final grade. May use
late penalties and extra credit. Everything goes in the
grade book regardless of purpose. Includes every
score, regardless of when it was collected.
Assessments record the average.
Standards-based - Based on learning goals and
performance standards. One grade/entry is given per
learning goal. Criteria and targets are made available
to students ahead of time. Measures achievement
only OR separates achievement from effort/behavior.
No penalties or extra credit given. Selected
assessments (tests, quizzes, projects) are used for
grading purposes. Emphasize the most recent
evidence of learning when grading.

Teacher Interview

1. What ways do you find yourself reflecting on your teaching practices? For example do you think your conversations with your
colleagues, journal writing, examining student work, conversations with your students, or just thinking about your teaching for the
day?
As a teacher I am always thinking on how I can improve my instruction, am I focusing on all levels of my students.
2. How does reflecting on your teaching practices drive your future instruction?
When reflecting on my teaching I notice the successes in the students and the struggles. I look at how I made those successes and how I
can help the students who struggles and what other strategies I can look at to help all students.
3. What method do you use to keep track of grades and homework completion?
We have a standard base grading so we keep track by the common core standards, and we keep track from their assessments. We dont
have a grade book per say we keep assessments from the unit and then reflect when giving their report cards scores.
4. What assessment does the district use to determine a students ability at the beginning of the year and what assessment is used to
determine progress? Do you use any other forms of classroom assessment to determine academic progress?
At the beginning of the school year we started using MAP testing, which is given 3 times a year. We also use F & P testing to test reading levels
to ensure students are on grade level or where they are at the start of the year.
5. Can you tell me about the Rti process in your school district? What is the process to refer a student for special services?
A few years back we use to have a specific block at the end of the day RTI, but in the more current years we group the students during data
meetings and those that need extra services are seen throughout the day.
6. What methods would you suggest for keeping yourself organized? For example what method do you use to keep track of parent
contact, when students turn in permission slips, lunch count, attendance or picture day money?
I use a lot of different binders. I have a parent log, conference forms etc in one binder. Different activities that I have done with the students are
in specific academic binders. Since our school is 1:1; a lot of my organization is on the computer. Lunch count is all done on the computer and
automatically submitted to the office, and the same with attendance. For field trips we put all permission slips and money in a big envelope so it is
easier to take with us because on the forms are parent contact information and in case of an emergency we need the parents info quickly.
7. How do you keep your students families informed about what is going on in the classroom or with their individual student?
Currently we have parents emails, Facebook and twitter to keep families informed. It is easier for us to communicate through email when we
need to speak to a parent.
8. Do you encourage parental participation and volunteering in your classroom? Why or why not?
We do encourage it but dont have it very often, especially in the 4th grade. Lots of the parents work full time and cant come into the room to
help out. We do have an open door policy so at any time the parent wants to come they are always welcomed.
9. Do you meet with your grade level partners on a regular basis? Do you have collaborative plan time built in your schedules? What
is discussed at these meetings? Is this district or school mandated or do you find time to collaborate yourselves?
Each week we meet with our grade level for 70 minutes. During this time we discuss upcoming events, curriculum or just general teaching
procedures we need to establish. The district requires us to meet with our teams for 70 minutes.
10. What clubs, coaching, or committees are you involves in beyond the school day? Does you district compensate employees for
sponsoring, coaching, or committee membership? Is there a minimal requirement?
I am not involved in any after school clubs. We do not have many offered.
11. Does your administrator solicit feedback from teachers on school initiatives? What kind of initiatives are taking place in your
school right now?

Right now we will be moving towards a Dual - Language program in kindergarten, which will move throughout the years to all other grade levels.
I am not familiar with how it is all working in our building just yet but we will see it all unfold next year in Kindergarten.
12. How do you stay current on hot topics in education or best practices?
Our district has a lot of different PD throughout the year to help us stay current and during institute days we get a lot of time to look at new
practices that maybe coming.
13. Do you attend workshops or participate in professional development activities? What are the most recent ones you have
participated in?
I currently only go to the workshops that are in our institute days. If we do see something outside our district and we would want to go to it we
have to tell administration and give reason as to why we want to attend.
14. Are you a member of any professional organizations? If so, which ones?
NO
15. Are you on any leadership teams or are you in charge of any committees? What are your roles on these committees?
NO
16. If you knew then what you know now, what advice would you give me?
I would totally become a special Education, reading specialist or ELL teacher. Those seem to me the most needed jobs around now. As a general
education teacher you are a dime a dozen and unless you know someone it is hard to get a job in the districts or area you would like to be in.
17. What is the most rewarding thing about being a teacher?
I think the most rewarding is when a student (S) really make achievements throughout the year. The best is when they dont even realize that they
are making gains and until they take a test and see it for themselves do we see that smile on their face. I do love coming to work everyday and
helping students in ways my teachers did or didnt help me. I want to be the type of teacher that has an impact on my students, because I do have
high expectations for them but I also want them to know I care.
18. What is the most challenging this about being a teacher?
I think the most challenging is trying to work with people who dont have the same belief you do. Some teachers are not here for the students and
that is challenging sometimes. It is also hard when you dont agree with the way administration wants to do things because again you work with
the students daily and you know what they need and dont need so trying to go with what they want is quite difficult.