CLINICAL TEACHING OBSERVATION REPORT DATE 2-15-17

SUPERVISED TEACHER Emily Veeser UNIVERSITY SUPERVISOR Char moon SCHOOL-SITE SUPERVISOR Ms. Pertusati

SCHOOL Victoria Grovss Eemenary SUBJECT Writing GRADE 1st TECHNOLOGY USED Document Camera

LESSON TYPE:
DIRECT INSTRUCTION COOPERATIVE LEARNING INQUIRY LESSON SUBJECT Book: beginning, middle, ending.. Writing about a book

OBSERVATION:
EDUC 468 EDUC 478 EDUC 467 1 2 3 4 5 6 7 8 9 10

Rubric Score COMMENTS

California Standards for the Teaching Profession & Teaching Performance Expectations 1 2 3 4 Please give at least one constructive comment for each observation.

CSTP 1 Engaging and Supporting All Students in Learning

TPE 4 Making Content Accessible
Reading the book, I Need My Monster, with the students on
TPE 5 Student Engagement
the rug, was a fun book. Your constant checking for focus and
TPE 6 Developmentally Appropriate Practices
understanding kept interest throughout.
TPE 7 Teaching English Learners
CSTP 2 Creating and Maintaining Environments for Student Learning
Asking vital questions throughout the book helped their
TPE 10 Instructional Time imagination flourish. Visualizing the monsters will help the
TPE 11 Social Environment students while doing the writing.
CSTP 3 Understanding and Organizing Subject Matter
TPE 1 Specific Pedagogical Skills
Planning Instruction and Designing Learning Experiences for All SUGGESTIONS
CSTP 4
Students Please give at least one constructive suggestion for each observation.
TPE 8 Learning About Students
TPE 9 Instructional Planning
When the students returned to their table groups, you
CSTP 5 Assessing Student Learning
circulated throughout the room answering questions and
TPE 2 Monitoring Student Learning During Instruction encouraging discussion.
TPE 3 Interpretation and Use of Assessments
Conceptual Framework 1 2 3 4 Comparing monsters in the story was a fun activity. Their
Caring writing assignment gave them a chance to pick out their
Leadership favorite monster!
Excellence
Diversity
Your use of dojo points is an excellent way to encourage good
Key Assessments 1 2 3 4
behavior and earn some great rewards. They can earn them
Knowledge
individually and collectively. Schools are beginning to use
Planning
Assessment
this system. You are considered a leader in this practice.
Technology N/G Not Graded Due to No Technology Available
By marking the box to the right, I, the University Supervisor, listed above, verify and
Rubric Score: 1 Not Present 2 Emerging 3 Competent 4 Exceptional
acknowledge that I completed the above report and reviewed its contents with the student
teacher candidate.

 Lesson Plan Observation
During the candidates teaching of the lesson, look for evidence of the following California Standards for the Teaching Profession (CSTP) and Teaching Performance Expectations (TPE) as well as the Universitys
Conceptual Framework, Key Assessments, and Technology.
CSTP 1 TPE 9
Engaging and Supporting all Student in Learning Instructional Planning
Connecting prior knowledge Teaching from a well-planned, standards-based lesson plan
Teaching at the level of the students interests and understanding CSTP 5
Using multiple instructional strategies Assessing Student Learning
Promoting interaction and choice by students Using multiple methods to assess student learning
Engaging students in problem solving and HOTS Allowing students to assess their own learning
TPE 4 Using assessments results to re-teach
Making Content Accessible Communicating assessment results to students, family, others
Incorporating specific strategies, teaching/instructional activities, procedures, and experiences TPE 2
TPE 5 Maintaining Student Learning During Instruction
Student Engagement Monitoring the class during guided practice, checking for understanding, and independent practice
Communicating instructional objectives, ensuring active and equitable participation, monitoring TPE 3
instruction, encouraging student participation Interpretation and Use of Assessments
TPE 6 Using a variety of methods to CFU and assess learning
Developmentally Appropriate Practices Conceptual Framework
Utilizing strategies that are age and skill level appropriate Caring
TPE 7 Evidenced through planning; instructional strategies; clear, concise, thorough, complete instruction;
Teaching English Learners compassion towards students
Utilizing appropriate ELD activities Leadership
CSTP 2 Evidenced through planning, command of subject matter, command of instruction, command of
Creating and Maintaining Environments for Student Learning classroom management
Involving students Excellence
Valuing fairness and respect Evidenced through planning, instruction, classroom management
Promoting group responsibilities and social development Diversity
Maintaining effective student behavior standards Evidenced through utilization of ELL instructional strategies, compassion for English learners,
Planning and implementing effective classroom procedures and routines command of ELD standards
TPE 10 Key Assessments
Instructional Time Knowledge
Using instructional time effectively Evidenced by command of subject matter being presented
TPE 11 Planning
Social Environment Clear, concise, thorough, complete planning to engage and support all students
Using effective classroom behavioral standards Assessment
CSTP 3 Evidenced by informal checking for understanding throughout the lesson, formal checking for
Understanding and Organizing Subject Matter for Student Learning understanding through formative assessment, summative assessment assessing students final
Knowing subject matter well understanding of subject matter
Organizing the curriculum and presentation sequentially Technology
Interrelating ideas within and across subject matter areas Evidenced by appropriate technology to reinforce and engage students in learning
Using appropriate instructional strategies Rubric Score
4 Excellent
TPE 1
Specific Pedagogical Skills Appropriate, accurate, relevant, clear, concise, detailed; lesson plan is purposefully connected
Identifying and effectively teaching the state academic learning goals 3 Competent
CSTP 4 Appropriate, relevant, accurate; lesson plan is connected
Planning Instruction and Designing Learning Experiences for All Students 2 Emerging
Planning lessons to meet student interests, background, and needs Minimal, limited, cursory, ambiguous; lesson plan is weakly connected
1 Not Present
Establishing short and long term goals and plans
Inappropriate, irrelevant, missing; lesson plan is not connected
Planning effective instructional activities and effectively incorporating technological resources and
outside materials N/G (Technology Only)
TPE 8 Not graded due to no technology available at school-site
Learning About Students
Teaching to student learning needs