LYNCHBURG COLLEGE

Student Teaching Cooperating Teacher Lesson Observation Report

Spring, 2018
3

Student’s Name: Jamie Robertson School: Tomahawk Elementary School

Grade: 4 Subject: Orton-Gillingham with brand new student added to
session
Date: 2/27/2018 Observer: Jessica Scott
Performance Rating Scale:
5 - Exemplary: Consistently exceeds expectations at an exceptional level for a student teacher on all indicators.
4 - Highly Proficient: Meets and frequently exceeds expectations for a student teacher on most indicators.
3 - Proficient: Meets expectations at an acceptable level for a student teacher on most indicators.
2 - Developing: Does not consistently meet expectations at an acceptable level for a student teacher on several indicators.
1 - Unacceptable: Does not meet expectations for a student teacher on most or all indicators.
1. PROFESSIONAL KNOWLEDGE Rating: 3
● Facilitates students’ use of higher level thinking Feedback and recommendations:
● Links present content with past and future learning Seek out Orton-Gillingham training - you've got a very
experiences, other subject areas, and the real world good grasp of the foundation!
● Demonstrates accurate content knowledge
● Bases instruction on goals that reflect high expectations and
an understanding of the subject
● Shows and understanding of the various developmental
characteristics of the students

2. INSTRUCTIONAL PLANNING Rating: 4

● Addresses appropriate curriculum standards Feedback and recommendations:

● Uses student learning data to guide planning
● Manages time for pacing, content mastery, and transitions
● Write specific, measurable learning objectives based on
school’s curriculum and student learning needs
● Plans for differentiated instruction
Excellent lesson planning. Sequential, explicit, targeted.
Added in second method based on previous lessons with
student not mastering concept (when double consonant
with -le ending). Excellent use of assessment and
changing method based on response to instruction.

Excellent note-taking during lesson (to be used to inform

next lesson)

3. INSTRUCTIONAL DELIVERY Rating: 4

● Engages and maintains students in active learning Feedback and recommendations:

● Builds upon students’ existing knowledge and skills
● Verbally states and reinforces learning objectives
consistently throughout the lesson
● Uses a variety of instructional strategies and resources
● Uses instructional technology to enhance learning
● Displays effective questioning to encourage higher levels of
thinking
● Communicates clearly and checks for understanding
● Differentiates instruction to meet students’ needs
● Assesses student learning relative to lesson objectives
● Provides clear closure to the lesson
Very difficult environment: brand new student (a few days
in class) without all the foundational O-G lessons that
original student has. How to meaningfully instruct new
student while not short-changing instruction to original
student? Added difficulty: new student is at significantly
lower reading level and new student has shut down
behaviors in response to new tasks.
Began lesson with reference to "...[what] we have been
learning."
Excellent review of sight words with reading and then
writing them with visual still there.

Explicit instructions, e.g. "Circle right over mine."


5. LEARNING ENVIRONMENT
● Arranges the classroom to maximize learning/safety
● Establishes clear behavioral expectations and consequences
and enforces them consistently and fairly
● Establishes routines and procedures to maximize
instructional time and minimize disruptions
● Promotes a climate of trust and teamwork by being fair,
caring, respectful and enthusiastic
● Models a respect for cultural differences and student
diversity by displaying sensitivity and acceptance
● Actively listens to students
● Positively reinforces appropriate student behaviors
Note 2-3 specific recommendations for growth that will be evaluated during future observations:
For future growth: 1) Learn to write upside down for use when modeling to students while sitting across the table from them. 2)
When confronted with uncertainty in how to explain something (which will happen repeatedly over the years!), pause and be quiet
for a moment with a deep breath and then speak one sentence slowly at a time and look to see how it is being received.
Cooperating Teacher’s Digital Signature: Jessica R Scott
Student Teacher’s Digital Signature: Jamie Robertson
Excellent use of hand-over-hand to guide left-handed
student to learn how to tap out new instructional routine
on own arm.
Excellent job teaching new student spacing and letter
formation while monitoring original student's progress as
she worked more independently on sentence writing.
Student was often focused on teacher's face rather than
where fingers or pen were pointing - be on the lookout for
that.
Excellent application of strategy you'd seen another
teacher use earlier in week.
When student wrote "b" backwards, you immediately
retrieved the alphabet strip to use for a visual and begin
teaching him how to use it as a tool when needed.
For future growth: 1) Learn to write upside down for use
when modeling to students while sitting across the table
from them. 2) When confronted with uncertainty in how
to explain something (which will happen repeatedly!),
pause and be quiet for a moment with a deep breath and
then speak one sentence slowly at a time and look to see
how it is being received.
Rating: 4
Feedback and recommendations:
Very positive environment.
When wanted student to correct something, "Okay, so
when you're doing it this time, I want you to..." and
pointed out the exact lines the student should be making
his letters touch rather than just verbally stating "the
lines."
Prompted spacing to make sure the student did it and
continued to build on his errorless learning. This was the
appropriate level of prompting for this brand new student
learning the routines and definitely NOT used to spacing.
Lots of encouraging speech, "It's okay!" "Very good" etc.
New student said "I"m confused" at one point, which to
me appeared to be a *very* good sign - a sign that student
was comfortable enough to say this because I think the
student's habit is to shut down or act silly.
(Student Teacher: By typing my name above I verify that I have received and read this report.)