CWU School of Education

Office of Field Experience | Black Hall 101

400 E. University Way | Ellensburg, WA 98926
Phone: 509-963-2661

Student Teaching Observation

Student Teacher: Molly Wilson Date / Time: October 17, 2019, 8:10 a.m.

Supervisor Name: Marilyn Boerke Mentor Teacher: Alia Woolfe

School Name: Grass Valley Elemenary District: Camas

Subject(s): Math (this lesson) Grade Level: Kindergarten

Lesson Focus: Number Corner (counting, grouping, identifying shapes, numbers/patterns

Directions: Rate each category as: Not observed, Insufficient, Undeveloped, Proficient,
Developed or Excellent

Use of Foundational Knowledge: Uses foundational knowledge of subject matter, learning

methods, curriculum goals, student attributes, and community resources to create a positive
impact on student learning.

Not observed Insufficient Undeveloped Proficient Developed Excellent

Comments: Great use of routine to reinforce expectations (paper in the air, waterfall,
penguin walk, etc.). On the carpet, two students acknowledged, one for getting right to work,
one for returning after being absent. Song used to celebrate them individually, then the class
as a whole. Students selected for various jobs through pulling of name sticks, the students
spell out their name for the sign (as best they can). References to targets throughout the
lesson.

Instructional Planning for Effective Teaching: Ability to design and implement instruction is
adapted to the student dynamics of the classroom.

Not observed Insufficient Undeveloped Proficient Developed Excellent

Comments: Complete lesson plan, including prerequisite knowledge, learning objective,
materials, assessment evidence/strategy, and steps of the lesson. I especially appreciate the
“student voice” section. Again, strong routines in place.
 Classroom Management and Discipline: Ability to manage the physical environment and
student dynamics of the classroom.

Not observed Insufficient Undeveloped Proficient Developed Excellent

Comments: 19 students in this class. Classroom is orderly, with clear traffic patterns. Student
work displayed, along with multiple learning targets, daily schedule, number chart, alphabet
chart, large pocket calendar with dates, days of the week, and visual images creating patterns
for the students to detect. Excellent circulation during morning work. On the carpet, good
pacing through morning routine (i.e., “mirror hands” as they recite class rules). Calling
individual student names to refocus or redirect. Body break at 8:29 – nicely done. Asked
student to choose between wiggle or shake, “wiggle, wiggle, wiggle, freeze, slow motion.”
Nice! 8:41 another body break, this time refers to target and has the kids count to 30 while
standing, reinforcing pointing fingers. “I’m looking for students who are so ready to work,” to
distribute worksheets one at a time.

Student Performance Assessment: Ability to use authentic assessment techniques to create

a positive impact on student learning.

Not observed Insufficient Undeveloped Proficient Developed Excellent

Comments: Formative: Silent agree (motion) or silent disagree (different motion) to gauge
student agreement with pattern prediction. Tons of reinforcement and repetition, calling on
different students with quiet hands raised to comment on what they are seeing (cubes),
repeating/paraphrasing student responses to ensure all students understand. Students begin
independent work at 8:50, good circulation among tables.

Diverse Populations: Ability to work effectively with students of various backgrounds,

disabilities, capabilities, and racial and/or ethnic populations.

Not observed Insufficient Undeveloped Proficient Developed Excellent

Comments:
All students interacted with equally. It is difficult to observe this category; we will talk about
disabilities/capabilities in post-observation conference.

Additional Comments:

Post Observation Debrief:

Strengths:

Goals for Improvement: