TPE 1: Pedagogical Skills Observer Commentary Elementary Core Practices Opening move Questioning and responding Secondary Core Practices Engaging students in rigorous content High Level Tasks, Concept Maps Engaging students in discourse Learning Cycle ?s, Think-Pair-Share Providing Equitable Access to Content Form. Assessment, Word Bank/Wall Developing a positive classroom ecology Opening/Closing Rout, Comm Circle
TPE 2: Monitoring Student Learning Checking for understanding Asking & answering relevant questions Other TPE 3: Use of Assessments Use of criteria/rubric Taking formal assessment Completing projects Student presentations Other TPE 4: Making Content Accessible Accessing prior knowledge Referencing lived experiences Scaffolding Other TPE 5: Student Engagement Student participation Culturally relevant materials Other TPE 6: Developmentally Appropriate Differentiation Use of media & technology Other TPE 7: Teaching English Learners SDAIE methodology Academic vocabulary Other TPE 8: Learning About Students Community building activities Other TPE 9: Instructional Planning Lesson plans Agenda communicated to students Other TPE 10: Instructional Time Starting and ending class Transitions Other TPE 11: Social Environment Inviting and clean; safe Student work displayed Caring environment Other TPE 12: Professional, Legal, & Ethical Classroom management Teacher speech: clear, pace, warm, tone
TPE 13: Professional Growth TEP portfolio Daily reflections
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Novice Names Jenna Fishoff 5/8/14
Observer Name Susan Sato-Tenorio 3 rd gr.
Observations/Commentary Opening Movetable talk What do scientists do? SS have good ideasdiscover, experiment, analyze rocks from the moon, research. T. leads share out. T. We will be scientists today, and talk about how matter can change. T. explains the activity group work. Each table has post its with a question- maybe a little more modeling here . How do scientists talk about these questions? Or something to that effect. Tables share out, they have a lot of information. What is the physical. chemical change of matter? 3 forms of matter? SS very engaged and responsive. T. reviews vocabulary and SS choral read. T. reviews experiment safety rules with SS. T. passes out investigation worksheet. Reviews with ss on screen. Guided practice. How can matter change? T. we will mix 2 chemicals together what do you predict will happen when we mix them together? SS have good responsesEX; matter will not go back to its original matter, tt will get bubbly, gooey. T. shows the ss the process. SS copy what is written on the screen. T. models how to pick up materialsgood. One SS models. T. guides SS through the properties before change. Possibly a little more input about observation skills. God vocabulary ss are using, clear, cloudy, 15 ml, unhealthy, liquid. They can also do some table talk as they observe the properties of matter. T. leads experiment, mixing, then shows ss how to make it into a ball. SS having a good time and have created the squishy ball. T. refer to the rules of the experiment. T. has SS fill out steps, maybe they should have done step 1 and 2 before, they did the experiment. SS responsive and following directions well. T. leads table talk regarding properties of the new substance. SS say squishy, it kind of makes a sound, solid, soft, warm, bouncy, popping sound, room temperature.lots of good academic language. Conclusions: do independently and T. writes 2 questions on board, then will discuss in groups or as a whole class. Good questions with several types of language demands explain, tell how your data supports your answer. T. sees that SS having problems with question 1 . T. reviews with SS how to refer to their investigation sheet. monitor and adjust. This is a type of formative assessment as y ou continue to look at the student work.
Questions/Suggestions
UCLA Center X Teacher Education Program MS/SS Observation Form Novice/Apprentice/Resident Teacher Date
Observer School/Class
TPE 1: Pedagogical Skills Observer Commentary Elementary Core Practices Opening move Questioning and responding Secondary Core Practices Engaging students in rigorous content High Level Tasks, Concept Maps Engaging students in discourse Learning Cycle ?s, Think-Pair-Share Providing Equitable Access to Content Form. Assessment, Word Bank/Wall Developing a positive classroom ecology Opening/Closing Rout, Comm Circle
TPE 2: Monitoring Student Learning Checking for understanding Asking & answering relevant questions Other TPE 3: Use of Assessments Use of criteria/rubric Taking formal assessment Completing projects Student presentations Other TPE 4: Making Content Accessible Accessing prior knowledge Referencing lived experiences Scaffolding Other TPE 5: Student Engagement Student participation Culturally relevant materials Other TPE 6: Developmentally Appropriate Differentiation Use of media & technology Other TPE 7: Teaching English Learners SDAIE methodology Academic vocabulary Other TPE 8: Learning About Students Community building activities Other TPE 9: Instructional Planning Lesson plans Agenda communicated to students Other TPE 10: Instructional Time Starting and ending class Transitions Other TPE 11: Social Environment Inviting and clean; safe Student work displayed Caring environment Other TPE 12: Professional, Legal, & Ethical Classroom management Teacher speech: clear, pace, warm, tone
TPE 13: Professional Growth TEP portfolio Daily reflections