UCLA Center X Teacher Education Program

MS/SS Observation Form

Novice/Arentice/!esident Teacher "ate

Observer Schoo#/C#ass

TPE 1: Pedagogical Skills Observer Commentar$
Elementary Core Practices
Opening move
Questioning and responding
Secondary Core Practices
Engaging students in rigorous content
%igh Leve# Tas&s' Concet Mas
Engaging students in discourse
Learning C$c#e (s' Thin&)Pair)Share
Providing Equitable Access to Content
Form* Assessment' +ord ,an&/+a##
eveloping a positive classroom ecology
Oening/C#osing !out' Comm Circ#e

TPE !: "onitoring Student #earning
Chec&ing -or understanding
As&ing . ans/ering re#evant 0uestions
Other
TPE $: %se o& Assessments
Use o- criteria/rubric
Ta&ing -orma# assessment
Com#eting ro1ects
Student resentations
Other
TPE ': "aking Content Accessible
Accessing rior &no/#edge
!e-erencing #ived e2eriences
Sca--o#ding
Other
TPE (: Student Engagement
Student articiation
Cu#tura##$ re#evant materia#s
Other
TPE ): evelopmentally Appropriate
"i--erentiation
Use o- media . techno#og$
Other
TPE *: Teac+ing Englis+ #earners
S"A3E methodo#og$
Academic vocabu#ar$
Other
TPE ,: #earning About Students
Communit$ bui#ding activities
Other
TPE -: .nstructional Planning
Lesson #ans
Agenda communicated to students
Other
TPE 1/: .nstructional Time
Starting and ending c#ass
Transitions
Other
TPE 11: Social Environment
3nviting and c#ean4 sa-e
Student /or& dis#a$ed
Caring environment
Other
TPE 1!: Pro&essional0 #egal0 1 Et+ical
C#assroom management
Teacher seech5 c#ear' ace' /arm' tone

TPE 1$: Pro&essional 2ro3t+
TEP ort-o#io
"ai#$ re-#ections

Observation 4ocus:
6ose Orti7 . Lauren "aus Ma$ 8' 9:;<
6ames =ei UCLA CS > ?
th
@rade US %istor$' Per* ;
Observations/Commentar$/Scriting
:)9 mins5 Oening > @ood Morning . @ood Things
A students share
Orti7 shares
9 mins5 Counter narrative Poems
Chec& -or those /ho did -or %ome/or&
Others continue to /or&
@et Latos

B 9: mins > Chec&)3n
< students need more time > sa$s CD MinsE
B 9; mins ) Pass out A#amo Mas /or&sheets to
those /ho
%ave com#eted Poem
B 9F mins > Lauren uts #in& -or e2am#e o- Poem on
,oard
B AD mins> Time Chec&
B<D mins > "aus sea&s on mic
Put #atos a/a$
O--er oortunit$ -or authorGs chair
A students share their oems Ha## -ema#eI
Orti7 c#oses c#ass) Ma Juestion . Co##ection(
Questions/Suggestions
Get a Watch!
Is there an expectation that
students would complete poem
for HW?
What additional enrichment is
available for those who have
finished?
What are expectations for
students at differing levels of
completion?
When circulating around class
What are !ou loo"ing for
from students? What #uestions
might !ou be as"ing?
$re student on tas"? What to
do if the! are not?
%rovide &ime 'eminders (
)xpectations for %rogress
*e aware of !our bod!
placement as it relates to the
class !ou want to be able to
see ( respond to whole class
What individuali+ed support is
teacher providing? What
#uestions are !ou as"ing?
Is there incentive for students
to share via ,$uthor-s .hair/?
0o !ou have an actual
chair for ,$uthor-s
.hair/?
What ob1ectives were
addressed?
Which ob1ectives were
accomplished?
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

X
X
Observations/Commentar$/Scriting
ebrie&:
Next steps/items for reflection:
Decision to change from Ask the Director to Alamo Map worksheet
Inform students purpose of lesson/activity and its role in larger learning process
lay close attention to time and expectation for student completion of assignment
Make sure of your expectations for students progress ! monitor assessments"
Are current assesments an accurate reflection of student learning"
#lose class with definitive review and expectations for $% or next steps"