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CHAMINADE UNIVERSITY OF HONOLULU

STUDENT TEACHING SOLO VISIT #2 OBSERVATION FORM


Student Teacher: __Greg Thomas_____________School:__Mililani High School__________
CT: ___Mrs. Amy Perruso_______Grade/Subject: __9th Grade Pre-AP U.S. History_______
Supervisor: ___Sheri Fitzgerald

_____Date:_Wednesday, 11/19/14 & Monday, 11/24/14___

Directions:
Observations of the Student Teacher are intended to provide information and an evaluation of the
performance and dispositions of the student teacher in the classroom. The focus for the Solo Observation
#2 will be a summary ratings for all Ten Standards and will include the Observation, Commendations,
Recommendations, and Questions and Comments based on the Ten Standards. Please take into
consideration the whole picture of the classroom and the student teachers performance/dispositions.
In the observation notes section you can indicate the specifics of the visit which include, but are
not limited to, all Ten Standards and any other notes that you feel will add to the observation.
In the Commendations and Recommendations section please make reference to all Ten Standards
and feel free to elaborate and/or touch upon other areas of the student teachers performance.

Directions: Please evaluate the student teachers performance in each box using the following key:
(DM) Does not Meet (A) Approaching; (M) Meets; (E) - Exceeds
Explanation of scoring:
Does not Meet (DM)
Approaching (A)
Meets (M)
Exceeds (E)

Student is not meeting the specified performance proficiency or did not provide evidence
Student demonstrates with quality or provides evidence of performance proficiency less than 74% of the time
Student demonstrates with quality or provides evidence of performance proficiency 75 94% of the time
Student demonstrates with quality or provides evidence of performance proficiency 95% or more of the time

Summary Rating: The summary rating should be the average of the scores for each subheading.

Standard #1: Learner Development (Solo #1)


The teacher understands how learners grow and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and
physical areas, and designs and implements developmentally appropriate and challenging learning
experiences.
Summary Rating (Please circle the appropriate rating):

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Standard #2: Learning Differences (Solo #1)


The teacher uses understanding of individual differences and diverse cultures and communities to
ensure inclusive learning environments that enable each learner to meet high standards.
Summary Rating (Please circle the appropriate rating)

DM

Standard #3: Learning Environments (Mini/Block)


The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and selfmotivation.
Summary Rating (Please circle the appropriate rating)

DM

Standard #4: Content Knowledge (Block)


The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s)
s/he teaches and creates learning experiences that make these aspects of the discipline accessible
and meaningful for learners to assure mastery of the content.
Summary Rating (Please circle the appropriate rating)

DM

Standard #5: Application of Content (Block)


The teacher understands how to connect concepts and use differing perspectives to engage learners
in critical thinking, creativity, and collaborative problem solving related to authentic local and
global issues.
Summary Rating (Please circle the appropriate rating)

DM

Standard #6: Assessment (Mini/Block)


The teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to monitor learner progress, and to guide the teachers and learners decision making.
Summary Rating (Please circle the appropriate rating)

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Standard #7: Planning for Instruction (Mini/Block)


The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as
well as, knowledge of learners and the community context.
Summary Rating (Please circle the appropriate rating)

DM

Standard #8: Instructional Strategies (Block)


The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.
Summary Rating (Please circle the appropriate rating)

DM

Standard #9: Professional Learning and Ethical Practice (Solo #1)


The teacher engages in ongoing professional learning and uses evidence to continually evaluate
his/her practice, particularly the effects of his/her choices and actions on others (learners, families,
other professionals, and the community), and adapts practice to meet the needs of each learner.

Summary Rating (Please circle the appropriate rating)

DM

Standard #10: Leadership and Collaboration (Solo #1)


The teacher seeks appropriate leadership roles and opportunities to take responsibility for student
learning, to collaborate with learners, families, colleagues, other school professionals, and
community members to ensure learner growth, and to advance the profession.

Summary Rating (Please circle the appropriate rating)

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DM

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Classroom Environment:
On the side wall above Mrs. Perrusos desk the standard 4 read as follows: U.S. History
Standard 4: Historical Perspectives and Interpretations. Posters on the side wall read, How to
analyze an artifact, Primary and secondary sources, How to analyze a political cartoon, and
Bias.
Some student poster boards with artifacts (for NHD projects) where already on display in the
classroom.
Period 4: 11:37am-12:29pm
Period 5: 12:36-1:28pm
Observation Notes:
Time
Activity Observed
Frame
Period 7: Wednesday, November 19, 2014
1:35pm When I (SF) entered the classroom, students
were taking a summative assessment (test)
for the end of the quarter. Everyone had a
MacBook to take this exam electronically.
This was a 50-question (multiple-choice)
common assessment for the social studies
department for 9th grade. There were maps,
graphs, and propaganda type pictures for
students to review and analyze to answer
some of the multiple-choice questions.
Greg Thomas (GT) asked students to be
quiet during this test taking period. He
reassured students that this would be an
easy test. Students were allowed to sit
side by side with individual computers, as
the test questions were randomly rearranged
for each student.

Notes

Great that this school is wired and


equipped to have students take exams
electronically! Is it like this for all
subject areas on campus?
Awesome! The test pretty much
allows for recall of facts/information,
and also use of skills (i.e. map
reading), and even deeper critical
thinking and analysis with the graphs
to interpret.
You have a reassuring and calm
manner about you, Greg, and the
students know this. Youve build a
positive rapport over this student
teaching period.

2:08pm
GT announced to the class: You guys
have about 20 minutes left. You should be
wrapping up in the next 10 minutes. GT
went about the classroom to check on
student progress and answer any questions.
On the side wall of the room the US History
standard 4 (History: Historical Perspectives
and Interpretation)

Good reminders on time remaining for


the exam!
Have you introduced and referred back
to this history standard throughout the
span of this unit 4? Why is it
important to do so?

2:10pm
GT instructed students who were done
taking the assessment to either put away the
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computers back into the cart, or continue


use it quietly if needed to do history day
research. GT and the substitute teacher
walked about the room to check on student
progress and assist as needed.

Good to let students know what they


should be doing after completing the
online exam.

At 2:17pm, GT asks Is everyone done with


the test? and some students replied that
they were not yet done. Those who
completed the test sat quietly and did
independent work and/or read a book.

Good continuous check for progress


during this exam period. Looks like
most were done at this point, but its
important that you give ample time to
students who may need it. Any other
accommodations needed for these
students with respect to test-taking?

2:20pm
Again, GT reminded students that if done
with their exam, that they could work on
their NHD (National History Day) projects
and/or check their own progress and grades
online in the schools EdLine system for the
DOE. GT asked some students how they
did on the exam (results are given
instantaneously online).
2:24pm

GT announced that they would have inclass time to work on their NHD projects,
so that they should bring any/all resources
and materials to class.

Yes! The deadline is coming up for


these NHD projects, right?
Very efficient system of test-taking.
Are all the end of unit exams done this
way?
Great that you are giving students inclass time to complete their NHD
projects, especially since many are
doing group projects.

The bell rang (2:27pm) GT reminded them


to put away computers before excusing
them for the day.
Study hall period (2:27-2:50pm) was the
final section for the day and students
entered the classroom. They were able to
use this time to do homework and ask GT
about any assignments and the NHD
project.
Monday, November 24, 2014
Period 4: 11:37am-12:29pm
11:37am Upon entry, the students were seated in
working groups for National History Day
(NHD) projects. With the ringing of the
tardy bell students got started with
completing their projects, using
laptops/Macbooks. Greg Thomas (GT)
asked students to enter links from their
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Looks like students were ready to work


on their NHD projects today, as you
had reminded them last week.
How many days of in-class time were
given to students up to this point?
When did they get this assignment for
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individual Weebly sites onto GTs


computer at the front of the room.

NHD projects?

GT announced that if any group was


finished and prepared for NHD projects,
then they could work on other homework.
He reminded them that everything
(paper/report, bibliography, scripts, etc.)
was due by tomorrow.

Good check and reminders to students


as they completed their projects. Do
you feel that most/many were ready to
turn in their projects? Does every
student need to complete a written
report/research paper for their NHD
project, regardless of the main project
piece format?

11:45am

GT and the substitute teacher (Mrs. Perruso


will be returning from a trip tomorrow)
walked about the classroom to support
students and offer assistance as needed.
11:56am
GT asked if students were ready for turning
in completed projects by tomorrow. GT
noted that this was a large part of the
quarter grade and if nothing was turned in
students will not pass this term. GT
encouraged those who completed to help
other groups as needed. Many groups were
done with their NHD projects and studying
for other class exams. Many were near
completion, with bibliography inputs and
completion of poster boards left to do.
As I (SF) walked about the room, I inquired
on student topics and formats for these
NHD projects. Projects ranged from a
video documentary, a skit/performance,
poster boards with research papers, and
websites. Topics ranged from the Civil
Rights Movement, to Jackie Robinson, to
Senator Daniel Inouye, to the 1990s Girls
Riot.
12:12pm GT laid out the rubrics for the NHD
projects on the side counter for students to
take and review. Several students asked
why he (GT) waited until now to share this
rubric with them. GT explained that he had
difficulty getting these rubrics (from other
social studies teachers), and by reviewing
them he noted that they were pretty
vague.
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I like how you took charge of the


classroom while Mrs. Perruso was out.
You seem to work well with this
substitute teacher.
Okay! Was this the truth? Did
students need to turn in a sufficient
project to get a passing grade for this
quarter 2?
Thats great! I did walk about the
room to ask students about their
projects and they all seemed up to
standard. Many had a clear thesis and
good visuals to accompany their
research.
Wide range of topics! Were they
given the okay/approval with their
topic selections prior to starting? Did
you and Mrs. Perruso have to meet
with groups/individuals first to
approve? Why is this important?
Why were these rubrics not given to
students earlier? For projects, would
you normally give students the rubrics
and guidelines for completion in the
beginning?
Okay, this was the issue that you
disclosed to me earlier when coming in
to the classroom, right? Are the NHD
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ended and vague?


Now that students had these rubrics in hand,
GT went about the room to ask student
groups to check on the criteria for their
projects (rubrics differed for project
formats). GT asked student groups to
consider the criteria and asked them at what
level (point/scale) were they at with each.

Great idea, Greg! This was a good


way for groups to check to see if
theyve met the criteria for the NHD
project, as set up by the school SS
department.

12:19pm
GT asked other students to give groups
feedback using the given rubrics. The
teachers assistant also assisted with giving
feedback. GT said to one group: Im
impressed, you guys really did good with
this [project].

Excellent idea as well! Good to have


students give peer feedback.
Great, supportive comment to the
students, Greg!

With the ringing of the bell GT reminded


students to be ready to turn in completed
projects tomorrow.
Period 5: 12:36-1:28pm
12:44pm GT reminded one student group to bring in
their report to school tomorrow and attach it
to their poster board.
Students worked in their groups to complete
their projects as needed. GT went about the
room and announced, I only have three
papers right now, reminding groups that
these reports were due today. One group
needed to reprint parts of their reports, so
GT allowed this, using the classroom
computer and printer.

Good idea to check on student progress


throughout this class period and
announce the requirements needed by
end of todays class period.
Are student groups supposed to print
these reports on their own computers
or in the library at the school?

12:52pm
GT continued to assist students with their
projects. He assisted a group with
completing the poster board and
inclusion/exclusion of certain items.
Students worked diligently in their groups.
Some groups were already done with their
NHD projects and did independent work
and studied.

Greg, I like how you worked with


groups and individuals, giving them
feedback as needed, and questioning
them in ways to get them to think more
critically about their projects, and the
purpose of NHD in general.

1:21pm
GT announced that students should be
turning in all documents today in class.
Some students continued to print their
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reports. Others continued to


complete/finalize their websites and poster
boards.
The bell rang at 1:28pm and students put
their MacBook computers back into the cart
as they left the class. GT thanked them and
said goodbye as they exited the classroom.

It was a productive use of class time


today, Greg! Great job with
facilitating and supporting students
with their NHD projects.

Here are some notes that I took while debriefing with you at the end of the class period:
NHD projectsnever done before
Rubrics only given (emailed yesterday)MHS SS dept
Requirements? Everyone gives different instructions. Given 2 weeks.
Due dates?
Rubrics only handed out today. See as big accomplishment. Started 3 weeks ago.
No time in class to do this.
Submission instructions? Trying to figure out submission by school
URL requests for students. CDs?
Students who did individually maybe did better job. No class time.
Given last week to work on in class NHD. Thursday, Friday, Monday.
School project evaluation: Amy Perruso?
Picking topics: Went to Amy Perruso for approval. Interest worksheet/guide.
Concept of thesis? Half didnt have.
Commendations:
Greg, youve come a long way since starting student teaching in August! Youve shown to me
that you can effectively plan for lessons/units, that you can manage the classroom and create a
safe and supportive learning environment, that you can use multiple forms of assessment, and
that you can create engaging, relevant, and rigorous learning experiences for the 9th graders in
U.S. History class. Well done!
Your positive, can-do attitude will take you far in the teaching profession.
Recommendations:
I only have one suggestion for you, and that is to consider how you can develop professionally as
a social studies teacher. Consider conferences and workshops to attend that relate to your subject
area, and keep on participating in school events and clubs to make connections with students.
Join the national social studies group (is there a state chapter?) NCSS (National Council for
Social Studies) and research the up and coming C3 Framework for teaching social studies (will
likely be adopted by Hawaii State DOE). Continue to also look at the CCSS standards for
reading, writing, and literacy in general for social studies, and utilize these standards for
planning future lessons, in addition to your content standards (currently HCPSIII for SS).

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Questions or Comments:
1. As you complete your solo student teaching period, do you now feel
confident/competent in all areas as a teacher, with respect to the 10 InTASC standards?
How so? If not, then what areas would you continue to strive to improve upon?
2. Any words of advice that you would like to give the up and coming student teachers who
will be student teaching in the spring? What are some key learning moments during
student teaching that you feel have helped you to progress?

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