Professional Documents
Culture Documents
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.
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DM
DM
DM
DM
DM
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DM
DM
DM
DM
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DM
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
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)
2:10pm
GT instructed students who were done
taking the assessment to either put away the
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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.
NHD projects?
11:45am
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].
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.
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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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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