Overall, this student teacher is

performing at the following

level:

Please indicate the observer:

Cooperative Teacher
X

UOPX Supervising Faculty

Advanced
Proficiently
Developing
Unsatisfactory

University of Phoenix

Weekly Student Teaching Observation and Conference Form

Karla Gustafson

Name of
Student Teacher

9:40-10:35am

Observation
Time
Number of
Students

20

Observation
Date
Name of
School

Name of
Observer

Name of
UOP Supervisor

11/21/2014

Mabel Hoggard

Observation
Week #
Grade
Level

12

Deborah E. Franklin

Deborah E. Franklin

Synopsis of instructional activities:

Assessment - all subjects

Strengths noted during observation:

This was the final observation made by the FS. The ST displayed such ease and comfort during
instruction. Great level of confidence. ST is more than ready to assume the responsibilities as a contracted
teacher.

Areas for improvement noted during observation:

None noted during this observation.

Domain One:
Planning and Preparation

No Chance
to Observe

Advanced

Proficient

Demonstrates knowledge of content

Demonstrates knowledge of pedagogy

Applies skills and knowledge that

reflect current research and best
practices
Demonstrates pedagogical content
knowledge through planning of
appropriate and effective instructional
strategies
Analyzes student diversity to guide
appropriate instructional activities
Demonstrates knowledge of variety of
resources and technology
Develops instructional activities that
are aligned with national and/or state
standards
Develops a variety of formative and
summative assessments and assessment
criteria to guide instruction
Uses results of formative assessments
to create measurable objectives tied to
student outcomes
Applies assessment results to plan
instruction for individual, groups, and
diverse learners
Reading, Writing and Oral Language
Candidate demonstrates a high level of
competence in use of English language arts
and knows, understands, and used concepts
from reading, language, and child
development to teach reading, writing,
speaking, viewing, listening, and thinking
skills and to help students successfully
apply their developing skills to many
different situations, materials, and ideas.

X
X
X
X
X
X
X
X

2 of 6

Developing

Unsatisfactory

Domain One:
Planning and Preparation
Science
Candidate knows, understands, and uses
fundamental concepts of physical, life, and
earth/science. Candidate can design and
implement age-appropriate inquiry lessons
to teach science, to build student
understanding for personal and social
applications, and to convey the nature of
science.
Mathematics
Candidate knows, understands, and uses
the major concepts and procedures that
define number and operations, algebra,
geometry, measurement, and data analysis
and probability. In doing so, they
consistently engage problem solving,
reasoning and proof, communication,
connections, and representation.
Social studies
Candidate knows, understands, and major
concept and modes of inquiry from social
studies-the integrated study of history,
geography, the social studies, and other
related area-to promote elementary
students abilities to make informed
decisions as make informed as citizens of a
culturally diverse democratic society and
independent world.
The Arts
Candidate knows, understand, uses-as
appropriate to their own understanding and
skills the content, functions, and
achievements of the performing art
dance, music, and theater- and the visual
arts as primary media for communications,
inquiry, and engagement among
elementary grades.
Physical Education
Candidate knows, understands, and uses
as appropriate to their own understanding
and skills human movement and physical
activity as central elements to foster active,
healthy life styles and enhanced quality of
life for elementary students

No Chance
to Observe

Advanced

Proficient

Developing

Unsatisfactory

Narrative:
Lesson plans for each content area were consistently prepared prior to delivery of instruction. Plans
included the elements of a good lesson, and were coded and aligned with the state standards.

3 of 6

Domain Two:
Learning Environment

No Chance
to Observe

Advanced

Proficient Developing Unsatisfactory

Creates a learning community/classroom

that is safe and accessible
Maintains interactions that are polite and
respectful
Establishes, implements, and monitors
clear standards of conduct in order to
create a smoothly functioning learning
community
Deals effectively with inappropriate
student conduct and/or serious discipline
problems.
Promotes shared decision-making among
students
Promotes self-directed learning of
students
Organizes and manages tasks for
individuals and groups
Manages instructional transitions

Manages classroom materials and

supplies
Establishes systems for non-instructional
activities

X
X

X
X
X
X
X

Narrative:
ST maintained a classroom environment that was consistently conducive to the teaching/learning process.
ST was always prepared for instruction. Materials were found to be easily retrievable, and work was
provided for early finishers to ensure maximum on task behavior.

4 of 6

Domain Three:
Instruction

No Chance
to Observe

Advanced

Uses appropriate resources and

materials, including technology, to
communicate with and engage students
Uses appropriate resources and
materials, including technology, for
effective instruction
Uses vocabulary and communication
styles appropriate for diverse
populations
Creates and implements lessons,
activities, and assessments that are
appropriately aligned with content and
with national and/or state standards
Creates and implements lesson,
activities, and assessments that are well
paced and cognitively appropriate for
the student population
Demonstrates pedagogical content
knowledge through effective teaching
and assessment
Uses questions and discussions to
incorporate student multiple
perspective, including personal, family,
community experiences, and cultural
norms
Identifies and uses appropriate
services, technology, and other
resources to support learning needs of
diverse and exceptional learners
Provides high quality feedback in a
timely manner
Models good verbal and written skills

Proficient

Developing Unsatisfactory

X
X
X
X

X
X
X

Narrative:
Students came in from special ready for instruction. File folders were immediately put up for privacy during the
spelling test. ST said the number first, a word alone, then the word in a sentence, and once again alone. The ST
called the words at a rapid pace. Students were on task. ST told students to turn their papers over when the test was
done. Next, they were going to take a phonics test. She reminded students they worked on the sh sound/rule. ST
dictated words that started and ended with sh. ST circulated during the entire testing period. "Eyes up", attention was
refocused, and eight minute math test was going to be administered. ST gave directions prior to passing out the test.
Once the test was passed out to each student, ST encouraged students to do their best. She encouraged students to
check over there were if they were finished before the time ended. ST used a digital clock on her phone at the timer.
Some students tested rapidly without a, some use number lines that were on their desks, some use their fingers. ST
provided more for early finishers the worksheet was already on their desks. ST complimented students on strategies
used during the times math test. The next assessment dealt with drawing conclusions. There were three groups of
students, good differentiation of instruction. One group was led by a grandma helper, she read the test to those
needing assistance. A CCSD employee assisted another group, then there was an independent group that needed no
assistance. Next was an assessment or students identified information from the text (a Scholastic non-fiction book).
Students answered questions on the worksheet, and ST gave directions.

5 of 6

Domain Four:
The Professional Educator

No Chance
to Observe

Advanced

Accepts constructive criticism and

implements specific suggestions
Models appropriate dress and
grooming
Demonstrates positive and
collaborative relationships with
colleagues and larger school
community
Demonstrates a nurturing and caring
attitude toward students
Creates opportunities for parent
involvement
Demonstrates professional demeanor
in the school and community
Participates in school community
activities (e.g. PTA, board meetings,
bus duty, and playground duty)
Maintains legal and ethical principles
and standards
Engages in professional practices that
promote lifelong learning
Actively reflects on instructional
practices to improve student learning

Proficient

Developing Unsatisfactory

X
X
X
X
X
X
X
X
X
X

Narrative:
ST continued to perform her duties as a student teacher in a most professional manner. She established and
maintained a positive rapport with her CT and FS.

6 of 6