Urbandale Community School District Formative Feedback Form Teacher: Jessica Tentinger Administrator: Tim Carver Date: 11/3/2014 Schook _UHS Subject: Geometry Grade: 10-12 Period /Time: 6" period ‘The areas listed below are the eight lowa Teaching Standards. These eight categories are being utilized in this format to provide feedback for formative observations. All these areas may not be addressed during class visitations. When reading the report, watch for written comments provided after the applicable standards, which pertain to this particular observation. Standard 1:_ Demonstrates ability to enhance academic performance and support for implementation of the school district’s student achievement goals. ~ Ms. ‘Tentinger’s learning requirements and class learning goals are posted and aligned with UCSD curriculum. Standard 2: Demonstrates competence in content knowledge appropriate to the teaching position. - Ms. Tentinger is able to answer alf questions about the concepts. She is knowledgeable in the content. Standard 3: Demonstrates competence in planning and preparation for instruction, + Materials for both classroom activities are ready to go when students arrived. Ms. Tentinger was able to quickly transition from one activity to the other. + One student mentioned that they just started learning Standard Form yesterday andl will be tested tomorrow. Based on the calendar on the ard, it appears that they were reviewing yesterday and today. © What's happening in the next days? Standard 4: Uses strategies to deliver instruction that meets the multiple learning needs of students.~ Stations activity — Ms. Tentinger has posted math problems related to the concepts for upcoming assessment at locations on the walls around the room. Students appear to self-select where they will start to begin practicing the problems. © This activity allows students to engage multiple physicai and social resources to support their learning. + Move around the room + Talk to partners + Problem solve as a team Standard 5: Uses a variety of methods to monitor student learning. - During the vocabulary game, Ms. Tentinger monitors students’ non- verbal responses to thie questions (seeing where they are pointing on their paper). Alter it appears that all students have answered, she calls on one to respond. - While working on the Stations activity, Ms. Tentinger moves around the room to answer questions that student groups have. © When the teacher isn’t available, what other resources can/ should they access? Standard 6: Demonstrates competence in classroom management. - It's clear that students are aware of the process of going through the Stations activity. © They all get paper out and start moving to different problems. They appear fo naturally ask each other questions when they don’t understand concepts. - At1:20, one group of girls appears to be not moving from the problem on the far board. At that same time, three boys are held up at the second station on the back wall. Is there a pace they should be keeping. ~ When a student from a different period walks in five minutes late to work on reviewing again, Ms. Tentinger welcomes her and allows her to sit work on their review. co Excellent! Standard 7: Engages in Professional growth. - Ms. Tentinger had told Mr. Cameron about the new game so he came over to be a part of the opening vocab game, It worked out that everyone had one partner. Standard 8; Fulfills professional responsibilities established by the school district. Administrative Comments:‘Student engagement - Participating in vocab game, Note taking during vocab game, Student verbal input about correct answers. - Iwas able to see 6 or 7 students writing definitions on a notepad © Alone point, one of the students who was taking notes was still writing wher the word was taken away. + Later she asked if they could go over them again as a whole class. + Itappears that she needs more time on this. + Throughout the vocabulary activity, all partner groups engaged in pointing at the appropriate word. A couple times Mrs. Tentinger reminded students not to speak the answers out loud right away. Stations - working out problems atong with student conversations about how to complete problems - Students went right to work at the stations, ~ There were six students at the one next to me. All six wrote down the problem, The gir sitting closest to the wall identified their first steps to solving. The other students listened to her and worked together to solve it. There was no extra conversations outside of this math concept. @ ~ When they needed additional help, they called Mrs. Tentinger over to help. ~ Atone point, the girt said to the others she needed to move on so that she could get to the other stations. ‘Teacher's Comments: AE eed ees Meld an WG/S4 Administrator's Signature/Date