FORMATIVE OBSERVATION OF CLASSROOM TEACHING

PROFILE OF STUDENT TEACHING PERFORMANCE:

A CONTINUUM OF PROFESSIONAL DEVELOPMENT
Student Teacher _______________________________
School __________________________
Jessica Huffman
JWES
Cooperating Teacher ___________________________
Time/Class/Period ________________
9:45/K/Reading
Mrs. Beagle
Topics________________________________________________
Date __________________
Beginning/Middle/End; Jan & Gus
3/24/15
Instructional Strategies Used ________________________________________________
Direct Instruction
A: KNOWLEDGE OF CONTENT The student teacher.
A1. Demonstrates an understanding of appropriate content standards
(SOL/Professional Standards)
A2. Identifies basic principles and concepts of subject matter
A3. Uses examples to support basic principles of content
A4. Links content to students prior experiences and to related subject
areas

B: PREPARATION FOR INSTRUCTION The student teacher.

B1. Is familiar with relevant aspects of students background,
knowledge, experiences, and skills
B2. Plans for the unique characteristics of individual students (i.e.
TAG/GT, ESL, Special Needs, among others)
B3. Formulates clear learning outcomes that are appropriate for
students
B4. Plans appropriate methods to meet the learning outcomes (i.e.
technology, cooperative learning, etc.)
B5. Plans assessments of learning outcomes

C: INSTRUCTIONAL PERFORMANCE The student teacher.

C1.
C2.
C3.
C4.
C5.
C6.
C7.
C8.
C9.

Establishes a safe physical and psychological environment

Creates a climate of fairness and respect
Maintains consistent standards for positive classroom behavior
Makes procedures and outcomes clear to students
Presents content effectively
Models appropriate language usage
Provides appropriate accommodations for diverse learners
Provides opportunities for content application
Checks for understanding using a variety of formal or informal
assessment techniques
C10. Uses instructional time effectively

Her content knowledge continues to be

strong, and she includes relevant
examples. She included a plan to
connect to prior knowledge (through
questions about the previous story and
using the word wall); however, work on
consistency -- some groups included
much more discussion/review of the key
terms, such as fiction, fantasy, and plot.
Only one group used the word wall.

Expectations were made

clear and learning outcomes
were appropriate; she asked
questions throughout the
sessions to formatively
assess the students'
understanding of the
content. Make sure to have
extra materials for students
who don't have them
available.

Her instructional
performance was very
strong; she did a very
good job of keeping
students on task and
formatively assessing
all students' learning
throughout the reading
groups.

D: REFLECTION AND EVALUATION IMPACT ON STUDENT

LEARNING The student teacher.
D1. Provides specific evidence to document student learning
D2. Accurately describes the strengths and weaknesses of his/her
teaching skills in relation to student learning
D3. Seeks and uses information from professional sources (i.e.
cooperating teacher, colleagues, and/or research) to improve
instruction
D4. Indicates strategies to improve instruction

She continues to seek

guidance and
information from her
CT and BC supervisor
and takes constructive
criticism well. She is
accurate in her
self-assessments.

E: PROFESSIONALISM The student teacher.

Jessica's
professionalism
continues to be
excellent in every
respect. She does an
outstanding job of
communicating with
me regarding her
schedule, reports due,
and teaching plan.

The student teacher demonstrates personal and professional behaviors

that support student learning and/or the performance of other
professional responsibilities (Use O for observed, N/0 for not observed
and N/A for not applicable.)
O Is responsible and dependable
___
O Shows initiative
___
O Exhibits the ability to make decisions
___
O Demonstrates enthusiasm for teaching
___

O Has compassion for students

___
O Dresses appropriately
___
O Demonstrates professional behavior
___
O Displays mature judgment and self control
___

Suggestions for Continuing Professional Development: Areas of Strength and Areas for Growth

Jessica's instructional performance, small-group management, and lesson plan were all very good. She
encouraged active participation and used formative assessment throughout the lesson. Her lesson was
thoughtful and pedagogically strong, and her materials were professional. Areas for growth: 1) be
consistent with reading groups. Some groups used a word wall to review words and included more
discussion/review of key terms than others 2) continue to work on classroom management -following-through, reiterating the rules, collecting distractions, and verbalizing positive reinforcement; 3)
continue to work on the lesson plan write-up as previously discussed (providing more directives and less
teacher script; include only those SOLs that will be covered during the given period; include an objective
and assessment (formative or summative) for each SOL identified.
Overall: very good job!

_________________________________

_________

Student Teacher

Date

(white copy Supervisor

3.24.15
Karen Santos Rogers __________

_________________________________
College Supervisor or Cooperating Teacher

yellow copy Student Teacher

Date

pink copy Cooperating Teacher)

Updated 9/2009