CAP Observation Form: Announced Observation #1

What:
Candidat
e:
Who:

Observation # 1

How:
Announced
Site Rebecca Johnson Elementary
Leanna Thomas
:
Sch.
Program Supervisor & Supervising Practitioner
1.A.4 Well-Structured Lessons; 2.D.2 High Expectations
Focus Elements:
Note: As this is the first observation, assessors should attempt to collect evidence for
all elements in order to provide a baseline for future observations

Pre-Observation Conference
Observation Details
Date:

9/16/15

Time
(start/end):

Content Topic/
What is a line? Line types learned and demonstrated
Lesson
Objective:
x
Whole Group
Small Group
One-on-One

10:10-10:50

Other

Active Evidence Collection occurred during the observation and is synthesized and
categorized below.
Element*
1.A.4*
Struc Lessons

1.B.2
Adjust
Practice

2.A.3
Diverse
Needs

2.B.1

Safe Lrng
Environ

2.D.2*

High
Expectations

4.A.1
Reflective
Prac

Evidence**
The lesson plan was written out in detail, with planned transitions and structured steps. It started
with a review from a previous lesson. She was well prepared, with nicely drawn puppets to help
children connect the name of each line with its movement.
Leanna was able to adjust how much time was spent practicing each type of line
depending on if students understood or not. She also changed the sound she made for the frog
from hop to ribbit
Leanna provided individualized attention throughout the lesson, using different
techniques for each child such as hand over hand, and modeling. She used sound, movement,
and drawn lines, which were mimicked by students.
The lesson was set up in an exploratory style in order to increase relevance and
engagement. The lesson also modeled a routine, and the task was inclusive to a
variety of learning style such as kinesthetic, visual, and auditory. She was quiet and affectionate
with children, getting down to their level to make eye contact, and circulating to check in with
everyone..
High expectations were set as far as behavior and participation. She waited for quiet and eye
contact before giving an instruction. All students were engaged and successful.
Leanna is interested in feedback and thought of a new line (a spiral), she will add if she does this
lesson again.

Focused Feedback

Reinforcement Area/Action:
(strengths)

Leannas strength in this lesson was being attentive to the kids and their
needs, helping kids who needed it. The lesson was appropriate for the age
level and the time appropriated. She has a great rapport with young
children. She slows down and modulates her voice. She is kind and
enthusiastic. She drew very well made puppets to illustrate different
types of lines. This was a very creative, engaging hook for all of the
children. Her writing is very strong. She appears relaxed, professional,
and confident in the classroom. She is responsible, dedicated, and
knowledgeable about content and teaching pedagogy.

* Observations must collect and document evidence for at least the focus elements. Focus elements are
highlighted.
** Evidence included is indicative of performance relative to each element. It may include evidence that
demonstrates one or more of the dimensions (quality, consistency, scope) of an element are being met or that
performance is not yet at the expected threshold.

Refinement Area/Action:
(areas for improvement)

Next time Leanna does this lesson she will slow down and increase the
kinesthetic portions, allocating more time to the physical movements and
sounds associated with the vocabulary and the visual. This would increase
the students ability to relate to the vocabulary and stay engaged. She
should also check in with classroom teachers about attention moves.

* Observations must collect and document evidence for at least the focus elements. Focus elements are
highlighted.
** Evidence included is indicative of performance relative to each element. It may include evidence that
demonstrates one or more of the dimensions (quality, consistency, scope) of an element are being met or that
performance is not yet at the expected threshold.