Source of Evidence: Post-Observation Reflection

Name: Katelyn Fryar

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Cycle: 1

This Source of Evidence must be completed within two days after each observed lesson.

1. Use the formative assessment data for each lesson objective/learning target to sort the students performance
into three categories:

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Objective / Learning Target 1

1 # of students

Objective / Learning Target 2

a)

Below criteria

n/a # of students

b)

Meets criteria

8 # of students

n/a # of students

c)

Exceeds criteria 9 # of students

n/a # of students

Attach a copy of the formative assessment with the criteria or rubric used to determine the students
performance on each of the lessons learning targets/objectives.

2. Based on the formative assessment data, how successful was the lesson? Did the students achieve the learning
target(s)? What will you do for those students who did not achieve the learning target criteria? For those
students who exceeded the criteria? (4A)

I think the lesson was successful overall. All but one student met or exceeded the learning target. For the
students who did not achieve the learning target criteria, I checked in with them one-on-one the next day
during the review bell ringer in order to ensure they understood how to identify characteristics of
characters.

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3. In addition to the student work witnessed by the observer, identify any other student work samples, evidence or
artifacts that assisted you in making your determination regarding student achievement. (4A)
I collected a graphic organizer students completed after reading an excerpt from Cyrano de Bergerac
and checked it to assess whether students were able to analyze characters using evidence from the text.
All students were able to identify quotes that told more about a character, then analyze the text to figure
out what the author was trying to say about the character using direct or indirect characterization.

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4. To what extent did classroom procedures, student conduct, and/or physical space contribute to or hinder student
learning? (4A)
Students were on task from the beginning of the period throughout. They entered the classroom and
completed the bell ringer (which they do daily), which set the tone for focus and learning throughout the
period. Students were respectful and supportive of one another. When students worked in partner groups,
they worked together on their assignment. The physical space of the room was not a hindrance to the
completion of the assignment, and students moved themselves and desks as needed to complete the partner
portion of the assignment.

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5. Did you depart from your plan? If so, how and why? (3E)
Instead of having students do a full-sized poster of their character, due to time constraints, students made a
smaller character on the back of their worksheets. This allowed students to complete a more quality
character analysis without having to worry about cutting paper and making an artistic representation.

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6. If you had the opportunity to teach this lesson again to the same group of students, what would you do
differently, and why? (4A)
I would more clearly model the thought process between finding a quote from the text about a character
and then analyzing that character. Students are able to read and tell me about the personality of a
character, but struggle to go back to the text to find specific words or passages to support their
understanding. Their minds make the leap from the page to the characterization but they are unable to see
the steps that got them there. I would want to make that process more clear for students if I were able to reteach the lesson.

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7. What do you see as the next step(s) in your professional growth for addressing the needs you have identified
through personal reflection? (4A) (4E)
I want to seek out resources or training for creating meaningful, authentic formative assessments in order
to truly measure if my students are meeting their learning objective(s). To be honest, because I dont feel
that I have a strong command over creating quality formative assessments, I sometimes struggle to really
know if students are mastering content.