Date: February 5, 2016

OBSERVATION OF CLASSROOM TEACHING

PROFILE OF STUDENT TEACHING PERFORMANCE:
A CONTINUUM OF PROFESSIONAL DEVELOPMENT

Student Teacher Morgan Braun

School Lee Davis HS______

Cooperating Teacher Tamisha Lee____

Time/Class/Period _9:55/WH I 9/2nd

Topics Fall of the Roman Republic

Instructional Strategies Used Round Robin, Graphic Organizer, Brainstorming, Analyzing Maps, Engaged
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.

SOL WHI 6e) describing and evaluating the political structure of the Roman Empire under the rule of Augustus Caesar.
NCSS2: Time, Continuity, and Change
NCSS5: Individuals, Groups, and Institutions
NCSS10: Civic Ideals and Practices

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.

B5. plans assessments of learning outcomes.

B4. plans appropriate methods to meet the learning outcomes (i.e.

technology, cooperative learning, etc.).

This was a well -rounded lesson plan. The closure tied back to the warm up provided for the students at the beginning.
This lesson challenges the students higher order thinking skills. She provided visuals, auditory, and kinesthetic activities.
This advanced World History class consisted of 9 girls and 14 boys. It was a pep rally day and the students were excited.
Morgan created a lesson that kept them engaged during the timeframe.

C: INSTRUCTIONAL PERFORMANCE The student teacher.

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

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.

Date: February 5, 2016

C8. provides opportunities for content application.

C9. checks for understanding using a variety of formal or informal
assessment
techniques.
C10. uses instructional time effectively.

9:55 Morgan began class with a warm up. Students were given questions dealing with the previous class. They wrote
their responses in a journal notebook. The projector did not work at first, but Morgan quickly wrote the questions on the
board. She circulated the class checking homework and making connections.
10:02 Morgan explained the first activity in which movement was required by the students. They had to choose one of
three areas to answer her questions. Her questions about our governmental system and if it was effective. She included
questions about the legislature, judicial, and executive branches. She called different students to defend their choice. She
checked comprehension of vocabulary and content with excellent guiding questions.
10:17 She transitioned into the active engagement lecture. Using slides, Morgan presented information to the students.
During the presentation, she asked questions to help the students understand the material. Many visuals were used, in
addition to more vocabulary, and critical thinking questions. She had the students relate the content to current events.
10:45 Morgan introduced the Round Robin activity. She selected her groups and provided each group with needed
materials. Each group was given five minutes to solve the given problem before rotating to the next station. Students
started leaving for the pep rally around 11:05 and as she was getting the groups to wrap up the activity, the school
announcements and pledge interrupted her class at 11:13. Morgan remained calm and kept the few students left on track.

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.

Morgan has been prompt in completing her Block Organizer, Activity Logs, and Reflections. She and Ms. Lee have been
planning several activities to review for the exams. Morgan had to revise her plans due to snow days. Exams were
cancelled and she only saw her students for one and half days which were used to complete assignments to end the
marking period.

E: PROFESSIONALISM The student teacher.

Date: February 5, 2016

The student teacher demonstrates personal and professional behaviors that
support student learning and/or the performance of other professional
responsibilities (Use for observed, N/0 for not observed and N/A for not
applicable.)

___ is responsible and dependable.

___ shows initiative.

___ exhibits the ability to make decisions.

___ demonstrates enthusiasm for teaching.

___ has compassion for students.

___ dresses appropriately.

___ demonstrates professional behavior.

___ displays mature judgment and self control.

Suggestions for Continuing Professional Development: Areas of Strength and Areas for Growth
Strengths:
Created a lesson with a variety of activities that met all of the learning styles.
Related the content to current events.
Was able to handle situations with ease by anticipating these concerns beforehand. Morgan was professional and did not let
anything frazzle her. She had a plan to cope with the technology and the pep rally. She continued to teach without stopping.
Was very aware of her students: needs, behavior, learning styles, strengths
Transitioned from one activity to the next with ease.
Growths:
Change the warm up procedure that will cease the students talking.

________________________________________
Student Teacher
Rev 6/05

___________
Date

_______________________________________
University Supervisor or Cooperating Teacher

(white copy Student Teacher; yellow copy Supervisor; pink copy Cooperating Teacher)

___________
Date