FEAPS COACHING TOOL

College of Education
Childhood Education & Literacy Studies

Name: Corrine Dumas

School/CT: Trapnell Elm

Observer: Roberts

Date:

Grade/Subject: Math-Distributive Property

04/14/2016
Level: Finall

Domain 1: Planning and Preparation

BENCHMARKS
(1a) Aligns instruction with
appropriate standards; (1b)
sequences lessons and concepts
to ensure coherence & required
prior knowledge; (3e) relates and
integrates the subject matter with
other disciplines and life
experiences
(1e) Uses diagnostic student data
to plan lessons; (1f) develops
learning experiences that require
students to demonstrate a variety
of applicable skills and
competencies; (4a) analyzes and
applies data from multiple
assessments to diagnose
students learning needs;

EVIDENCE
1.a. Demonstrating Knowledge of Content and Pedagogy
Chose appropriate Florida Standards

Observer Comments

1.b. Demonstrating Knowledge of Students

(1a) Aligns instruction with

appropriate standards; (1b)
sequences lessons and concepts
to ensure coherence & required
prior knowledge

1.c. Setting Instructional Outcomes

Wrote measurable, observable objectives

(2) Organizes, allocates and

manages classroom resources;
(3g) applies varied instructional
strategies and resources,
including appropriate
technology, teaching for
understanding

1.d. Demonstrating Knowledge of Resources

Used video, manipulatives, and worksheets.

This lesson showed the work

you have done on multi-modal
learning. I see growth from
your early lessons to now.

(1c) Designs instruction for

students to achieve mastery; (3e)
relates and integrates the subject
matter with other disciplines and
life experiences; (1b) sequences
lessons and concepts to ensure
coherence & required prior
knowledge

1.e. Designing Coherent Instruction

This was a review based on an assessed need.

(1d) Selects appropriate

formative assessments to
monitor learning; (4b) designs
and aligns formative and
summative assessments that
align with objectives and lead to
mastery; (4c) uses a variety of
assessment tools to monitor
student progress, achievement
and learning gains

1.f. Designing Student Assessments

Had several ways to assess students---questioning, work samples,
quiz

Domain 2: Classroom Environment

BENCHMARKS (FEAPs)

EVIDENCE

Observer Comments

(2d) Respects students cultural,

linguistic & family background; (2e)
maintains a climate of openness, inquiry,
fairness & support; relates & integrates
subject matter with other disciplines &
life experiences

2.a. Creating an Environment of Respect and

Rapport
.

(2c) Conveys high expectations to all

students; respects students cultural,
linguistic, & family background; (2e)
maintains a climate of openness, inquiry,
fairness & support; (2g) integrates
current information & communication
technologies; (3e) relates & integrates
subject matter with other disciplines &
life experiences

2.b. Establishing a Culture for Learning

Engages student with a video. All students appear
to be watching.

(2a) Organizes, allocates and manages

the resources of time, space, and
attention; (2b) manages individual and
class behaviors through a well-planned
management system; (2c) conveys high
expectations to all students

2.c. Managing Classroom Procedures

.Has Powerpoint, manipulatives, and response
activities ready.

Uses manipulatives to demonstrate concept.

Tranistion from carpet to work a little slow.

Gives warning that they have 1 more minute to
work. --signals them to finsih up

(2b) Manages individual and class

behaviors through a well-planned
management system; (2h) adapts the
learning environment to accommodate
the differing needs and diversity of
students

2.d. Managing Student Behaviors

.

(2a) Organizes, allocates, and manages

the resources of time, space, and
attention; (2h) adapts learning
environment to accommodate differing
needs and diversity of students (2i)
utilizes current & emerging assistive
technologies to enable students to
participate in high-quality
communication interactions & achieve
educational goals

2.e. Organizing Physical Space

.

Domain 3: Instruction
BENCHMARKS (FEAPs)

EVIDENCE

Observer Comments

(2e) Models clear, acceptable oral and

written communication skills; (3b)
deepens & enriches students
understandings through content
literacy strategies, verbalization of
thought & application of the subject
matter; (3d) modifies communication
to respond to preconceptions or
misconceptions; (3i) supports,
encourages, and provides immediate
& specific feedback;
(3a) Delivers engaging and
challenging lessons; deepens &
enriches students understandings;
(3c) identifies gaps in students
subject matter knowledge in
discussions and through use of
questioning; (3f) employs high order
questioning technique

3.a. Communicating with Students

Nice use of academic vocabulary
Modeled an example of the different activities.

How about giving the

students an opportunity to
do some of the modeling?
What would be the
advantages, disadvantages?

(3a) Delivers engaging and

challenging lessons; (3b) deepens &
enriches students understandings
through content literacy strategies,
verbalization of thought & application
of subject matter; (3e) relate &
integrate subject matter with other
disciplines and life experiences; (3h)
differentiate instruction based on
student learning needs and individual
differences
(3c) Identifies gaps in subject matter
knowledge; modifies instruction to
respond to preconceptions or
misconceptions; (4a) analyzes and
applies data from multiple
assessments to diagnose students
learning needs; (4c) uses a variety of
assessment tools to monitor student
progress, achievement, and learning
gains; (4e) shares the importance of
outcomes of student assessment data
with the students and the students
parent/caregiver(s); (4b) designs and
aligns formative & summative
assessment that match learning
objectives and lead to mastery

3.c. Engaging Students in Learning

3.b.Using Questioning & Discussion Techniques

When student couldn't answer you broke question down.
"Which number is the same in both equations?"

Helped students focus on

essential understading in
terms of how to work
algorithm and why it
makes sense. I would love
to see you start to focus on
taking your lessons a little
deeper--in this one for
example. When would I use
this; are there real world
problems I can solve using
it, etc.?
How can you make sure all
are responding?

You have some students who never raise their hands.

3.d. Using Assessment in Instruction

Circulates and provides scaffolding during model
building--Stayed longer with students needing more
scaffolding.

(3d) Modifies instruction to respond

to preconceptions or misconceptions;
supports, encourages, and provides
immediate & specific feedback; (3j)
utilizes student feedback to monitor
instructional needs & to adjust
instruction; (4d) modifies assessments
and testing conditions; (3h)
differentiates instruction based on
learning needs and individual
differences of students

3.e. Demonstrating Flexibility & Responsiveness

.

Domain 4 Professional Responsibilities

BENCHMARKS

EVIDENCE

Observer Comments

(6) Reflects on extent learning goals

were met & how instruction can be
changed to facilitate learning; (5c)
uses a variety of data independently &
in collaboration w/ colleagues to
evaluate learning outcomes and adjust
planning; (6) demonstrates a sense of
efficacy; (5e) engages in targeted
professional growth and reflective
practices

4.a. Reflecting on Teaching

(4f) Applies technology to organize

and integrate assessment information;
(1e) uses diagnostic student data to
plan lessons; (5c) uses a variety of
data independently & in collaboration
w/ colleagues to evaluate learning
outcomes and adjust planning; (6)
demonstrates responsibility for
maintaining student records
(5d) Collaborates with the home,
school and larger community to foster
communication and to support
learning and continuous improvement
(4e) shares the importance and
outcomes of student assessment data
with the student and the students
parent / caregiver(s)
(5d) Collaborates with the home,
school and larger community to foster
communication and to support
learning and continuous improvement;
(4c) uses a variety of data
independently & in collaboration w/
colleagues to evaluate learning
outcomes and adjust planning (6)
builds professional relationships with
colleagues
(5a) Designs purposeful professional
goals to strengthen the effectiveness
of instruction based on students
needs; (5b) examines and uses datainformed research to improve
instruction & student achievement
(5e) engages in targeted professional
growth and reflective practices, both

4.b. Maintaining Accurate Records

4.c. Communicating with Families

4.d. Participating in a Professional Community

4.e. Growing and Developing Professionally

independently & in collaboration with

colleagues
All of the above and Understands
that educators are held to a high moral
standard in a community and adheres
to the Code of Ethics and Principles of
Professional Conduct of the Education
Profession of Florida; (6)
demonstrates responsiveness to
supervision

4.f. Showing Professionalism