Professional Documents
Culture Documents
SUPERVISED TEACHER
SCHOOL
Jennifer Schneidewind
LESSON TYPE:
DIRECT INSTRUCTION
OBSERVATION:
EDUC 468
SUBJECT
DATE
UNIVERSITY SUPERVISOR
Mathematics
COOPERATIVE LEARNING
EDUC 478
EDUC 467
Deborah Lewis
5th
GRADE
INQUIRY
4/27/16
Kathryn Holmes
TECHNOLOGY USED
LESSON SUBJECT
SCHOOL-SITE SUPERVISOR
10
Rubric Score
California Standards for the Teaching Profession & Teaching Performance Expectations
CSTP 1
TPE 4
TPE 5
Student Engagement
TPE 6
TPE 7
x
x
CSTP 2
TPE 10
Instructional Time
TPE 11
Social Environment
TPE 8
TPE 9
Instructional Planning
CSTP 3
TPE 1
CSTP 4
CSTP 5
x
x
TPE 2
TPE 3
x
x
x
1
Caring
Leadership
Excellence
Diversity
Key Assessments
Knowledge
x
1
4
x
when you use proximity, you are able to quickly help students and identify
COMMENTS
areas of need
give response
at least one
constructive
comment for each observation.
Please
choral
can
be very effective
you are modeling neat and tidy work aling with academic vocabulary great job!
good catch being humble when a student catches your error goes a long
way with buidling relationships
handing out materials seems to be a smooth process that you and this class
have practiced
excellent observation! praising the effort versus whether or not they are
correct
SUGGESTIONS
Please give at least one constructive suggestion for each observation.
think about when it might be effective to pull sticks and put the right back
in then redraw from a full pool
consider having students help you clarify with students who are not on
track
make your directions very clear -ahead of time - I do NOT want you to
move ahead today. I have a very specific reason for the order in which we do things...
there might be quick videos to show that will help reinforce what you are
teaching (LearnZillion)
as you progress, think about how you can make lessons student-driven, they
should be working harder than you are...
Planning
Assessment
Technology
Teaching
Teaching at the level of the students interests and understanding
from a well-planned, standards-based lesson plan
Using multiple instructional strategies
CSTP 5
Promoting interaction and choice by students
Assessing Student Learning
Engaging students in problem solving and HOTS
Using
TPE 4
multiple methods to assess student learning
Making Content Accessible
Allowing
Incorporating specific strategies, teaching/instructional activities, procedures, and
students to assess their own learning
experiences
Using
TPE 5
assessments results to re-teach
Student Engagement
Commun
Communicating instructional objectives, ensuring active and equitable participation,
icating assessment results to students, family, others
monitoring instruction, encouraging student participation
TPE 2
TPE 6
Maintaining Student Learning During Instruction
Developmentally Appropriate Practices
Monitori
Utilizing strategies that are age and skill level appropriate
ng the class during guided practice, checking for understanding, and independent practice
TPE 7
TPE 3
Teaching English Learners
Interpretation and Use of Assessments
Utilizing appropriate ELD activities
Using a
CSTP 2
variety of methods to CFU and assess learning
Creating and Maintaining Environments for Student Learning
Conceptual Framework
Involving students
Caring
Valuing fairness and respect
Evidence
Promoting group responsibilities and social development
d through planning; instructional strategies; clear, concise, thorough, complete instruction;
Maintaining effective student behavior standards
compassion towards students
Planning and implementing effective classroom procedures and routines
Leadership
TPE 10
Evidence
Instructional Time
d through planning, command of subject matter, command of instruction, command of classroom
Using instructional time effectively
management
TPE 11
Excellence
Social Environment
Evidence
Using effective classroom behavioral standards
d through planning, instruction, classroom management
CSTP 3
Diversity
Understanding and Organizing Subject Matter for Student Learning
Evidence
Knowing subject matter well
d through utilization of ELL instructional strategies, compassion for English learners, command of
Organizing the curriculum and presentation sequentially
ELD standards
Interrelating ideas within and across subject matter areas
Key Assessments
Using appropriate instructional strategies
Knowledge
TPE 1
Evidence
Specific Pedagogical Skills
d by command of subject matter being presented
Identifying and effectively teaching the state academic learning goals
Planning
CSTP 4
Clear,
Planning Instruction and Designing Learning Experiences for All Students
concise, thorough, complete planning to engage and support all students
Planning lessons to meet student interests, background, and needs
Assessment
Evidence
d by informal checking for understanding throughout the lesson, formal checking for
understanding through formative assessment, summative assessment assessing students final
understanding of subject matter
Technology
Evidence
d by appropriate technology to reinforce and engage students in learning
Rubric Score
4 Excellent
Appropri
ate, accurate, relevant, clear, concise, detailed; lesson plan is purposefully connected
3 Competent
Appropri
ate, relevant, accurate; lesson plan is connected
2 Emerging
Minimal,
limited, cursory, ambiguous; lesson plan is weakly connected
1 Not Present
Inapprop
riate, irrelevant, missing; lesson plan is not connected
N/G (Technology Only)
Not
graded due to no technology available at school-site