KRISTEN HEISLER

Student
General Information
Submitted at
2016-03-08 TLAC ST
17:01
KRISTEN HEISLER
(kmh_325@tamu.edu)
Cathy Fyfe
(cathyfyfe@gmail.com)
Susan Rice
(susanarice@katyisd.org)
Makeita Morgan
(makeitammorgan@katyisd.org)
McMeans
Katy
School:
JH
7
Subject: ELAR
2016-01-05
TLAC ST
2016-03-08
1:00pm Time out: 1:45pm
2016-03-08
2:00pm Time out: 2:10pm

Status
Student:
University Supervisor:
Principal:
Mentor/Cooperating Teacher:
District:
Grade Level:
Internship Start:
Observation Date:
Time in:
Conference Date:
Time in:

Overall Ratings
Overall Rating: 4 - Exceeds expectations
Overall Comments and Recommendations:
Kristen is an excellent teacher! She plan and teaches very creative lessons that really spark the students' interests. She is
excited about learning and it's contagious! Today's lesson used Project Based Learning to show the students how to
work in groups to solve everyday problems. Kristen used the idea of the communities these students were involved in at
McMeans Jr HIgh to have the students brainstorm ways for new students to get involved . I wish I could observe
Kristen as she guides the students to their group solution over the next eight days! Kristen used an emoji exit ticket to
close the lesson. Very well done, Kristen!
Teaching, Learning & Culture
Formal Observation
Section 1 - Introduction / Motivation
Question
Answer
Comments
4 - Exceeds expectations, 3 - Proficient, 2 - Growth in progress, 1 - Needs significant improvement, NA - Not
applicable/observed

1. Secures student attention

2. Focuses student attention by
motivational techniques
3. Relates lesson to prior knowledge
4. States lesson objective clearly
5. Establishes purpose and connects
learning to life experiences

Teacher greeted the students at the door,

as usual. Teacher gave directions at the
4
door. Students should look at
information above the light switch to
4
determine their desk for today. All
4
desks had numbers on them. Teacher
read an easy book, "What is a
Community?" Teacher had the students
gather on the carpet as she read.Teacher
asked students to share their different
communities aloud. Teacher referred to
the introductory lesson on communities
4
yesterday. Teacher created the groups
for today from information the students
wrote yesterday.Students attended and
seemed to enjoy the picture book.
Teacher referred to a previous picture
book she read to the students (""War of
the Walls," for the mural project.)
Section 2 - Instructional Procedures
Question
Answer
Comments
4 - Exceeds expectations, 3 - Proficient, 2 - Growth in progress, 1 - Needs significant improvement, NA - Not
applicable/observed
1. Models the learning
4
Teacher had the students read the
objective for the day. Teacher restated
2. Solicits student participation
4
and said she would provide more
(volunteers/non-volunteers)
information later during class. Teacher
3. Uses questioning strategies for
4
showed a video to introduce the PBL
higher-level thinking
topic.Students will use a "Driving
4. Relates guided practice to the
Question" ( A new student comes to our
4
lesson objective
school and would like to know how he
5. Monitors student'
or she an get involved. How would you
participation/understanding
4
welcome a new student into your
throughout the lesson
community?). The project would offer a
solution to the given problem (or
6. Assesses student progress and
"Driving Question.) Teacher showed
adjusts instruction appropriately
slides to reveal the different job
responsibilities. Teacher shared more
information about the specifics of the
project. Teacher modeled the required
4
parts by showing the job titles and
required components of the project.
Teacher watched students' reactions to
determine understanding so far.
Students worked with their table groups

to begin and completed the project

proposal sheet. Much conversation
ensued and it was all about the
project.The entire lesson was at a higher
level of thinking as the students had to
brainstorm and use their best thinking
skills to imagine how they would solve
this problem. Teacher showed the rubric
for grading this project. When the
teacher told the students about how their
projects would be used by counselors,
registrars, etc, the students seemed to sit
up straighter and realize the value of
their work.
Section 3 - Independent/Group Activity
Question
Answer
Comments
4 - Exceeds expectations, 3 - Proficient, 2 - Growth in progress, 1 - Needs significant improvement, NA - Not
applicable/observed
1. Matches independent/group
As a table group, students determined
4
activities to lesson objectives
the job responsibilities, project title,
materials and other requirements. All
2. Models examples of the
4
parts of this process were related to the
independent/group activity
lesson objective. Teacher walked from
3. Uses appropriate assessment
group to group to assess where the
strategies (informal/formal)
students were in the process. Teacher
4
offered supportive words, compliments,
redirection or additional information as
needed.
Section 4 - Closure
Question
Answer
Comments
4 - Exceeds expectations, 3 - Proficient, 2 - Growth in progress, 1 - Needs significant improvement, NA - Not
applicable/observed
1. Restates objective and purpose
4
Teacher used an exit ticket and asked
students to draw an emoji to show how
2. Engages all students in lesson
4
they feel about the project so far and
closure
explain why. The objective of today's
3. Sets anticipation for future
lesson was understood. Teacher told
learning
students she would review the sticky
4
notes tonight and return tomorrow. This
is an 8 day project.
Section 5 - Environment Management
Question
Answer
Comments
4 - Exceeds expectations, 3 - Proficient, 2 - Growth in progress, 1 - Needs significant improvement, NA - Not
applicable/observed

1. Establishes behavioral
expectations
2. Has instructional
materials/equipment/technology
ready for classroom use and uses
appropriately
3. Gives clear procedural and
instructional directions
4. Uses time efficiently (start
time/pacing/transitions)
5. Maintains focus of the lesson
6. Moves with purpose throughout
the classroom
7. Keeps students on task/actively
engaged
8. Redirects off task/inappropriate
behavior in a fair/firm and consistent
manner
9. Reinforces/praises students'
academic efforts and desired
behaviors
10. Establishes a climate of courtesy
and positive rapport
11. Uses effective verbal/non-verbal
communication

4
4
4
4
4
4

4
4
4

Clear evidence of classroom

management plan. Teacher offered
frequent reminders about appropriate
behavior for each part of the lesson.
Students easily complied to show
evidence of everyday practice. All
materials and technology were ready for
instruction today. Strong rapport with
the class was evident. Clear directions
and explanations were given on this first
day of introducing the PBL(Project
Based Learning) project. Clear
communication with the students was
obvious and the time was used wisely.
Courtesy and rapport was observed. The
teacher only had to say the word,
"class" and students said, "Yes, Ms.
Heisler" and waited silently for the next
information. Focus remained on the
lesson. Teacher moved around the
classroom with a purpose.