Directions: A requirement to successfully complete Education 1100 is the completion of a minimum of 15 hours spent observing in a public

school K-12 classroom. While observing you are to look for the following indicators, provide examples, and reflect on your observations for
each indicator. You may or may not see all indicators listed below due to the limited amount of time you spend in your cooperating teachers
classroom. You are however required to learn more about each indicator. Therefore, you must have a conversation with your cooperating
teacher to understand the indicators not observed.

Classroom Setting
Indicators

Examples

Classroom Atmosphere:
Teacher- student and studentstudent interactions.

Classroom procedures:
Groups, materials, supplies,
transitions, and, routines.

Classroom behavior:
Expectations/rules,
monitoring, and response.

Classroom layout:
Arrangement of furniture,
resources for student use, and
technology integration.

Reflection

Students will go up to Mr. Kaim before or

after class to ask a question
Students will ask each other questions and
be social at appropriate times
Checking homework
Lesson on guided note sheet
Students are expected to be engaged in the
lesson and following along on their note
sheet
If a student is not participating, Mr. Kaim
will say something
Desks arranged in rows
Smart board at the front of the classroom
Homework written on the side board

At this age, the students seem driven to learn. They know

the appropriate times to talk and listen. These interactions in
the classroom also show how there is no fear to ask for help.
In general, math is one of those subjects where students
know what is expected of them. This still depends on the
teacher, but students can expect to turn in homework and
learn a new lesson each day.
It is not possible for teachers to control each and every
student in a classroom. However, high school students are
no longer little kids. They are capable of being focusing and
being mature and when they are not displaying that
behavior, it needs to be brought up in some way.
The classroom is setup in a way so that there are minimal
distractions and there is the most potential to learn. All
students are able to see the board and homework is
displayed clearly so that there is no confusion.

Teaching
Indicators
Communication: Learning
outcomes, expectations,
directions, explanation of
content, use of vocabulary.
Questioning and discussion:
Blooms Taxonomy and wait
time.

Examples

Objective projected on board at the beginning of each

lesson

Learning basic vocabulary terms

Being able to represent a problem/real world
application using an equation and graph

Reflection
This is important for teachers to make sure
they are staying on track. For students, an
objective is important to make sure that they
know the content.
As lessons progress, they go from factual and
fundamental to much more analytical. Students
are expected to use higher level thinking once
the concept is grasped. This progression makes

Student Participation
techniques

Ask students to discuss on partners first, then come

together as a class

Activities and assignments

Worksheets or problems out of the textbook

Grouping of students: Whole

class, small groups, pairs,
individual, etc.

During lessons, students sometimes asked to discuss

with a partner
If given homework time, students are able to work
alone or in groups

Materials and resources:

Primary and secondary
sources

Pacing: Gaining attention,

transitions, reflection, closure,
wait time, etc.

Improvisation: Making
adjustments, flexibility based
on the student needs

Student interests, culture, and

other diversity incorporated

Use of textbook and adapting notes (secondary

sources)
Although I did not observe the use of primary sources,
an example would be original writings of some
mathematicians
Mr. Kaim will not give answers to students and will
wait if there is no participation
If the class gets out of hand, Mr. Kaim will raise his
voice to bring back attention
When given time to do work, some classes work
better when working alone in a quiet setting or in
groups
Asked about Spring Break
Some historical references

sense and encourages problem-solving skills.

At any age, participation can be a challenge.
This method makes it more comfortable for
students by having some confidence in their
answer.
This is pretty standard in a math class. At this
point, students are used to what a typical math
assignment looks like and should have no
trouble completing them in a timely manner.
Most of the class time is devoted to teaching a
lesson. At times though, students are
encouraged to work with each other and help
each other understand the material. I think that
students learning from each other can be just
as beneficial as learning from a teacher.
I think that math class is very routine-like. It is
not like an English class where you could be
reading newspaper articles and diaries to
analyze. I think that increasing the use of
primary sources in a math class would be good
to look at the content in a different way.
I like Mr. Kaims approach because it does no
good just to give out answers. Students learn a
lot more figuring things out on their own. It is
also important for teachers to be in control.
Teaching high school is unique because
adjustments can be made between periods. It is
evident that no matter how long you have been
teaching, you can never truly predict what
works best for a particular class.
While there is a purpose for school, it does not
always have to be serious. It is important to
have some fun to keep students interested and
engaged.

Lesson Planning
Indicators

Examples

Reflection

Concepts, skills,
prerequisites, and
pedagogy

Student abilities,
interests, learning
styles, level of
knowledge, culture,
background, and
needs.
Learning outcomes
linked to standards
within and outside of
the discipline that are
able to be assessed
based on a diverse
population of
students.
Classroom Resources
to enhance the
teachers professional
knowledge and
appropriately
challenging student
materials that fit the
learning needs of all
students.
Learning activities
sequentially designed
to engage and
advances students
learning.
Intentionally
organized student
groups created to
support learning.

Ex. Knowledge of unit circle before learning

converting between polar and rectangular
Certain skills are expected as students move from
one math class to the next

Math is one of those subjects that continually keeps

building off of previous concepts. There is always
something new that students learn and they need to
be able to have access to previous skills they have
encountered.
Each student has a different learning style and way
to retain information, so Mr. Kaim gave options
whenever possible to solve a problem or memorize
formulas. I think that this is also good to expose
students to different ways to get to the same result.
It reinforces the same information.
In all subject areas, problem-solving and analytical
skills are much more relevant due to the constantly
changing world. This is an expectation for
everyone. Pre and post tests are a way to most
accurately assess students of different levels and
backgrounds and see growth.

Shows multiple ways to solve and represent

problems (graphically, equation, etc.)
Can memorize polar formulas or draw a picture

Problem-solving/analytical skills
Pre and post tests

In a math class, the use of a graphing calculator

Mr. Kaim was constantly using his graphing

calculator and asking his students to follow along
with theirs as he was lecturing. This was used as a
tool and did not do the work for them. Everyone
had to know the operations they were performing.
This either heightened knowledge or helped
students grasp the concept.

Review activities/packet before tests

Not all teachers give out review guides, but I have

found them to be extremely helpful in the past.
Students are able to practice all concepts in a single
sitting and assess where they need more work.

In-class labs in groups

Mr. Kaim uses some class periods for students just

to work. This is good to change up the usual
routine and give students an opportunity to master
the material with help available.

Formative and
summative
assessments aligned
to learning outcomes
that drive planning
and instruction.

Mr. Kaim and other teachers know what they need

to test the students on. Mr. Kaim then makes sure
all of his lessons and assignments cover that
material and not deviate too much from the
objectives.

Daily homework
Quizzes
Unit exams

Assessment
Indicators

Examples

Criteria expectations

Rubrics
Students have a description of what they need to do to
meet expectations

Monitoring student learning

How students score on tests and quizzes

How students answer and react to questions in class

Feedback: Timely,
substantive, constructive,
teacher proximity, provides
guidance.

Passes back and goes over quiz and homework answers

in class within a day or two
Points out common mistakes

Student participation: Selfmonitoring.

Distributing a short survey after a class period

Students rate how much they participate and their
behavior in class

Formative Assessment

Mr. Kaim schedules quizzes within units

Other examples would be exit slips and in-class lab
assignments

Summative Assessment

Mr. Kaim has exams at the end of each chapter/unit

Other examples would be a term project or final exam

Reflection
This seems to be much more subjective and
opinion-based. I think the use of this is good
because there is communication between the
teacher and student before actually being
assessed.
Student learning can be hard to evaluate as a
whole since teachers have so many students.
But looking at scores and being observant can
indicate if the class, in general, is following the
intended path.
Mr. Kaim guides his discussions by verbally
walking through the answers. He also grades
quickly so that students are able to understand
their errors so that they are not lost in the
upcoming lessons.
This encourages certain student behaviors.
Students are also being forced to think evaluate
themselves which can prompt those behaviors
in the future.
Formative assessments give teachers feedback
periodically so that they know where the
students are at. I think that this is useful for
making any adjustments based on that
information.
Summative assessments actually test students
knowledge. Sooner or later the students are
going to have to master the material.
Formative assessments should help in that

Grading system: Traditional,

standards-based

Students receive letter grades based on their percentage

in the course

process.
Math is very much about numbers by nature.
The grading system in Mr. Kaims class is
traditional. This also makes grades pretty much
set in place.

Teacher Interview
1. What ways do you find yourself reflecting on your teaching practices? For example, do you think your conversations with your colleagues,
journal writing, examining student work, conversations with your students, or just thinking about your teaching for the day?

Student performance on quizzes and their responses to questions in class are the main source. You have to reflect daily on the lesson and
what you can do to improve student learning.

2.

How does reflecting on your teaching practices drive your future instruction?

I always try to increase student learning and understanding. After reflection, I may have another idea I want try the next year or even the
next period.

3.

What method do you use to keep track of grades and homework completion?

I use a traditional gradebook along with the web-based gradebook the district uses.

4. What assessment does the district use to determine a students ability at the beginning of the year and what assessment is used to determine
progress? Do you use any other forms of classroom assessment to determine academic progress?

We administer a pre-test at the beginning of the year, a mid-year check, and then the final exam determines growth. Informal checks such
as warm-up questions or quizzes can also provide information.

5.

Can you tell me about the Rti process in your school district? What is the process to refer a student for special services?

At this point in high school, students are not usually referred to special services but already a part of it. There have been occasions where
students have been transitioned from special services to reg. ed. since they no longer needed support services. For Rti, students are allowed
to re-take assessments in certain classes provided that they complete intervention steps leading up to the re-take.

6. What methods would you suggest for keeping yourself organized? For example, what method do you use to keep track of parent contact,
when students turn in permission slips, lunch count, attendance or picture day money?

I keep a lesson plan book, and document parent contact in the computerized gradebook under contacts. I also organize files by chapter,
notes, quizzes, and tests so that I can easily edit documents.

7.

How do you keep your students families informed about what is going on in the classroom or with their individual student?

I post grades daily and email parents, students, and counselors when there is concern.

8.

Do you encourage parental participation and volunteering in your classroom? Why or why not?

There has not been a need this question is more for elementary school.

9. Do you meet with your grade level partners on a regular basis? Do you have collaborative plan time built in your schedules? What is
discussed at these meetings? Is this district or school mandated or do you find time to collaborate yourselves?

We meet every other week for 2 hours in our course PLC groups. We discuss content, approach, assessments, and intervention.

10. What clubs, coaching, or committees are you involves in beyond the school day? Does your district compensate employees for sponsoring,
coaching, or committee membership? Is there a minimal requirement?

National Honor Society moderator, Math team coach (seniors), PRISM (LGBT student group). We receive an extra stipend for these
activities and there is no requirement for paid stipend positions. I have also served on the AP school committee and volunteer at Snowball.
The school encourages volunteering.

11. Does your administrator solicit feedback from teachers on school initiatives? What kind of initiatives are taking place in your school right
now?

One-to-one technology has just been implemented this year.

12. How do you stay current on hot topics in education or best practices?

Professional development provided by the school, articles, conferences.

13. Do you attend workshops or participate in professional development activities? What are the most recent ones you have participated in?

Using classroom on google to post notes, announcements, and assignments.

14. Are you a member of any professional organizations? If so, which ones?

National Council of Teachers of Mathematics, NEA, IEA, DGEA.

15. Are you on any leadership teams or are you in charge of any committees? What are your roles on these committees?

Currently not leading any committees.

16. If you knew then what you know now, what advice would you give me?

Teaching is very demanding on your time. During the school year prepare to put in at least 60-70 hours a week.

17. What is the most rewarding thing about being a teacher?

Impacting and influencing students in a positive way.

18. What is the most challenging thing about being a teacher?

Balancing work in your life, motivating students, and getting parents and students to work together with the teacher.