CLASSROOM OBSERVATION ASSESSMENT

(This assignment is demonstration of your mastery of CLO #1, 3, and 6.)

1. Pre-Observation Data: Please include each of the areas/topics below. You may add more information if you wish. (This
section only may be in list form.)

Name: Johnny Segovia

Date: 11/7/14
Time in: 9:38am
Time out: 11:12am
Name of school: Canyon Crest Academy
Name of teacher: Doug Gilbert
Type of classroom/grade level: Sr. Economics
Number of general education students (non-exceptional): 29
Number of students with exceptionalities: 2
Number of students who are English learners: 0
Types of exceptionalities: Autism
Multicultural diversity/Cultures represented: CCA has a 73% White enrollment, 20% Asian, 6% Latino, and 1%
African American. This class fit that model.

2. Observation

Describe the classroom atmosphere:

The classroom atmosphere was very engaging and inclusive. All students are encouraged to have an active voice in the
class.

Describe the lesson/activity:

The activity was an interactive activity on kahoot.it where students demonstrated their knowledge of the previous chapter
and homework in an interactive technology based multiple choice quiz. This was followed by a lecture around the current
chapter in their Economics book and followed by a creative assignment designed to connect the lectured information with
the creation of a PowerPoint project.

Identify the Common Core Standards (for ELA and/or math) addressed in the lesson.

Principles of Economics 12.1

Describe the interactions among the students and with the teacher

Student interactions were to facilitate conversation around the subject material. All students were included in this activity.
When lesson switched to the creation of the PowerPoint, the teacher provided special instruction when needed to the
students who had LD. Students with LD were at times disruptive to the class. The teacher was very aware of the needs of
these students and addressed each disruption as it arose with minimal further class disruption.

Describe other personnel working in the classroom. Please describe who, what, when, where, etc.

In addition to the teacher, there was an aid assigned to the class to assist with the students with LD. In addition to
providing detailed instruction to the students with LD when needed, the aid also took notes on the teachers lecture to assist
and provide for later with the students with LD. The aid also works with the students in a separate support class.

Describe the behavior management program

The two students in this class do not have severe behavioral issues. The BIP is based around this premise. When the students
do act in an inappropriate manner, the teacher and/or the aid in the class provide clear direction or conflict resolution on the
spot. Mr. Gilbert did give me a few examples of this. The behavior can be managed by the teacher and aid because they are
aware of the needs and strengths of the two students with LD in the class.

Describe specialized instruction for English learners, i.e. SDAIE strategies

Each student with LD has an IEP designed for them. There were no English Learners in the class

3. Post Observation Reflection

Strengths Noted
Teacher was aware of the needs of the
students.
Students with LD were able to be in
an inclusive environment.
Lesson plans are adjust daily to
accommodate LD students.
Non LD students are very
understanding and accepting of the
students with LD

Challenges to be Addressed
Some of the classroom disruption did
interfere with the learning of other
students on a minor level.

a. In paragraph format explain what you observed in the following:

How does the environment (use of space, opportunities for choice, structuring time) nurtures thoughtful awareness of
students with special needs?
The teachers use of the environment nurtures thoughtful awareness for students with special needs. The two students in the class are
seated in specific seats to ensure their needs are met. One of the students is seated next to the teacher and surrounded by students who
have shown the ability to assist when needed and appropriate. The other student who has special needs is seated next to the aid in the
class and is also surrounded by the appropriate students.
How could the environment be altered to support more opportunities for ALL students?
I believe that the students who are placed around the students with special needs could be rotated periodically. That way the same
students are not being required of this task at all times. This will ensure an equal experience for those students in the classroom.
How would you teach this class differently?
I dont think I would teach the class any different. Mr. Gilbert is an excellent teacher who has the pulse of his classroom. Mr.
Gilbert is involved in the BTSA program and is a very effective educator. I dont believe that I would teach the class any
different than he did.

How could you improve the instruction?

There seemed to be a time restraint on the later part of the lesson. Many students did not finish the PowerPoint assignment and
will do so for homework. Mr. Gilbert was not in class on the day prior and much of the beginning part of class was consumed
with recapping the prior day and addressing any concerns from the students. One thing I would improve on would be time
management of the day.
What surprised you in the observation?
What surprised me was how the students without special needs were so understanding and accommodating of those students who did
have special needs. The inclusive environment provided for the students with special needs was made available in part because of the
way they are received by the other students. This is what surprised me the most.
Did anything confuse you?
The only thing that confused me a little was the role of the aid in the class. When I saw him taking notes on the lecture I was a little
thrown off. After speaking with him I was able to find out that he spends time with the students in another class and that the notes are
more for that additional time that they spend together. The fact thatched role of the aid was not confined to that class was what
surprised me.
Additional comments?
Spending time with Mr. Gilbert was definitely time well spent. He recommended that I spent time in a full SPED class and would get
me in contact with a teacher to set that up. I will definitely adhere to his recommendation and set up that observation when available.

CLASSROOM OBSERVATION RUBRIC

(4) Integrating/Innovative - The candidate provides clear, consistent, and convincing evidence demonstrating
the competency or competencies. Candidates practices demonstrate a preponderance of appropriate, relevant,
accurate, and clear or detailed evidence. The evidence is purposefully connected and reinforced across this TPE
Domain.
(3) Applying - The candidate provides clear evidence demonstrating the competency or competencies. Candidates
practices demonstrate a preponderance of appropriate, relevant, or accurate evidence. Evidence is connected
across this TPE Domain
(2) Emerging - The candidate provides partial evidence demonstrating the competency or competencies.
Candidates practices demonstrate a preponderance of minimal, limited, cursory, inconsistent, and/or ambiguous
evidence. Evidence is weakly connected across this TPE Domain and may be inconsistent.
(1) Beginning - The candidate provides little evidence demonstrating the competency or competencies.
Candidates practices demonstrate a preponderance of inappropriate, irrelevant, inaccurate, or missing evidence.
Evidence is unconnected across the TPE Domain.
(0) Unacceptable The candidate did not meet the assignment requirements.
CRITERIA &
SCORING
Preobservation
Data
X1
Observation
X3

Integrating/Innovative
4

Applying
3

Emerging
2

Beginning
1

Unacceptable
0

Comprehensive and
clear description of
pre-observation
information.

Clear description
of preobservation
information.

Description of
pre-observation
information.

Minimal
description of
pre-observation
information.

No description of
pre-observation
information.

Comprehensive, clear,
and objective
description of all
instructional areas
listed in the
guidelines.

Clear and
objective
description of 4
or 5 instructional
areas listed in
the guidelines.

Description of 3
instructional
areas listed in
the guidelines.

Description of 2
instructional
areas listed in
the guidelines.

No description of
lesson instruction.

PostObservation
Reflection
X2

Organization
Mechanics and
Grammar
X1

Comprehensive and
clear reflection of
observation. Detailed
description of
strengths and
challenges. Specific
recommendations for
improving the
learning environment.

Clear reflection of
observation.
Description of
strengths and
challenges.
General
recommendation
s for improving
the learning
environment.

Very well organized,

good development of
ideas, strong
sentences and varied
transitions. Flawless
spelling, punctuation
and capitalization.

Logical paragraph
order, clear and
functional
transitions, good
development of
ideas.
Few spelling and
punctuation
errors.

Total Score ________/28

Divided by 2 =

Limited reflection
of observation.
Limited
description of
strengths and
challenges.
Limited
recommendation
s for improving
the learning
environment.
Topics and ideas
discussed
somewhat
randomly.
Writing lacks
clearly defined
organization,
Ineffective
paragraph
orders. Some
careless spelling
and punctuation.

_______/14 Rubric Score

Minimal reflection
of observation.
Minimal
description of
strengths and
challenges.
Minimal
recommendation
s for improving
the learning
environment.
Writing is
unstructured.
Inconsistent
paragraph order.
Sentence
fragments and/or
run-on
sentences. Many
spelling and
punctuation
errors.

No reflection. No
description of
strengths and
challenges. No
recommendations.

Not acceptable
organization,
mechanics or
grammar.