Candidate Assessment of Performance (CAP): Observation Forms

Model Observation Protocol: Candidate Self-Reflection Form

Directions: Following an announced or an unannounced observation, please use the form

below to reflect on the lesson. Submit the form to your Supervising Practitioner/Program
Supervisor within 24 hours of the observation.

Observation Details
Time
Date: 4/25/2017 8:52-9:41
(start/end):
Content Topic/ Interpret changes in the velocity and acceleration of an object moving along
Lesson Objective: a straight line, given a position function for that object.

Type of Observation: Observed by:

Program
Supervising
Announced Unannounced Superviso
x Practitioner x r

Reflection Prompt: What do you think went particularly well? How did this
strength impact your students learning?
The investigation into the derivative and the relationship between
position, velocity, and acceleration was structured well, using the
Desmos Activity builder. I thought the animations in the program helped
to make the functions more concrete and the pacing helped to make the
connections stick.

Reflection Prompt: If you could teach this lesson again, is there anything you
would do differently? How would this have impacted your students learning?

I frequently run in to issues with pacing when using this particular program. Often,
these are technical issues. It would be prudent for me to have some non-
technology back-up prompts in place.

Evidence: Where possible, provide one piece of

Essential Element
1.A.4: Well-Structured
Lessons
1.B.2: Adjustments to
Practice
2.A.3: Meeting Diverse
Needs
evidence that you believe demonstrates your
performance relative to the quality, consistency or
scope of each element.
Used the Desmos Activity Builder to create a logical
progression between topics.
Based on feedback to prompts within the program, lead
a class discussion on applying function analysis.
structure included visual components (animation) to
meet diverse learning styles

* Observations must collect and document evidence for at least the focus elements. Focus
elements are highlighted.
** Evidence included is indicative of performance relative to each element. It may include evidence
that demonstrates one or more of the dimensions (quality, consistency, scope) of an element are
being met or that performance is not yet at the expected threshold.
 Candidate Assessment of Performance (CAP): Observation
Forms

2.B.1: Safe Learning Clear expectation of students feeling comfortable

Environment sharing their thought process with the class.
Students were asked to explain reasoning any
2.D.2: High Expectations
synthesize between topics in calculus and physics.

* Observations must collect and document evidence for at least the focus elements. Focus
elements are highlighted.
** Evidence included is indicative of performance relative to each element. It may include evidence
that demonstrates one or more of the dimensions (quality, consistency, scope) of an element are
being met or that performance is not yet at the expected threshold.