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Student Teaching Formal Observation Form

Student Teacher: Elizabeth Martin Term: Winter 2017-2018

School: Vernfield Elementary Subject Area/Grade: First

Directions: For each formal lesson observed, please use the space provided for narrative feedback as needed.

Domain: Feedback:
I. Planning & Preparation • Plans are complete and include differentiation
• Constructs plans with clear and measureable throughout the procedure
instructional objectives
• Constructs plans with coherent instructional design.
• Independent practice groups are established prior to
Lesson procedures have a clear sequence, aligned with lesson based on ability level
instructional goals and assessments
• Constructs plans that have a clear assessment(s), which
measures all students’ achievement in meeting the
lesson instructional goals
• Demonstrates originality in preparing and presenting
lessons (creativity)
• Constructs plans include adaptations for special needs
and/or differentiation
• Uses appropriate resources and materials which
enhance the learning
II. Classroom Environment • Management is clear and effective
• Utilizes a system of positive reinforcement and behavior • Positive reinforcement used throughout the lesson
management strategies
• Creates a respectful learning environment • Transitions are strong because of management
• States expectations for learning and behavior clearly strategies
• Creates an appropriate, safe and accessible physical • While working with students on carpet, Elizabeth is
space for learning aware of and corrects behavior of children at desks
• Responds to student inappropriate behavior in a timely,
appropriate manner
• Be aware of students who finish entrance ticket early.
How can you continue to reinforce on task behavior at
desks while you work with students?
III. Instructional Delivery • Begins lesson with a warmup problem/entrance ticket

• Shows knowledge of content by using appropriate • During the whole group minilesson, instead of telling
pacing, clear communication and explanations students the math concepts, Elizabeth asks questions
• Uses different levels of questioning and discussion
strategies that engages all students to get students to make content conclusions
• Uses different types of instructional strategies that • Think pair share/have them answer on whiteboards
actively engage the learners throughout the lesson so they are all held accountable for thinking and
• Checks for understanding throughout the lesson and answering (As I write this, you begin to do it.)
adjusts lesson to meet needs of student(s)
• Uses collaborative and group activities
• After minilesson students complete independent
• Provides opportunities for independent practice that practice. This work is differentiated as well.
challenges students and allows them to apply what they • When you have more than one student who needs
have learned help, bring students to back table
• Encourages and initiates higher order thinking
• Varies voice, inflection, body movement
• Uses a variety of learning modalities (visual, auditory,
etc.)
IV. Professionalism • Maintains records for all lessons
• Exhibits professionalism in appearance and written and • Uses feedback to improve instruction and planning
spoken language
• Effectively maintains accurate records
• Communicates frequently and effectively with families in
a culturally proficient manner
• Engages in/seeks professional development
opportunities
• Reflects upon and is receptive to feedback
• Uses feedback to modify/adjust instruction
Additional Feedback/Goals for Next Observation:

Elizabeth continues to excel in each of the domains. Based on feedback from previous lessons, she has successfully
differentiated lessons based on students’ ability levels.

Final observation and exit interview 3.13 or 3.14

Site Director: Megan Fritz Signature: __ _Date: 2.23.18


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