Electronic

UNIVERSITY OF ILLINOIS URBANA-CHAMPAIGN – OFFICE OF CLINICAL EXPERIENCES

CI 406: Elementary Early Field Experience Observation Form
Candidate’s Name: Jenna Weinstein Semester: Fall'1- Date: 9-1-10
School: Barkstall Grade: K Section:      
Cooperating Teacher: Kerrylynne Humphrey Supervisor: Ann Sargent
Lesson Topic/Content Area(s): "Old MacDonald" Observation #: 1

Rating Scale: Outstanding (O), Competent (C), Developing (D), Unacceptable (U), No opportunity to judge (N)
INSTRUCTION – Establishing Community and Developing Inquiring Minds Rating
Content Knowledge: Understands central concepts, methods of inquiry, and structures of disciplines and creates learning Competent
experiences that are meaningful for all students. Demonstrates accurate content knowledge; Articulates content knowledge into instructional
objectives; Utilizes a variety of teaching resources; Engages students in activities generating and testing knowledge
Comments:
Was knowledgeable about material being taught.

Engaged the students in the activity….. monitoring and testing their knowledge about farm animals.    
 
Human Development and Learning: Understands how children learn and provides varying learning opportunities to support Developing
development of all children
Designs instruction to meet individual student needs; Stimulates student reflection on prior knowledge and links with new ideas and experiences; Provides
for multi levels of conceptualization by introducing concepts at different levels
Comments:     
 
Diversity: Demonstrates sensitivity to diversity Competent
Facilitates a learning community in which individual differences are respected; Uses cultural diversity and individual student differences to enrich
instruction; Respects all students and recognizes importance of race, ethnic background, gender, age, class, religion, language, or exceptionality to
community culture
Comments:

Is aware of and respects the diversity in this classroom.    

 
Planning for Instruction: Understands instructional planning and designs instruction based upon knowledge of discipline, students, Competent
community, and curriculum goals
Creates short and long term plans to assure student learning; Creates lesson plans with clear purpose, organization, detail, including instructional planning
for individual student needs; Plans many lessons independently; Meets planning and preparation deadlines; Plans and manages routine classroom
procedures; Able to adjust for non-routine classroom needs; Accesses and uses a wide range of information and instructional technologies
Comments:     
 

1
 Electronic
Learning Environment/ Management: Creates a learning environment that encourages positive social interaction, active engagement Competent
in learning and self-motivation
Anticipates behavior problems and plans preventative techniques and measures; Establishes expectations and holds students accountable to maximize
learning time; Facilitates a community where students assume responsibility, works collaboratively and independently, and engage in meaningful learning
experiences; Demonstrates a variety of effective behavior management techniques; Watches and is responsible for all areas of the classroom; Uses
proximity; Uses positive reinforcement; Consistently maintains an engaging and orderly learning environment
Comments:
Very positive with the students.
"That is so great!" "Awesome!" " I can tell that you are working hard…..it really shows!" "I like that red barn!"

"You need to be doing your own work."

"Very good! Thanks for coming over to work with us." Go ahead and find a different place to work now.

Was consistent in maintaing order and keeping the students attention on the activity.

Reminded the students of your expectations when necessary……(was firm and assertive with J. Very patient with her before sending her from the
table. Mrs. Humphrey was very supportive and put her in time out!)

"What's going on over here? These belong to the green table and everyone can use the crayons."

"You do not need to be coloring on your chair. That is one of our rules!"
    
 
Instructional Delivery: Understands and uses a variety of instructional techniques Competent
Presents information clearly and makes content relevant to students; Evaluates student achievement and uses alternative teaching strategies as needed; Uses
introductory, transitional, and concluding statements for fluency of lesson; Elicits maximum student participation and response; Paces instruction
effectively; Responds appropriately to students; Implements varied questioning techniques; Adjusts teaching style to student needs; Uses technology to
enhance students’ learning

2
 Electronic
Comments:

Gave good instructions …….to individuals and small groups of children.

Modeled an example and had pictures of farm animals for students to look at and choose one to draw.

OK - "I have Old Macdonald's farm right here. But the barn is so empty…….what is missing? Right! The animals….You are going to pick an animal
that lives on a farm and draw that animal inside your barn. Let me know when you are finished."

Assessment:
Reviewed the completed sheets with each child:

"OK - And what do we have here…….a cow! Awesome! Read the bottom tome. Excellent. thanks for working so quietly! "

And what did you draw? What do chicks say?" 

Continued this procedure until each child had completed their barn and animal.   
 
Communication: Uses effective communication techniques to foster active inquiry, collaboration, and supportive interaction Competent
Effectively varies volume and rate of speech; Spelling, grammar, mechanics of writing; Creates varied opportunities for all students to use effective written,
verbal, non-verbal, and visual communication; Demonstrates mastery of standard English; fluent, clear, expressive; Communicates with and challenges
students in a supportive manner and provides students with constructive feedback
Comments:

Very warm and friendly with the children.

Great facial & body language.

Positive interactions with the students …. talks with a good strong clear voice.  

Gave encouragement and feedback in a supportive manner…..Worked well with the boy who was coloring the animal on the "animal" sheet.
Explained that this was the sheet for him to look at to see how to draw his animal. Very patient and helpful in getting him to draw………."See you
can make an oval for the body and look, rectangles for the legs." Now can we make some ears on the pig? Want to do that?" "Oh I am really proud
of you……….you did that all by yourself!"

Good job in encouraging students to work together. "Ask Allie what do pigs say."   
 

3
 Electronic
Assessment: Understands and uses a variety of formal and informal assessment strategies Competent
Develops test materials; Assesses understanding accurately (formative assessment); Monitors student learning (Summative assessment); Uses assessment
results to align and modify instruction; Accurately communicates progress to students and parents; Maintains records
Comments:

Assessment was based on the completed barn and animal worksheet.     
 
Collaborative Relationships: Fosters relationships with colleagues, parents, students, community Competent
Initiates collaboration with others and creates situations where collaboration will enhance student learning; Works with colleagues to foster an effective
learning climate in the school; Active in contacts with parents/guardians; Demonstrates conferencing skills; Effective public relations skills; Takes initiative
to contact community resources; Provides constant student encouragement and assistance; Promotes self confidence in students
Comments:

Works well with cooperating teacher.    

 
Reflection and Professional Growth: Continually evaluates how choices and actions affect the learning community Competent
Participates in professional dialogue to support own learning and development; Actively seeks and shares instructional resources with colleagues; Uses
classroom observation, information about students, pedagogical knowledge, for active reflection and revision of practice
Comments:

Is able to reflect on lesson and participate in post-conference with Supervisor.    

 
Professional Conduct and Leadership: Understands education as a profession, maintains standards of professional conduct, and Developing
provides leadership to improve student learning
Follows school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families;
Contributes knowledge and expertise about teaching and learning to the profession; Demonstrates an understanding of the unique characteristics of
education as a profession and an understanding of the professional code of conduct as defined by the Illinois School Code
Comments:     
 
PROFESSIONAL DISPOSITION Comments: Strengths & Suggestions Rating
Professional Attitude       Competent
Enthusiasm for the Teaching Profession Very enthusiastic working with the children. Competent
Takes Initiative       Competent
Professional Appearance Appropriately dressed. Competent
Professional Responsibilities (i.e. on time to practicum,       Competent
follows through with ideas and work)
Appropriate Interactions with Students       Competent
Appropriate Interactions with Cooperating Teacher       Developing
Revised 7/21/10

4
 Electronic
Other Strengths & Suggestions:  

I like that you have so much enthusiasm with the children. You made this very activity seem like so much fun for each child. They were engaged in
the activity and very busy!  

Evaluator’s Signature Ann Sargent Date 9/1/10