¢ Student Teacher Progress Report Form Pennsylvania State University Student Teacher: Emilee Truitt school: SHE Observation Date: 3/31/15 Cooperating Teacher: Elayne Thomas Grade/Subject;3¢d/ Math University Supervisor: MS: Wagner SHES School District: Directions to Observer - During the observation, describe below the evidences of the student teacher's progress in the four performance categories: |. Planning and Preparation; II. Classroom Environment; Ill. Instructional Delivery; and, IV. Professionalism. Specific competencies within each category are listed on the reverse side of this form. Lesson 67 Power Up: Great job with pacing. You didn't leave too much wait time and guided students through problems that needed help. Thank you for noticing our new student that needed help understanding where to put the problem solving answer. Good job transitioning between the Power Up and Journal notes. Journal Notes: | like how you wrote everything on the board so the students could see exactly where you were at. | like how you remind students to sit up. Lesson practice: Good job talking students through the problems that they were getting stuck ‘on. Good job with the material that you had to teach with. Written practice: Good job giving the students as much time as you could. | know we are on a time restrain with the PSSAs coming up. | like how you sat with our new student to help guide him through the lesson and you were there to read the questions to him too. Good job going over the lesson, keeping good pace and making sure that all students participated. *** | think you did a great job handling all the disruptions that we had. To handled it with ease and didn't skip a beat with your instruction. ***Also good job with the instruction of the math lesson. | know the program is not very engaging and you made the best of it. observer Signature Cl Caylee &, Purnia Student Teacher Signature: Em 1 PruttStudent Teacher Progress Report Form Penn State Harrisburg Teacher Conddate Emile Twit so, SiC) Observation Date: SATHS| TY cooperating rexcher aie Grade/Subec TTD cnnersty supervisor aan onee School District: Stelton-Highspire Schoo! District | Directions to Observer During he observation, describe below the ahead evident teacher candidate's progress inthe performance categories. Planning and Preparation; Il. lassroom Environment; Il Instructional Delivery and, IV. Professionalism. Also, check the box that best represents the candidate's observed performance in each area: M=Meets ‘expectations, P=Progressing toward meeting expectations, N-Needs improvement in this domain for eurrent level of preparation, [NO=Not observable. Space for addtional comments andthe specific teaching competencies are provided onthe back ofthis page. ‘Co-teaching strategies observed: EB One teach, one observe supplemental teaching Bone teach, one assist Gi atteatvelsitereniated Osiation teaching ream aching Gara! teaching Category I: Planning and Preparation — C1 Bd CL) Category I: Classroom Environment C169 LJ LI MPN NO M PON NO Observations/Recommendations: Emilee continues to write complete lesson plans linked to state standards. Emilee's desk is well-organized. She keeps _ her classroom materials easily accessible which allows her to maintain smooth transitions through the many activities that take place in each subject she teaches. - In discussing specific students with special’ | needs, Emilee is knowledgeable about appropriate interventions and adaptations. increase student engagement. Emilee does a nice job moving thre ‘to monitor for understanding after o may want to change her position when presenting information on occasion justo be sure those ‘the back of the room have a “front row 44 ‘sometimes. i For this lesson on "Cause and Effect’, the situation, more pair of students could class.Additional Comments/Observations: ‘During post-observation conferences, ‘is a very capable teacher candidate, but also willing to a Observer Signatures ‘Teacher Candidate Signature: » 2) 3 » 9 5 » 2 » » 9 6 ‘Teaching Competences ‘Ctegoc Planing nt Parton Koowedge of content Knowedge of pedagogy Knowledge of Pennslvani's K-12 Academie Standards Knowledge of sunt and how ue this knowledge ‘oiimpart instruction Use of esorces, materi or tecology vale ough he sho or ditt Insrctonal gals that show rcoprzble sequence wth adaptations for india stale reds ‘Assasmens of dent leuning aligned othe instructional goals and adapted ws required for student seeds Use of educational pycholagcalprincpalsteories in the eonsetion of sion plans and setng instructional als ‘CategoeI- Clasrom envionment Expecatins for sudent acbievement with vale plced fon the quality of stdent work ‘Aneto ie equable earn opprtanites fr ‘salen ‘Appropriate neactions between teacher and ers and among stents Etfcive carom outine nd procedures resuing site ono loss of stole (Clear standards of conduc ad fective management of dent behavior ‘Appropnte action giver to safety nthe lasooe, {othe extent hat it isunder te contol of the student teacher Ability wo establish and marian apn with students 2» » o 2 2 a 3 (Clee nsnctional Delivery Use of knowlige of content and peagogia thary though ise suction deter, Instron gals reflecting Pennsylvania K-12 stands (Communication of procedures and ler explanations of ‘Use of insctonl goals that how a ecognizbie Sequence, clear salen expectations, and aapeatons Tor indval stent neds leamng goals ado monitor salen ering Flexblty and esposivenes i meeting the lerning reeds of ser ‘Knowledge of school and disc procedures and ‘gultios felted to tenance, parca, and the Knowledge of school or dirt requirements for ‘mamnainng scart records and communicating with ‘aman aig ‘Koowledge of choo ander dsc events Knowledge of diet oreallege's profesional gow and development oppotunies Integrity and ei behavior, professional conduct as stated in 9 Pensyvania Code of Professional Practise sn Conduct fa Estos and lea, state and feat ‘aw and regulationsrT ‘Student Teacher Progress Report Form Penn State Harrisburg ee ee a ee | seston Sesto agg STE ‘irecons to Observer During the olsenation describe below the ahasnedsudenses ofthe teacher onddate's progress inthe four performance categories: Planning and Preparation I. Classroom Environment; I. Instructional Delivery and Professionalism, Also, check the box that best represents the candidate's observed performance in each area: M=Mests tapectations, PeProgressing toward meeting expectation, NeNeeds improvement inthis domain for curent lve of preparation, INO-Not observable Space for addtional comments andthe specific teaching competencies ae provided on the back of tis PBES: Co-teaching strategies observed: O9 One teach, one observe ‘supplemental teaching Bone teach, one assist Datternative/differentiated station teaching. OTeam teachingStudent Teacher Progress Report Form Pennsylvania State University Student Texter: as Observation oat: MOSS TT cooperating rescher SRSA Grade/ubect WENT niversty supervisor AGRE schoo Deis SHES TE Directions to Observer - During the observation, describe below the evidences of the student teacher's progress in the four performance categories: |. Planning and Preparation; Il. Classroom Environment; Ill. Instructional Delivery; and, IV. Professionalism. Specific competencies within each category are listed on the reverse side of this form. Observer Signature: Dio Student Teacher Signature: ChE ORTStudent Teacher Progress Report Form Penn State Harrisburg, Teacher Candate ETRE senor SSSRS ARISE HEY Otverain ose: SSEEEODSIN cooperating exc ee credes.tec SER sy perso Schoo sire Sires Sehool Distiet) TIN Directions to Observer - During the observation, describe below the pbserved evidences ofthe teacher candidate's progress in the four performance categories: |. Planning and Preparation; Il. Classroom Environment; Ill. Instructional Delivery; and, IV. Professionalism, Als, check the box that best represents the candidate's observed performance in each area: M=Meets ‘expectations, PaProgressing toward meeting expectations, NeNeeds improvement inthis domain for current level of preparation, NO-Not observable. Space for addtional comments and the speci teaching competencies are provided onthe back of this page. Co-teaching strategies observed: & One teach, one observe O supplemental teaching Bone teach, one assist BW alternative/ditterentiated station teaching Team teaching OParaltet teaching