Name of Student Teacher Observed: Monika Turner

Name of Supervisor: Cheryl Fields-Smith

Grade Level: 4th
School: Timothy Elementary
Date and time: February 26, 2016 @ 9-9:15am
Lesson and standard addressed: Reading comprehension

Performance Standard 1: Professional Knowledge

The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by
providing relevant learning experiences.
Exemplary

Proficient

In addition to meeting the

requirements for Proficient...

Proficient is the expected level

of performance.

Needs Development

The teacher continually demonstrates

The teacher consistently
The teacher inconsistently
extensive content and pedagogical
demonstrates an understanding demonstrates understanding of
knowledge, enriches the curriculum,
of the curriculum, subject
curriculum, subject content,
and guides others in enriching the
content, pedagogical
pedagogical knowledge, and
curriculum. (Teachers rated as
knowledge, and the needs of student needs, or lacks fluidity
Exemplary continually seek ways to
students by providing relevant
in using the knowledge in
serve as role models or teacher
learning experiences.
practice.
leaders.)

Ineffective

The teacher inadequately

demonstrates understanding of
curriculum, subject content,
pedagogical knowledge and
student needs, or does not use
the knowledge in practice.

Comments: When students could not remember what was happening

in the book from the last time the group met Monika effectively
facilitated their recollection using scaffolding questions. Knowledge of
scientific method could have been more developed in this lesson had
there been more time. This lesson only focused on the hypothesis
portion of scientific method. Use of sticky note for comprehension
strategy also needed more time for development, but appeared to
capture sequencing of events in the story. I would have liked to have

been able to seen the end result of this strategy, but lesson ended too
soon.

Performance Standard 2: Instructional Planning

The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the
differentiated needs of all students.
Exemplary

Proficient

In addition to meeting the requirements for Proficient is the expected

Proficient...
level of performance.

The teacher continually seeks and uses

multiple data and real world resources to
plan differentiated instruction to meet the
individual student needs and interests in
order to promote student accountability
and engagement. (Teachers rated as
Exemplary continually seek ways to serve
as role models or teacher leaders.)

The teacher consistently

plans using state and local
school district curricula and
standards, effective
strategies, resources, and
data to address the
differentiated needs of all
students.

Needs Development

Ineffective

The teacher inconsistently

uses state and local school
district curricula and
standards, or inconsistently
uses effective strategies,
resources, or data in planning
to meet the needs of all
students.

The teacher does not plan, or

plans without adequately
using state and local school
district curricula and
standards, or without using
effective strategies,
resources, or data to meet the
needs of all students.

Comments: Lesson plans were aligned with standards. Lesson plan

included an assessment of constructed response, but lesson also
included an option of a worksheet made by the intern. Monika, you are
encouraged to develop your understanding of assessment beyond
testing instruments such as the formal reading comprehension
assessments. Also, consider how you will know students are learning
all of the objectives you state your lesson will focus on. There were far
too many standards listed on your lesson plan to be realistically
addressed with the 15 minutes allowed for this lesson. Also consider
how you would answer my question during our post-observation
conference, What are you doing while your students are reading
allowed?. Your response represents a type of formative assessment
that should have appeared in your lesson plan.

Performance Standard 3: Instructional Strategies

The teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in
active learning and to facilitate the students acquisition of key knowledge and skills.
Exemplary

Proficient

In addition to meeting the

requirements for Proficient...

Proficient is the expected level

of performance.

The teacher continually facilitates

students engagement in
metacognitive learning, higher-order
thinking skills, and application of
learning in current and relevant
ways. (Teachers rated as Exemplary
continually seek ways to serve as
role models or teacher leaders.)

The teacher consistently

promotes student learning by
using research-based
instructional strategies relevant
to the content to engage
students in active learning, and
to facilitate the students
acquisition of key skills.

Needs Development

Ineffective

The teacher inconsistently uses

research-based instructional
strategies. The strategies used
are sometimes not appropriate
for the content area or for
engaging students in active
learning or for the acquisition of
key skills.

The teacher does not use

research-based instructional
strategies, nor are the
instructional strategies
relevant to the content area.
The strategies do not engage
students in active learning or
acquisition of key skills.

Comments: In this lesson, Monika began to employ a research-based

reading comprehension strategy of using sticky notes, but ran out of
time to effectively complete the strategy with students. Science
experience represented active learning and provided students with a
real-world experience related to the story they were reading. However,
as conducted not enough time was devoted to developing students
understanding of scientific method. Observation did not allow time to
see how students would make the comparison between their
experience and the characters experiment. Perhaps the science
experiment should have been shortened to just one object per child
instead of two in order to increase instructional time focused on
reading comprehension?

Performance Standard 4: Differentiated Instruction

The teacher challenges and supports each students learning by providing appropriate content and developing skills which address
individual learning differences.
Exemplary

Proficient

In addition to meeting the requirements for

Proficient...

Proficient is the expected level

of performance.

The teacher continually facilitates each

students opportunities to learn by engaging
him/her in critical and creative thinking and
challenging activities tailored to address
individual learning needs and interests.
(Teachers rated as Exemplary continually
seek ways to serve as role models or teacher
leaders.)

The teacher consistently

The teacher inconsistently
challenges and supports each challenges students by
students learning by providing providing appropriate
appropriate content and
content or by developing
developing skills which
skills which address
address individual learning
individual learning
differences.
differences.

Needs Development

Ineffective

The teacher does not

challenge students by
providing appropriate
content or by developing
skills which address
individual learning
differences.

Comments: Monika effectively differentiated this lesson by offering

students a choice in how they would respond to their reading.
However, students ability to respond will be challenged by the fact
that they did not get to finish reading the chapter.

Performance Standard 5: Assessment Strategies

The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are
valid and appropriate for the content and student population.

Exemplary

Proficient

In addition to meeting the requirements for Proficient is the expected level

Proficient...
of performance.

The teacher continually demonstrates

expertise and leads others to determine and
develop a variety of strategies and
instruments that are valid and appropriate
for the content and student population and
guides students to monitor and reflect on
their own academic progress. (Teachers
rated as Exemplary continually seek ways to
serve as role models or teacher leaders.)

The teacher systematically and

consistently chooses a variety
of diagnostic, formative, and
summative assessment
strategies and instruments that
are valid and appropriate for
the content and student
population.

Needs Development

Ineffective

The teacher inconsistently

chooses a variety of
diagnostic, formative, and
summative assessment
strategies or the instruments
are sometimes not
appropriate for the content or
student population.

The teacher chooses an

inadequate variety of
diagnostic, formative, and
summative assessment
strategies or the
instruments are not
appropriate for the content
or student population.

Comments: Monika as mentioned above, continue to develop your

ability to represent summative and formative assessments beyond
reading comprehension instruments. Consider what you do to
determine students progress related to all objectives and standards
listed in your lesson plans. Also remember to consider what is
reasonable for you to address in the limited instructional time you have
with this group. For example, consider what you do to monitor
students fluency in reading as they read. If reading fluency is an
objective then there should be an assessment of it in your lesson plan.
Similarly, consider what you do as you teach to monitor students
ability to make meaning of words as they read. This would also be a
type of formative assessment that should appear in your lesson plans.
Performance Standard 6: Assessment Uses
The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and
delivery methods, and to provide timely and constructive feedback to both students and parents.
Exemplary

Proficient

In addition to meeting the

requirements for Proficient...

Proficient is the expected level of

performance.

The teacher continually

demonstrates expertise in using
data to measure student progress
and leads others in the effective
use of data to inform instructional
decisions. (Teachers rated as
Exemplary continually seek ways
to serve as role models or teacher
leaders.)

The teacher systematically and

consistently gathers, analyzes, and
uses relevant data to measure
student progress, to inform
instructional content and delivery
methods, and to provide timely
and constructive feedback to both

Needs Development

Ineffective

The teacher inconsistently

The teacher does not gather,
gathers, analyzes, or uses
analyze, or use relevant data
relevant data to measure student to measure student progress,
progress, inconsistently uses data to inform instructional
to inform instructional content content and delivery
and delivery methods, or
methods, or to provide
inconsistently provides timely or feedback in a constructive or

students and parents.

constructive feedback.

timely manner.

Comments: You have identified students reading levels and used this
to develop these lessons. Consider how you know students are making
improvements beyond giving them another reading comprehension
assessment. Also, reflect on the ways in which you change your
instruction as you teach based on your monitoring of student
understanding as you teach.

Performance Standard 7: Positive Learning Environment

The teacher provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all.
Exemplary

Proficient

In addition to meeting the requirements

for Proficient...

Proficient is the expected

level of performance.

The teacher continually engages students

in a collaborative and self-directed
The teacher consistently
learning environment where students are provides a well-managed,
encouraged to take risks and ownership safe, and orderly
of their own learning behavior. (Teachers environment that is
rated as Exemplary continually seek ways conducive to learning and
to serve as role models or teacher
encourages respect for all.
leaders.)

Needs Development

Ineffective

The teacher inconsistently

provides a well-managed,
safe, and orderly
environment that is
conducive to learning and
encourages respect for all.

The teacher inadequately addresses

student behavior, displays a
negative attitude toward students,
ignores safety standards, or does not
otherwise provide an orderly
environment that is conducive to
learning or encourages respect for
all.

Comments: Monika you have developed a good rapport with this group
of students. Science experiment was conducted in an orderly manner.
Students were well focused and appeared to enjoy learning with you.

Performance Standard 8: Academically Challenging Environment

The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are
self-directed learners.
Exemplary

Proficient

In addition to meeting the requirements Proficient is the expected

for Proficient...
level of performance.

The teacher continually creates an

The teacher consistently
academic learning environment where creates a student-centered,
students are encouraged to set
academic environment in
challenging learning goals and tackle
which teaching and learning
challenging materials. (Teachers rated as occur at high levels and
Exemplary continually seek ways to
students are self-directed
serve as role models or teacher leaders.) learners.

Needs Development

Ineffective

The teacher inconsistently

provides a student-centered,
academic environment in
which teaching and learning
occur at high levels or where
students are self-directed
learners.

The teacher does not provide

a student-centered, academic
environment in which
teaching and learning occur at
high levels, or where students
are self- directed learners.

Comments: Giving students an option of what book to read makes this

a very student-centered lesson. If there had been more time you could
have presented more of the scientific method and linked this to the
text more. But, giving them a science experiment experience should
definitely assist their comprehension of the text nonetheless. The
constructed response of having children compare their experiment to

the experiment conducted by characters in the book will help assist

their comprehension beyond basic knowledge levels.

Performance Standard 9: Professionalism

The teacher exhibits a commitment to professional ethics and the schools mission, participates in professional growth opportunities
to support student learning, and contributes to the profession.
Exemplary

Proficient

In addition to meeting the requirements for Proficient is the expected level of

Proficient...
performance.

The teacher continually engages in a high

level of professional growth and
application of skills and contributes to the
development of others and the well-being
of the school and community. (Teachers
rated as Exemplary continually seek ways
to serve as role models or teacher leaders.)

The teacher consistently exhibits a

commitment to professional ethics
and the schools mission,
participates in professional growth
opportunities to support student
learning, and contributes to the
profession.

Needs Development

Ineffective

The teacher
inconsistently supports
the schools mission or
seldom participates in
professional growth
opportunities.

The teacher shows a

disregard toward
professional ethics or the
schools mission or rarely
takes advantage of
professional growth
opportunities.

Comments: You maintain a professional demeanor with children and

school faculty. Continue to collaborate with your mentor teacher
regarding gaining experiences beyond reading during this field
experience and to garner more instructional opportunities and time.
Please communicate with me if you need assistance with this.
Your reflections did not meet expectations for this Practicum II course.
You must provide more specific detail when reflecting on your practice
and on what you are gaining from your field experience. Similarly, your
self-evaluation based on the Intern Keys did not reflect areas of
improvement. You are encouraged to identify areas of opportunity for
improvement in your practice through careful reflection.

Performance Standard 10: Communication

The teacher communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in
ways that enhance student learning.

Exemplary

Proficient

In addition to meeting the

requirements for Proficient...

Proficient is the expected

level of performance.

The teacher continually uses

communication techniques in a
variety of situations to proactively
inform, network, and collaborate with
stakeholders to enhance student
learning. (Teachers rated as
Exemplary continually seek ways to
serve as role models or teacher
leaders.)

The teacher communicates

effectively and consistently
with students, parents or
guardians, district and school
personnel, and other
stakeholders in ways that
enhance student learning.

Needs Development

Ineffective

The teacher inconsistently

communicates with students,
parents or guardians, district
and school personnel, or other
stakeholders or communicates
in ways that only partially
enhance student learning.

The teacher inadequately

communicates with students,
parents or guardians, district and
school personnel, or other
stakeholders by poorly
acknowledging concerns,
responding to inquiries, or
encouraging involvement.

Comments: Continue to communicate with your mentor teacher

regarding gaining additional instructional time based on the thoughts
shared during our post-observation conference. Again, let me know if
you need assistance with this.