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CLASSROOM OBSERVATION PHASE REPORT

Cover Sheet
This report should be turned in to your student teaching supervisor by the due date listed on the
seminar schedule. For split placements, use this form at the beginning of each placement.
Student Teacher:
Mentor Teacher:
School(s):

Subject/Grade(s):

_____

1) Observe your mentor teacher and complete the Classroom Observation Checklist and
Reflection.

_____

2) Complete the student teacher reference information page.

_____

3) Complete the information sheet for your student teaching supervisor and include a
copy of your mentor teachers class schedule.

_____

4) Review the Student Teaching Handbook materials with your mentor teacher.

_____

5) Locate and review a copy of the standards/benchmarks utilized for your subject
and/or grade level. Discuss these with your mentor teacher.

Student Teacher Comments:

Supervisor Comments:

____________________________
(Signature, Student Teacher)

________________
(Date)

____________________________
(Signature, Supervisor)

________________
(Date)

Revised 3/2014

STUDENT TEACHER REFERENCE INFORMATION


Mentor Teacher:

Phone #/s:

College Supervisor:

Phone #/s:

Director of Student Teaching:

Phone #/s:

School Principal:

Asst. Principal:

Guidance Counselor(s):
Office Personnel:
Absenteeism: If absent, call your mentor teacher by:
Phone #/s:

(time)
Also notify your college supervisor.

School Rules and Policies


Building emergency drills/warnings (fire, severe weather, etc.):

Building and/or classroom policies for homework assignments:

Building and/or classroom policies for assessing and reporting students progress:

Building and/or classroom policies for handling student tardiness and absenteeism:

Mentor teachers routines/procedures (ex. collecting assignments, student permission to leave the
room, etc.):
Procedures for the removal of a student from the classroom:

Other (Discuss other policies as applicable.):

Classroom Observation Checklist and Reflection


Student Teachers Name:
School:

Grade Level:

Dates of Observations:
Subjects Observed:
Instructions: Listed below are characteristics of effective classroom instruction. As you observe your
mentor teacher, pay close attention to what he/she does to facilitate effective teaching and learning. Look
for evidence of the following characteristics. Record notes about the evidence in the space provided.
(Please note: You should observe several lessons over several days in order to see the range of
characteristics listed below.) Use the Comment section to record routines/procedures connected to these
topics that are repeated on a regular/daily basis.

Record notes about the evidence of each element.

Organization
A. Shows evidence of planning/
preparation for the lesson.
B. Reviews prior class material to
prepare the students for the
content to be covered in the
lesson.
C. Clearly states goals/ objectives
for the lesson.
D. Summarizes the lessons main
points at the close of the lesson.
E. Directs student preparation for
the next class session.

Comments:

Record notes about the evidence of each element.

Instruction and Materials


A All materials necessary for the
lesson were prepared and
organized.
B Employs non-lecture learning
activities (i.e., small group
discussion, student-led
activities).
C Employs a variety of
instructional strategies and tools.
D Cleary explains important ideas
and concepts.

E Relates concepts to students


experiences/real life examples.
F

Uses informal assessments that


are aligned with the lessons
objectives.

G Times class activities


appropriately.
H Engages students actively.

Uses clear questioning


techniques/supports high-level
thinking.

Comments:

Record notes about the evidence of each element.

Teacher-Student Interaction
A Communicates clear
expectations for classroom
behaviors.
B Responds appropriately to
student questions and
comments.
C Treats all students in a fair
and equitable manner.
D Demonstrates awareness of
individual student learning
needs.

E Monitors progress of
individual/group work and
behaviors.
Comments:

Answer the following questions based on your observations.


What does the mentor teacher do really well? Refer to evidence to support your answer.

Based on your reflections, what are two elements of effective teaching in which you feel confident about
your own skills? Why did you select these two?

What are two elements of effective teaching that you need to develop at a higher level? Why did you
select these two?

INFORMATION SHEET FOR THE STUDENT TEACHING SUPERVISOR


This information is designed to facilitate the supervisors contact with you and your mentor
teacher.
Student Teachers Name:
Student Teachers Current Address:
Student Teachers Phone #:
Student Teachers E-mail Address:
Student Teachers Placement School:
Mentor Teachers Name:
Mentor Teachers E-Mail:
Mentor Teachers Phone #:
Schools Phone Number:

Attach a copy of the mentor teachers class schedule. Highlight the planning times and list other
times that you and the mentor would be available for conferencing.
Revised 3/2014