OBSERVATION FEEDBACK FORM OF STUDENT TEACHER

Division of Education
Office of Certification and Field Experience
Date:
Student Teacher
Grade:
Subject:
School:
District:

February 12,2016
Victoria Perry
2
LAL
Carteret Elementary
Bloomfield

Mandatory Signatures:
College Supervisor and or Cooperating Teacher / Student Teacher Signature

Evaluation of Personnel may be based on the evidence from observation, input from other supervisors,
documentation, discussions, and the effectiveness of the staff person in implementing the state standards.
This form contributes directly to the mid-year and end of semester summary evaluations.

CODES: L4-Exemplary Practice L3-Basic Competence L2-Limited Competence L1-Exhibits Difficulty NO-Not
Observed

1. LEARNER DEVELOPMENT developmentally appropriate lessons, interacts with

learners with sensitivity to developmental, cultural, linguistic and social differences

L4

L3

L2

L1

NO

Victoria used a variety of materialsSmartBoard, authentic writing, graphic organizer. She showed respect
for all students and spoke to their prior knowledge of Venn diagrams.

2. LEARNING DIFFERENCES inclusive learning environment, multicultural

content and perspectives, individual differences respected, individual needs met, strategies to
support ELL students, materials reflect an equitable portrayal of diversity

L4

L3

L2

L1

NO

The authentic writing which the students used to fill in their Venn diagrams was very personalized because the
students wrote their own books which they shared and then compared and contrasted. This made the learning
very meaningful to them.
Miss Perry reviewed the teaching point which provided reinforcement for the skill of non-fiction reading.
She assessed understanding by having the students share at the end of the lesson.

3. LEARNING ENVIRONMENT demonstrates general warmth, caring and

respect, effective classroom management, considers physical space and resources to optimize

L4

L3

L2

L1

NO

learning activities, uses instructional time effectively, learners actively participating, learners
assume responsibility, positive peer relationships and collaboration, learner displays interest
and enthusiasm, hands on activities

Victoria addresses all students by name in a caring and respectful manner. All students were accountable for
learning as they participated in a turn & talk activity before completing their independent work. It was
obvious that routines had been established for this type of participation. Students worked in groups to
complete their assignment.
Anchor charts were displayed in the room for reference.

4. CONTENT KNOWLEDGE-

activities develop critical thinking and problem

solving in content area, knowledge and command of subject matter

L4

L3

L2

L1

NO

Prior knowledge was assessed and a personal connection was made (authentic writing). Students discovered
new facts by reading another students work.

5.

APPLICATION OF CONTENT- interdisciplinary learning experiences, learners

apply content knowledge to solve real world problems, use technological tools, communicate
knowledge through a variety of forms (oral, written, etc.) literacy activities within content
areas, activities promote and value development of quantitative reasoning

L4

L3

L2

L1

NO

Many subjects were brought into the lesson since the students all wrote about different topics.
Miss Perry read a story she created to begin the lesson and give an example as to how the Venn diagram
should be completed.
*It was suggested that all students read the same writing and take notes before creating a Venn diagram. This
would allow all students to be on the same playing field and be a truer assessment of the skill. Although they
enjoyed the lesson and authentic writing is always very meaningful some students were at a disadvantage
because the writing they received from their classmate may not have had many similarities or differences.
In addition, a common text may have made it easier to differentiate for the struggling learners.

6.

ASSESSMENT- appropriate formative and summative assessments, continuous

assessment evident, meaningful and specific feedback provided, assessment used to
differentiate instruction, modifies and adjusts instruction

L4

L3

L2

L1

NO

Some students shared their Venn diagrams. All Venn diagrams will be put into a class book for all to enjoy
throughout the year.

7.

PLANNING FOR INSTRUCTION- appropriate instructional materials selected

to meet the needs of all learners, achieve objectives, integration of technology, lessons well
organized and follow a carefully sequenced development of high level student learning

L4

L3

L2

L1

NO

Victorias lesson plan was well written and showed much effort was put into writing it. The lesson was well
organized and materials were well thought out. There was also integration of technology (SmartBoard).
Students were paired for turn and talk. They were later grouped when completing their graphic organizers but
in a homogeneous manner. The support teacher worked with the struggling learners.

8.

INSTRUCTIONAL STRATEGIES- instructional activities achieve objectives of

the lesson, effective questions to facilitate deep understanding of content (higher order
thinking), teacher serves as instructor, coach, facilitator, models metacognitive processes(think
alouds, questioning), variety of appropriate materials and resources to achieve objectives

L4

L3

L2

L1

NO

The objective was clearly stated and was achieved The material was meaningful because it was authentic
writing. Guided and independent practice were evident throughout the lesson.

9.

PROFESSIONAL LEARNING & ETHICAL PRACTICE evidence

of reflective practice for improvement of professional practice , evidence of maintaining and
analyzing accurate student records, appropriate professional demeanor, reflects upon and uses
constructive suggestions, demonstrates effective reading, writing, speaking, mathematics, and
technology skills,

L4

L3

L2

L1

NO

L4

L3

L2

NO

Victoria presented herself professionally both in her dress and manner of speaking.

10. LEADERSHIP & COLLABORATION works with other school professionals

to plan and jointly facilitate learning to address diverse needs of learners, evidence of
contributing by voluntarily offering assistance and participating in school/district events

L1

Victoria attends faculty meetings, workshops and takes part in after school professional development
conferences, namely Balanced Literacy.

11. PROFESSIONAL RESPONSIBILITY Fosters and maintains a classroom

L4

L3

L2

L1

NO

environment which protects students from sexually, physically, verbally, or emotionally

harassing behavior by action in a sound and professionally responsible manner

I am assured by Ms. Meyers that Victoria follows all school and district policies and maintains professional
relationships with students and colleagues.

Supervisor/Cooperating Teacher Signature _____________________________

Date __________

Student Teachers Signature _________________________________________

Date __________