Observation Date: 3/22/17

Classroom Observation, Part 1 (C-6.1)

Collection of Evidence: CSTP & Induction Program Standards
Support Provider: In the left column, please list the element number and the evidence from your observation.
Directions: Using this document, the support provider will collect evidence of the CSTP 1-5 and
Induction Program Standards 5 & 6 that are observed as the participating teacher teaches a
lesson.
CSTP and Induction Program Standards 5 & 6
Focus Question(s):
In what ways do I use seating to engage students in collaboration in order to gain
deeper understanding of the content?
What evidence could your Support Provider collect in relation to your Focus Question?

CSTP 1: Engaging and Supporting All Students in

U
1.1 Mo-Wong shows she knows the
Learning students well enough to partner them
1.1 Using knowledge of students to engage them in learning
together based on strengths and
1.2 Connecting learning to students prior knowledge, backgrounds, life specific needs.
experiences, and interests
1.3 Connecting subject matter to meaningful, real-life contexts 1.5 Critical thinking was promoted through
1.4 Using a variety of instructional strategies, resources, and technologies the warm-up question the students had
to meet students diverse learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and to answer with out prior instruction.
reflection
1.6 Monitoring student learning and adjusting instruction while teaching 1.6 Mo-Wong had a student help her with
IPS 5: Technology
U U
passing out papers so that she could roam
Students use technology to advance learning the room and monitor student interaction
throughout the warm up time and did the
same during guided instruction.
2.1, 2.2, 2.3, 2.6 IPS 5
CSTP 2: Creating and Maintaining Effective
U

Mo-Wongs efforts for creating a safe, caring,

Environments for Student Learning U

learning, diverse and encouraging

2.1 Promoting social development and responsibility within a caring
community where each student is treated fairly and respectfully
environment were evident though the way
2.2 Creating physical or virtual learning environments that promote she treated and responded to students
student learning, reflect diversity, and encourage constructive and needs, questions and work. It was also
productive interactions among students evident in the way the students responded to
2.3 Establishing and maintaining learning environments that are physically,
intellectually, and emotionally safe each other during their partner work time.
2.4 Creating a rigorous learning environment with high expectations and
appropriate support for all students IPS 6 and 6b
2.5 Developing, communicating, and maintaining high standards for
individual and group behavior The RSP Student that had a wheelchair was
2.6 Employing classroom routines, procedures, norms, and supports for given preferential seating, had an aid and
positive behavior to ensure a climate in which all students can learn communicated through his laptop. I
2.7 Using instructional time to optimize learning
observed him working very will (non-
IPS 5: Creating a Healthy Learning Environment
U U
verbally) with another student during the
Classroom management warm-up as the two developed a special
Students' physical/cognitive/emotional/ social well-being language using their hands. Mo-Wong
Safe, inclusive, and healthy learning environment showed that she provided an inclusive
Show respect, value differences, and mediate conflicts
learning environment in the example I
IPS 5: Technology
U U
observed with these two students. The
Maximize student awareness of privacy, security, and safety on internet positive strengths-based approach was in
pairing these two students.
IPS 6: Equity, Diversity, & Access to the Core
U

Curriculum
Equitable, inclusive learning environment

IPS 6b: Teaching Special Populations

U U

Use of positive behavioral support strategies/strengths-based approach

 Classroom Observation, Part 1 - continued (C-6.1)

CSTP 3: Making
U
3.1, 3.2, 3.3
Subject Mo-Wong demonstrated knowledge of subject matter and applied and organized the
curriculum by preparing ahead of time, standards based graphic organizers, differentiated, for
Matter her students. She had the following notes organizer for her below basic learners and EL
Compre learners:
hensible
to All
Student
s U

3.1 Demonstrating
knowledge of
subject matter,
academic
content
standards, and
curriculum
frameworks
3.2 Applying
knowledge of
student
development
and
proficiencies to
ensure student
understanding
of subject
matter
3.3 Organizing
curriculum to
facilitate student
understanding
of the subject
matter
3.4 Utilizing
instructional
strategies that
are appropriate
to the subject
matter
3.5 Using and
adapting
resources,
technologies,
and standards-
aligned
instructional
materials,
including
adopted
materials, to
make subject
matter
accessible to all
students
3.6 Addressing the For her Basic or adequate learners:
needs of
English learners
and students
with special
needs to
provide
equitable
access to the
content
IPS 5: Curriculum
U

and Instruction U

Subject matter instruction

Academic content
standards
Curriculum materials
Differentiated instruction

IPS 5:
Technology
U U

Teacher uses
technology to deliver
instruction

IPS 6: Equity,
U

Diversity and
Access to the
Core
Curriculum
Use a variety of
resources (assistive
technologies,
interpreters, etc.) to
communicate and
collaborate with
students, resource
personnel, and
families

IPS 6a: Teaching

U

English Learners U

Use of primary language

support services
English Language
Development (grade
level academic
language instruction;
ELD by proficiency
level; Content-based
ELD)
Use of adopted,
standards-aligned
materials
Differentiated
instruction based on
assessed level of
proficiency and
literacy in English and For her Gate and or advanced learners, she gave them the option to write their notes directly
primary language into their notebooks with out the aid of the graphic organizer, or the permission to use the
IPS 6b: Teaching
U
graphic organizer that she made for the basic level learners.
Special
Populations U

Instruction and
support services
provided for students'
assessed academic,
behavioral, and social
needs (special
education,
disabilities, advanced
learners, special
instructional needs)
Accommodations
and modifications
provided
Use of adopted,
standards-
aligned\instructional
materials/assistive
technologies

CSTP 4: IPS 6, & 4.1 Mo-Wong used knowledge of student academic readiness and language
proficiency in creating the graphic organizers for her students to use during guided instruction.
 4.2 Mo-Wong established goals for 80% of her students to succeed in getting the post-lesson
question On Your Own correct by the end of the class.
Plannin
U

g
Instructi
on and
Designi
ng
Learnin
g
Experie
nces for
All
Student
s U

4.1 Using knowledge

of students
academic
readiness,
language
proficiency,
cultural
background, and
individual
development to
plan instruction
4.2 Establishing and
articulating goals
for student
learning
4.3 Developing and
sequencing long-
term and short-
term instructional
plans to support
student learning
4.4 Planning
instruction that
incorporates
appropriate
strategies to
meet the learning
needs of all
students
4.5 Adapting
instructional
plans and
curricular
materials to meet
the assessed
learning needs of
all students
IPS 6: Equity,
U

Diversity, &
Access to the
Core
Curriculum
Minimize bias by using
culturally responsive
pedagogical practices
 Classroom Observation, Part 1 (C-6.1) continued

CSTP 5: Assessing Students for Learning

U

5.1 Applying knowledge of the purposes, characteristics, and uses of

different types of assessments
5.2 Collecting and analyzing assessment data from a variety of sources to
inform instruction
5.3 Reviewing data, both individually and with colleagues, to monitor student
learning
5.4 Using assessment data to establish learning goals and to plan,
differentiate, and modify instruction
5.5 Involving all students in self-assessment, goal setting, and monitoring
progress
5.6 Using available technologies to assist in assessment, analysis, and
communication of student learning
5.7 Using assessment information to share timely and comprehensible
feedback with students and their families
IPS 5: Curriculum and Instruction
U U

Student assessments (entry-level, progress monitoring, and summative

assessments)

Copyright Commission on Teacher Credentialing and the California Department of Education

Formative Assessment for California Teachers (FACT) 2015-16
Inquiry into Teaching and Learning Classroom Observation Part 1