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Teacher Observation University Supervisor and/or Cooperating Teacher

Observation & Feedback Form

Date: Mar. 30, 2017 Candidate: Dan Balbarin Observer: _Mae Hey
Purpose
Supervisor: This purpose of this observation and feedback tool is to provide a place to capture your observations and areas of specific
development during your on-site visits. Please type your observations and developmental feedback in the areas indicated. Feel free to
use the General Note-taking space to capture your observations to be entered in the appropriate areas prior to your post-observation
conference.
Candidate: You will receive a succession of observations and feedback throughout your field experience and student teaching. Please
understand that you are not expected to be perfect in all of these areas, but you are expected to accept and reflect on the feedback in
order to enable your own professional growth. This feedback should be considered formative to support your development.

Category: Observation & Feedback Notes:


Creating an environment of respect and Observations: Mr. Balbarin creates a strong and supportive community of learners.
rapport to establish a culture of learning He has a professional, yet humorous demeanor. He works among his students as a
true mentor and orchestrates learning experiences that allow the students to support
How did the candidate create an environment each others learning. Additionally, he carefully and proactively considers how to
of respect and support? scaffold the learning for spiraling sophistication of vocabulary acquisition.
Developmental Feedback: Mr. Balbarin wants to continue developing strategies to
CAEP Standard 1.1 increase inter-student, collaborative dialogue.

Managing classroom procedures and student Observations: Mr. Balbarin put significant thought into the orchestration of the
behavior learning experience. He had safety precautions, engagement, and differentiation
carefully considered in advance of teaching to meet the specific needs of his
What actions did the candidate take to students. Additionally, he had the materials organized for efficient distribution. The
optimize efficiency and fluidity of procedures, students were actively engaged in inquiry-based, student-centered learning from
to engage students, and to minimize the beginning of the period until the end.
distraction? Developmental Feedback: Mr. Balbarin wants to continue looking for strategies to
allow students the freedom they need to maintain autonomy and uniqueness at the
CAEP Standard 1.1 same time as offering sufficient structure for optimizing learning.
Teacher Observation University Supervisor and/or Cooperating Teacher
Observation & Feedback Form

Demonstrating knowledge of content and Observations: Mr. Balbarin is highly knowledgeable in both content and pedagogy.
pedagogy; Asking appropriately leveled It is clear that he is a physicist with experience teaching university level classes; at
questions/prompts and discussion the same time, it is clear how much thought and care he puts into differentiating
instruction for a younger and international audience. He creates learning
In what ways does the candidate demonstrate experiences that engage the students, allowing him to move fluidly among the
competency in the content area? groups, differentiating instruction and answering questions that are of genuine
relevance to the students through direct experiential inquiry. He used lab materials
How did the candidate orchestrate questioning that were familiar to the students, but utilized in unique and interesting ways that
and discussion to promote content learning? encouraged engagement. Additionally, Mr. Balbarin was careful to provide
students with open-ended questioning to encourage knowledge construction though
CAEP Standards 1.1 & 1.4 inquiry, experience, and engagement.
Developmental Feedback: Much of the material in physics is understood through
indirect observation. Because of this, it is difficult to interact with on a human
scale. Mr. Balbarin would like to explore the development of concrete models that
could be used to create analogies for better understanding without leading students
to confusing alternative conceptions.
Communicating with students instructional Observations: Mr. Balbarin put significant thought into creating a safe and
purposes & procedures are clearly well-orchestrated learning experience. Additionally, I was impressed by the level
communicated of thought he proactively put into meeting the differentiated language needs of his
students.
In what ways were the purpose and Developmental Feedback: Mr. Balbarin would like to continue to improve his
procedures communicated to students to ability to communicate clearly with diverse students to meet their needs and to
support participation and learning? appropriately assess their sense-making.

CAEP Standards 1.1

Demonstrates flexibility and responsiveness Observations: Mr. Balbarin adapted the lesson to meet the needs of his students
rather than proceeding with his plan. Additionally, creating an engaging,
How did the candidate maintain flexibility and inquiry-based activity allowed him to fluidly move between groups differentiating
responsiveness to support learning? (e.g. instruction and informally assessing understanding.
diversity, assessment, willingness to adapt if
Teacher Observation University Supervisor and/or Cooperating Teacher
Observation & Feedback Form

lesson is not going well) Developmental Feedback: Mr. Balbarin would like to continue developing his
ability to differentiate instruction proactively for the needs of different groups of
students rather than having to be responsive in the moment or as a result of an
CAEP Standard 1.1 unanticipated occurrence. He describes this as anticipating as many problems as
possible ahead of time and then also being able to handle unanticipated ones with
grace and fluidity.
Teacher Observation University Supervisor and/or Cooperating Teacher
Observation & Feedback Form

General Notes:
Structure of the Lesson:
When the students came in, Mr. Balbarin went around the room checking the students homework.
Mr. Balbarin engaged the students with an interactive class discussion reviewing Ohms Law.
Mr. Balbarin gave the students some safety precautions and distributed the activity sheets. He demonstrated the
procedures for the lab activity.
The students got into groups and completed the lab. Mr. Balbarin and his cooperating teacher moved between the groups
differentiating instruction and informally assessing student understanding. Mr. Balbarin was careful to provide the
students with open-ended questions to encourage deeper and differentiated construction of content knowledge. The
manipulatives were familiar, yet used in interesting ways to encourage inquiry and engagement.
At the end of the subsequent period, Mr. Balbarin collected the activity sheets to formally assess instruction for
modification of future lessons.

Teacher Candidate Focus Areas:


1. Classroom Management/Awareness Criticism/Feedback Mr. Balbarin is a true mentor. He engages his students in
inquiry-based learning which allows him to move fluidly between groups to differentiate instruction and informally assess
understanding. His students respect him for his knowledge and professionalism at the same time that they appreciate his
sense of humor and good nature.

2. Manner of Guidance/Instruction of Students Mr. Balbarin is personable, knowledgeable, professional, and genuinely
concerned for the learning of his students. Because of this, his students view him as a competent mentor and readily
approach him with questions and concerns. Additionally, Mr. Balbarin is responsive and flexible to meeting the needs of his
students; he modified the lesson to provide additional support in content that had been challenging during previous lessons.

3. Clarity of Material (Do I make it clear why they are doing this lab) Mr. Balbarin carefully considers the specific needs of the
community of learners he guides. Specific attention to language and other differentiated needs of the group exceed
expectations. I have rarely seen this done with this level of care. WOW!
Teacher Observation University Supervisor and/or Cooperating Teacher
Observation & Feedback Form

4. Is the lesson engaging or is it just novel? Does it encourage learning or goofing around? The students were genuinely
engaged in the lesson. This was facilitated by attention to orchestrating a balanced experience; he carefully considered the
cognitive, physical, social, and emotive dimensionality to the lesson to facilitate this process. The lesson was intellectually
interesting and challenging; the students were free to move around the room and manipulate the materials for surprising
outcomes. Additionally, the manipulatives were interesting and age appropriate for the students. Well done!

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