STUDENT TEACHING SOLO VISIT #1 OBSERVATION FORM

Student: Jaydeen Yonekura School: Ka`ala Elementary__________

CT: Shauna Abiva Grade/Subject: Grade 4

Supervisor: Bernice Kihara Date: March 1, 2010

Directions:

Observations of the Student Teacher are intended to provide information and an evaluation of the performance and
dispositions of the student teacher in the classroom. The focus for the Solo Observation #1 is to continue to monitor the
progress of Standards Three through Eight from the Mini and Block Observation indicating the summary rating for each
Standard, but will now include the scores and summary ratings for Standards One, Two, Nine and Ten. Please take into
consideration the whole picture of the classroom and the student teachers performance/dispositions.
In the observation notes section you can indicate the specifics of the visit which include, but are not limited to, all
Ten Standards and any other notes that you feel will add to the observation.
In the Commendations and Recommendations section please make reference to all of the Standards. Feel free to
elaborate and/or touch upon other areas of the Standards and/or additional comments.

Directions: Please evaluate the student teachers performance in each box using the following key:
(DM) - Developing; (A) Approaching; (M) Meets; (E) Exceeds

Explanation of scoring:

Developing (DM) Student is not meeting the specified performance proficiency or did not provide evidence
Approaching (A) Student demonstrates quality or provides evidence of performance that is less than proficient
Meets (M) Student demonstrates quality or provides evidence of performance that is proficient
Exceeds (E) Student demonstrates quality or provides evidence of performance that goes beyond proficient

Summary Rating: The summary rating should be the average of the scores for each subheading.

Standard #3: Learning Environments (Mini/Block)

The teacher works with others to create environments that support individual and collaborative learning, and that
encourage positive social interaction, active engagement in learning, and self-motivation.

Summary Rating
(Please circle appropriate rating):

DM A M E

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Standard #4: Content Knowledge (Block)

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) s/he teaches and
creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to
assure mastery of the content.

Summary Rating
(Please circle appropriate rating):

DM A M E

Standard #5: Application of Content (Block)

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical
thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Summary Rating
(Please circle appropriate rating):

DM A M E

Standard #6: Assessment (Mini/Block)

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to
monitor learner progress, and to guide the teachers and learners decision making.

Summary Rating
(Please circle appropriate rating):

DM A M E

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Standard #7: Planning for Instruction (Mini/Block)

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon
knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners
and the community context.

Summary Rating
(Please circle appropriate rating):

DM A M E

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Standard #8: Instructional Strategies (Block)

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to apply knowledge in meaningful
ways.

Summary Rating
(Please circle appropriate rating):

DM A M E

Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development
vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs
and implements developmentally appropriate and challenging learning experiences.

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive
learning environments that enable each learner to meet high standards.

M______Drawing on his/her understanding of child and adolescent development, the teacher observes learners, noting
changes and patterns in learners across areas of development, and seeks resources, including from families and
colleagues, to adjust teaching. (1a; 7i; 9d)

M______The teacher actively seeks out information about learner interests in order to engage learners in
developmentally appropriate learning experiences. (1b)

M______The teacher engages learners in a variety of learning experiences to capitalize on strengths and build areas of
development that are weaker. (1i, 1j)

Summary Rating
(Please circle appropriate rating):

DM A M E
 Standard #2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure
inclusive learning environments that enable each learner to meet high standards.

The teacher uses understanding of learners commonalities and individual differences within and across diverse
communities to design inclusive learning experiences that enable each learner to meet high standards.

M______Drawing upon his/her understanding of second language acquisition, exceptional needs, and learners
background knowledge, the teacher observes individual and groups of learners to identify specific needs and responds
with individualized support, flexible grouping, and varied learning experiences. (1g; 2b; 2c; 2d; 2e; 2f; 2g; 2h; 2i; 2j;
2l; 2m; 2o)

M______Recognizing how diverse learners process information and develop skills, the teacher incorporates multiple
approaches to learning that engage a range of learner preferences. (2a; 2d; 2g; 2h; 2m; 8p)

M______ Using information on learners language proficiency levels, the teacher incorporates tools of language
development into planning and instruction, including strategies for making content and academic language
accessible to linguistically diverse learners and for evaluating and supporting English language learners
development of English proficiency. (1g; 2b; 2e; 2g; 2i; 2j; 2l; 2m; 2o; 8p)

M______ The teacher includes multiple perspectives in the presentation and discussion of content that
include each learners personal, family, community, and cultural experiences and norms, including Native
Hawaiian history and culture. (2c; 2d; 2j; 2k; 2m)
M______The teacher applies interventions, modifications, and accommodations based on IEPs, IFSPs, 504s and other legal
Summary
requirements, seeking advice andRating
support from specialized support staff and families. (2f)
(Please circle appropriate rating):
M______The teacher follows a process, designated by a school or district, for identifying and addressing learner needs (e.g.,
Response to Intervention)
DM and M Elearner progress. (2f; 2g)
A documents

Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.

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The teacher engages in continuous professional learning to more effectively meet the needs of each learner.
M______The teacher engages in structured individual and group professional learning opportunities to reflect on,
identify, and address improvement needs and to enable him/her to provide all learners with engaging curriculum and
learning experiences. (5r; 9a; 9b; 9k; 9n; 10f; 10t)

M______The teacher completes professional learning processes and activities required by the state in order to meet
licensure requirements. (9b; 9k; 9n; 9l; 10t)

M______The teacher actively seeks professional, community, and technological resources, within and outside the
school, as supports for analysis, reflection, and problem solving. (9d)

The teacher uses evidence to continually evaluate the effects of his/her decisions on others and adapts professional
practices to better meet learners needs.

M______The teacher observes and reflects upon learners responses to instruction to identify areas and set goals for
improved practice. (7p; 9c; 9g; 9l)

M______The teacher seeks and reflects upon feedback from colleagues to evaluate the effects of his/her action is on
learners, colleagues, and community members. (9a; 9g; 9m; 9n)

M______The teacher gathers, synthesizes and analyzes a variety of data from sources inside and outside of the school
to adapt instructional practices and other professional behaviors to better meet learners needs. (9a; 9c; 9g; 9h; 9k; 9l;
9n)

The teacher practices the profession in an ethical manner.

M______The teacher acts in accordance with ethical codes of conduct and professional standards. (9o)

M______The teacher complies with laws and policies related to learners rights and teachers responsibilities. (9j; 9o)

M______The teacher accesses information and uses technology in safe, legal and ethical ways. (9f; 9j; 9o)

M______The teacher follows established rules and policies to ensure learners access information and technology in
safe, legal and ethical ways. (9f)

M______The teacher recognizes how his/her identity affects perceptions and biases and reflects on the fairness and
equity of his/her decisions. (4;, 9e; 9m)

M______The teacher accesses resources to deepen his/her understanding of the cultural, ethnic, gender and learning
differences among learners and their communities. (9e)

M______The teacher reflects on the needs of individual learners and how well they are being addressed, seeking to
build support for all learners. (9l)

Summary Rating
(Please circle appropriate rating):

DM A M E

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 Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, other school professionals, and community members to ensure
learner growth, and to advance the profession.

The teacher collaborates with learners, families, colleagues, other school professionals, and community members to
ensure learner growth.

M______The teacher participates on the instructional team(s) and uses advice and support from colleagues to meet the
needs of all learners. (10a; 10n; 10r)

M______The teacher participates in school-wide efforts to implement a shared vision and contributes to a supportive
culture. (10a; 10c; 10n; 10o; 10p; 10r)

M______The teacher elicits information about learners and their experiences from families and communities and uses
this ongoing communication to support learner development and growth. (10d; 10m; 10q)

M______The teacher uses technology and other forms of communication to develop collaborative relationships with
learners, families, colleagues and the local community. (8h; 10d; 10g)

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning and to
advance the profession.

M______The teacher leads in his/her own classroom, assuming responsibility for and directing student learning toward
high expectations. (9l)

M______The teacher makes practice transparent by sharing plans and inviting observation and feedback. (10r)

M______The teacher works to improve practice through action research. (10h)

Summary Rating
(Please circle appropriate rating):

DM A M E

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Observation Notes:
Code: ST = Student Teacher, CT = Cooperating Teacher, S = Student, Ss = Students, individual letters = First name of
student
7:45 ST prepares instructional materials for the day such as setting up the Smartboard, etc.

7:50 Bell rings and students participate in morning routine; Ss record homework assignments in student planner and
have it checked by the ST.

7:57 ST conducts attendance, lunch count, etc. Office monitor is called for and exits room. ST and CT confer at
teacher desk.

8:01 ST reviews agenda for the day with Ss. ST reviews the POSITIVE goal with students. Lets work on our E for
today. Lets get started with our character ed. ST excuses Ss by tables to retrieve their character ed materials.

8:04 Lesson 20 is about taking responsibility for our actions. What do you think it means to take responsibility for
our actions? Turn and talk with your partner. ST calls on a student to share his ideas and S is unable to provide an
explanation. Anybody can help him? ST calls on another student. Another S provides an explanation and an example.
Sometimes we make mistakes and so we need to take action to correct our mistakes. Lets take a look at our video.
ST plays a video on the Smartboard. (This is a wordless video.) What are some things we saw in the video? Ss provide
with appropriate responses. J provides a detailed explanation. Can you think of a time when you made a mistake and
did something wrong but didnt want to admit it? Share with your partner. Ss engage in conversations with one
another. ST clarifies the video because the visual images require detailed analysis. ST calls on students to share
experiences when they made mistakes and blamed others. ST responds with clarifying statements. For the last few
weeks, we have been talking about problem solving and our actions. Lets look at the next video and lets try to identify
what Derek did wrong? ST sets purpose for video viewing. Ss watch intently and ST asks clarifying questions such as
What happened to Zane? S responds appropriately and ST continues discussion. What should the next step be for
Derek? Ss predict the outcomes and think of solutions to this problem. Ss engage in partner talk. ST moves to different
student partners to monitor conversations. Solutions should be safe and respectful. ST calls on a student to share a
solution. ST extends student responses. Lets explore the different outcomes. What will the friend do? ST encourages
students to think of positive and negative outcomes. Sometimes it will take time for people to accept situations. ST
plays the video. What did Derek decide to do? ST calls on a student to restate what was shared on the video. Is this
solution safe and respectful? What kinds of feelings did Derek have before he apologized to Carlos? ST calls on
students to respond to specifics found in video. Was his apology sincere? By offering to let Carlos play with the
football is making amends.

We have three scenarios to practice taking responsibility for our actions. ST calls out, Paper passer. Thank you
for labeling your papers. Highlighters out. These are out directions. ST models reading and highlighting key words.
These are our scenarios. Follow along as I read the scenarios. ST personalizes one of the scenarios by saying, This
could happen in my family. ST reviews criteria to be used in developing a respectful solution to a scenario.

8:27 ST monitors students as they develop a solution to their selected scenario.

8:29 ST: I like how ___ and ___ are writing down their ideas.

8:30 Make sure you have your ideas down.

8:33: I like how ___ and ___ writing down their notes. I see ___ and ___ doing that as well.

8:34 Four minutes. ST continues to monitor student work and engages in discussions with students to clarify ideas.

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8:36 Okay, I am going to pick a stick. You have two minutes.

8:37 Okay, lets see. Number 15. Please give our attention to ___ and ___. I am going to read their scenario. Ss act
out the acting responsibly portion of their proposed solution. Ss laugh and ST resets the scene. Lets give them a round
of applause. Lets have one more group share. ST pulls another stick. ST sets scenario and reminds students to pay
attention. ST reviews the three steps of the process. We have time for one more scenario. ST reviews the steps for
solving. Ss are excused by tables and place their papers into their assigned areas. S also retrieve their math materials.

8:45 ST reviews the learning targets for math (Multiplication with common fractions). ST works from the Smartboard
and asks students to explain 3 x 7. ST draws three groups of seven. Lets look at this fraction 3 x 1/8. What does this
mean? 1/8 + 1/8 + 1/8. Tell me what the denominator and numerator mean. Lets try to solve our next one. Lets get our
slates out. 3 x 3/8. What is our answer? Ss hold up their answers and ST reviews strategy for solving. 3/8 + 3/8 + 3/8
= 9/8. Student share another method for solving.

Lets try this one: 3 x 1/8 x 2. Work quietly on your slate please. ST monitors students and walks a student through
the process. Lets see your work. Ss hold up their slates.

Lets go into our workbook. Lets see if we can do this quietly and quickly. ST praises a student to getting ready
quickly. ST projects the Stepping Stones page onto the Smartboard. ST highlights key words and calls on a student to
read the first part of the page. Second student is called on to read the next portion. ST clarifies the process and asks a
third student to read the next portion of the math page. ST asks students to write the multiplication sentence in their
books.

8:59 ST clarifies the process per CT feedback. ST models the drawing of a pizza into 8 equal pieces. How will I
shade in? CT provides feedback. ST makes a connection between pictoral representation and number sentences.

Lets move on to the next. Ss work quietly to read and solve. What would be our fraction? ST and CT confer on
clarifying task, concept, skill, and strategy. So if we have two pizzas and if each person ate three pizzas. ST now color
codes the pieces each person has eaten.

ST continues on to the next portion of the math journal. ST leads the students in a discussion on the What do you
notice question.
ST moves on to solve and show your thinking activities. Alright, lets make a small group. Independent workers in
the back the others work with the ST for additional guided practice. ST reviews the journal pages step by step with
students. ST also provides one to one assistance for the Ss who require additional support. ST and CT confer with one
another.

ST moves on to the next problem. ST highlights key words and writes the problem. What do we do with an improper
fraction?

ST continues to provide feedback to students as she monitors the group.

9:33 Some of us are having trouble with the Step Ahead so I am going to put it on the board. ST walks the students
through the procedure. Lets try the next one. ST walks the students through the process; ST does the writing per
student feedback.

9:37 Lets put our practice books away and lets correct our homework. Lets do this quietly please.
Homework is projected on the Smartboard and ST reviews the process for completing each of the assigned problems. S
asks a question because he experienced difficulty in solving a particular problem.

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In the next problem, we are using a new method. ST walks the Ss through solving. ST continues to go through the
correction procedure. For the last problem, you could choose the method to solve.

9:43 Highlighters out. Tonight we are doing this page. ST highlights the topic and key words. ST continues to
highlight key words for each problem and students are to highlight words ST has highlighted.

S asks, Are we going to do one?

9:45 This is a problem that we did today. Turn the page. ST repeats the procedure highlighting topic and key
words. Put that away. Indoor recess. ST provides additional directions.

Ss retrieve laptops and return math materials to their assigned shelf. Some of the students are working on their laptops,
two students are playing Connect Four, and a few are doing their homework assignments. ST works with student during
recess.

9:57 Lets start cleaning up. ST distributes additional work to be placed in their homework folders. Lets work on
our performance task. Lets go over these directions for our performance task. ST models how to highlight key words
and how to solve. ST reminds Ss they will need to know their formula. Move to your testing stations. Ss are to work
independently. ST monitors Ss as they work.

As Ss complete their performance task, they raise their hands to receive feedback from the ST. CT and ST confer with
one another.

10:14 Okay, five more minutes until we move on.

10:18 Okay, we are going to move on and you can finish later. We are going to move on to science. ST projects a
blackline drawing of a plant cell and students are to label parts of a plant cell. You can label with your pencil: nucleus,
(pencil on a blackline master is hard to see for students). Ss: Do we have to write small? How do you spell vacule?
ST writes vacuole on the blackline master of the plant cell. ST continues to ask for responses and writes the names of
the cell parts on the blackline master. ST refers to her notes to ensure accuracy of spelling and parts. S: What about the
soupy substance? S: Why do these words have to been so long?

ST: Lets label our animal cells. ST continues the same process as the plant cell. We are going to color our plant and
animal cells and sets the parameter for coloring. We dont want to color over our words. ST models how the plant cells
should be color coded so everyone is using the same colors for particular cell parts. (ST working towards uniformity.)

10:41 ST continues to model the coloring pattern for the animal cell.

10:45 Get your scissors and carefully cut out your cells. When Ss are done, ST instructs Ss to fold each cell on the
dotted line. ST demonstrates how to glue the cells back to back. ST uses terms such as opposite, upside down. ST
encourages S to try his best. Make sure your creases are aligned. ST and CT monitor Ss.

10:59 When you are done, make sure you put all of your supplies away. Next we will be doing a Venn diagram.
Lets label our Venn diagram. I can identify the basic differences between plant and animal cells. In middle are our
similarities. Using your plant and animal cells, lets identify the differences between plant and animal cells. Do you
remember what chloroplast is? ST models the writing on the Venn diagram for the Ss and Ss copy. Ss orally share the
similarities and differences between the two types of cells. ST models the unique differences for the plant cell and
similarities for both cells. The shape of the animal cell is S responds with circular.

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11:14 We are going to our next activity; you get your chrome books. ST dismisses students table by table to get
their chrome books. Ss log on to Discovery Education. Ss are to search: Parts of a ecosystem. ST plays the story so
students can hear the text. ST: I dont like how quickly the reader is reading so lets read from the second paragraph.

ST: What is an ecosystem? ST highlights parts of the text that answers her question. What are the special parts of
the desert? ST explains the singular and plural of cactus (cactus, cacti).

ST repeats process choral reading, asking questions, highlighting, etc. We have another minute. S: We can slow
done the reading.

ST: We are going to play the short video from my computer. What was that ecosystem? A pond ecosystem. What are
needed in an ecosystem? We have time for one more video.

11:32 Lets get ready for lunch. Ss are excused by tables, return their chromebooks. Ss wash hands and line up. ST
escorts Ss to lunch.

Commendations:
Standard #1: Learner Development
*Learning activities range from oral communication (collaborative conversations), completing math worksheets,
coloring, labeling, cutting, pasting, use of technology.

Standard #2: Learning Differences

*ST provides students to move into differentiated instructional group based on student needs.

Standard #3: Learning Environments

*Agenda for the instructional day is posted in the back of the classroom. Student teacher reviews the agenda with
students.
*The classroom design allows for students to access instructional materials and tools (Chromebooks) efficiently; loss of
instructional time is minimal to none.

Standard #4: Content Knowledge

*Student teacher continues to build content knowledge in all core subject areas with the support of the cooperating
teacher.
*Student teacher and cooperating teacher confer with one another during student teachers lessons to clarify content,
concepts, strategies, and skills.

Standard #5: Application of Content

*Student teacher engages students in the development of a 2 dimensional model of animal and plant cells.

Standard #6: Assessment

*Student teacher continues to refine the development and understanding of assessment criteria (rubrics).

Standard #7: Planning for Instruction

*Student teacher uses state adopted curriculum and utilizes the digital components to enhance instruction.
*Lesson plans are submitted before deadlines and student teacher is receptive to suggestions.

Standard #8: Instructional Strategies

*Student teacher includes graphic organizers in instruction to support thinking and learning.
*Student teacher models learning processes for students.

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Standard #9: Professional Learning and Ethical Practice
*Student teacher reflects on lesson development and implementation weekly (weekly meeting reports).
*Student teacher models the general learner outcomes for students.

Standard #10: Leadership and Collaboration

*Student teacher collaborates with cooperating teacher and assumes responsibility for directing student learning to meet
the school and grade level expectations.

Recommendations:
1. When students are having difficulty in solving math, would it be beneficial for them to write out the
procedure/process instead of the ST doing the work?
2. How can we elevate the student thinking? In other words, how can we get students beyond copying what is
modeled for them? How do we get students to own their thinking, knowledge, and understandings?

Questions or Comments:
Students enter the classroom calmly and engage in classroom routines immediately.

Stepping Stones: Does it provide additional problems other than the ones found in the Math Journal and Practice Book?

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