11/26/2018 Tk20 by Watermark | Home Fall 2018 - Student Teaching Field Experience (1 CT)

PURPOSE:
- For the eld instructor's assessment of the teacher candidate's lessons during the student teaching semester
- To conduct educator preparation program analysis for continuous program improvement

INSTRUCTIONS:

Directions to the person observed:

Please provide the eld instructor with a lesson plan for your scheduled observation. After the observation and discussion with the eld instructor, please
provide your eld instructor with a re ection about the lesson. This form is used for discussion and instruction and contributes to the nal evaluation.

Directions to the evaluator or observer:

Please carefully read the de nition of each rating. Then read each indicator and rate the observed as if they were a beginning teacher. Use the comment
sections for clari cation, elaboration, examples and feedback.

RATING SCALE DEFINITIONS

Exceeds Expectations: The observed shows outstanding performance for this component.
Meets Expectations: The observed shows consistent and/or e ective performance of the component.
Inconsistently Meets Expectations: The observed attempts to address the component. But the performance is not consistent and/or is not fully successful all
of the time.
Does Not Meet Expectations: The opportunity to address this component was present; however, the observed did not address the component or was
unsuccessful.
NA: Not Observable: The opportunity to address this component was not present due to lesson, classroom, or school context.

Person Observed:*

Shannon Kievit

Observer Name:*

Kathy Paul

Grade Level(s) or Program level (e.g. infant, toddler, preschool) for Observation Lesson

2nd

Subject(s) Taught for Observation Lesson:

Panther Math

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School/Program:

Hillcrest Elementary

School District or Program Location:

Alma Public Schools

Context:

Student Teaching (14 weeks)

Comments:

Term of Observation:*

Fall (September - December)

Year:*

2018

Date Observation Completed:*

10/03/2018

Numbers in parentheses represent CAEP and InTASC Standards.

Pre-Lesson: Planning & Preparation*

3 2 1 0
  Exceeds Meets Inconsistently Meets Does Not Meet Score/Comment

1. Prepared materials (InTASC 7) (CAEP 1.1, 3 2  1  0  3

1.2, 1.5)

2. Created detailed lesson plan that meets 3  2 1  0  2

all Alma College lesson plan requirements
(for current students) (InTASC 7) (CAEP 1.1,
1.2, 1.4, 1.5)

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3. Prepared to arrange appropriate 3 2  1  0  3

grouping/physical environment including
special needs accommodation(s) (InTASC
2,3,7) (CAEP 1.1)

4. Had Student Teacher Notebook available 3  2 1  0  2

and up-to-date (as required) (CAEP 1.1)

        Rubric Score 10

        Rubric Mean 2.5

Comments:

Shannon had all the materials ready for "Panther Math". Her lesson plans were good and she was prepared when the students came in from di erent classrooms.

Lesson: Implementation

Classroom Management*

3 2 1 0
  Exceeds Meets Inconsistently Meets Does Not Meet Score/Comment

5. Sets student and classroom expectations 3 2  1  0  3

(InTASC 3, 7) (CAEP 1.1)

6. Notices and reacts appropriately when 3 2  1  0  3

students are not engaged (InTASC 1,3,6)
(CAEP 1.1)

7. Establishes and follows routines (InTASC 3 2  1  0  3

3) (CAEP 1.1)

8. Monitors student transitions (InTASC 3) 3 2  1  0  3

(CAEP 1.1)
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        Rubric Score 12

        Rubric Mean 3

Positive Learning Environment*

3 2 1 0
  Exceeds Meets Inconsistently Meets Does Not Meet Score/Comment

9. Creates environment of mutual respect 3 2  1  0  3

(InTASC 3) (CAEP 1.1)

10. Re ects an approachable, con dent, 3 2  1  0  3

and professional presence (InTASC 3) (CAEP
1.1)

11. Fosters a safe but challenging 3 2  1  0  3

environment for intellectual risk-taking
(InTASC 3) (CAEP 1.1)

12. Uses understanding of di erences and 3  2 1  0  2

diverse cultures and communities to
ensure inclusive learning environments
(InTASC 2, 3) (CAEP 1.1)

13. Attends to miscellaneous student needs 3  2 1  0  2

(InTASC 1, 9) (CAEP 1.1)

        Rubric Score 13

        Rubric Mean 2.6

Instruction*

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  3 Exceeds 2 Meets 1 Inconsistently Meets 0 Does Not Meet Score/Comment

14. Implements content and 3 2  1  0  3

developmentally appropriate
instructional strategies (InTASC 7, 8)
(CAEP 1.1)

15. Successfully implements grouping 3 2  1  0  3

structures (InTASC 1,3) (CAEP 1.1)

16. Adjusts lesson as needed (InTASC 7,8) 3  2 1  0  2

(CAEP 1.1)

17. Integrates appropriate instructional 3 2  1  0  3

materials, such as technology,
manipulatives, artifacts, and lab
equipment (InTASC 7,8) (CAEP 1.1, 1.5)

18. Fosters motivation toward learning 3 2  1  0  3

(InTASC 1) (CAEP 1.1)

19. Uses appropriate recognition and 3  2 1  0  2

praise (InTASC 3) (CAEP 1.1)

20. Paces lesson appropriately (InTASC 5) 3  2 1  0  2

(CAEP 1.1)

21. Sca olds and supports student 3  2 1  0  2

learning through use of questions,
prompts, cues, examples,
representations, and connections
(InTASC 7, 8) (CAEP 1.1)

22. Engages students in tasks that 3 2  1  0  3

develop understanding of concepts

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(InTASC 6, 8) (CAEP 1.1)

23. Provides productive introduction, 3 2  1  0  3

such as linking with student prior
knowledge, eliciting student attention
and interest, and/or setting purposes for
the lesson (InTASC 7, 8) (CAEP 1.1)

24. Facilitates critical thinking, creativity, 3 2  1  0  3

and/or collaborative problem solving
(InTASC 5) (CAEP 1.1)

25. Successfully di erentiates instruction 3 2  1  0  3

as appropriate (InTASC 2, 8) (CAEP 1.1)

26. Presents disciplinary content 3 2  1  0  3

accurately and clearly, focusing on
central concepts, processes and
language (InTASC 4) (CAEP 1.1)

27. Brings closure to the lesson, such as 3  2 1  0  2

summarizing and reviewing of important
points to the lesson, relating the lesson
to future learning, activities and/or real-
world application (InTASC 5) (CAEP 1.1)

28. Communicates clearly using 3 2  1  0  3

appropriate oral and written language
(InTASC 3, 4) (CAEP 1.1)

29. Successfully conducts formative 3  2 1  0  2

and/or summative assessments that
gather evidence of learning aligned with

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objectives, CCR/ state standards and

instruction (InTASC 6) (CAEP 1.1)

30. Provides speci c, timely and/or 3  2 1  0  2

constructive feedback (InTASC 6) (CAEP
1.1)

        Rubric Score 44

        Rubric Mean 2.588

Comments:

This lesson is the di erentiated program the 2nd grade uses. Students come from all the rooms in the school and placed through assessment. Shannon did an
excellent job working with all the students who came into the room. She kept the routine going and stopped and used strategies to keep all the students on task
and engaged. The time goes fast and there is not much time to slack. Her instructional strategies met the needs of all the students. She used all modalities for
learning. The students moved in groups and were able to do the assignment at the table. It really went well.

Post-Lesson: Re ection (9)*

3 2 1 0
  Exceeds Meets Inconsistently Meets Does Not Meet Score/Comment

31. Successfully uses evidence to re ect on 3 2  1  0  3

what students have learned (or not), and
why (or why not) (InTASC 9) (CAEP 1.1, 1.2,
1.5)

32. Realistically evaluates planning and 3 2  1  0  3

preparation, procedural aspects of lesson,
instruction and assessment (InTASC 9)
(CAEP 1.1, 1.2)

33. Makes appropriate plans for future 3 2  1  0  3

improvement (InTASC 9) (CAEP 1.1, 1.4, 1.5)

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        Rubric Score 9

        Rubric Mean 3

Comments:

Shannon thought this lesson went well. She gave the directions, and then sent the students to the groups. She would de nitely use this group lesson again. She
might use less cards because the time was so constraining.

9/9