Formal Observation Form

Student Teacher: Kenyonna Smiley Term: Fall (11/518)

School: West Oak Lane Charter Subject Area/Grade: 2

Directions: For each formal lesson observed, please use the space provided for narrative feedback as needed.

Domain: Feedback:

I. Planning & Preparation Kenyonna constructed a lesson plan that demonstrated her ability to
 Constructs plans with clear and measurable instructional research appropriate resources to build engagement, construct an
objectives assessment tool to give objective feedback and have clear and
 Constructs plans with coherent instructional design. measurable goals that are aligned to PA standards.
Lesson procedures have a clear sequence, aligned with
instructional goals and assessments
 Constructs plans that have a clear assessment(s), which
measures all students’ achievement in meeting the
lesson instructional goals
 Demonstrates originality in preparing and presenting
lessons (creativity)
 Constructs plans include adaptations for special needs
and/or differentiation
 Uses appropriate resources and materials which
enhance the learning

II. Classroom Environment
 Utilizes a system of positive reinforcement and behavior
management strategies
 Creates a respectful learning environment
 States expectations for learning and behavior clearly
 Creates an appropriate, safe and accessible physical
space for learning
 Responds to student inappropriate behavior in a timely,
appropriate manner
Kenyonna was “on point” with her withitness abilities during the math
lesson. She was able to focus on the lesson while capturing the covert
activities of her students. She implemented the “DOJO” app, as well as
other “active” management strategies to gain the students’ attention. In
addition, no students left the classroom to go to the bathroom. 
Even with the implementation of these strategies, there was some
notable off task behavior. During our post-conference discussion, we
determined that classroom management will be our primary area of
focus for the remainder of her student teaching experience.
 III. Instructional Delivery Kenyonna had a well-scripted lesson plan to teach tens and hundreds.
 Shows knowledge of content by using appropriate She was able to complete the lesson as planned within the time frame
pacing, clear communication and explanations that she developed. The use of a timer has been successful for time
 Uses different levels of questioning and discussion management.
strategies that engages all students During the lesson the students used manipulatives to help conceptualize
 Uses different types of instructional strategies that the tens concept. Students had guided and independent practice with
actively engage the learners throughout the lesson different levels of questions for formative assessments. The students
 Checks for understanding throughout the lesson and were introduced to the concept by a strategy called, “productive
adjusts lesson to meet needs of student(s) struggle” (inductive teaching), and were supported through guided
 Uses collaborative and group activities practice.
 Provides opportunities for independent practice that
challenges students and allows them to apply what they
have learned
 Encourages and initiates higher order thinking
 Varies voice, inflection, body movement
 Uses a variety of learning modalities (visual, auditory,
etc.)

IV. Professionalism Kenyonna is a reflective practitioner. She quickly puts to practice ideas
 Exhibits professionalism in appearance and written and that are suggested and makes adjustments as needed.
spoken language
 Effectively maintains accurate records
 Communicates frequently and effectively with families in
a culturally proficient manner
 Engages in/seeks professional development
opportunities
 Reflects upon and is receptive to feedback
 Uses feedback to modify/adjust instruction

Additional Feedback/Goals for Next Observation:

Classroom Environment-
 Make the behavior monitoring tool (DOJO or the chart) accessible so each student can make a direct connection to their behavior
 Identify the specific behaviors that are being acknowledged as positive
 Resist talking over the students. Use wait time
 Transitions
o Lessen student movement when giving out materials by sitting the students first, followed by you distributing the materials
o Expectations- Line up students using clear expectations. Sit them down until it meets those expectations (80% goal)

Site Director: Pam Bryan Signature: ___________________________ Date:

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