Observation Form

Student Teacher ​Ashley Bell​ Penn Mentor ​Chenelle Boatswain

Please attach a copy of the lesson plan, along with any notes and revisions.

Section I - Pre-lesson conversation Date____4/26/19______

Notes

Ashley and I began our work together late in the semester. Due to scheduling, the lesson observed did
not include a pre-lesson conversation specific to the lesson. Future lessons will include a pre-lesson
conversation. In our initial discussion, Ashley indicated that the students in AP Government are
focusing on preparation for the AP Exam, while students in Social Science are focused on an
Economics Project.

Focus of observation
● Co-constructed by ST and PM (CM when appropriate) while developing, examining, and revising
lesson plans
● Examples – introduction; grouping decisions; student engagement; clarity of expectations; flow;
assessment; pacing

Ashley identified “exit slips” as an area of growth to which to attend. In addition to this focal area, I
used the first observation as an opportunity to become familiar with Ashley’s teaching practice.

Goals for student teacher

● Co-constructed by ST and PM (CM when appropriate)
● Specific, related to focus

Because we began our work together with this observation, goals were not pre-set leading up to this
lesson.

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Section II – Observation notes
Record of events - continue on separate sheet if necessary. Please attach all additional sheets.

CM: Classroom
Date 4/26/2019
Mentor
Time
Obser 10:45 AM AP Government Ss: Students
ved
Investigate how
Object PAC's influence
ives campaign
finance S: Student
Recommendatio
Time Teacher Actions Student Actions (+) (-) (?)
ns
Bell: Front of
Students pulling
room. Launch
10:49 out paper to (+) On time start
Do Now w. bell
write
wring
(+) Noticing
Students students as they
entering room enter, greeting
them
Wonder what
the expectation
Students is for the do now
conversations period of
time--write,
discuss, share?

Explain who Joe

Biden is
Bell: Quiet
Class settled,
conference with
10:52 students writing
student in back
on charts
of room
Bell: What do
we think? How Some raised
10:54
many expected hands
this?
Bell: I was
surprised
Bell: Destiny,
Destiny
what did you
responds
think?
Bell: J, why did
J, there's been a
you think
lot of talk
respond?
Bell: I was
surprised
Student
Bell: Jn, will you response;
vote for him? Student asks
Mentor Teacher,

2
 would you vote
for him?
CM: I've gotta
see. I don't
know much
about his
platform?
How many of
you are He's Old
surprised? F?
CM: Biden is 76.
But you know
Hand raised in
10:55 what, for 76, I
the back.
think he looks
good.
Cross-talk Cross-talk
Bell: How long
has Bernie been
in the game?
Bell: What Target the
demographic generation after
target, in order the Baby
to win? Boomers
CM: What's that
called?
CM: You're
generation Z, I'm
a millennial
S: The baby
boomers are too
10:58 CM: Why Y?
old to be
influential in this
Conversation
between Ss
about people in
Spring season
How can the
discussion be
CM: The organized to
generations increase
aren't clearly student to
delineated, (-) CM leading student talk?
11:00
some ppl just discussion How can
started a career, students'
some are in questions
their 2nd career inform further
student-driven
inquiry?
CM: Relatively
older generation
than me
because of
different
generation

3
CM: The
generation that
fought in WWII,
spread of
communism,
that's the
generation that
I've been
influenced by
CM: That brings
the # of
candidates up to
20
CM: Now that
he's tossed his
hat into the ring,
do you think it's
early or late in S: See who
the game? What appointments
do you think the are
benefits/disadva
ntages are at
this time in the
game
S: Everyone's
CM: Great, see's
already
the competition
announced
S: People who
are not seen
Chooses other
S: No idea
student
S: If you throw
too early, you
don't know your
competition
CM: How does
this apply to
campaign
finance? What
doesn't Joe need
compared to
young bucks
CM: As much
money because
hes's an
established
member of the
senate, he's not
going to have to
hustle as much
as someone
unknown
CM: Maybe he
did save it to see

4
 who he could
run against
S: I expected
2016, but now
that I think it's
smarter that he
11:04
waited.
Probably
wanted to save
his cards
CM: Very
advanced
S: Maybe people
thought. Do you
know him and
think he was
trust him
pushed by his
political party?
CM: His only
disadvantage is
his age
S: Can student
be
CM: Does Barak
really want to be
VP?
S: Since name is
closely
connected to
Obama, will that
help or hurt
him?
CM: I feel as
though I
would've said 2
years ago that it
would've hurt
him. After 4
years of Trump, I
think it will
without a doubt
help him
Bell: As we Prep all
continue with materials before
(+) Quick,
this presidency, (-) Timer not start of lesson so
11:08 concise
it'll be set up (prep) that they're at
directions
interesting to hand when
see... needed
CM: This is a
great segue into
your projects for
today.
Bell: Yes, your
projects for
today. We're
going to

5
 organize back
into groups.
Bell: Get a
laptop and start
researching, 15
min to get your
statements
together
Bell: (directions)
Pro speaks, con
takes notes; Con
restates Pro
before own
argument
Bell: How PACS
and interest
groups impact
campaign
finance
Bell: At the end
you'll get to
share your own
opinions
Bell: Second half
of class to
complete stats
Students get
CM distributes together in
11:10
laptops to groups and
students begin work
How are
groups
organized?
Most students How do
Bell directing begin work groupings
students who immediately account for
were absent students
previously to strengths and
groups needs?
What were the
Bell approaches expectations
(+) Noticing
2 new Ss who for the types
New students students, quickly
11:14 entered, of sources
come in incorporating in
explains the students
academic task
lesson access for
information?
Bell: 10 minutes
11:21 to wrap up
argument
Bell: Start tests
by 11:45
Bell: I will be Create a
(-) Instructions
collecting your powerpoint slide
are only
debate sheets that directs

6
 verbal for task students during
management group work/
independent
work
Prep all
materials before
start of lesson so
that they're at
Most students in
Bell: Looking for hand when
11:23 both groups are
materials needed// Adjust
writing
plans to move
away from need
for materials not
prepped
S: We need a
statement right?
Bell: You already
have your
statement,
you're pro or
con
Bell: Don't think
of it as debates
in class
What
information is
important to
Pre-plan student
see in
success
students'
Bell: Myself and indicators,
writing to
CM will walk practice
(+) Multiple data indicate
around, along listening to
points to assess understanding
with your content of
student ? What are the
papers this is student
understanding listen-fors in
how you'll be conversation as
student
graded point of
discussion
formative
that indicate
assessment
student
understanding
?
Bell creates
11:24
timer
CM: Banter with
Some Ss in
students who
11:28 group near
are working
window off task
near him
CM providing
countdown cues
Bell: 2 minutes
Bell: Talking
with student
visitors
11:31 CM: leaves room

7
 Ss in group near
window, off task
conversation
Bell: Need to
11:32 start moving to
debates
5 min for pro, 5
min for con;
when you're
team is not
going, you're
listening and
writing what
students' are
saying
We'll be coming
around and
checking for
- did you do
assignment
- did you present
facts
- collecting your
sheets
Pro students
Bell walking
present; Ss in
with laptop in
both groups
11:34 hand, near
listen to
group by
speaker, some
window
"Con" Ss write
Bell moves to
group near door,
11:38
interject in
conversation
Con students
Bell: Switch present; Ss in
groups "Pro" group
interject
What is Utilize a few
students' role student leaders
In both groups,
Bell returning (-) Missing in materials to organize
the Ss from
11:40 laptops to student management? materials
"Pro" side try to
laptop cart conversations What routines management//c
interject
have been omputers,
established? collecting papers
Bell: Make sure
End of
11:42 of responses to
conversations
both sides
Bell:I'll take
homework and
do now
Log off
11:43
computers and

8
 bring them to
the front
We are starting
test
CM organizing
desks for
exam
CM: collecting
homework, do
now
CM: directing
students to
rearrange for
test
Bell: You're
11:44 allowed to have
your flashcards
CM: Alright
11:45 game time,
distributes exam
CM: 3 tests
remaining--this,
Ap, final
Bell: You may
use 1 notecard,
if you have take
it out and put on
tdesk
Bell: Directions
are on paper,
but I'll say aloud
Bell: There are 7 S: I thought it
court cases was 6
END OF
OBSERVATION

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Section III – Post-lesson conversation Date____4/26/19_________

Notes – Goal
● In what ways was the goal achieved?
● In what ways does the goal need to remain in place, or be reformulated, and further pursued?

This will be considered for future lessons.

Notes – Other issues

● What else came up during the lesson that was noteworthy? Surprising? Valuable? Troubling?

Ashley’s strong rapport with students, her confidence and calm presence in front of the class is
natural. She has tremendous skill in communicating with students in ways that are relatable and
which make her approachable. She was particularly attentive to various student needs in ways that
appeared seamless. There were students who entered class after the period began and Ashley quickly
welcomed them, informed them of the class’s progress, and continued instruction. Another student
required personal attention, and Ashley discretely spoke with the student in the back of the classroom
while students’ worked on an assigned task. A third group of students, who were visitors of the class,
were invited to join groups. Ashley took time to speak with the students personally about their
interests in the class and their broader goals. Each of these actions communicates to students their
value to her which, no doubt, has contributed to the trust and comfort that students display in
interacting with her and one another in the classroom.

The calm classroom environment lays a strong foundation for Ashley to practice a variety of teacher
moves which will strengthen her overall project. The class is well poised to engage in student-centered
discussion, student-driven inquiry, and will respond positively to increased opportunities to
demonstrate their own independence in the classroom. Ashley is strongly encouraged to use these final
weeks to gain as much practice as possible in significant areas.

She will be aided in her practice by exercising maximum independence during instructional periods.
This means, despite the temptation to support various management tasks or students’ understandings/
misunderstandings, that Ashley will need her classroom mentor to refrain from interjecting or
co-leading any components of the lesson.

Recommendations for future practice:

1. Independent execution of the lesson will be an important practice opportunity for Ashley in every
lesson.

2. Facilitating student-centered whole group discussion.

3. Formative, in the moment assessment, during students’ independent work. Increasing students’
independence to complete tasks following release, will support opportunities for this work.

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Areas of demonstrated improvement and ​success​:

1. Ashley’s rapport with students is well established as indicated by personable, comfortable

interactions between Ashley and the students.

2. Ashleys’ command of the space and awareness of the students in the learning community is keen.
She was consistent about welcoming students as they entered the classroom, and offering students’
privacy when conferring with individual students about personal needs.

3. There were multiple opportunities for students to demonstrate their understanding of how PACs
influence the finances for campaign--written and oral.

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