OBSERVATIONS (Date and Content)

Feb. 3 ELA- Intorductory

DOMAIN Jan. 23 Math Lesson Paragraph
Feb. 17 Math Lesson

I. Learning Environment -Students Emily was able to get the students Emily addressed disruptive
represented -Set-up -Procedures - to quickly transition from one center behaviors (there were very
Behavior expectations -Manages to another. She responded to few) quickly and in a manner
behaviors quickly -Positive and students with positivitiy and that showed respect.
respectful -Respects backgrounds kindness, guiding those who were
exhibiting distracting behaviors
back to engagement.
II. Planning and Preparation - Emily proved to be skillful at Emily made lots of effort
Complete submitted plans -Timing - keeping all the students in the small to engage different
Data and needs driven -Standards- groups engaged as they shared students in sharing their
based -Connects content -Active their ideas and strategies, having thinking and their work
participation -Materials/Technology them use the white board to record with each other. The
-Higher-level thinking - their thinking. students felt very
Accommodations -Sequencing - comfortable sharing
Collaborates their ideas.
III. Instruction and Assessment - Emily implemented the small group Emily began the lesson by It was clear that for
States expectations -Content math lesson with accurate content asking the students to some students, long
accuracy -Clear instructions - knowledge, guiding students to remember about the opinion division became difficult
Flexibility -Varied materials -Varied share their conceptual paragraphs they had written when they were unable
delivery -Activities and applications understanding of subtracting with previously (accessing prior to recall basic facts. It
-Student engagement -Questioning regrouping. Emily's questions were knoweldge). The description was suggested that
-Formative assessments -Modifies open-ended and helped the and example she provided of Number Talks could
teaching -Summative assessments students to assess their own an introductory paragraph help students with
-Promotes self-assessment - thinking as well as each others. was accurate and clear. She mental math. While a
Feedback continued to ask questions few students were
that allowed students to showing their work on
describe the parts of the the board, the other
paragraph. Emily's response students didn't have
to questions about clear expectations
assessment: " I plan on about what they should
assessing the students using be doing in the mean
a checklist. The checklist was time. Emily does a great
given to them the day before, job of providing
when they started feedback and asking
researching their topics. It's questions to push them
written in the form of I to think.
statements to allow for the
students to cognitively take
control of their expectations. I
would also use the checklist
during peer evaluations. It
could be easily turned into an
ELA station where students
would grade their
introductions in small groups
and give personal feedback
based on the checklist."
IV. Professionalism and Growth - Emily was very reflective of her
On time and professional - teaching and was aware of how she
Responds timely -Communication - needed to use different strategies
Personal issues -Professional given the different needs of each
conduct -Families -Legal group member.
responsibilities -Collaborates -
Growth -Self-reflect
Emily talked about how to make
sure she was meeting the needs of
NOTES all students, whether they high
skilled or needed some more
guidance.