TeacherEducationProgram

FormativeObservationofClassroomTeaching
ProfileofStudentTeachingPerformance:
ACONTINUUMOFPROFESSIONALDEVELOPMENT

Ms. Carrie Drum

StudentTeacher:________________________________

Waterman Elementary
4/7/16
School:_____________________________Date:___________

Ms. Grover
CooperatingTeacher:____________________________

9:40-10:25 - Word Study

Time/Class/Period:_____________________________________

Word Sorting, Alphabetizing

Topics/strategies:______________________________________________________________________________________

A.ProfessionalKnowledge|Thestudentteacher
A1.Demonstratesanunderstandingofappropriatecontentstandards(SOL/Professional
standards).
A2.Demonstratesessentialknowledgeandskillsofsubjectarea.
A3.Demonstratesthelinkbetweenthecontentandstudentspastandfuturelearning
experiencesaswellasrelatedsubjectareas.

B.AssessmentofandforStudentLearningThestudentteacher
B1.Setsacceptable,measurable,andappropriatelearningoutcomesandachievementgoals
forstudentlearning.
B2.Plansformalandinformalassessmentoflearningoutcomes.
B3.Checksforunderstandingusingavarietyofassessmenttechniquestoenhancestudent
learning.

Ms. Drum has an

understanding of the
content presented.
SOL-based lesson - Word
Study

Students responded to a
variety of informal questions.
Formal assessment = Students
sorted words by pattern and
alphabetical order.

B4.Usesformalandinformalassessmentevidencetoidentifystrategiestoimprove
instruction.

C.InstructionalPlanning|Thestudentteacher
C1.Isfamiliarwithandusesrelevantaspectsofstudentsbackground,knowledge,
experience,andskills.
C2.Plansdifferentiatedinstructiontoaddresstheuniquecharacteristicsofindividual
students(e.g.TAG/GT,ESL,SpecialNeeds).
C3.Plansappropriateinstructionalstrategiestomeetthelearningoutcomes.
C4.Integratesinstructionaltechnologyinplanning.
C5.Integrateskeycontentelementsinplanning.

Ms. Drum developed modified word

study lesson plan for highest readers.
Part of your lesson included students
reading the words aloud - this is a
great SIOP strategy - students did not
do this during today's lesson.
Would the fish writing activity work for
each leveled group? What issues
may you forsee for BGL groups?

C6.Planstimerealisticallyforpacingandtransitionsforcontentmastery.

D.LearningEnvironment|Thestudentteacher
D1.Establishesasafephysicalandpsychologicalenvironment.
D2.Establishesaclimateoftrustandteamwork.
D3.Maintainsconsistentstandardsforpositiveclassroombehavior.
D4.Demonstratesrespectforandresponsivenesstotheculturalbackgroundsanddiffering
perspectivesoflearners.
Rev7/15

Ms. Drum tried to help student problem

solve when word were blown around.
Student was upset in the classroom think about the more important action...
caring for the word study or completed
word study?
First group: Students started getting
silly - why is this? Is there anything you
could have done differently?

E.InstructionalDelivery|Thestudentteacher

Ms. Drum passed out words. After students

sorted.

E1.Presentsproceduresandoutcomesclearlytostudentsandchecksforstudent
understanding.

She gave students individual directions such

as alphabetizing.

E2.Presentscontentaccuratelyandeffectively.

Helped student J explain why they sorted

words in alphabetical order.

E3.Engagesandmaintainsstudentsinactivelearning.
There was some dead time for students after
they sorted their words in alphabetical order.

E4.Engageslearnersinarangeoflearningexperiencesusingtechnology.
E5.Facilitatesstudentsuseofhigherlevelthinkingskillsininstruction.
E6.Differentiatesinstructionandprovidesappropriateaccommodationstomeettheneedsof
diverselearners.
E7.Usesinstructionalandtransitiontimeforcontentmastery.

F.ReflectionforStudentAcademicProgress

second group students highlighted the

vowels in their spelling list journals. Students
sorted words by vowels on dry erase boards.
Adapted the instructional plan to have
students read the words and re-sort.

As indicated by Ms. Drum: Areas of Strength: I

think the timing/pacing of the lesson went well.
It was helpful I had the fish prepared for next
week's interactive lesson.

Thestudentteacher
F1.Providesspecificevidencetodocumentstudentlearning.
F2.Takesresponsibilityforstudentlearningbyusingongoinganalysisandreflection.
F3.Seeksandusesinformationfromprofessionalsources(e.g.Cooperatingteacher,colleagues,
and/orresearch)toimproveinstruction.

G.Professionalism|Thestudentteacher
G1.Demonstratestheexpectationsoftheprofessionincludingcodesofethics,professional
standardsofpracticeandrelevantlawandpolicy.
G2.Takesinitiativetogrowanddevelopthroughinteractionsthatenhancepracticeand
supportstudentlearning.
G3.Collaboratesandcommunicateseffectivelythroughoralandwrittenlanguage.
G4.Buildsrelationshipsandcollaborateswithfamilies,communities,colleagues,andother
professionalstopromotelearnergrowthanddevelopment.

Areas of Growth: I think I did better with

managing behavior today. Still working on
finding the balance. I want to also work on the
transition between the book club and the word
study.

Ms. Drum conducted herself in a

professional manner. She was
professionally dressed for this observation.
Again, thank you for preparing all the
materials for me.
She communicated effectively with
students.
It is clear Ms. Drum is developing strong
relationships with the students in her
classroom.

G5.Accessesresourcestodeepenanunderstandingofcultural,ethnic,genderandlearning
differencestobuildstrongerrelationshipsandcreatemorerelevantlearningexperiences.

SuggestionsforContinuingProfessionalDevelopment:AreasofStrengthandAreasforGrowth
Areas of Growth: There was some dead time during today's lesson. Most of the students were behaved when they completed the activity - is there
anything you could have them to do maximize the time during this lesson? How can you stop the behavior issues in this small group? During your
small group - it is also necessary to be sure you are also managing the other students in the room to ensure they are being productive.
Areas of Strength: Ms. Drum was firm in her classroom management of the small group. You were able to clear up issues between students and
give guidance as to what students can do next time a similar problem arises. There was significant mediating between several students during the
small group.

Carrie Drum
StudentTeacher

Rev7/15

4/7/16
Date

Dr. Jennie M. Carr 4/7/16

UniversitySupervisororCooperatingTeacher

Date