TeacherEducationProgram

FormativeObservationofClassroomTeaching
ProfileofStudentTeachingPerformance:
ACONTINUUMOFPROFESSIONALDEVELOPMENT

Ms. Carrie Drum

StudentTeacher:________________________________

Waterman Elementary
3/24/16
School:_____________________________Date:___________

Ms. Grover
CooperatingTeacher:____________________________

1:42-2:50 - Math Groups

Time/Class/Period:_____________________________________

SOL: 3.17- Graphing and Telling Time

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 Graphing and Telling Time

Students responded to a variety

of informal questions.
Formal assessment =
worksheet (How can you make
this more engaging and
interactive)

B4.Usesformalandinformalassessmentevidencetoidentifystrategiestoimprove
instruction.

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

Ms. Drum made the lesson more

personal by using the school and the
administrator in the question.
Modeling of a tally chart and/ the
milk/cookie chart may have been
beneficial for students to see your
expectations. Could you provide
instruction to assist student learning?

C4.Integratesinstructionaltechnologyinplanning.
C5.Integrateskeycontentelementsinplanning.

Two lesson plans were provided for

the math groups.

C6.Planstimerealisticallyforpacingandtransitionsforcontentmastery.

D.LearningEnvironment|Thestudentteacher

Ms. Drum provided positive feedback to

students which was specific to students ability.

D1.Establishesasafephysicalandpsychologicalenvironment.

Some students seems disengaged in this

lesson - what could you do to make this more
interactive and engaging?

D2.Establishesaclimateoftrustandteamwork.
D3.Maintainsconsistentstandardsforpositiveclassroombehavior.
D4.Demonstratesrespectforandresponsivenesstotheculturalbackgroundsanddiffering
perspectivesoflearners.
Rev7/15

When student misbehaved encouraged him to

apologize to maintain a climate of teamwork.
Student was send out in the hallway to think
about consequences of actions.

Students shared their knowledge of graphs

E.InstructionalDelivery|Thestudentteacher
E1.Presentsproceduresandoutcomesclearlytostudentsandchecksforstudent
understanding.
E2.Presentscontentaccuratelyandeffectively.

Students were presented with a data set for which they

had to draw conclusions. Students shared thoughts.
Students reviewed data and created a tally chart and a
bar graph or a line plot.
Asked students to explain strategies for success on Milk
and Cookies sheet.

E3.Engagesandmaintainsstudentsinactivelearning.

Peer Teaching of telling time.

E4.Engageslearnersinarangeoflearningexperiencesusingtechnology.

Slight adjustments were made to the repeat lesson to

make smoother.

E5.Facilitatesstudentsuseofhigherlevelthinkingskillsininstruction.

Some of the students didn't know the difference between

a graph and a tally chart - would this be something
powerful to review during the teaching process?

E6.Differentiatesinstructionandprovidesappropriateaccommodationstomeettheneedsof
diverselearners.

Many students didn't complete the worksheet how does

this impact instruction?

E7.Usesinstructionalandtransitiontimeforcontentmastery.

F.ReflectionforStudentAcademicProgress

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

believe students mastered the content and
were able to practice additional skills. I think I
did a nice job with the middle group with
positive reinforcement

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

G.Professionalism|Thestudentteacher
G1.Demonstratestheexpectationsoftheprofessionincludingcodesofethics,professional
standardsofpracticeandrelevantlawandpolicy.

Areas of Growth: The first group I want to

work on behavior management. I'm noticing
students are pushing the limits. Being clearer
with directions

Ms. Drum conducted herself in a

professional manner. She was
professionally dressed for this
observation.

G2.Takesinitiativetogrowanddevelopthroughinteractionsthatenhancepracticeand
supportstudentlearning.

Again, thank you for preparing all the

materials for me.

G3.Collaboratesandcommunicateseffectivelythroughoralandwrittenlanguage.

She communicated effectively with

students.

G4.Buildsrelationshipsandcollaborateswithfamilies,communities,colleagues,andother
professionalstopromotelearnergrowthanddevelopment.
G5.Accessesresourcestodeepenanunderstandingofcultural,ethnic,genderandlearning
differencestobuildstrongerrelationshipsandcreatemorerelevantlearningexperiences.

SuggestionsforContinuingProfessionalDevelopment:AreasofStrengthandAreasforGrowth
Areas of Growth: Think about ways you might be able to make this lesson more interactive especially at the end of the day
as students are exhausted and likely to disengage quicker.
Areas of Strength: Ms. Drum personalized the learning by using Waterman as part of the data set question. Nice job
getting students to think about what the question would be - this is helpful for students to apply other skills like drawing
conclusions in Math. The best part of the lesson today was seeing the Student share his strategies for telling time :)

Carrie Drum
StudentTeacher

Rev7/15

3/24/16
Date

Dr. Jennie M. Carr 3/24/16

UniversitySupervisororCooperatingTeacher

Date