Observation of Field Performance Feedback 2018-19

Teacher Candidate: Mr. Darius Wimby Observer: Dr. Debra Moore Date: February 28, 2019

School: McNair High School Subject/Lesson Topic: ELA-Lit. Grade Level: 9th
Directions: This rubric is aligned to INTASC and TAPS Standards. The first page provides opportunity for an overall
summary of Observed Strengths/Improvement/Comments. In the feedback section, please write specific evidence
and/or comments observed for each indicator throughout the lesson. The Rubric is included for reference. Mentor
Teachers may use this rubric to observe and provide regular feedback. University Supervisors use this rubric to
observe, provide feedback, and enter final practicum and student teaching observation scores on the electronic rubric
via LiveText. The Teacher Candidate should scan the handwritten documents, or upload word-processed copies of
each observation to LiveText.

Overall Observed Strengths:

You demonstrated your knowledge of the content through implementation of curriculum standards, construction of the lesson
plan, and efforts made to increase rigor for this lesson and teaching segment observed. The instructional strategies used were
relevant to the students learning needs and allowed them to engage in the teaching and learning.
You also used your knowledge of the students as discussed during the last observation to facilitate the classroom better during
this lesson.
Strategies/activities to open the lessons and link the learning through the work period were engaging and hooked the
students.

Overall Suggestions for Improvement:

Continue to look at your rituals and routines to ensure that students are engaged from bell to bell. Students seemed to know
how to begin the warm-up activity. Help students transition to assignment by providing clear and concise expectations.

Continue to review the gender-based research and information that are available to identify additional strategies that will
assist you in addressing the needs of the gender-based classroom. This is vital to establishing and maintaining a positive
learning environment.

Technology was incorporated to enhance instruction. Students’ technology use was more defined during the last observation.
Consider including it in your instruction in a similar manner in the future. This might be one of the strategies that you can
consider to address the specific learning needs of students who prefer this component in the delivery of instruction.

General Comments:
You demonstrated knowledge of the content for this lesson (Irony) needed to effectively teach students and deliver
instruction. Continue to strengthen your pedagogical knowledge to ensure that the needs of all students can be identified and
met, and you will have the necessary tools to address any areas that are not met.

Dr. Debra Moore

___________________________________ ____________
Observer’s Signature

Teacher Candidate Signature

 Observation of Field Performance Feedback 2018-19

INDICATOR Observation Notes

PROFESSIONAL KNOWEDGE
1-PK: You demonstrated proficient knowledge of the learner as outlined in your lesson plan. This knowledge allowed
Knowledge of the you to identify strategies that could engage the students at multiple levels.
Learner You demonstrated proficient knowledge of the content for this lesson. You indicated to the students that you
would provide an example of a contradiction, later. Have students look for those contradictions as well.
2-PK: Content
Knowledge The lesson aligns with the standard and instructional strategies that you used to address the content taught for
this segment. The opening using the pictures to engage students in the content—irony- hooked the students and
3-PK: Pedagogical allowed you to properly link the learning to past learning and the current teaching segment. The instructional
Content Knowledge strategy and materials used to engage students in applying the learning were relevant and authentic.

INSTRUCTIONAL DELIVERY
Some students were able to engage in some higher order thinking as both you and the co-teacher probed for
1-ID:
understanding and higher-order thinking during the notetaking and discussion
Learner Engagement

Your use of technology was appropriate. Consider how you can make it more effective to extend the use of it
2-ID: more directly to the students.
Use of Technology
The co-teaching model used and the co-teacher were effective in assisting you with addressing students who
3-ID: have been identified as needing adaptations or modifications (not known to me). The model was also seamlessly
Adaptation /
used effectively with all students. Clearly identify strategies to use to differentiate the content, process and
Modification /
Differentiation product.

ASSESSMENT OF AND FOR LEARNING

1-AL: Probing questions and discussion allowed you to assess for understanding of the concepts identified. How do you
Assessment for know the extent to which all students know what it is you expect for them to know? In this case, three types of
Learning irony.
2-AL:
Provides / Models You provided some feedback to students as you guided the instruction. During this lesson, the feedback might
Feedback have been useful in determining the extent to which students understood the three types of irony. For each type,
some students seemed to need additional information.
LEARNING ENVIRONMENT
1-LE: The students know what to do, but tend to become overly enthusiastic when group questions are asked or no
Positive Learning specific person has been identified to respond. Clearly define procedures for the students to engage in partner
Environment discussions as well as the learning activities that require students to work in groups.

2-LE: The facilitation and management were improved over the last observation. Still, continue to identify and
Classroom Facilitation establish clearly defined procedures and rules for engaging that help students to maintain a focus on the tasks at
hand. While the overall expectations should remain constant, some procedures might change depending on the
context for earning, goals, and teaching segment. An example, today’s lesson where students stood in teams.
3-LE:
Classroom Safety The environment promoted a climate of trust and safety. Students who required redirection received it properly
and responded properly as well.

STRENGTHS:
Review the section on page one of this document. In addition to the strategies that might be listed, continue to
read the articles in iCollege and engage in professional learning provided to support classroom facilitation
opportunities.
NEED:

STRATEGY:

INDICATOR
Knowledge of the Learner:
builds upon learners’ existing
academic, developmental,
linguistic, personal,
cultural/community strengths,
1-PK
needs, and experiences. *
*Including, but not limited to, race,
ethnicity, religion, socioeconomic
status, gender, sexual
orientation/expression, national
origin, or exceptionality.
Content Knowledge:
Demonstrates accurate and
current content knowledge in
2-PK
authentic contexts; facilitates
learners’ use of academic
language to access content.
Pedagogical Content
Knowledge:
3-PK
Develops learner conceptual
understanding; anticipates
and resolves learner
misconceptions.
Learner Engagement:
Engages learners in active
learning by developing higher
order, critical/creative
1-ID
thinking through inquiry-
based learning promoting
diverse
perspectives/experiences.
Use of Technology:
Integrates technology to
facilitate learning; involves
2-ID
learners in use of technology;
provides rationale if
technology is not used.
Adaptation / Modification /
Differentiation:
Provides appropriate
adaptations and/or
modifications for individual
learners with language needs,
IEP, EIP, 504; employs
3-ID
principles of Universal Design
for Learning (UDL)/whole
group differentiation and
those who require
remediation or challenge.
Observation of Field Performance Feedback 2018-19
Advanced
PROFESSIONAL KNOWLEDGE
Maximizes learner’s prior
knowledge by integrating
lesson objectives with
learners’ academic,
personal, developmental,
linguistic, AND
cultural/community
strengths, needs, AND
experiences.
Demonstrates accurate
AND current content
knowledge in authentic
contexts; facilitates whole
class, group, and individual
use of academic language to
access content.
Develops learner
conceptual understanding;
AND anticipates AND
resolves learner
misconceptions.
INSTRUCTIONAL DELIVERY
Engages learners in active
learning by developing
higher order,
critical/creative thinking
through inquiry-based
learning AND promotes
diverse
perspectives/experiences.
Integrates innovative
technology to facilitate
learning; AND involves
learners in the use of
technology OR provides
rationale if technology is
not used.
Provides appropriate
adaptations and/or
modifications for individual
learners in the class with
language needs, IEP, EIP,
504; AND employs
principles of UDL including
students who require
remediation/challenge.
Proficient
Uses learner’s prior
knowledge by integrating
lesson objectives with
learners’ academic,
personal, developmental,
AND linguistic, OR
cultural/community
strengths, needs, AND/OR
experiences.
Demonstrates accurate
AND current content
knowledge in authentic
contexts; facilitates whole
class/group use of
academic language to
access content.
Develops learner
conceptual
understanding; AND
anticipates OR resolves
learner misconceptions.
Engages learners in active
learning by developing
higher order,
critical/creative thinking
through inquiry-based OR
teacher-facilitated,
student-centered learning
AND promotes diverse
perspectives/experiences.
Integrates appropriate
technology to facilitate
learning; AND involves
learners in the use of
technology OR provides
rationale if technology is
not used.
Provides appropriate
adaptations and/or
modifications for
individual learners in the
class with language needs,
IEP, EIP, 504; AND
employs principles of UDL.
Developing
Uses learner’s prior
knowledge by integrating
lesson objectives with
learners’ academic,
personal, AND
developmental, AND
linguistic OR
cultural/community
strengths, needs, OR
experiences.
Demonstrates accurate
content knowledge AND
presents academic
language.
Develops learner
acquisition of
knowledge/skills.
Directs learners to acquire
knowledge OR skills
through teacher-directed
learning AND/OR
promotes diverse
perspectives/experiences.
Employs the use of
appropriate technology to
support instruction; OR
provides rationale if
technology is not used.
Provides appropriate
adaptations and/or
modifications for
individual learners in the
class with language needs,
IEP, EIP, 504; does not
employ principles of UDL.
Insufficient
Does not use learner’s
prior knowledge by
integrating lesson
objectives with
learners’ academic,
personal,
developmental,
linguistic, OR
cultural/community
strengths, needs, OR
experiences.
Demonstrates
inaccurate OR
outdated content
knowledge; does not
present academic
language.
Does not develop
learner acquisition of
knowledge/skills.
Directs learners to
acquire knowledge OR
skills through teacher-
directed learning OR
promotes diverse
perspectives/experien
ces.
Does not employ
technology to
support instruction;
OR does not provide
rationale if
technology is not
used.
Does not provide
appropriate
adaptations and/or
modifications for
individual learners in
the class with language
needs, IEP, EIP, 504;
does not employ
principles of UDL.

INDICATOR
Assessment for Learning:
Uses assessment tools for both
formative and summative
purposes to guide and to
adjust instruction.
1-AL
Provides/Models Feedback:
Provides feedback to learners;
models use of feedback to
address strengths, needs, and
2-AL
strategies for
improvement/extension of
learning.
Positive Learning
Environment: Promotes
positive learning environment
by encouraging learner self-
1-LE
regulation and maintaining
high expectations for all
learners in a trusting, caring,
and respectful learning
community.
Classroom Facilitation:
Maximizes learning by
organizing, classroom
community expectations, time,
2-LE
space, and materials; and by
responding to disruptions in
an equitable, timely manner
using appropriate verbal/non-
verbal communication.
Classroom Safety:
Establishes and maintains a
safe classroom environment.
3-LE
Observation of Field Performance Feedback 2018-19
Advanced
ASSESSMENT OF AND FOR LEARNING
Uses appropriate formative
AND summative
assessment tools to
document learners’ prior
knowledge AND new
learning to facilitate
learning AND guide
instruction for the whole
class, groups of learners,
AND individuals.
Provides feedback to
learners AND models use of
feedback to address
strengths, needs, AND
strategies for improvement
/ extension of learning.
LEARNING ENVIRONMENT
Promotes a respectful
learning community by
facilitating all learners in
self-regulation AND conflict
resolution, positive teacher-
learner AND/OR learner-
learner interactions; by
establishing rapport with
all learners AND holding
high expectations.
Maximizes learning by
organizing classroom
community expectations,
time, space, AND materials;
AND by responding to
disruptions in an equitable,
timely manner AND using
appropriate verbal/non-
verbal communication.
Enforces classroom, school
AND community safety
rules AND policies relevant
to the content with written,
visual, AND oral
procedures.
Specific to science
classrooms: enforces
required OSHA safety
standards.
Proficient
Uses appropriate
formative AND/OR
summative assessment
tools to document
learners’ prior knowledge
AND/OR new learning to
guide learning AND/OR
adjust instruction for the
whole class, groups of
learners AND/OR
individuals.
Provides feedback to
learners AND models use
of feedback to address
strengths, needs, OR
strategies for
improvement / extension
of learning.
Promotes a respectful
learning community by
facilitating all learners in
self-regulation, positive
teacher-learner AND/OR
learner-learner
interactions; by
establishing rapport with
all learners, AND/OR
holding high expectations.
Maximizes learning by
organizing classroom
community expectations,
time, space, AND/OR
materials; AND by
responding to disruptions
in an equitable, timely
manner AND/OR using
appropriate verbal/non-
verbal communication.
Enforces classroom, school
AND/OR community
safety rules AND/OR
policies relevant to the
content with written,
visual, AND/OR oral
procedures. Specific to
science classrooms:
enforces required OSHA
safety standards.
Developing
Uses appropriate
formative AND/OR
summative assessment
tools to document
learners’ prior knowledge
OR new learning to guide
learning OR adjust
instruction for the whole
class, groups of learners
OR individuals.
Provides feedback to
learners OR models use of
feedback to address
strengths, needs, OR
strategies for
improvement / extension
of learning.
Promotes a learning
community by facilitating
learners in self-regulation
OR positive-teacher
AND/OR learner-learner
interactions; OR by
establishing rapports with
learners, OR holding high
expectations.
Directs learning by
organizing classroom
community expectations,
time, space, AND/OR
materials; AND/OR by
responding to disruptions
in an equitable, timely
manner AND/OR using
appropriate verbal/non-
verbal communication.
Enforces classroom, school
OR community safety
rules OR policies relevant
to the content with
written, visual, OR oral
procedures. Specific to
science classrooms:
enforces required OSHA
safety standards.
Insufficient
Uses inappropriate
formative AND/OR
summative assessment
tools OR does not
document learners’
prior knowledge OR
new learning to guide
learning OR adjust
instruction for the
whole class, groups of
learners OR
individuals.
Provides superficial /
insufficient feedback
to learners AND does
not model use of
feedback to address
strengths, needs, OR
strategies for
improvement /
extension of learning.
Promotes a learning
environment that does
not facilitate learners
in self-regulation OR
positive-teacher OR
learner-learner
interactions; OR does
not establish rapport
with learners, OR hold
high expectations.
Does not organize
classroom community
expectations, time,
space, OR materials;
AND/OR does not
respond to disruptions
in an equitable, timely
manner AND/OR uses
inappropriate
verbal/non-verbal
communication.
Does not enforce, OR
ineffectively enforces,
classroom, school OR
community safety
rules OR policies
relevant to the content
with written, visual,
OR oral procedures.
Specific to science
classrooms: enforces
required OSHA safety
standards.