OBSERVATION FORM

Date: Intern: Simmons Supervisor: Supervising Practitioner: Tucker Harrison Length o o!servation: Schoo": Landmark School Su!#ect: ___Study Skills__________________________________________
Setting: 1:1 Sma"" $roup (Student/Teacher Ratio ____ to ____) %ho"e &"ass (Student/Teacher Ratio __7__ to __1__)

O!servation' 1

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&lans 'urriculum and (nstruction: T*pe+ Lesson P"an, &urricu"um Frame-or.s I+enti ie+, Page Num!er I+enti ie+,
Pu!"ication Date I+enti ie+, At "east / IEP o!#ectives0!enchmar.s i+enti ie+, Agen+a poste+, Lesson Lin.e+ to Se1uentia" 2nit o Stu+*, Accommo+ations0Mo+i ications i+enti ie+ an+ in+ivi+ua"i3e+4

)ell thought out *lan+ ,s*ecially nice -ork in .uilding in o**ortunities to assess student/s conce*tual understanding and im*lementation o0 *ara*hrasing skills+
1eli2ers ,00ecti2e (nstruction: 3genda re0erenced4 2ses activator to !egin "esson, 2ses -ho"e group instruction4 5ses small grou*
instruction4 2ses in+ivi+ua"i3e+ instruction4 2ses teacher5+irecte+ strategies, 2ses +irect instruction, 2ses practice0mo+e"ing strategies, 2ses "ess teacher5+irecte+ approaches such as +iscussion, pro!"em5so"ving or cooperative "earning 4 ,m*loys a 2ariety o0 reading strategies4 &ro2ides a 2ariety o0 -riting strategies4 2ses instructiona" techno"og* appropriate"*4 5ses summari6er to close the lesson4 Assigns home-or. or practice, Provi+es regu"ar an+ re1uent ee+!ac.0cues, Provi+es varie+ opportunities or stu+ents to achieve competence4

Students had o**ortunities throughout class to demonstrate conce*tual com*etence .ut also skill7in7action7.ased com*etence+ 8reat acti2ator at the .eginning o0 class that ga2e all students an o**ortunity to 9uickly demonstrate their kno-ledge+
'ommunication and 'larity: Appropriate use o ' vo"ume, tone, e6pression, response praise, Demonstrates engage+ "istening
s.i""s, Provi+es c"ear instruction, O!#ectives ma+e c"ear to stu+ents, Function o "esson, s.i"" or activit* i+enti ie+ to stu+ents4
:ou are clear -ith your instruction+ 3t the end o0 class4 you smartly chose not to e;*lain some con0usion o2er -ord7order and use o0 9uotations+ (nstead o0 trying in a hurried 0ashion4 you -isely e;*ressed that you -ould return to the conce*ts tomorro-+

<anages 'lassroom 'limate and =*eration: Esta!"ishes environment0ph*sica" arrangement con+ucive to "earning, Articu"ates
e6pectations or' !ehavior, respect, sa et*, 2ses teacha!"e moments e ective"*4
:ou ke*t students on a short leash -hile not .eing o2er7.earing+ :ou ni**ed one student/s minor .ut ina**ro*riate use o0 technology in the .ud -hile di00using the situation -ith humor so as not to em.arrass him+ :ou ga2e *ositi2e 0eed.ack to e2ery student comment throughout class+ :ou ga2e s*eci0ic and genuine 0eed.ack/*raise to students as they sho-cased their skills in a 2ery *u.lic 0ormat+

Time and Transition <anagement: Manages c"assroom routines an+ proce+ures -ithout "oss o instructiona" time, Fo""o-s or
a+apts routines an+ proce+ures as necessar*, Demonstrates "ogica" an+ or+er"* transitions, Bu+gets time e icient"* 7in teaching an+ -ith meetings84 <inimi6ed do-n time o0 transitions and got students right into the .usiness o0 class+ Transitions -ere logical and acti2ities -ere connected+ :ou -ere 0le;i.le in your -eekly lesson *lan -hen you reali6ed that more time -as needed to de2elo* skills in areas that you deemed -eaknesses among your students today+

&romotes ,9uity: Encourages e ort o a"" stu+ents, Promotes achievement o a"" stu+ents, Ma.es instructiona" a+#ustments, Lin.s
instruction to un+er"*ing American civic cu"ture i+ea"s, Provi+es meaning u" access to age5appropriate curricu"um or a"" stu+ents +

:ou *ushed each student to im*ro2e their skills in a manner that -as indi2iduali6ed to each student+
3ssessment: Purpose an+ criteria or success "in.e+, Assessment o this "esson is 1uanti ia!"e or a!"e to !e +ocumente+,
Assessment resu"ts in a pro+uct, Measura!"e assessment "in.e+ to "esson outcomes0IEP o!#ectives, Measures stu+ent achievement -ith orma" an+0or in orma" assessments

3ssessment -as -o2en throughout today/s lesson+ This ga2e you an im*ortant o**ortunity to recogni6e some skill de0icits+
&ro0essionalism: Demonstrates pro essiona" interactions -ith others, Accepts an+0or respon+s to ver!a" an+ -ritten ee+!ac.
constructive"*, Meets +ea+"ines, Sche+u"es an+ o""o-s through -ith o!servations an+ meetings

'ol.y -as 2ery rece*ti2e to 0eed.ack 0ollo-ing the lesson and continues to .e *ro0essional in e2ery -ay+

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Rating Sca"e' 1emonstrates the a*titude and a.ility o0 a skilled and 2eteran teacher 1emonstrates the skills o0 a teacher -ho is ready to enter the *ro0ession 1emonstrates emerging skills o0 an a**rentice teacher ? is sho-ing *romise in the 0ield o0 education 1emonstrates skills and a.ilities o0 a no2ice teacher4 needs im*ro2ement and continued -ork in this area 1oes not meet the standards

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'omments and/or Suggestions:

&ositi2es: 1+ :our use o0 assessment+ @y making it a *riority to re2ie- their h- care0ully and to gi2e them an o**ortunity to sho-case their skills during the A*ara*hrase a *aragra*hB acti2ity4 their skill7le2el .ecame 2ery e2ident+ 3 lesser teacher -ould ha2e heard that students understood *ara*hrasing conce*tually and mo2ed on+ (nstead4 you sa- that the conce*tual understanding didn/t match the skills in action+ 2+ :our 0le;i.ility on a larger scale then (/2e seen it .e0ore+ Today you sho-ed your 0le;i.ility in altering your -eekly lesson *lan+ ,2en though you already likely had lessons in mind 0or Thursday and Criday4 you reali6ed that you needed to change tomorro-/s *lan .ased on the skill le2el you o.ser2ed today+ This is e;cellent teaching as you are demonstrating an a.ility to assess students/ skills on the 0ly and to ada*t your *lan accordingly+ + ( lo2e the -armu* game+ ( -as really ner2ous -hen ( sa- that it in2ol2ed letters4 .ut your students demonstrate com*etence and creati2ity at the task+ :ou/2e clearly created a climate -here e2en students -ith language .ased learning disa.ilities are com0orta.le *laying a *u.lic letter7.ased game+ 3d2ice )e already talked a.out this a0ter the class .ut don/t hesitate to *ro2ide e2en more structure and direction to this grou* as they im*ro2e their *ara*hrasing skills+ &ara*hrasing is so di00icult .ecause it demands 0le;i.ility o0 learners -ho tend to think in a 2ery linear and in0le;i.le manner+ The more that -e can create a structured 0ormula 0or them to use4 the .etter the .ase o0 skill they -ill create u*on -hich they can ho*e0ullyDe2entuallyDde2elo* some 0le;i.ility in their language skills+

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Rating Sca"e' 1emonstrates the a*titude and a.ility o0 a skilled and 2eteran teacher 1emonstrates the skills o0 a teacher -ho is ready to enter the *ro0ession 1emonstrates emerging skills o0 an a**rentice teacher ? is sho-ing *romise in the 0ield o0 education 1emonstrates skills and a.ilities o0 a no2ice teacher4 needs im*ro2ement and continued -ork in this area 1oes not meet the standards

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