IFE/AFE

Performance Evidence and Recommendations

Site evidence demonstrated for each component
USF COE Teacher Candidate: Jessica Diaz Date: March 11, 2015 Subject: 1st grade Shared Reading
School: Grand Prairie--Frankfort Completed by: Susan Coyle CT / USF
Planning and Preparation
Demonstrating Knowledge of Content and Pedagogy

Excellent, detailed lesson plans for Shared Reading, Guided Reading, Writing, Words Their Way, and Math. Currently responsible for 3 guided reading groups and 2 guided math.
Jessica has a clear understanding of content and prerequisite skills.
Jessica uses best instructional practices as cited on Reflection Questions.
Jessica was able to integrate content areas in the story Outside My Window . Reading, science, social studies, and geography were included.
Demonstrating Knowledge of Students

Jessica has gotten to know students extremely well. She created a 20 question student interest survey to become familiar with interests, favorite subjects, and family background and
uses the information to help plan her lessons.
Accommodations for special needs include using a timer, assigned spots on carpet, and specific pairing of turn and talk partners for attention deficits; reading aloud for low level readers,
and close monitoring to keep students on task.
Multicultural connections were made discovering that different geographical locations have different landscapes, animals, and plants.

Designing Coherent Instruction

The lessons objective: to identify basic connections in details in a nonfiction text. All procedures and informal assessment supported the objective.
Jessica used a variety of resources including book, ELMO, anchor chart, and post it notes.
Excellent motivation using a real life activity of looking out the classroom window and asking students to name describe what they see.
Thoughtfully planned turn and talk (shoulder) partners.
High-level thinking in discussion of landscapes, animals, plants and lots of predictions.

Classroom Environment
Creating an Environment of Respect and Rapport

Classroom is extremely inviting and has a positive feel. The interactions are very positive. Jessica makes many positive comments. Students were listening when Jessica or other children
were speaking.
Please, Thank you, you are right I love how ___ and ___ are working oooh, I like that soon we will see flowers
Physical proximity was used as the lesson took place on the carpet with assigned spots and an assigned turn & talk partner. Jessica sat in chair near Elmo next to students.
Throughout the lesson, students were encouraged to share their predictions, thoughts, and ideas with partners and the whole group.
Jessica made sure everyone had the opportunity to talk and give ideas.

Managing Classroom Procedures

Very smooth functioning of routines. Students know exactly how to handle procedures.
Students came in from the computer room and came to carpet. Did congratulations spelling out AWESOME and doing a roller coaster motion. I like how ___ is walking quietly. Good
job, ___. Awesome star student this week. Uses student helpers and student on the week.
Smooth transitions between subjects and moving around in the classroom.
When students left carpet, they got folders and supplies, knew where to go to tables or groups on floor and started working with TC and CT both moving around helping.
I would say basically no down-time.

Managing Student Behavior

I loved how Jessica is able to get the children very excited, talking, and sharing and then can calm them right down and continue. Excellent!
There was no negative behavior. Jessica is doing an excellent job with classroom management.
Uses eyes on me a lot. Jessica is aware of the students behavior and makes sure she has attention of all before continuing.
eyes on me 5-4-3-2-1 I need to see your eyes. Thank you. voices are off youre right
Jessica uses the classroom management plan in place in the classroom. She reinforces positive behaviorI love how ___ and ___ are doing work. Clip up! Good Job! raising your
hand, tell me what you would see show me how you should be in line. Time to get some cotton balls.
Uses many verbal and nonverbal cues and eye contact.
Uses a magic word to mean dismissed or go to workDonald Duck

Instruction
Communicating Effectively with Students

Motivationtoday we are learning something brand new. Before I tell you exactly what we are learning, I am going to read a text called Outside My Window. Turn and tell your partner
what you see outside the window. You could have been more specific because some students said things from outside their windows at home. Good motivation, though! What did
your partner say? You did a wonderful job saying what is outside the window.
Clear purpose of lesson/stated objective: you will learn about connections. You will find details and see how they are connected. How are Mrs. Hyland and I connected? Jessica used
fingers to show connected.
Jessica read out loud with lots and lots of expression. Students were allowed to read the names of pictures if they could.
make predictions about what you might see on the next page. Turn and tell your partner. What would you see at the seashore? a cold habitat. Nice thinking!
Imaginative use of language on the part of both teacher and students.

Questioning and Discussion Techniques

Very high level of student participation in discussion.
Students were communicating with one another.
Questioning and discussion of high cognitive challenge.
Jessica had an anchor chart prepared showing the four places or habitats in the bookdesert, mountains, seashore, prairie. She had students put post-its with animal names on them in
the correct section. Student asked what is the middle for? to connect everything together they are all places or habitats and all different animals
different places will show different things who had a different wording for connection





Engaging Students in Learning

Extremely engaging lesson with students actively involved.
Strong enthusiasm with all students eager to share.
Differentiated for all students with assigned seating and assigned turn & talk partner.
Very good closure of lesson: what does connection mean? Turn and tell your partner what a connection is. we see how things are related or similar

IFE/AFE Performance Evidence and Recommendations

Site evidence demonstrated for each component

Assessment
Using assessment in instruction

Todays assessment was a formative assessment in which Jessica observed students informally during discussion and their participation with the anchor chart activity.
Jessica always includes her assessment on her plans, labeling them as formal or informal, and of course they align with the objective and procedures.
Jessica also often uses thumbs up or down, whiteboards, practice sheets, rubrics, whisper in her ear, and turn and talks.
She records grades in the gradebook putting a checkmark if mastery is met at 90%. When students have 5 checkmarks they take summative outcome assessment.

Making data-informed instructional decisions

Guided math groups are formed when a mini-lesson is taught and then students work independently. That work is graded and results are used to form the next days guided math
groups. There are 2 groups and one is differentiated for enrichment.
Outcome assessments are designed by the district and teachers keep track of students reaching each standard.
There are charts displayed showing guided reading groups and Words Their Way and where each group goes and what they work on.
Jessica keeps a running list of students who have not reached mastery of a standard and forms groups or works with individuals.

Providing feedback to students to improve learning

This indicator reflects what the TC provides to students AFTER having reviewed their completed formal assessments.
Please provide me with a sample of a formal assessment that you have graded and made suggestions or comments to the students on the papers. A writing assignment would probably
work well.

Professional Responsibilities
Reflecting on Teaching

Made a specific adjustment during Cat in the Hat when she decided to have student wear hat when Cat was speaking. It worked great!
Jessica reflects daily on her lessons citing what went well and ways to improve.
Insightful, detailed Reflection Questions citing experts and best practices, with an indication of professional growth. Jessica always makes copies for me.
Reflects on lessons with her cooperating teacher and takes all suggestions and implements them.

Participating in a Professional Community

Jessica attends Professional Growth Seminar at the university.
She has attended and participated in grade level meetings, whole school meetings, IEP meetings, reading meetings, and a teachers institute.
Jessica and her cooperating teacher share ideas with one another.

Showing Professionalism

Jessica is a go-getter who is always striving to improve.
She is cheerful, friendly, discreet, and trustworthy.
She is very excited and enthusiastic about the teaching profession and it is contagious to those around her.


Professional Habits
Timely/thorough meeting of all expectations

Jessicas field experience notebook is like nothing I have ever seen. She is extremely organized, neat, detailed, and thorough.
Lesson plans are neatly typed and prepared for the entire week.
Information I asked for was completed at my next visit and copies are always made for me.

Professional Presentation

Jessica is always dressed appropriately.
She sounds like a teacher already! She uses professional language as well as an excited, enthusiastic voice. The children get excited because she is excited.


Effective Communication

Jessica responds promptly to all communication.
She has had the opportunity to write notes to parents and e-mail some parents. She keeps notes positive.