Professional Documents
Culture Documents
Date of
Observation
Time In/Time
Out and Total
Time
Grade Level
K-12; Sp Ed
SAMPLE
1/02/04
2 : 25
2nd
Mary Jones
Mary Jones
9/23/15
8:50
9:55
1:05
9-12th
John Carney
9/24/15
8:50
9:55
1:05
John Carney
9/30/15
8:50
9:55
1:05
John Carney
Total hours: 3
Total Minutes: 15
2.
Can provide support for students intellectual, social, and personal development
3.
4.
5.
Demonstrated the ability to use different strategies to motivate students during group work
6.
7.
Can plan small group instruction that is equitable for all learners
8.
9.
11. Demonstrated an appropriate level of care and concern for the students
13. Demonstrate an ability to observe details of classroom management and make adjustments
15. Provides a positive learning tone when working with groups or assisting in the class room
16. Appropriately identified and accurately completed tasks that were available
Additional Comments:
EDU 543 Lesson Plan Observation Reports (One for VAPA and One for PE)
This report form will expand to accommodate your detailed reports if done on computer. If done by hand, make
extra copies to accommodate the handwritten reports.
Name: Crystal Pope
Date: 9/23/15
Grade: 9 12th
Visual Literacy
5.3 Compare and contrast the ways in
which different media (television,
newspapers, magazines) cover the
same art exhibition.
Rationale: Why are these strategies appropriate for this class? Use Frameworks to guide your thinking.
1.
VAPA Framework: The strategies are developmentally appropriate because the students are able to apply what they
learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving,
communication, and management of time and resources that contribute to lifelong learning and career skills. They
also learn about careers in and related to the visual arts.
2.
History-Social Science Content Standards: The strategies are developmentally appropriate because the students are
able to develop an understanding of current world issues and relate them to their historical, geographic, political,
economic, and cultural contexts. Students consider multiple accounts of events in order to understand international
relations from a variety of perspectives.
Lesson Reflection: What are some changes you might make to further accommodate learning in this lesson based on your
insights as an observer? Provide reference to the Framework/other resource documents for your ideas. To further
accommodate this lesson, the students can take a field trip to a congressional library. The students could create a bust of
their president to add an art element and work across the curriculum.
EdTPA Handbook
EdTPA : Handbook
Download Handbook and read all of the Tasks. Take notes during fieldwork in areas that apply.
Grade level
Teacher/School
Description of Activity
Presidential
PowerPoint
Presentations
9-12th
J. Carney
Val Verde RLC
First: Read TPA 1 and 2 and look for case studies and the types of information they gathered or expected
you use. Work backwards and unpack the elements needed for sufficient and detailed information needed.
Next Practice: Use the sample below to practice gathering information.
Getting to know your students: What questions can you ask to get the information in this case study? Turn each statement into a question and
provide a source (person) you could ask to get this information.
Chan is a 10-year-old fourth-grade English learner. He is from Cambodia and lives with a single mother, two younger brothers, and a baby sister. His
mother works long hours and is often not home when he returns from school. His extended family in the United States includes one aunt and two grown
cousins and his grandparents. Chans family immigrated to the United States two years ago. His written Cambodian language is mostly forgotten, but he
is to communicate with his family orally.
Chan reads English two years below grade level. He has difficulty using correct grammar when writing or speaking. Chan is a happy and social boy who
enjoys friends. He is well liked and works well in small groups. He is seldom or never absent from school. The CELDT results indicate an overall score
in the beginner to early intermediate range, and he has been identified as an English learner.
Question 1: How old is Chan?
Mother or Chan
Chan, mother,
Office, teacher,
Mother, Jose
6. Does Jose have any extended family living in the United States?
Jose, parent
Office, teacher
Develop you own interest survey geared for the content areas of VAPA and PE. Include your survey with this
section of the fieldwork:
VAPA Student Interest Survey
Craft/Games/Puzzles
Fiction
Art
Non-Fiction
Music
********************************************************************************************
C.
Teachers are not expected to speak the students primary language, unless they hold an appropriate credential and teach in
a bilingual classroom. The expectation is that they understand how to use available resources in the primary language,
including students primary language skills, to support their learning of English and curriculum content.
1
Candidates understand how cognitive, pedagogical and individual factors affect students language acquisition. They take these factors into
account in planning instruction.
Candidates for a Teaching Credential plan instruction that is comprehensive in relation to the subject matter to be taught and in accordance with stateadopted academic content standards for students. They establish clear long-term and short-term goals for student learning, based on state and local
standards for student achievement as well as on students current levels of achievement. They use explicit teaching methods such as direct instruction
and inquiry to help students meet or exceed grade level expectations. They plan how to explain content clearly and make abstract concepts concrete and
meaningful. They understand the purposes, strengths and limitations of a variety of instructional strategies, including examining student work, and they
improve their successive uses of the strategies based on experience and reflection. They sequence instruction so the content to be taught connects to
preceding and subsequent content. In planning lessons, they select or adapt instructional strategies, grouping strategies, and instructional material to meet
student learning goals and needs. Candidates connect the content to be learned with students linguistic and cultural backgrounds, experiences, interests,
and developmental learning needs to ensure that instruction is comprehensible and meaningful. To accommodate varied student needs, they plan
differentiated instruction. When support personnel, such as aides and volunteers are available, they plan how to use them to help students reach
instructional goals.