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UNIVERSITY OF ILLINOIS URBANA-CHAMPAIGN OFFICE OF CLINICAL EXPERIENCES EDPR 442: Secondary Student Teaching Observation Form Candidates Name: Margaret Holland Content: English Semester: 2 Date: 3/23/12 School: XXXXXXX Grade: 10 Cooperating Teacher:XXXXX Supervisor: XXXXXXX Lesson Topic/Content Area(s): Eng/Comm II - Co-Taught Observation #: 7
Rating Scale: Outstanding (O), Competent (C), Developing (D), Unacceptable (U), No opportunity to judge (N) INSTRUCTION Establishing Community and Developing Inquiring Minds Content Knowledge: Understands central concepts, methods of inquiry, and structures of disciplines and creates learning experiences that are meaningful for all students. Demonstrates accurate content knowledge; Articulates content knowledge into instructional
objectives; Utilizes a variety of teaching resources; Engages students in activities generating and testing knowledge

Rating

Comments: Margaret has solid understanding of her content and uses this knowledge as the basis of her lesson-planning.
Human Development and Learning: Understands how children learn and provides varying learning opportunities to support development of all children
Designs instruction to meet individual student needs; Stimulates student reflection on prior knowledge and links with new ideas and experiences; Provides for multi levels of conceptualization by introducing concepts at different levels

Comments: Margaret's lesson involved chapter 7, "Shadows and Tall Trees", in the novel Lord of the Flies. Today's lesson involved students completing summary notes of the chapter as well as close-reading important passages from the chapter. Margaret read passages from the chapter out loud, then called on individual students to answer questinos and fill in the summary notes for the class, which Margaret's co-teacher filled out on the projector screen. Margaret then showed a short clip from the film version of the book to reinforce the main events from the chapter, and finished the last portion of class by listening to an audio book version of the beginning of chapter 8 in the book. Margaret text-marked portions of the text on the projector screen to model this skill for students, who copied the notes into their own books.
Diversity: Demonstrates sensitivity to diversity
Facilitates a learning community in which individual differences are respected; Uses cultural diversity and individual student differences to enrich instruction; Respects all students and recognizes importance of race, ethnic background, gender, age, class, religion, language, or exceptionality to community culture

Comments: Margaret previously distributed a questionnaire and an introductory letter at the beginning of her student teaching to help her to develop a personal rapport with students in the class.
Planning for Instruction: Understands instructional planning and designs instruction based upon knowledge of discipline, students, community, and curriculum goals

Creates short and long term plans to assure student learning; Creates lesson plans with clear purpose, organization, detail, including instructional planning for individual student needs; Plans many lessons independently; Meets planning and preparation deadlines; Plans and manages routine classroom procedures; Able to adjust for non-routine classroom needs; Accesses and uses a wide range of information and instructional technologies

Comments: Margaret's lesson plan fits into our reading curricular goals for sophomore year, especially in the areas of summarization and paraphrasing skills. The lesson also focuses on the unit goal of identifying themes throughout the novel. 1

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Learning Environment/ Management: Creates a learning environment that encourages positive social interaction, active engagement in learning and self-motivation

Anticipates behavior problems and plans preventative techniques and measures; Establishes expectations and holds students accountable to maximize learning time; Facilitates a community where students assume responsibility, works collaboratively and independently, and engage in meaningful learning experiences; Demonstrates a variety of effective behavior management techniques; Watches and is responsible for all areas of the classroom; Uses proximity; Uses positive reinforcement; Consistently maintains an engaging and orderly learning environment

Comments: Margaret uses positive reinforcement and proximity to maintain control over the classroom. Margaret can continue to work on calling on students by name and using follow-up questions to keep students engaged and on-task.

Instructional Delivery: Understands and uses a variety of instructional techniques

Presents information clearly and makes content relevant to students; Evaluates student achievement and uses alternative teaching strategies as needed; Uses introductory, transitional, and concluding statements for fluency of lesson; Elicits maximum student participation and response; Paces instruction effectively; Responds appropriately to students; Implements varied questioning techniques; Adjusts teaching style to student needs; Uses technology to enhance students learning

Comments: Margaret used technology in the form of the ELMO document reader to conduct her lesson; she can continue to work on waiting for students' attention before speaking and pausing to check for understanding/answer student questions at transitions. Margaret can also work on tying in the use of technology to the lesson objectives - in this case, the video clip was shown, but an explanation of what had happened during the clip and how the clip fit into the day's objective was not elaborated upon. Margaret also used an audio version of the book, which assisted students who are auditory learners.
Communication: Uses effective communication techniques to foster active inquiry, collaboration, and supportive interaction
Effectively varies volume and rate of speech; Spelling, grammar, mechanics of writing; Creates varied opportunities for all students to use effective written, verbal, non-verbal, and visual communication; Demonstrates mastery of standard English; fluent, clear, expressive; Communicates with and challenges students in a supportive manner and provides students with constructive feedback

Comments: Margaret broadcast her voice well, and students followed along in their note-taking. Again, she can work on calling directly on students by name to keep them engaged and using follow-up questions to hold students accountable.
Assessment: Understands and uses a variety of formal and informal assessment strategies
Develops test materials; Assesses understanding accurately (formative assessment); Monitors student learning (Summative assessment); Uses assessment results to align and modify instruction; Accurately communicates progress to students and parents; Maintains records

Comments: Margaret used informal assessment by calling on students when leading them through their summary notes.
Collaborative Relationships: Fosters relationships with colleagues, parents, students, community
Initiates collaboration with others and creates situations where collaboration will enhance student learning; Works with colleagues to foster an effective learning climate in the school; Active in contacts with parents/guardians; Demonstrates conferencing skills; Effective public relations skills; Takes initiative to contact community resources; Provides constant student encouragement and assistance; Promotes self confidence in students

Comments: Margaret works well with me as well as the other members of the English Department at XXX. 2

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Reflection and Professional Growth: Continually evaluates how choices and actions affect the learning community

Participates in professional dialogue to support own learning and development; Actively seeks and shares instructional resources with colleagues; Uses classroom observation, information about students, pedagogical knowledge, for active reflection and revision of practice

Comments: Margaret asks questions in order to further her own knowledge about different teaching approaches and philosophies, and shows an eagerness to improve her own teaching practice.
Professional Conduct and Leadership: Understands education as a profession, maintains standards of professional conduct, and provides leadership to improve student learning
Follows school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families; Contributes knowledge and expertise about teaching and learning to the profession; Demonstrates an understanding of the unique characteristics of education as a profession and an understanding of the professional code of conduct as defined by the Illinois School Code

Comments: Margaret has carried herself professionally every day.

PROFESSIONAL DISPOSITION Professional Attitude Enthusiasm for the Teaching Profession Takes Initiative Professional Appearance Professional Responsibilities (i.e. on time to practicum,
follows through with ideas and work)

Comments: Strengths & Suggestions Highly Professional Very Positive and Enthusiastic Dresses and Carries Herself Professionally Appropriate Appropriate

Rating

Appropriate Interactions with Students Appropriate Interactions with Cooperating Teacher

Revised 12/3/10

Other Strengths & Suggestions:

Margaret has developed a presence at the front of the classroom, and her confidence level has definitely increased in terms of her presentation of the lesson. She can work on structuring her lessons so that all elements work together to clearly help students towards the daily goal. For example, she walked through a mini-lesson of summarization skills, a video clip, and an audio clip during the course of the class, but these portions were not necessarily clearly joined together so that students understood how each activity was linked. Margaret can focus on using clear transitions and follow-up questions to keep students engaged and accountable. Next Visit:
Evaluators Signature XXXXXXXX Date 3/23/12