Kutztown University Elementary Education Department
Clinical Experience In-Progress Formative Observation Instrument
___X___ Lesson Observation _______ General Assessment
Student Teacher Carly Haberle Cooperating Teacher & School L. Petersen/Bedminster ES
Subject Reading Time 9:00 – 9:30 Date 2/5/2020 KU Supervisor Dr. Christopher Weiler
Not Met Acceptable Proficient N/A Evidence
Planning and Preparation – used for evidence before the lesson
a. Displays knowledge of content in plan Content section, including
X prerequisite skills was well-
developed.
b. Displays knowledge of pedagogy in plan Excellent activities and
strategies. Good use of gradual
X release. All was
developmentally appropriate.
c. Displays knowledge of students through This part of the plan could be
accommodations/differentiations in plan more specific. Think about the
X accommodations you make for
individual students.
d. Sets instructional outcomes evident in plan Your objectives for today were
well-written. We discussed
adding a few that really got at
X the heart of the lesson –
“identify beginning, middle,
end”
e. Use of resources, materials, technology, etc., available Good use of resources for both
and evident in plan visual learning and
X management. (Anchor chart,
literature, doorbell, student
writing)
f. Designs coherent developmentally appropriate Your own lesson had a strong
instruction structure (beginning,
X development, closure) and was
developmentally appropriate.
g. Designs measurable student assessment that aligns to Your assessment plan was well-
standards, objectives, and instruction X aligned to your objectives and
activities and measurable.
The Classroom Environment – used for evidence during the lesson
a. Establishes and maintains respect and rapport for Obvious rapport for with
students students. Respect is evident in
X interactions as well as in the
way in which students’ ideas
are valued.
b. Creates an equitable culture for learning along with high Your planned activities and
expectations X implementation demonstrate
your high expectations.
c. Uses and maintains classroom procedures, including Quite strong for first lesson –
appropriate transitions transitions can be improved
X with more specific and
proactive transition directions.
d. Sets behavioral expectations, monitors behavior, and Clear use of positive behavior
uses positive classroom management techniques management techniques. Work
X to make directions clearer and
more specific.
e. Organizes a safe and equitable physical learning space X
Instruction – used for evidence during the lesson
a. Communicates effectively with students X Communication is clear and
developmentally appropriate.
b. Uses a variety of critical thinking questions and promotes Impressive use of higher-level
X questioning for young learners.
questions and discussion
c. Engages students in challenging learning tasks Lesson was well paced and
X scaffolded.
supported by scaffolding; pacing is appropriate
d. Integrates/records formative assessments throughout Formative assessment was
lesson and gives student feedback strong. It was evident you were
eliciting students’ ideas and
X observing their work in order
to determine if they were
meeting your objectives.
e. Demonstrates flexibility and responsiveness by You were quite responsive to
teaching to student needs X your students’ needs.
Demonstrated flexibility.
Professional Responsibilities– used for evidence before or during the lesson
a. Reflects accurately on teaching Reflective journal. Conference
X w/mentor teacher. Post
observation conference.
b. Communicates effectively with families X Family letter
c. Participates in building a supportive professional Conference w/mentor teacher;
X reflective journal.
community
d. Displays high standards of professionalism –PA code Conference w/mentor teacher;
(dress & demeanor, communication, relationships etc. are X observation/post-observation
conference; reflective journal.
professional), including punctuality & daily attendance
*See additional notes on T-Chart Below for Evidence
Evidence to Justify Scores
Lesson Components Feedback and Evidence To Justify Scores:
Real-time record of elements of the lesson, Commendations (+),
teaching behaviors, student responses, etc., Recommendations (-)
with aligned feedback (next column). Questions (?)
Students were seated on the floor +Excellent reading voice/expression. Well
You were reading the Snowy Day done.
You had instructed them to use hand +Great pairing of thinking with the
motions to indicate when they saw the kinesthetic.
beginning, middle, and end
Some students had their hands on their
heads. +I was impressed with your guidance of this
You stopped and reminded the class that
and your questioning. First, your
students that this meant they thought the
questioning really showed that you value
beginning of the story had ended.
higher level thought and believe in its
You had students explain.
importance for young learners. They weren’t
exactly sure how to describe how they knew
the story’s beginning was ‘over.’ But the
critical thinking you were developing was
valuable. You accepted their answers well
and guided them.
“I see some people with brain match.” +Great – promoting active thinking.
(they used a signal)
You repeated this for a few other motions +Love this! Reinforcing and praising their
(fingers on nose) work!
“Book detectives” +Your directions here were good.
I want to see how quietly my first graders
in this class can turn around and face the
+Wise choice of story. They were so excited
anchor chart.
to hear the story of your dog! Their faces lit
Told them you were going to tell them the
story of the day you got your dog. up!
You went through the day that you got
your dog Darcy +Great modeling. Writing on chart was good
Then you asked them to give you the – handwriting is a good model for the
beginning, middle and end. students.
You elicited students’ ideas and wrote on
your chart. +Well-structured, coherent activities that
You then instructed the students to share reinforce your obvious lesson goal.
a fun story with a friend.
You modeled the use of hand motions +They respond quite well Good use of sound
(fingers) for beginning middle and end. cue for quiet.
You used a doorbell sound and students
immediately stopped talking. +Good use of gradual release.
You asked them to go back to their seat,
get out their writing journal and write a
story with a beginning, middle and end.
“Writing time is an awesome time to win +Nice use of positive behavior
points for your table for quiet, on-task reinforcement.
writing.”
You called students by rows. +Well-managed.
“As I’m coming around, what do good first +Strong evidence of formative assessment.
grade writers start their sentence with?”
Elicited capital letter. +You are eliciting answers rather than
Gave point to table three. ‘telling.’
You called one student back to the
writing table.
You rang Doorbell again. You told them to
put their pencils down.
“We are going to come to the carpet…. not
-Work to be proactive here – “After I’m
yet…. when I call your table.”
“I like how we are walking over quietly…” finished speaking, I want you to walk quietly
to the carpet and sit down, criss, cross
applesauce in your color rows.”
You asked one student to hold up her
work to model how she set up her writing +Promoting student talk.
to graphically show their beginning, -You might promote active listening by
middle, and end. asking students to raise their fingers when
they hear the beginning, middle, and end.
-Think of a way to close the lesson by
quickly going back to your objective. “Tell
your partner how you can identify the
beginning, middle and end of a story.” (or
something of the sort.)
