COASTAL CAROLINA UNIVERSITY – SPADONI COLLEGE OF EDUCATION

Internship Observation Form

Intern’s Name______________Delaney Carone_________________ Date______10-24-22_____________

School____________Socastee Elementary__ Program_____Elem. Education_____ Grade/Subject__2___

Cooperating Teacher_______________Lindsay Sanchez____ University Supervisor___Terry Chvala________

Evaluator/Observer___________________Terry Chvala__________________________________________

Instruction:
I Can Statement: I can find the central idea and key details of a text.
Activated Prior Knowledge: I know it’s been a little while since we have had our reading time because of the testing
last week, but does anyone remember what we have been doing? (Be more explicit, give them prompts or zero in
on a specific skill or two that they had worked on last)
Table of 4 boys distracted others by rolling water bottle repeatedly, and another was constantly humming. (Later in
the lesson, you came by their table and addressed both. It would be more effective to use proximity and monitor
tables throughout lesson to minimize distractions.)
S: Fiction! T: That’s right, we have been comparing fiction and non-fiction texts. Does anyone remember what
makes a text non-fiction? (S answers) Yes, that’s right, non-fiction texts are stories that help us learn. They have
true facts and are not made up.
Today we are going to be reading a new non-fiction text called Ants in Action. What do you think we are going to
learn from this text? (predictions) T reiterates it will be true because it is non-fiction. (could have S say that part
with a prompt)
T shows examples of headings in a story. S will look for where author starts a new subject in mid-text to identify
the flow of the text. T: As I read, I want you to see where the author starts talking about a different topic. (Skill-
chunking) using Rally Table Consensus (explained) where you will draw a line on the text of where you think the
author starts talking about a new topic.
T modeled on white board. (some S were not paying attention, or did not grasp concept), further modeling of two S
on white board would be effective, and classmates would see their own classmates modeling the skill, further
encouraging active participation.)
T reread the passage and more S were engaged and more answered the Q correctly.
At end of activity, came back as a class and discussed places where they drew their lines. T asked S to agree or
disagree, and why (holding them accountable for their responses.)
Closed lesson by reflecting on their experience working with partner to chunk the text.
Made accommodations for early finishers and special pops.
Planning:
Lesson Plan includes measurable goals aligned to state content standards is aligned to standards.

Activities are sequenced from basic to complex.

Activation of prior knowledge present, students making connections to prior skills and experiences.

Criteria is clear, appropriate, measurable.

Students supported, measures of accountability for content, including multiple types of problem solving. (e.g.
written tasks with supporting evidence, drawing conclusions, predicting outcomes generating ideas).

Activities include variety of types of problem solving.

Provides regular opportunities for individualization.

Evidence of teacher to student, student to teacher, and student to student interaction.

Content is developmentally appropriate.

Plans include appropriate activities for Early Finishers.

Environment:
Promotes positive learning environment using several techniques to maintain student engagement.

Sometimes recognizes and motivates positive behaviors and does not allow disruptions.

Creates learning opportunities where all students can experience success.

States and sometimes reinforces academic and behavioral expectations, working on effectively following through
with CM plan.

Students are sometimes engaged in behaviors that optimize learning with on-task behavior.

T and S interactions demonstrate a respectful culture.

______________________________________________________________________________________________

Professionalism:

Prepared for the lesson.

Makes thoughtful and accurate assessments of his/her lessons’ effectiveness through self-reflection.
 Professional demeanor exhibited throughout lesson.

Post Conference Form

Reinforcement:
University Supervisor/Cooperating Teacher will determine the below information upon completion of the observed
lesson:
Environment
Rubric Domain(s)
17.0
Rubric Indicator(s)
Engaging Students and Managing Behavior
Rubric Descriptor(s)

University Supervisor/Cooperating Teacher will complete this after the observed lesson and prior to the post
conference.
Provide evidence from the observed lesson that describes . . .

 What did the teacher candidate say and do?

that connects to the identified area of reinforcement.

(Please ensure there is a minimum of 3 pieces of evidence that establish a “trend” of practice throughout the
lesson)
 T: Does your page look like mine? S: Yes T: Ok, that means you are on the correct page
T: Ok, when you’re finished, put this in your ____ (Choral Response from S: RED!) folder. Good!
T: I’m going to give you 10 seconds to put this in your red folders. (S took less than 10 sec) Effective Pacing
Strategy
T: I’m going to pass this sheet out, THEN explain it. (S waited for explanation after receiving sheet) (Note: This
aspect was your Refinement last observation, I see evidence of your efforts to strengthen this aspect.)

Continue to hone your CM skills so you strengthen all procedures, follow through on items like the couple of S
that hum constantly distracting others throughout your lessons will optimize instructional time on task. I see
evidence you are building this skill set. The most important thing to remember is to follow through on your
expectations regardless of any student struggles or special populations. There is always an effective strategy for
any type of student that will accommodate their learning or behavioral modality.

Refinement:
Teacher Candidate and University Supervisor/Cooperating Teacher will determine the below information upon
completion of the observed lesson:
Instruction
Rubric Domain(s)
3
Rubric Indicator(s)
Presenting Instructional Content
Rubric Descriptor(s)

University Supervisor/Cooperating Teacher will complete this after the observed lesson and prior to the post
conference.
Provide evidence from the observed lesson that describes . . .

 What did the teacher candidate say and do?

that connects to the identified area of refinement.

Suggestion(s) for how to improve upon the described practice:

Table of 4 boys (near me) were clearly not paying attention, distracting others with constant noises (crinkling
water bottles, rolling it around and another humming. (Later you informed me that two were ELL and were not
always there for instruction) Always rotate around EACH table, effectively using proximity as a classroom
management tool (nonverbal cue)
Can state question differently such as, What Q do you have in regards (or about) …? Needs to be intentional,
explicit examples needed to model expectations.
When no S has a question, it is good practice to have S state instructions back to you/class to ensure S are
thoroughly understanding the task. Can also use Thumbs Up/Down strategy for a quick check, also nonverbal so
minimizes distractions and optimizes instructional time on task.
Always monitor each group/table/student and always follow through on your expectations.
Embed strategies to call on non-volunteers (Equity Sticks/popsicle sticks with S names drawn from cup) This will
help while you presenting instructional content to ensure everyone is listening, engaged, and understands the
content.
T&T: Ensure that partner T&T’s are intentional and each partner gets opportunity to share.

Evaluator/Observer’s Signature______________________________________________________________________

Intern’s Signature_________________________________________________________________________________