Student Teaching Formal Observation Form
Student Teacher: Elizabeth Martin Term: Winter 2017-2018
School: Vernfield Elementary Subject Area/Grade: First
Directions: For each formal lesson observed, please use the space provided for narrative feedback as needed.
Domain: Feedback:
I. Planning & Preparation • Plans are complete and include effective
• Constructs plans with clear and measureable differentiation.
instructional objectives
• Constructs plans with coherent instructional design. • Objectives are clear and measurable.
Lesson procedures have a clear sequence, aligned with • Assessments will measure if all students can meet
instructional goals and assessments objectives.
• Constructs plans that have a clear assessment(s), which • Lesson procedure was in alignment with objective
measures all students’ achievement in meeting the and assessment.
lesson instructional goals
• Demonstrates originality in preparing and presenting
• Warm-up was prepared on board when students
lessons (creativity) entered from lunch.
• Constructs plans include adaptations for special needs • Number grid was big enough and in a spot where all
and/or differentiation students could see.
• Uses appropriate resources and materials which
enhance the learning
II. Classroom Environment • Effective classroom management procedures are in
• Utilizes a system of positive reinforcement and behavior place for keeping students focused and getting
management strategies
• Creates a respectful learning environment students’ attention.
• States expectations for learning and behavior clearly • After independent work, and independent game was
• Creates an appropriate, safe and accessible physical prepared for students to reinforce concepts.
space for learning • Timer was used for getting students from carpet to
• Responds to student inappropriate behavior in a timely,
appropriate manner
seats and beginning to work.
• Students repeat directions before moving on.
• For your positive reinforcement use prompts like: “I
like the way Sarah is putting her things away “…
Stating what you expect them to do will help those
who don’t know what to do.
III. Instructional Delivery • Began lesson with warmup using independent white
• Shows knowledge of content by using appropriate boards.
pacing, clear communication and explanations • Used think pair share to engage students in discussion
• Uses different levels of questioning and discussion
strategies that engages all students during whole group (use this more during those
• Uses different types of instructional strategies that discussions).
actively engage the learners throughout the lesson • Good question: could I start at 14 and add 23?
• Checks for understanding throughout the lesson and • Used turn and talk. Tell them to do the 2 problems
adjusts lesson to meet needs of student(s)
• Uses collaborative and group activities
with a partner and see. (Instead you told them the
• Provides opportunities for independent practice that answer.)
challenges students and allows them to apply what they • Have the students tell their neighbor the first step in
have learned finding the difference
• Encourages and initiates higher order thinking • Good-after the initial question you did this with second
• Varies voice, inflection, body movement
• Uses a variety of learning modalities (visual, auditory, question.
etc.) • It’s helpful to write the problem on the board so the
visual learners not only hear it but also see it.
• While students were working you checked their
worked and helped students with incorrect answers.
IV. Professionalism • Maintains records for all lessons.
• Exhibits professionalism in appearance and written and • Uses feedback to improve instruction and planning.
spoken language
• Effectively maintains accurate records • Works closely with Mentor Teacher and grade level
• Communicates frequently and effectively with families in teachers to plan lessons/units.
a culturally proficient manner • Reflective practitioner; very receptive to feedback.
• Engages in/seeks professional development
opportunities
• Reflects upon and is receptive to feedback
• Uses feedback to modify/adjust instruction
Additional Feedback/Goals for Next Observation: Elizabeth, this was a nice lesson. Your classroom management really
stood out today. You have several effective strategies to get the students focused on you. One suggestion: The whole
group mini lesson might have been a bit too long. Try to break it up by not talking to them as much. Continue to use the
white boards and “turn and talk” throughout your mini-lesson to have students discover the concepts and practice them.
Site Director: Megan Fritz Signature: _ __ Date: 1.23.18
