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Samford Lesson Observation Feedback Form

Taylor

Teacher Education Candidate:_________________________________________________________________
B
11/18/201
Signature of Candidate:________________________________________ Date:________________________
(Indicates review of observation with evaluator)

4

Signature of Evaluator:_________________________________________________________________________
Please check one: ________ University Supervisor
______Cooperating Teacher
Please review this form with the candidate and assist the candidate in developing a plan for improvement. Any evidence you
can provide during the observation would be most beneficial. Please feel free to share resources and strategies and help
candidates in their development.

1.

Content Knowledge:
Indicator

Demonstrates accurate content
knowledge

Evidence

Suggestions

Discussed uses of exclamation mark in other situations and
other reading/ text prior to reading book

Activates prior knowledge and
connect content to real life
Lesson objectives are aligned with
content standards
Connects curriculum to other content
areas or real life to promote retention

2.

Teaching and Learning:
Indicator

Connected other Bill Martin books to lesson

Evidence

Suggestions

Listens and responds to students
effectively; used multiple
Maybe you could have given a few other
representation to explain
examples of sentences and end marks
concept/skill
Utilizes sound classroom management
to maintain a safe, orderly, stimulating
environment that promotes fairness
and respect. Candidate secured
Reminded students to listen carefully until it was their
students’ attention.
turn
Creates learning activities that
optimize each learner’s growth and
achievement within a supportive
environment
Engages and motivates students by:
Stated learning target to the students before
Praises specific behavior
lesson
Uses questioning effectively
Gives students “think time”
Great job praising kids and letting them know what you are
States learning targets/sets
pleased with
purpose
Provides lesson closure
Variety of evidenced-based
instructional strategies used in
Modeled reading fluency and reading with expression for
lessons; explanations were clear and
the students
explicit; used sufficient resources to
enhance instruction
Formative assessments aligned with
lesson objectives; Learning target
effectively communicated to students
Collects/Records evidence of student
learning

3.

Literacy
Indicator

Demonstrates proficiency in oral and
written language, using standard
speech and correct grammar,
mechanics, and spelling
Effective verbal and nonverbal
communication is used

Evidence

Suggestions

Integrates reading strategies across
the curriculum to support learning
Uses explicit instructional strategies
related to literacy when appropriate
(before, during, and after reading
strategies)
Age and difficulty level of lessons
appropriate
Integrates technology appropriately
(as available) and facilitates learner’s
individual and/or collaborative use of
technology

4.

Diversity
Indicator

Demonstrates sensitivity to all
learners in the classroom regardless
of ethnic, cultural, social backgrounds
and levels of participation
Designs learning experiences that
engage learning styles and multiple
intelligences
Demonstrates confidence in students
and a belief that all students can learn
Extends lesson to challenge students
and promote higher-order thinking
skills, as appropriate
Accommodates lesson to meet the
varied needs of specific students
Modifies lesson content as needed
(IEP as appropriate)

5.

Asked students for predictions about what was about to
happen- predicting
Appropriate lesson for
K
Used smart board to write title and exclamation mark

Evidence

Suggestions

Students had an opportunity to listen, read, and
speak

You night think about some higher level questions
for those that need to be challenged

Professionalism (Demonstrates professionalism in the classroom and school setting by:)
Indicator

Exhibiting a positive and enthusiastic
disposition

Evidence

Suggestions

Very positive and enthusiastic when teaching and
interacting with students

Is resourceful, prepared and
demonstrates the ability to problemsolve with regard to assignments and
duties within the school/classroom
environment
Interacting with peers, cooperating
teacher, supervisor and students in a
respectful manner
Demonstrates flexibility
Performing daily classroom
responsibilities assigned and assumed
All written work is professional
Included all worksheets and materials
All materials were organized prior to
the lesson
Accepting suggestions from
supervisor and cooperating teacher
with a learner’s attitude
Dressed appropriately and
professionally
Being consistently punctual and
attending daily
Takes initiative in school/classroom
environment

All materials organized and technology prepared before
lesson