FEAPS COACHING TOOL

Formative Evaluation
College of Education
Childhood Education & Literacy Studies

Name:
Chante Trudel
School/CT Veterans Elementary/ Danielle Johnson

Observer: Danielle Johnson

Grade/Subject: Kindergarten/ Math

Date: 4-8-15
Level: Final

Domain 1: Planning and Preparation

BENCHMARKS
(1a) Aligns instruction with
appropriate standards; (1b)
sequences lessons and concepts
to ensure coherence & required
prior knowledge; (3e) relates and
integrates the subject matter with
other disciplines and life
experiences
(1e) Uses diagnostic student data
to plan lessons; (1f) develops
learning experiences that require
students to demonstrate a variety
of applicable skills and
competencies; (4a) analyzes and
applies data from multiple
assessments to diagnose
students learning needs;

EVIDENCE
1.a. Demonstrating Knowledge of Content and Pedagogy

(1a) Aligns instruction with

appropriate standards; (1b)
sequences lessons and concepts
to ensure coherence & required
prior knowledge

1.c. Setting Instructional Outcomes

MAFS.K.OA.1.1
MAFS.K.OA.1.2

(2) Organizes, allocates and

manages classroom resources;
(3g) applies varied instructional
strategies and resources,
including appropriate
technology, teaching for
understanding

1.d. Demonstrating Knowledge of Resources

(1c) Designs instruction for

students to achieve mastery; (3e)
relates and integrates the subject
matter with other disciplines and
life experiences; (1b) sequences
lessons and concepts to ensure
coherence & required prior
knowledge

1.e. Designing Coherent Instruction

(1d) Selects appropriate

formative assessments to
monitor learning; (4b) designs
and aligns formative and
summative assessments that
align with objectives and lead to
mastery; (4c) uses a variety of
assessment tools to monitor
student progress, achievement
and learning gains

1.f. Designing Student Assessments

Made a list of strategies that will be used

1.b. Demonstrating Knowledge of Students

Placed students in differentiated groups based on their level of
learning prior to the lesson

Math buckets prepared before lesson

List of strategies

Lesson was sequenced

Planned ahead for teacher model
Students had time to practice new content

Problem of the day (monitoring students using a checklist)

Ticket out the door

Observer Comments

Domain 2: Classroom Environment

BENCHMARKS (FEAPs)

EVIDENCE

(2d) Respects students cultural,

linguistic & family background; (2e)
maintains a climate of openness, inquiry,
fairness & support; relates & integrates
subject matter with other disciplines &
life experiences

2.a. Creating an Environment of Respect and

Rapport

(2c) Conveys high expectations to all

students; respects students cultural,
linguistic, & family background; (2e)
maintains a climate of openness, inquiry,
fairness & support; (2g) integrates
current information & communication
technologies; (3e) relates & integrates
subject matter with other disciplines &
life experiences

2.b. Establishing a Culture for Learning

(2a) Organizes, allocates and manages

the resources of time, space, and
attention; (2b) manages individual and
class behaviors through a well-planned
management system; (2c) conveys high
expectations to all students

2.c. Managing Classroom Procedures

(2b) Manages individual and class

behaviors through a well-planned
management system; (2h) adapts the
learning environment to accommodate
the differing needs and diversity of
students

2.d. Managing Student Behaviors

Observer Comments

Enthusiastic!
Very welcoming and calmvoice
Students know their answers matter

Students become teachers and they share how

they solved a problem.
Cora challenged by using more than one strategy
Pulled small groups

Table points
Count down from 10 and every one put materials
back in their math buckets

Addressing Bryce when he was making noise

Orange table, are we making good choices? We
need to follow directions.
Positive praise given to friends making good
choices
Stopped and waited for students to have voices
off and listen.
Moved Khristian and Marcos clip down

(2a) Organizes, allocates, and manages

the resources of time, space, and
attention; (2h) adapts learning
environment to accommodate differing
needs and diversity of students (2i)
utilizes current & emerging assistive
technologies to enable students to
participate in high-quality
communication interactions & achieve
educational goals

We need to be respectful and listen to our

friends when they are talking
2.e. Organizing Physical Space
Students were at desk using math buckets
Students were chosen to come up to the front of
the room to share their strategies
Math centers around the classroom

Great timemanagement!! The

students hadenough timeto
completetheactivities. It was not
too long, but not too short! J UST
RIGHT!

Domain 3: Instruction
BENCHMARKS (FEAPs)

EVIDENCE

(2e) Models clear, acceptable oral and

written communication skills; (3b)
deepens & enriches students
understandings through content
literacy strategies, verbalization of
thought & application of the subject
matter; (3d) modifies communication
to respond to preconceptions or
misconceptions; (3i) supports,
encourages, and provides immediate
& specific feedback;

3.a. Communicating with Students

(3a) Delivers engaging and

challenging lessons; deepens &
enriches students understandings;
(3c) identifies gaps in students
subject matter knowledge in
discussions and through use of
questioning; (3f) employs high order
questioning technique
(3a) Delivers engaging and
challenging lessons; (3b) deepens &
enriches students understandings
through content literacy strategies,
verbalization of thought & application
of subject matter; (3e) relate &
integrate subject matter with other
disciplines and life experiences; (3h)
differentiate instruction based on
student learning needs and individual
differences
(3c) Identifies gaps in subject matter
knowledge; modifies instruction to
respond to preconceptions or
misconceptions; (4a) analyzes and
applies data from multiple
assessments to diagnose students
learning needs; (4c) uses a variety of
assessment tools to monitor student
progress, achievement, and learning
gains; (4e) shares the importance of
outcomes of student assessment data
with the students and the students
parent/caregiver(s); (4b) designs and
aligns formative & summative
assessment that match learning
objectives and lead to mastery
(3d) Modifies instruction to respond
to preconceptions or misconceptions;
supports, encourages, and provides
immediate & specific feedback; (3j)
utilizes student feedback to monitor
instructional needs & to adjust
instruction; (4d) modifies assessments
and testing conditions; (3h)
differentiates instruction based on
learning needs and individual
differences of students

Shh pattern to get students attention

Clapping pattern
Eyes on me I see Aubreys eyes, Adisyns eyes
I should see you solving the problem and when you have
your answer, you are going to write how you got the
answer. That is how you explain it
Name at the top and wait for Miss. Trudel to read the
problem to you
3.b.Using Questioning & Discussion Techniques
8 - ___ = 5 in math journal
Choose a strategy and explain how you got your answer
Students explain their answer
3.c. Engaging Students in Learning
Students chose what manipulatives to use in order to
solve the problem
Higher order thinking questions

3.d. Using Assessment in Instruction

Checklist
Students share their strategies and answers
Four square with a word problem: Students solve the
problem, explain their answer, and solve another way.

3.e. Demonstrating Flexibility & Responsiveness

Moving around the classroom while students are solving
the problem.
Prompted students when they arrived at the answer by
asking HOW they solved the problem.

Observer Comments

Domain 4 Professional Responsibilities

BENCHMARKS

EVIDENCE

(6) Reflects on extent learning goals

were met & how instruction can be
changed to facilitate learning; (5c)
uses a variety of data independently &
in collaboration w/ colleagues to
evaluate learning outcomes and adjust
planning; (6) demonstrates a sense of
efficacy; (5e) engages in targeted
professional growth and reflective
practices

4.a. Reflecting on Teaching

(4f) Applies technology to organize

and integrate assessment information;
(1e) uses diagnostic student data to
plan lessons; (5c) uses a variety of
data independently & in collaboration
w/ colleagues to evaluate learning
outcomes and adjust planning; (6)
demonstrates responsibility for
maintaining student records
(5d) Collaborates with the home,
school and larger community to foster
communication and to support
learning and continuous improvement
(4e) shares the importance and
outcomes of student assessment data
with the student and the students
parent / caregiver(s)
(5d) Collaborates with the home,
school and larger community to foster
communication and to support
learning and continuous improvement;
(4c) uses a variety of data
independently & in collaboration w/
colleagues to evaluate learning
outcomes and adjust planning (6)
builds professional relationships with
colleagues
(5a) Designs purposeful professional
goals to strengthen the effectiveness
of instruction based on students
needs; (5b) examines and uses datainformed research to improve
instruction & student achievement
(5e) engages in targeted professional
growth and reflective practices, both
independently & in collaboration with
colleagues
All of the above and Understands
that educators are held to a high moral
standard in a community and adheres
to the Code of Ethics and Principles of
Professional Conduct of the Education
Profession of Florida; (6)
demonstrates responsiveness to
supervision

4.b. Maintaining Accurate Records

Reflects on teaching and what she would like to improve on

Uses data to plan lessons and create student groups

4.c. Communicating with Families

Parent - Teacher conferences

4.d. Participating in a Professional Community

Participates in PLCs and grade level planning

4.e. Growing and Developing Professionally

Sets goals prior to lesson and identifies a specific skill she
would like to focus on

4.f. Showing Professionalism

Always acts professional

Observer Comments