Required

Name: Lindsey Polizzotti Date: 5/12/2017

Observation #: 2 Type (Announced/Unannounced): Unannounced

Observed By: Catherine Porter (Mentor Teacher)

1.A.4: Well Structured Lessons 2.B.1 Safe Learning Environment

(#1 Announced, #1 Unannounced) ( #1 Unannounced)

1.B.2: Adjustments to Practice 2.D.2 High Expectations

X
(#2 Announced, #2 Unannounced) (#1 Announced)

2.A.3: Meeting Diverse Needs

4.A.1 Reflective Practice
(#2 Announced)

Date of Lesson: 5/12/2017 Time (start/end): 12:05-12:57

Content Topic/Lesson Objective:

Topic : Nutrient Cycle Min-Projects
Objectives: Students create one of four Mini-Projects options to demonstrate their understanding of nutrient cycles

X Whole Group Small Group One-on-One Other

Active Evidence Collection occurred during the observation and is synthesized and categorized below.

Element Evidence

1.A.4

Adjustments to Practice: Dr. Polizzotti demonstrates remarkable flexibility in her response to

constructive criticism. Suggestions from the previous observation included grading the projects before
they were presented to prevent the presentation of inaccurate content, including the speaking and
listening standards as part of the rubric, allowing the students to provide constructive criticism to their
peers, and a formalized activity to apply the knowledge gained from the presentations. In response,
Dr. Polizzotti moved the date of the presentations to allow her time to grade each groups work so
1.B.2
they could edit before presenting to the class. She included the speaking and listening standards in
the rubric for the final research project and devoted time to teaching the students the characteristics
of an excellent presentation and presenter. Dr. Polizzotti worked with her counterpart to design a
constructive criticism worksheet, showed students how to provide appropriate criticism and then
devoted a day to students providing feedback for other groups. FInally she worked with her partner to
create a post-presentation analysis for the students to compare and contrast the various biomes.
 Required

2.A.3

2.B.1

2.D.2

4.A.1

CAP Observation Form

Focused Feedback
Dr. Polizzotti strives to balance whole class instruction with differentiation. Due to her
focus on student engagement Dr. Polizzotti was able to introduce the class to the
mini-project and then conference with individual students about their research projects
Reinforcement Area/Action: while the rest of the class worked. It showed an impressive level of classroom control as
(strengths) all students worked effectively even though Dr. Polizzotti was engaged in the individual
meetings. Dr. Polizzotti circulated the room after each of her individual meetings to
provide suggestions to the other students or ask guiding questions to refocus their
efforts.
The format of the mini-project guidelines worksheet could be improved. It currently
states the Options in bold but the genre of each option is buried in the descriptive
paragraph. It would be helpful if the titles read Option 1- A Song: in bold with the
Refinement Area/Action:
clarifications and requirements in the paragraph afterwards. The mini-project guidelines
(areas for improvement)
should also state the weight of the assignment (HW, quiz or test). For special education
students, it would be helpful to have a list of vocabulary words they need to include in
their article or song to use as a checklist.