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(Revised 8.15.

16)

Lesson Observation Key


Pre-Observation/Lesson Plan
Feedback Tool
Observation

Aligned with the TCAP Process Post Observation/Reflections


*Introductory Priority
Blank=Not Observed

Teacher Candidate: Jasmine Race


❖ Location: Northwest Elem.
❖ Certification Program: EE/GSE ❖ SAU: 37
❖ Observation Date: 11/3/2016 ❖ Lesson Setting: Whole Class-3rd
❖ Term: Fall 2016
❖ Course: EDU 613
❖ Level: Intermediate

~Content Knowledge~

Evidence Summary/Feedback/Recommendations:
● You explained the use and purpose of the K-W-L chart. In the future, I’d recommend noting
students’ current knowledge ”using this graphic organizer) of the topic prior to sharing
information in the lesson. This will provide a more valid picture of students’ level of
background knowledge provide pre-assessment.
● You obtained a plant from the classroom and asked students what they could tell you about
the plant as you held it up in front of them. This provided a real life example for students.
● You shared two videos. One introduced plants to the class, providing basic facts and
information. The second was used in the closing of the lesson. It was a brief cartoon type
presentation of fun facts about plants. It shared humor. Both highly engaged students.
● You related the use of graphic organizers (K-W-L example) to materials students use in other
subject areas.

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Content 1 - Minimal Criteria


2 - Developing 3 - Acceptable 4 - Proficient
Knowledge Met

Developing Moderate command Command of


Lack of command of
command of of content; mostly content; clear
content; unclear
*Knowledge content; clear explanations explanations of
explanations of
inconsistent clarity of content content throughout
content
to explanations lesson

Scattered or no Evidence of some Moderate alignment Alignment of


alignment of alignment of of materials/resources
*Materials and
materials/resources materials/resources materials/resources with
Resources
with with with content/objective
content/objective content/objective content/objective throughout lesson

Effective use and


application of
technology
Minimal/ Ineffective
embedded
use and application
Basic use and Moderate use and throughout lesson;
Applying of technology
application of application of Technology
Technology and/or technology
technology technology redefined the
was required for
learning task
course.

Content Knowledge
Rating Average: 3.6

~Planning and Preparation~


*Planning and 1 - Minimal Criteria
2 - Developing 3 - Acceptable 4 - Proficient
Preparation Met

*Goals and Goal(s) and Measurable Goal(s) Goal(s) and Measureable Goal(s)
Objectives objective(s) are not and objective(s) objective(s) clearly and measureable

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clearly articulated, clearly articulated articulated and objective(s) clearly


measurable or but lack basis in based on articulated and
based on any appropriate appropriate based on
appropriate standards (IEP, CC, standards (IEP, CC, appropriate
standards (IEP, CC, other) other) but not are standards (IEP, CC,
other) not measurable other)

Complete, in GSC Complete, cohesive,


Not complete, Somewhat complete
format and in GSC format and
not in GSC format and/or not turned in
*Lesson Plan submitted to FPF 24 submitted to FPF 24
and/or not at least 24 hours
hours before hours before
submitted prior to observation
observation observation

Planning and
Preparation
Rating Average: 3.5

~Classroom Environment and Management~


*This category includes elements that are requisite to other teaching practices and should
be priorities in introductory and intermediate level courses.

Evidence Summary/Feedback/Recommendations:
● You shared with students that they’d be learning about plants. Try to share specific objectives
with your students ”don’t hesitate to also present them in writing). This may increase
students’ focus on the content and activities. Inform them as to what they’re specifically to
know or be able to do by the end of the lesson. Reflect on the objectives in the closing of the
lesson.
● You rang a bell to quiet the students. You rang it again when talking could still be heard,
obtaining successful results.
● A student called out that his peer’s addition to the K-W-L chart was a good one.
● Students in the classroom were observed enjoying contributing to the K-W-L chart and
appeared comfortable taking risks. Your scaffolding and calm demeanor supported this.
When a student paused in sharing his question for the K-W-L you asked if he had forgotten
what he was going to say. He confirmed this and the discussion continued.
● You ended the lesson with telling students they could share the fun facts just learned through

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the video. It was dismissal time and the classroom became noisy as students prepared. In
the future, aware of your time limit, be sure to dedicate more time to the lesson’s closing.
Ideally, students are led in reflecting on the objectives of the lesson and their learning
accomplishments.

Classroom
1 - Minimal Criteria
Environment & 2 - Developing 3 - Acceptable 4 - Proficient
Met
Management

No explicit
articulation of clear Articulation of clear
No articulation of Articulation of clear
objectives and objectives and
* Goals/ Objectives clear objectives and objectives and
purpose yet purpose evidenced
Articulated purpose evidenced purpose evidenced
activities were at start and end of
in lesson in lesson.
appropriate to lesson.
objective

Lesson activities do A few lesson Lesson activities Lesson activities


* Continuity not support activities support mostly support support learning
learning objective learning objective learning objective objective

Relationships /
Relationships /
Relationships / exchanges between Relationships /
exchanges between
exchanges between all parties (adults exchanges between
all parties (adults
all parties (adults and students) are all parties (adults
* Class Climate and students) are
and students) are appropriate and and students) are
appropriate and
not appropriate or productive at some appropriate and
productive most of
productive points during the productive
the time
lesson

Behaviors are
managed Behaviors are
Behaviors are not Behaviors are
appropriately, as managed
managed managed
* Behaviors evidenced a few appropriately, as
appropriately, as appropriately, as
times but without evidenced most of
evidenced evidenced
maximum the time
effectiveness

Lack of clear Partially clear Mostly clear Clear and well


Class Process &
procedures, procedures, procedures, managed
Transitions
transitions, transitions, flow, transitions, flow, procedures,

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flow, and pacing. and pacing resulting and pacing, transitions, flow,
in some loss of resulting in little loss and pacing,
Instructional/ instructional/ of instructional/ resulting in no loss
learning time is lost learning time. learning time. of instructional/
learning time.

Classroom
Environment &
Management
Rating Average: 3.4

~Instructional Strategies~

Evidence Summary/Feedback/Recommendations:
● As students shared knowledge, you asked questions such as, How do you know? and Why
do you think? This takes students to a higher level of thinking. When a student contributed
that worms help plants to grow, you asked how.
● Most students were fully engaged with the video presentation as a few looked around the
room or fidgeted in their seats.
● Plants’ structures and their functions were presented in the video. Photosynthesis was
introduced and explained. It would be a nice opportunity for students to add to a class
vocabulary chart focused on plants as they hear new terms (photosynthesis, structures,
features, carbon dioxide, etc.)
● Students were directed to discuss the content presented in the video within their small groups
by Turning and talking . Most students were observed talking with peers and/or an adult at
their group. You could increase students’ participation in discussion by having them turn and
talk more than once in a lesson such as this that incorporates background knowledge and
two video presentations of information. Students might do so with partners.
● You circulated to various groups, crouching beside students at times and interacting with them
as they discussed facts about plants.
● You provided cues when student responses were incorrect, supporting their efforts.
● You repeated students’ shared facts as you wrote them on the K-W-L chart. Information was
provided both visually and verbally. A student was provided with the FM system in order to
access all information and another sat on a balance ball throughout the lesson.
● Near the end of the lesson students added to the -L- column of the K-W-L.
● Many students expressed enthusiasm when you informed them that the K-W-L chart would be

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hung and would continue to have information added to it as the class learned.
● Students were all focused on the fun fact video that you shared near the end of class. Some
laughter was heard.

Instructional
1 - Minimal Criteria
Strategies 2 - Developing 3 - Acceptable 4 - Proficient
Met
(TCAP Strand 3)

Complete student
Student A majority of participation and
Lack of student
participation and student engagement; Rich
*Participation & participation and
engagement in participation and student driven
Engagement engagement in
lesson is sporadic engagement in discussion occurs
lesson
and inconsistent lesson is evident independent of
teacher

Language is not
Language is Language is
used - or used
accurately used to accurately used by
incorrectly - to Academic language
expand depth of teachers and
expand depth of is referenced
*Academic knowledge and to students to expand
knowledge and to without explanation
Language develop further depth of knowledge
develop further and/or is not age
academic and to develop
academic appropriate
proficiency in most further academic
proficiency in any
parts of lesson proficiency.
parts of lesson

Evidence of
attempted
Strategies reflect Strategies reflect
Strategies do not strategies to
intentional attention intentional attention
reflect intentional intentionally
*Equity to needs of diverse to needs of diverse
attention to needs address needs of
learners in most learners throughout
of diverse learners diverse learners in a
parts of lesson lesson
some parts of
lesson

No strategies for Strategies require Strategies require Strategies offering


cognitive challenge minimal cognitive moderate cognitive significant cognitive
Engagement and or opportunities for challenge or challenge and challenges and
Application students to actively opportunities for opportunities for opportunities for
develop and apply students to actively students to actively students to actively
skills develop and apply develop and apply develop and apply

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skills skills skills are evident

Lesson does not Lesson includes Lesson includes


Lesson includes
include structured minimal structured some structured
structured forms of
*Scaffolding forms of support to forms of support to forms of support to
support to access
access grade level access grade level access grade level
grade level objective
objective objective objective

Instructional
Strategies
Rating Average: 3.4

~Assessment Practices~

Evidence Summary/Feedback/Recommendations:
● When a student responded incorrectly, you provided cues to the correct answer, leading
students to further discuss. You required additional detail in responses and confirmed correct
answers.
● Strive to have students self-assess within your lessons. In a whole-class activity you might
have students provide a thumbs-up or thumbs-down signal to show that they agree or disagree
with a response. They might hold Y/N cards to show agreement. This may further engage
students in class discussions while providing you with formative assessment. Provided with
opportunities to turn and talk , students can assess their peers. Students can also self-assess
if asked whether they feel they met the lesson’s objectives. This too provides you with
additional formative assessment.
● You might consider keeping a clipboard handy as you circulate and observe student
performance. It is very hard to remember all of the evidence/data gained through
observation, especially in a classroom of 30 students. Having Post-its easily accessible for
anecdotal note taking and a checklist of students and skills can be very helpful to valuable
recording of data.

Assessment 1 - Minimal Criteria 2 - Developing 3 - Acceptable 4 - Proficient

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Practices Met

Assessments are
Assessments are not somewhat aligned Planned
Assessments are
evident or do not with objective(s) for assessments are
*Assessment mostly aligned with
clearly aligned with the lesson but more clearly aligned with
Alignment objective(s) for the
objective(s) for the appropriate objective(s) for the
lesson
lesson assessments might lesson
be considered

Evidence of Specific and timely Specific and timely


attempts at feedback is feedback is
No evidence of
Feedback and Self- providing timely and supportive and supportive,
specific and timely
Assessment supportive feedback productive but does productive and at
feedback or student
may not be effective not require the times requires the
self-assessment
and lack student students to self student to self
self-assessment assess assess

Formative Formative
Formative Formative
assessments assessments elicit
assessments do not assessments elicit
require minimal some student
elicit student student thinking
Eliciting Student student thinking thinking and
thinking and and student
Thinking and student student responses
student responses responses
responses demonstrate some
demonstrate lack of demonstrate
demonstrate partial level of
understanding understanding
understanding understanding

Assessment
Practices
Rating Average:3.3

~Reflecting and Growing Professionally~

Evidence:
● Most of the students were productively engaged the entire time. The students were quick to
share what they know about plants, as well as what they want to know for our K-W-L chart.
After watching the “All About Plants” video, students were excited to share some new
information that they’ve learned. I was excited to walk into school the next morning and have
multiple students come up to me and ask if we were going to be learning more about plants

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that day, which shows me that it was an engaging lesson.”


● “I had a lot of trouble coming up with a measurable learning objective for this lesson, and I’m
not sure why. I think it had to do with the fact that most of it was done as a whole-group, and
there was nothing concrete for me to evaluate, besides their answers and participation.
However, the students did learn what I intended for them to learn. The students were all able to
name facts that they know, as well as come up with some things they learned from the video
for our K-W-L chart. This was done as a whole-group, as well as in small group discussions.
The data that I have showing this demonstration of learning is our K-W-L chart and observing
student participation.”
● “The video was fun and colorful, so it immediately captured their attention. I also played a video
with plant facts at the end of the lesson, which they seemed to enjoy. The use of the FM
system for one of my students also made it so that she could be actively engaged in the
lesson.”
● “I slightly altered the instructional plan for this lesson. As we began the lesson, I asked them all
to tell me some things that they know about plants. At this point, I hadn’t introduced the K-W-L
chart. I didn’t think it’d be appropriate to have them share all this information, then explain the
K-W-L chart, just for them to say the same thing over again. Instead, after a brief introduction
and some sharing on what they know about plants, I decided to play the “All About Plants”
video. I figured that this would give some students time to think about the things they know, as
well as jog their memory a bit. After the video, I explained the K-W-L chart, and we began filling
it in.”
● “I think that, by introducing this topic in a whole-group setting, it allowed students to have the
courage to share their thinking with the rest of the group. Some students who have a hard time
sharing during whole-group instruction began sharing once they saw others doing so. Since I
asked the students to come up with facts, it allowed all students to be engaged, whether in
large or small groups. Since we’ve been talking about graphic organizers, I think including a K-
W-L chart was beneficial in that they understood the importance of using it to organize their
thinking. Since the students love watching videos, I figured it would be a great way to introduce
the information to them, and it engaged them the entire time.”
● “If I taught this lesson again, I would change the way that I set up the K-W-L chart. Instead of
having students share their facts with me to write on the chart, I would provide each student
with a sticky note where they could record their fact. I would also have them come up with two
things that they already know about plants, one thing they want to know, and one thing they
learned from our discussion or the video. Each student would put their names or initials on their
respective sticky notes, and when appropriate, they would come place their sticky notes on the
chart. Of course, there will be repeats, but these can be stacked on top of each other. From
this method, I can have concrete evidence of who met the objective and who is still struggling.
During our small-group discussions, I walked around the room, but I could not meet with every
group due to time constraints. Since there are two other adults in the room, I would each give
them a checklist of the students in the group, and as the students shared with the group, they
would check off their name. This way, I know who participated and who didn’t. I can also

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check-off the groups that I visited with. After the lesson was over, it was time for dismissal. I did
not provide enough time to truly review if the students felt that they completed the objective.
Next time, I will provide more time at the end of the lesson to do so. I also had to cut some
students off from sharing information with the group because there was no time. Next time, I
will provide these students with a sticky note and tell them to write it down, and we can add it to
the chart the following day. This way, they know that their participation matters and they are
contributing to the learning of the entire class.”

Reflecting and
1 - Minimal Criteria
Growing 2 - Developing 3 - Acceptable 4 - Proficient
Met
Professionally

Thoughtful analysis
reflecting an
Accurate
accurate
assessment of
Reflection was assessment of
strengths and
completed and strengths and
Limited assessment weaknesses;
uploaded within 48 weaknesses;
of strengths and identifies general
*Professional hours of lesson reflection responses
weaknesses; ways in which the
Reflections observation; demonstrate
minimal ideas for lesson could be
insufficient specific strategies
lesson improvement improved; student
recognition of ways which might have
receptive to
to improve lesson been more effective;
professional
student receptive to
feedback.
professional
feedback

Plans for future


Minimal or Documentation of
Documentation of instruction are
Evidence of incomplete student
student based on
Monitoring Student documentation of performance but no
performance is not documented
Performance student reference to future
evident student
performance instruction
performance

Reflecting &
Growing
Professionally
Rating Average: 4

Overall Reflections/Recommendations/Additional Feedback:

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Your lesson’s timing (last class of the day) and your class size (30 students) made planning
and executing this lesson more challenging than average. You, however, were able to engage
students through your selected materials and implemented interaction among students.
We reflected upon your lesson’s objectives and the need to make them measurable. While
difficult to do when focusing on contributions to a class K-W-L chart and class discussion
involving 30 students, the use of Post-its in your lesson, requiring some written responses (as
appropriate) on the part of your students, will make this possible. As a result, you’ll be able to
determine which students met the objectives.
It was a pleasure to observe your instruction and to reflect with you. Your positive attitude
and acceptance of constructive criticism is appreciated. Your enthusiasm for growing as a
teacher is admired.

3.6 Content Knowledge

3.5 Planning and Preparation

3.4 Classroom Environment and Management

3.4 Instructional Strategies

3.3 Assessment Practices

4 Reflecting and Growing Professionally

3.53 Final Average Rating

(for internal use only)

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Granite State College School of Education: Teacher Candidate Lesson Observation Report