Candidate: ​Amanda Boyer Mentor: ​Alma DiGiorgio​ Date: 1​ 1/16/18

Focus Teacher: ​Jenny Ricks Grade Level/Subject Area: ​9-12, Art 1 // AP Art​ Lesson Topic: ​Watercolor Landscape Painting // Portfolio Critique

Teaching Standard Focus: ​CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

ILP Goal/ Observation Focus: ​By May/June I will grow professionally in relation to CSTP 4.4, ​planning instruction that incorporates appropriate strategies to meet the learning
​ y including a variety of instructional strategies as guided exploration, kinesthetic activities, and intentional grouping into the scaffolded lesson plans so
needs of all students, b
that I am able to create a unit with lesson plans that is accessible for all of the learning needs in my classroom. I will know I have reached my goal when I have developed a unit
on watercolor painting that includes strategic scaffolding and technologies throughout that are accessible to the full range of learners in my classroom, have a mentor
observation for at least one of the lesson plans within the unit, and have a mentor review of the unit assessments.

Focus Teacher Observation

Pre Observation (Before): What are you hoping to see that will inform your ILP?
I hope to learn from Jenny’s experience with teaching students with diverse learning needs. I
want to see her strategies and intentionality in her implementation of differentiated instruction in
the art classroom, especially with instructions for step-by-step art making processes and pacing
for the projects or assignments.
Observation Data (During)
What is the teacher doing related to your focus?
What type of data can you collect during observation to inform your ILP?
I can collect data by observing instruction, classroom management, classroom routines, teacher
to student interaction, student to student interaction, and classroom setup. I can also collect
worksheets, rubrics, or any handouts, as well take note of the information written on the
whiteboard or projector. Lastly, I can collect data by asking Jenny questions during (if
appropriate) and after.
What are students doing related to your focus?

Art 1 Class - ​Similar to my classroom, the students were seated in intentional flexible table groupings.
Objectives and plan for the day written on the whiteboard
- Students knew the routine of the classroom management style and got to work on their projects
Teacher provides materials for the table groupings quickly once they understood the guidelines.

Teacher explained the plan for the day and provided a written rubric, as well as visual examples
of the project expectations.
The teacher provided positive reinforcement when elbow partners provided advice for one
another.
Planned differentiated instruction which is based on broad knowledge of students.
- ​One student was frustrated with his painting and his elbow partner offered advice.
- One student had a tendency to finish projects quickly, so the teacher gave him a larger piece of
paper for his project so that he did not finish his piece ahead of the allotted time.
- There were a few students who were at a higher level of artistic ability in the Art 1 class, so the
teacher gave them an added challenge and made the subject more sophisticated.

Matched resources and specific strategies to students’ diverse learning needs and - One student wanted to start over, but the teacher encouraged her to focus on the success in the
paintings and rework the areas that she was frustrated with. She struggles with perfectionism.
cultural backgrounds.
- Students are working diligently, with gentle reminders to keep focused when needed.
Project was a watercolor landscape - she chose subject with guidelines; indicated that
they must do layering techniques
AP Art Class
informal checks for understanding and walks around the room to check on progress of
project Students had to show their breadth of work using a powerpoint presentation. Peers can
participate by asking questions.
AP Art Class Students presented their artwork to one another. Some were vocal about insecurities.

Adapted from NTC Formative Assessment Tool: Focus Teacher Observation

Assessing and critiquing the range and breadth of work in individual students’ portfolios
Students had to show their breadth of work using a powerpoint presentation. The teacher asked
questions throughout the presentation and allowed the class to participate in asking questions as
well.
One student did a mural in her garage and the teacher discussed the importance of showing the
scale of the work by providing a reference point so that viewers understand the enormity of the
painting by looking at the picture of it.
One student presented and talked about her work inspired by artist Chuck Close. She gave a
brief explanation of his work, including examples, and then showed her artwork.
Students were given studio time to continue working on their various projects. Some were on
task, some were collaborating with their peers, others were not on task.
One student wanted to present her portfolio but hadn’t completely finished any of her works of
art. She was frustrated.

Teacher checked in with each student individually during studio time to provide feedback or a
check-in opportunity.

Post observation (After): What questions do you have for the teacher? (Ask them) How can this now be applied to your ILP and teaching practice?

How many years have you been teaching? ​16 years
I heard a student ask you about a 504 plan, how do you balance the need to follow
accommodations with a student’s lack of effort/productivity? ​She explained that she talks
with the student’s counselor and monitors and records whether or not the student is using time
effectively and productively.
What is an example of planning instruction that incorporates appropriate strategies to
meet the learning needs of all students in art 1? ​demonstration, practice, reflection, video
work
By simply observing the way another teacher manages her classroom and implements lesson
plans, I was able to gain valuable experience. I struggle with finding accomodations when it
comes to art projects and she was able to show me the different ways she handles different needs
in the art 1 class. I was glad to have the opportunity to observe that first hand. I also will apply
the learned information in my ILP for the ways that she incorporated a variety of strategies to
meet learning needs. Even in her explanation of the expectations for the project, she did so a few
different ways to meet the various needs of her students. I also saw the confidence that this
teacher had in the classroom due to her many years of experience.

What is one way that you adapt instructional plans and curricular materials to meet the
assessed learning needs of all students in art 1? ​Smaller size paper, bigger materials; less
items on the rubric; acknowledge participation/effort

Adapted from NTC Formative Assessment Tool: Focus Teacher Observation