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    17 views10 pages

    Paula Hulse Observation 1

    Uploaded by

    api-449780925

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    SSON OBSERVATION REPORT: TEACHING/LEARNING SITUATION Developed Utilizing CEP Teacher Candidate Quality Standards Rubric Descriptions include criteria up to proficient for an in-service teacher Teacher Candidate's Name Alna Fozenbaum, obsener Paula. Hualee Date Feb. /2, 20/9 Observation #_/ ‘What is/are the learning target(s) for the day? Use ehimmatin fo solve ¢i 1. Demonstration of Mastery of 3 T FEEDBACK Pedagogical Expertiseinthe =| % |= | 2] z| 2 Contant 2 /8/8/3/2 gales 2 < x ‘&_(E] Lesson plan a avaliable and ratecis appropriate (Colorado Academic Sianderds, relavantneructonsl ‘objectives, and formative and surnmatve ‘aakessmont resus {0) implaraniseasons that ant ais an of ‘nd honzorial {P) Implements and communicates lesming ‘objectives and studeat outcomes based on standards x Bf) Comoct oan Ky cong and rio the aciplines andor content areas, racy and mathematical practices I Content area(s) (©) mplmaniinerytonl vai ta nie eal practices, and language. devotion acrons content area, makes crt specie language and reading accessible (a students (P) Makes interisiptinary connections explicit to Students, svaloglcaly integrates Weracy skits (Poncing, wring. lstening, speaking) across content {deos,iniogrates mathematical practices across Contect areas Add mere divect reference fe mathematical practies. (6) Sete gunna conn, on Ba 1 sequence of tering, uses ostucional atta alr zr a apgopal e can bing ugh, encou Sprouts orto mata conmecton 12 ror aamiog {O)imlora cron baed dria at igo ng objective, rip mals and cevery mrthade to anplan concpa scree. Teeniques to support dceptinaryinguity x Launch meluded gueshon Tagarding previdus learning Oily one model edehgt daliiery This te lazer aid net have. prt boarder] Saws aoe for stud ents ‘ress of Calebration: ask westans. is are with content Good modeling of vocabulery . Growth AreasiNext Lie moth rad ple medels for Heachang - reach alf Apes 109.18 vi Learning Environment FEEDBACK (Ey Manian safety and weilar of students ‘and environment, clear expectations for student bohavior, procedures end routines to (ude instruction and transitions (©) Faciitates student accountability to school ‘and class procedures and routines, Consistenty reinforces student expectations, fosters a caring relationship with each student {P) Makes maximum use of tne by Implementing purpaselu pacing and efficient Iranaiions, reinforcing postive behavior, redirecting disruptive o of-task behaviors {E) Acknowledges the infuence of rece, ‘ettnicty, gondar, religion. socioecanomics and ‘other aspects of culture on student perspectives, creates a classroom environment In which diversity fs used to further student leaming {D}Estabishes processes tha result in a ‘sense of community among students, flectve Interactions among students, and incorporates Instruction that rafects diverse backorounds, ‘experiences, and diferent poits of vew {P) Delivers lessons to ensure students’ ‘beckgrounds and contextual knowedge are ‘considared, capitalizes on diversity a8 an asset {nthe classroom, uses materials and lessons ‘hol counteract slersolypes and acknowledges the contributions of all cutures {E) Plons fr students who have a varaly of laaming needs and interests, adapts the jphiyscal environment to support individual {ident needs, reviews information fom Teaming plan(s) to support the needs of students {0) implements a variety of inclusion, vention or enrichment To address, Unique lesming naeds and miorsst (P) Iniiaes collaboration wih coleagues to Detter understand and respond to student Jeoring needs, provides opporiunites and support for students to se-solect tasks that secelerale progress towards thelr leaning ‘goals, and integrates self-advocacy sks into inetecton Diirntt 43S ye transi fen, t tatrans curt) Lee thetents net, bstentn are fared. / students h dipontanthy Poe herd Matenals for thes (esson re tanteypual . Thee was neu) woes 1 Soling. This was an extemrely divense earning group. This? was cuderd in ne, eager) pianreny and implemarta- This lesson fackea! variety. Self advocacy 13 en {(€) Establishes a dlassroom environment that is ineting to fares andor sinificant adutts ‘and respectful relationships wih students, thelr {emiies, andlor significant adults (D) Uses a variety of methods to initiate ‘eornmunication wih fami andlor significant ‘adults in the school and community. {(P) Coordinstas communication between {amlies and/or colleagues who provide student ‘services, rocognizes obstaces lo family and ‘community participation and seeks solutions to ‘overcome ther. Emul, parent meeting Rate pels fea. Reved 109.18 Freer cnr “8 appropriate and andards frevsed) Growth AreasiNex Stops: Encorporate, varre Contro/ pace of leston ae Prachie opportu to tend ‘eching'a J unihes. 3. Plan and Deliver Effective Instruction D A x (€) Plans lassons thal reflect the relationship of intllectual, physica, socal, and emotional development of students (©) Coltaborates with colleagues who have ‘expertise in child and adolescent development to improve the quality of instruction (P) Engages students in developmentally ‘appropriate leaming and creative eaming experiences x The halle {E) Determines students’ current il levels ‘and uses that information te plan instruction, lec assesemen nies sland he learning objectives, monitors student fearing Inulin oe lace, shares tooo ‘student progress with families andor significant adults (0) Uses assessment results to guide real-time Acjusments to nspucn, oats an

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