SSHS MENTORSHIP OBSERVATION REPORT

NAME: Kristen Artero

DATE May 3, 2019

TIME 7:29 am -7:49 am

LOCATION SSHS Rm. 306

SUBJECT Algebra A

STUDENT LEARNING ACTIVITIES

☐Formative Assessment ☐Summative Assessment ☐Practicing

☐Student Demonstration ☐Teacher directed questioning ☐Student Discussion

☐Student Worksheet ☐Student writing response ☐Project

☐Laboratory/Studio sessions ☐Lecture ☐No Evidence

Comments

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CLASSROOM LEARNING ENVIRONMENT

☐Instructional Resources ☐Respectful Environment ☐Organized physical layout

☐Student work samples ☐Builds Rapport with Students ☐Rules & procedures evident

☐Appropriate Temperature ☐Agenda/Objectives visible ☐ Efficient Time management

Comments:

On the board:

I. Review solving equations

II. In Class Multi-Step equations

Partner Problems

III.Review Ch. 4 Retake Test

LESSON DELIVERY

☐Appropriate Voice Projection ☐Use of Discussion & Inquiry ☐Resourcefulness of materials

☐Positive Reinforcement ☐Real world Connections ☐Teacher mobility during lesson

☐Constructive Feedback ☐Demonstrates Flexibility ☐Clear articulation of instruction

Comments:

On the board written examples for one-step, two-step, and multi-step equations

CLASSROOM MANAGEMENT/PROCEDURES

☐Classroom routines and procedures are taught and allow for minimal loss of instructional time.

☐Teacher response to student behavior is appropriate, respectful, and consistent.

☐Classroom behavior expectations are posted.

☐Schoolwide expectations, procedures, and systems are enforced in a consistent manner.

Comments

“Put away phones. No calculators.” She has this room for one period (posters on the wall mostly for trig. class).

STUDENT ENGAGEMENT – Students Actively Participate in Learning the Objectives

☐Students talk about the learning task.

☐Students ask questions of the teacher or other students about specific learning.

☐Students show effort that produces high quality thinking and products.

☐Students apply strategies to their own learning.

☐Teacher Directed Technology use

☐Student Centered Technology use

☐NO EVIDENCE OF STUDENT ENGAGEMENT

Comments:

Everyone on task and communicating.

IDENTIFYING SIMILARITIES AND DIFFERENCES:

☐Students identify similarities and differences by comparing and classifying

☐Teachers help students recognize, use, and create metaphors to compare

☐Teachers help students recognize, use, and create analogies to compare relationships

☐NO EVIDENCE OF IDENTIFYING SIMILARITIES AND DIFFERENCES

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SUMMARIZING AND NOTE TAKING:

☐Students engage in the note-taking process

☐Students use summary frames or reciprocal teaching to summarize text

☐Teacher prepared notes are utilized

☐Teacher explicitly teaches a note-taking format/strategy

☐Teachers provides the opportunity to review/revise notes.

☐NO EVIDENCE OF SUMMARIZING AND NOTE TAKING

Comments:

Taking notes on solving equations and answering teacher when asked questions. Providing guided practice.

REINFORCING EFFORT AND PROVIDING RECOGNITION

☐Teacher helps students understand the relationship between their effort and achievement

☐Teacher uses rubric to define what effort means in class

☐Students track effort and achievement

☐Teacher recognizes accomplishments and links accomplishment to effort

☐Teacher provides recognition that is specific and aligned to expectations.

☐NO EVIDENCE OF REINFORCING EFFORT AND PROVIDING RECOGNITION

Comments:

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HOMEWORK AND PRACTICE

☐Teacher communicates a comprehensive and cohesive homework policy

☐Teacher design homework assignments that support academic learning

☐Teacher clarifies the purpose of each homework assignment.

☐NO EVIDENCE OF HOMEWORK

☐Teacher communicates the purpose of the practice task

☐Teacher designs practice session that was short and focused

☐Teacher provides feedback on the practice session

☐NO EVIDENCE OF PRACTICE

Comments:

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NONLINGUISTIC REPRESENTATIONS

☐Teacher utilizes a graphic organizer

☐Teacher utilizes physical models or manipulatives

☐Teacher helps create mental pictures

☐Teacher uses illustrations or pictographs

☐Teacher facilitates the use of kinesthetic activities.

☐NO EVIDENCE OF NONLINGUISTIC REPRESENTATIONS

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COOPERATIVE LEARNING

☐Teacher establishes and teaches cooperative learning structures and processes

☐Students are in groups of 2-5

☐Students have designated roles and responsibilities

 ☐NO EVIDENCE OF COOPERATIVE LEARNING

Each student assigned a column. Working on multi-step equations.

SETTING OBJECTIVES AND PROVIDING FEEDBACK

☐The objectives are posted or on a handout in clear sight.

☐Learning activities are aligned with learning objectives

☐Teacher references the learning objectives

☐Students use the objectives to monitor their own learning.

☐NO EVIDENCE OF SETTING OBJECTIVES

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GENERATING AND TESTING HYPOTHESIS

☐Teacher engages students in a variety of structured tasks for generating and testing hypothesis

☐Teacher engages students in structured tasks to help develop higher-order thinking skills

☐Teachers asks students to clearly explain their hypothesis and their conclusions.

☐NO EVIDENCE OF GENERATING AND TESTING HYPOTHESIS

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CUES AND QUESTIONS

☐Teacher activates prior learning

☐Teacher uses explicit cues

☐Teacher asks inferential questions

☐Teacher asks analytic questions.

☐NO EVIDENCE OF CUES/QUESTIONS

Noticed students had same questions regarding what was on worksheet as she went around. She had all students stop and
explained again what had to be done.

ADVANCE ORGANIZERS
☐Teacher utilizes an expository advance organizer prior to learning

☐Teacher utilizes a narrative advance organizer prior to learning

☐Teacher utilizes skimming as an advance organizer prior to learning

☐Teacher utilizes graphic organizer prior to learning.

NO EVIDENCE OF ADVANCE ORGANIZERS

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FINAL RECOMMENDATIONS:

Don’t be afraid to collaborate with the teacher you are sharing the room with to put your posters on the wall. Noticed all content
related to trigonometry and you want the students to feel it is their classroom too even though you may share with another teacher.

OBSERVATION CONDUCTED BY

Wendie Flores