Logan Formal Observation Four 2019

Siena Heights University
Student Teaching
Formal Observation # ___4____
Teacher Candidate __Logan Milligan___
Supervising Teacher _Kevin Grasley_____
Date _October 30, 2019__
1
Formal Classroom Observation: __________
Interview Protocol for a Preconference (Planning Conference)
Candidate: ___________________________________________ School: ________________________________________
Cooperating Teacher: _________________________________ Grade Level: ______________________________________
Observer: _______________________________________________ Date: _______________________________________
*Remember you must attach your lesson plan to this document for review during planning conference
Questions for discussion: (to be completed by candidate)

1. To which part of your curriculum does this lesson relate?
2. How does this learning fit in the sequence of learning for this class?
3. Briefly describe the students in this class, including those with special needs.
2
4. What are your learning outcomes for this lesson? What do you want the students to know or be able to do?
5. How will you engage the students in the learning? What will you do? What will the students do? Will the students work in groups, or
individually, or as a large group? Provide any worksheets or other materials the students will be using.
6. How will you differentiate instruction for either individual students or groups of students in the class?
7. How and when will you know whether the students have learned what you intend?
8. What would you like me to specifically observe during the lesson?
3
Notes from the Observation
Time Actions and Statements/ Questions by Teacher and Students Component
4
5
6
Interview Protocol for a Post Conference (Reflection Conference)

Teacher Candidate: ________________________________________ School: _______________________ Date:
1. In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know?
2. If you were able to bring samples of student work, what do those samples reveal about those students’ levels of engagement and
understanding?
3. Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to
student learning?
4. Did you depart from your plan? If so, how and why?
5. Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials and resources). To what
extent were they effective?
6. If you had an opportunity to teach this lesson again to the same group of students, what would you do differently?
7
Formal Observation Summary
Evidence of Teaching
 Expectations by completion of student teaching placement are for candidate to be scored at 2 or 3. If not, successful
completion will be in jeopardy and brought before the division faculty on a case by case basis.
Domain #1: Planning and Preparation

FfT Components / No Opportunity
No Evidence (0) Below Expectations (1) Met Expectations (2) Above Expectations (3) Score
Elements to Observe
1a: Demonstrating Non-Applicable No Evidence The teacher candidate’s The teacher candidate’s The teacher candidate’s
Knowledge of plans and practice display plans and practices plans and practice
Content & little knowledge of the reflect some awareness reflect solid knowledge
Pedagogy (InTASC content, prerequisite of the important of the content,
4; CAEP 1.1, 1.3, relationships between concepts in the prerequisite 3
1.4, 1.5, 3.4, 3.5) different aspects of the discipline, prerequisites, relationships between
content, or the relationships between important concepts, and
instructional practices them, and the the instructional
specific to that discipline. instructional practice practices specific to the
specific to that discipline.
discipline.
Evidence:
At the beginning of class, through review of past material that the students had covered, Logan led the class into the new areas, “word form,
standard form, and expanded forms.”
1b: Demonstrating Non-Applicable No Evidence The teacher candidate The teacher candidate The teacher candidate
Knowledge of demonstrates little or no indicates the actively seeks
Students (InTASC knowledge of students’ importance of knowledge of students’
1,2,7; CAEP 1.1, backgrounds, cultures, understanding students’ backgrounds, cultures,
1.5, 3.4) skills, language backgrounds, cultures, skills, language
proficiency, interests, skills, language proficiency, interests, 3
and special needs, and proficiency, interests, and special needs, and
does not seek such and special needs, and attains this knowledge
understanding. attains this knowledge for groups of students.
for the class as a whole.
Evidence:
Logan gave the students the opportunity, both as a whole class and individually, to choose the items that they would use in their math problems.
Sometimes it was Barbies, sometimes this was cars, or candy, or lost money.
8
Elements to Observe
Non-Applicable No Evidence Instructional outcomes Instructional outcomes Instructional outcomes
1c: Setting are unsuitable for are of moderate rigor are stated as goals
Instructional students, represent and are suitable for reflecting high level
Outcomes(InTASC trivial or low-level some students, but learning and curriculum
1; CAEP 1.1, 1.3, learning, or are stated consist of a combination standards. They are
1.4, 3.4) only as activities. They do of activities and goals, suitable for most
not permit viable some of which permit students in the class, 3
methods of assessment. viable methods of represent different
assessment. They reflect types of learning, and
more than one type of can be assessed. The
learning, but the outcomes reflect
teacher makes no opportunities for
attempt at coordination coordination.
or integration.
Evidence:
Logan explains “word form, standard form, and expanded form.”
“WE are looking for the number 100 less than…”
“The next problem is tricky. They took away the number that we are adding.”
1d: Demonstrating Non-Applicable No Evidence The teacher candidate The teacher candidate The teacher candidate is
Knowledge of demonstrates little or no demonstrates some fully aware of the
Resources (CAEP familiarity with resources familiarity with resources available
1.4, 1.5, 3.4) to enhance own resources available through the school or
knowledge, to use in through the school or district to enhance own
teaching, or for students district to enhance own knowledge, to use in 3
who need them. The knowledge, to use in teaching, or for students
teacher candidate does teaching, or for students who need them.
not seek such who need them. The
knowledge. teacher candidate does
not seek to extend such
knowledge.
Evidence:
Throughout the class, white board, Smartboard, iPads, and individual math game boards are utilized.
9
Elements to Observe
1e: Designing Non-Applicable No Evidence The series of learning The series of learning The candidate
Coherent experiences is poorly experiences coordinates knowledge
Instruction (InTASC aligned with the demonstrates partial of content, of students,
1, 4, 7; CAEP 1.1, instructional outcomes alignment with and of resources to
1.3, 1.4, 1.5, 3.4) and does not represent instructional outcomes, design a series of
outcomes and does not and some of the learning experiences
represent a coherent experiences are likely to aligned to instructional 3.5
structure. The engage students in outcomes and suitable
experiences are suitable significant learning. The for groups of students.
for only some students. lesson or unit has a The lesson or unit
recognizable structure structure has a clear
and reflects partial structure and is likely to
structure. engage students in
significant learning.
Evidence:
Logan begins his class with review of past learnings. He transitions into the word form, standard form, and expanded form. He models different
ways to explain each. For word form he uses a student finding money, then losing it. He models a second with selling candy. Throughout the
lesson, Logan connects real world activities to the math learnings. His voice and mannerisms are enthusiastic, and the students notice and respond.
1f: Designing Non-Applicable No Evidence The teacher candidate’s The teacher candidate’s The teacher candidate’s
Student plan for assessing plan for student plan for student
Assessments student learning contains assessment is partially assessment is aligned
(InTASC 6; CAEP no clear criteria or aligned with the with the instructional
1.1, 1.2, 1.5) standards, is poorly instructional outcomes, outcomes, uses clear
aligned with the without clear criteria, criteria, and is
instructional outcomes, and inappropriate for at appropriate for the 2.5
or is inappropriate for least some of the needs of students. The
many students. The students. The teacher teacher candidate
results of assessments candidate intends to use intends to use
have minimal impact on assessment results to assessment results to
the design of future plan for future plan for future
instruction. instruction for the class instruction for groups of
as a whole. students.
10
Elements to Observe
Evidence:
“When I say freeze, I want each of you to stop work and show me your funniest face.” Logan then checks students’ answers.
“When I say freeze, I want to see your saddest face.” Logan checks student work, again.
Whole class, “Cover up your paper.” Then Logan moves around the room checking student answers for understanding.
Domain #2: The Classroom Environment

Elements to Observe
2a: Creating an Non-Applicable No Evidence Classroom interactions, Classroom interactions, Classroom interactions,
Environment of both between the both between the both between the
Respect and teacher candidate and teacher candidate and teacher candidate and
Rapport (InTASC 3; the students and among the students and among the students and among
CAEP 1.1, 3.3) students are negative, students are generally students are polite and
inappropriate, or appropriate and free respectful, reflecting
insensitive to students’ from conflict but may be general warmth and 3
cultural backgrounds and characterized by caring and are
are characterized by occasional displays of appropriate to the
sarcasm, put-downs, or insensitivity or lack of cultural and
conflict. responsiveness to developmental
cultural or differences among
developmental groups of students.
differences among
students.
Evidence: “Boys and girls, back to your seats, back to your seats. Why are we going back to our seats?” The students respond, “We are too noisy.”
“Good job, Machia!”
“Whisper as we count for the next problem. …to count how?” The students respond, “Quietly.”
2b: Establishing a Non-Applicable No Evidence The classroom The teacher candidate’s The classroom culture is
Culture for environment conveys a attempt to create a characterized by high
Learning (CAEP negative culture for culture for learning is expectations for most
1.1, 3.3, 3.6) learning, characterized partially successful, with students and genuine
by low teacher candidate little teacher candidate commitment to the
commitment to the commitment to the subject by both teacher
subject, low expectations subject, modest candidate and students, 3
for student achievement, expectations for student with students
11
Elements to Observe
and little or no student achievement, and little demonstrating pride in
pride in work. student pride in work. their work.
Both teacher candidate
and students appear to
be only “going through
the motions.”
Evidence:
A young lady asks Logan why he is worried about the new math lesson. Logan responds, “Sometimes I need your help figuring this out.”
“Voices off. 3, 2, 1. Fun is over; we need to be on our way to our rotation.” Logan directs after asking the class what they should spend their
pretend math money on. The girls had responded, “Barbies”, and the boys had groaned.
2c: Managing Non-Applicable No Evidence Much instructional time Some instructional time Little instructional time is
Classroom is lost because of is lost because of lost because of classroom
Procedures (CAEP inefficient classroom classroom routines and routines and procedures
3.4) routines and procedures procedures for for transitions, handling
for transitions, handling transitions, handling of of supplies, and 2.5
of supplies, and supplies, and performance of non-
performance of non- performance of non- instructional duties,
instructional duties. instructional duties are which occur smoothly.
only partially effective.
Evidence:
Logan continues to time the transitions to and from the rotations. Students are expected to go to and return from various rotations, “quietly and
quickly.” Students understand this and consciously work on meeting his expectation.
2d: Managing Non-Applicable No Evidence There is no evidence that It appears that the Standards of conduct
Student Behavior standards of conduct teacher candidate has appear to be clear to
(CAEP 3.4) have been established made an effort to students, and the teacher
and little or no teacher establish standards of candidate monitors
candidate monitoring of conducts for students. student behavior against
student behavior. The teacher candidate those standards. The 3
Response to student tries, with uneven teacher candidate’s
misbehavior is repressive results, to monitor response to student
or disrespectful of student behavior and misbehavior is
student dignity. respond to student appropriate and respects
misbehavior. the students’ dignity.
12
Elements to Observe
Evidence:
While at the Teacher’s table a young lady interrupts Logan, and he refers her to Mr. Barron or a classmate for help.
“Ok, boys and girls, I know it’s Wednesday, and we’re tired; we have a big day tomorrow (Halloween), but our transition took 40 seconds.
What are we aiming for?” The class responds, “30 seconds.”
“And what else didn’t we do.” The class responds, “We were too noisy.”
2e: Organizing Non-Applicable No Evidence The physical The classroom is safe, The classroom is safe,
Physical Space environment is unsafe, or and essential learning is and learning is accessible
(CAEP 3.4) some students don’t accessible to most to all students; the
have access to learning. students; the teacher teacher candidate
There is poor alignment candidate’s use of ensures that the physical
between the physical physical resources, arrangement is
arrangement and the including computer appropriate to the 3
lesson activities. technology, is learning activities. The
moderately effective. teacher candidate makes
The teacher candidate effective use of physical
may attempt to modify resources, including
the physical computer technology.
arrangement to suit
learning activities, with
partial success.
Evidence:
Logan utilizes the entire room for the math rotations. Students meet with Logan at his Teacher’s Table. Other students work individually at their
desks or on the floor with iPads. Other students in small groups play the math football game at their desks or on the floor.
Domain 3: Instruction
Fft Components No Opportunity

/Elements to Observe
3a: Non-Applicable No Evidence Expectations for learning, Expectations for Expectations for learning,
Communicating directions and learning, directions and directions and
with Students procedures, and procedures, and procedures, and
(InTASC 5; CAEP explanations of content explanations of content explanations of content
13
1.1) are unclear or confusing are clarified after initial are clear to students.
to students. The teacher confusion; the teacher Communications are 3
candidate’s use of candidate’s use of appropriate for students’
language contains errors language is correct but cultures and levels of
or is inappropriate for may not be completely development.
students’ cultures or appropriate for
level of development. students’ cultures or
levels of development.
Evidence:
“Hey boys and girls, that was 38 seconds, and it was very quiet! We earn bonus points,” Logan tells the class after a successful transition.
“What do we to do to make our next transition better?”
3b: Using Non-Applicable No Evidence The teacher candidate’s Some of the teacher Most of the teacher
Questioning and questions are low-level candidate’s questions candidate’s questions
Discussion or inappropriate, eliciting elicit a thoughtful elicit a thoughtful
Techniques limited student response, but most are response, and the
(InTASC 8; CAEP participation and low-level, posed in rapid teacher candidate allows
1.1, 1.4, 3.4) recitation rather than succession. The teacher sufficient time for 3.5
discussion. candidate’s attempts to students to answer. All
engage all students in students participate in
the discussion are only the discussion, with the
partially successful. teacher candidate
stepping aside when
appropriate.
Evidence:
Throughout the mini-lessons, Logan models the kind of questions that students will need to answer in their individual work. He uses real world
questions involving finding money, losing money, selling candy, etc. and then questions students to make sure that they are understanding what he
is modeling. Again, his enthusiasm is contagious.
3c: Engaging Non-Applicable No Evidence Activities and Activities and Activities and
Students in assignments, materials, assignments, materials, assignments, materials,
Learning (InTASC 1, and grouping of students and grouping of and grouping of students
3, 4, 5, 8; CAEP 1.1, are inappropriate for the students are partially are fully appropriate for
1.4, 1.5, 3.4) instructional outcomes or appropriate for the the instructional
students’ cultures or instructional outcomes outcomes or students’
levels of understanding, or students’ cultures or cultures and levels of 2.5
14
resulting in little levels of understanding, understanding. All
intellectual engagement. resulting in moderate students are engaged in
The lesson has no intellectual work of a high level of
structure or is poorly engagement. The lesson rigor. The lesson’s
paced. has a recognizable structure is coherent,
structure, but that with appropriate pace.
structure is not fully
maintained.
Evidence:
Students are attentive while Logan is presenting the new material during the mini-lessons. Students are called on to answer and explain their thinking
for solving a problem that Logan has posed. Logan celebrates and guides the students as they respond to his questions.
3d: Using Non-Applicable No Evidence Assessment is not used in Assessment is Assessment is regularly
assessment in instruction, either occasionally used in used in instruction,
Instruction (InTASC through monitoring of instruction, through through self-assessment
6; CAEP 1.1, 1.2, progress by the teacher some monitoring of by students, monitoring
1.5) candidate or students, or progress of learning by of progress of learning by
though feedback to the teacher candidate the teacher candidate
students. Students are and/or student. and/or students, and 2.5
unaware of the Feedback to students is high-quality feedback to
assessment criteria used uneven, and students students. Students are
to evaluate their work. are aware of only some fully aware of the
of the assessment assessments criteria
criteria used to evaluate issued to evaluate their
their work. work.
Evidence:
“When I say freeze, I want each of you to stop immediately, give me your funniest face. Freeze!” Logan then checks the work of his students at the
Teacher’s Table. He does this twice with each group.
3e: Demonstrating Non-Applicable No Evidence The teacher candidate The teacher candidate The teacher candidate
Flexibility and adheres to the attempts to modify the promotes the successful
Responsiveness instruction plan, even lesson when needed learning of all students,
(CAEP 3.4) when a change would and to respond to making adjustments as
improve the lesson or student questions, with needed to instruction
address students’ lack of moderate success. The plans and
interest. The teacher teacher candidate accommodating student 3
15
candidate brushes aside accepts responsibility questions, needs, and
student questions; when for student success but interests.
students experience has only a limited
difficulty, the teacher repertoire of strategies
candidate blames the to draw upon.
students or their home
environment.
Evidence:
Throughout the lesson, Logan emphasizes real world things that engage his young learners, such as finding money, losing money, selling candy, and
spending money. When Logan had the girls in his class choose what to spend their imaginary money on, and they responded, “Barbies,” Logan
responded, “Voices off. 3, 2, 1. Fun is over; we need to be on our way for our next rotation.”
16
Domain 4: Professional Responsibilities

Elements to Observe
4a: Reflecting on Non-Applicable No Evidence The teacher candidate The teacher candidate The teacher candidate
Teaching (InTASC does not accurately assess provides a partially provides an accurate and
9; CAEP 1.1) the effectiveness of the accurate and objective objective description of
lesson and has no ideas description of the the lesson, citing specific
about how the lesson lesson but does not evidence. The teacher
could be improved. cite specific evidence. candidate makes some 3
The teacher candidate specific suggestions as to
makes only general how the lesson might be
suggestions as to how improved.
the lesson might be
improved.
Evidence:
From previous conferences with Logan, he continues to challenge himself to find and engage students in real world situations that are meaningful to
them. He continues to consciously work to decrease time lost with transitions. He models the learning that he wants his students to follow.
4b: Maintaining Non-Applicable No Evidence The teacher candidate’s The teacher The teacher candidate’s
Accurate Records systems for maintaining candidate’s systems for systems for maintaining
(CAEP 3.6) both instructional and maintaining both both instructional and
non-instructional records instructional and non- non-instructional records 2.5
are either nonexistent or instructional records are accurate, efficient,
in disarray, resulting in are rudimentary and and effective.
errors and confusion. only partially effective.
Evidence:
Logan meets with students individually to assess their reading logs and place the scores in the computer grading program.
17
Elements to Observe
4c: Communicating Non-Applicable No Evidence The teacher candidate’s The teacher candidate The teacher candidate
with Families communication with adheres to school communicates frequently
(InTASC 10; CAEP families about the procedures for with families and
1.1) instructional program or communicating with successfully engages
about individual students families and makes them in the instructional
is sporadic or culturally modest attempts to program. Information to
inappropriate. The engage families in the families about individual 2.5
teacher candidate makes instructional program. students is conveyed in a
no attempt to engage But communications culturally appropriate
families in the are not always manner.
instructional program. appropriate to the
cultures of those
families.
Evidence:
Logan has shared with the class about emails that have been sent home to parents regarding successes in his classes.
4d: : Participating Non-Applicable No Evidence The teacher candidate The teacher candidate The teacher candidate
in a Professional does not participate in participates in seeks out opportunities
Community professional development professional for professional
(InTASC 10; CAEP activities and makes no development activities development based on
1.1, 3.6) effort to share knowledge that are convenient or an individual assessment
with colleagues. The are required, and of need and actively
teacher candidate is makes limited shares expertise with 3
resistant to feedback from contributions to the others. The teacher
supervisors or colleagues. profession. The candidate welcomes
teacher candidate feedback from
accepts, with some supervisors and
reluctance, feedback colleagues.
from supervisors and
colleagues.
Evidence:
Logan interacts very well with his colleagues. Specifically, he has had to learn a new program that his Mentor Teacher uses in reading instruction.
Certainly, the challenge of having your room toilet-papered by an imaginary spider and then engaging young learners, is no small challenge. Logan
dealt with that very professionally.
18
Elements to Observe
4e: Growing and Non-Applicable No Evidence The teacher candidate The teacher candidate The teacher candidate
Developing does not participate in participates in seeks out opportunities
Professionally professional development professional for professional
(InTASC 9; CAEP activities and makes no development activities development based on
1.1, 3.6) effort to share knowledge that are convenient or an individual assessment
with colleagues. The are required, and of need and actively
teacher candidate is makes limited shares expertise with 3
resistant to feedback from contributions to the others. The teacher
supervisors or colleagues. profession. The candidate welcomes
teacher candidate feedback from
accepts, with some supervisors and
reluctance, feedback colleagues.
from supervisors and
colleagues.
Evidence:
Logan participated in the professional development offered at Siena Heights University. He has demonstrated a positive attitude toward feedback
from supervisors and colleagues.as
4f: Showing Non-Applicable No Evidence The teacher candidate has The teacher candidate The teacher candidate
Professionalism little sense of ethics and is honest and well displays a high level of
(InTASC 9, 10; CAEP professionalism and intentioned in serving ethics and
1.1, 3.6) contributes to practices students and professionalism in
that are self-serving or contributing to dealings with both
harmful to students. The decisions in the school, students and colleagues
teacher candidate fails to but the teacher and complies fully and 3
comply with school and candidate’s attempts voluntarily with school
district regulations and to serve students are and district regulations.
time lines. limited. The teacher
candidate complies
minimally with school
and district regulations,
doing just enough to
get by.
Evidence:
Logan has continuously demonstrated professional dress and manners in work with both students and colleagues.
19
Strengths of the Lesson
Logan continues to model the learning that he wants his young learners to grasp.
He immerses himself in the lesson, even to the point of being concerned if HE can learn the material. Students notice this.
Logan continues to work to decrease learning time lost during transitions.
Logan’s voice and mannerisms support active learning in his classroom and engages students throughout the lesson
Logan interacts with students prior to and during class time.
Areas for Growth

Continue to work on your transitions between rotations. The improvement is noticed and seen by your students.
Continue to create real-world connected lessons and maintain your enthusiasm for such lessons.
Continue to develop ways to assess your teaching, multiple ways to assess active learning that you are providing your students.
Specifics to focus on for the next observation
Continue to create real-world connected lessons and maintain your enthusiasm for such lessons.
Continue to develop ways to assess your teaching, multiple ways to assess active learning that you are providing your students.
Share your experiences in professional development, classroom grading, and parent contacts.
20
We have participated in a conversation on the above items.
Candidate Signature: ___________________________ Cooperating Teacher Signature ___________________________ Date: _______
21

Logan Formal Observation Four 2019

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Logan Formal Observation Four 2019

Uploaded by

Copyright:

Available Formats

Siena Heights University

Candidate: ___ School:

Cooperating Teacher: _ Grade Level: ______

Observer: _________ Date: _

Questions for discussion: (to be completed by candidate)

8. What would you like me to specifically observe during the lesson?

Interview Protocol for a Post Conference (Reflection Conference)

Domain #1: Planning and Preparation

Domain #2: The Classroom Environment

FfT Components / No Opportunity

Fft Components No Opportunity

FfT Components / No Opportunity

Areas for Growth

Specifics to focus on for the next observation

Candidate Signature: _______ Cooperating Teacher Signature _ Date: _

You might also like