UNIVERSITY % Cornerstone Preservice Teacher Observation Form Preservice Teacher: Anna Walsworth . Evaluated by: Brennecke Hinojosa Grade/Subject: 9-12 Grade English Date Evaluated: February 3, 2020 Cooperating Teacher: Karen Michewicz ‘School: Northview High Schoo! Ranking: Unsatisfactory = 1 point; Basic = 2 points; Proficient = 3 points; \guished* = 3 points e select a score in the space provided. The components being assessed are from Danielson Framework (2013) and InTASC lanning and Preparation 1a — Demonstrating Knowledge of Content and Pedagogy (InTASC 4) Ja. Score:_2__ (1) Unsatisfactory (2) Basic (3) Proficient Distinguished “If the student shows “Distinguished” related to any component, please provide evidence and an explanation in the General Comments.Domain 1: Planning and Preparation 1c — Setting Instructional Outcomes (inTASC 1) ‘lc. Score:_2__ (1) Unsatisfactory earring an oni oe dcitne or strand and ae suitable for ony some students (2) Basic learning, are sltabl for most ofthe students inthe iss. (3) Proficient Distinguished* able methods of aseessment, Outcomes teflect several diferent types of learing and, here appropriate, represent both 1, | coordination and integration. Outcomes are inwhatever way is needed, for diferent | ferentate, in whatever way s needed, for sroups of students Individual students, : Classroom Environment 2c Managing Classroom Procedures isfactory established routines, or that volunteers and paraprofessional have eatly defined tas, (2) Basic (3) Proficient routines, and ‘ontrbtion tthe dass. “If the student shows “Distinguished” related to any component, please provide evidence and an explanation in the General Comments.Domain 2: Classroom Environment 2e — Organizing Physical Space 2e. Score_2__ (1) Unsatisfactory (2) Basic ‘The classroom environments unsafe (3) Proficient technology, effectively. Distinguished* Domain Instruction 3a. — Communicating with Students (InTASC 5) (1) Unsatisfactory (2) Basic ‘The instructional purpose of the lesson when working independent. The teacher's spoken language is correct but uses vocabulbry thats either limited o not fly appropiate to the students’ ages or backgrounds. The teacher rarely takes opportunities to explain academic vocabulary. (3) Proficient student understanding contribute to extending the content by explaining concepts to thelr classmates and suggesting strategies that mightbe used. The teacher’ spoken and writen language s expressive, and the teacher finds opportunities to extend stucent vocabularies, both within the dlpine and for more general use. Students contribute to the correct ue of academe vocabulary *If the student shows “Distinguished” related to any component, please provide evidence and an explanation in the General Comments.(3) Proficient and specif; Some students engage in self | students variety of forms of feedback, rom both teacher and peers, sacurate and specific and advances learning Students t= tse and monitor their own progress. The costly diferentates instruction misunderstandings. Domain 4: Professional Respons! lities — 4f. Shi Professionalism (InTASC 9, 10) 4f. Score:_3. (1) Unsatisfactory ‘The teacher dplayscshonestyin Interactions with colleagues, stunts, and ‘the publ. The teacher + that result in some student Being served by the school. The teacher makes decisions and eecmmendation that are based on sele-serving interests. The teacher comply with school ad dstret (2) Basic ‘The teachers hones in interactions with be reminded by supervisors about complying with school and distiet regulations. Distinguished ‘The teacher can be counted onto hold the | highest standards of honesty, integrity, and when ‘concerted efor to challenge negative ‘ensure that uch decions are based on the highest professional tandars. The teacher ‘If the student shows “Distinguished” related to any component, please provide evidence and an explanation in the General Comments.carlos ly with schoo and devia ion ng leseiip rl wth concen Key to Ratings - — Unsatisfactory Basic Proficient Distinguished 7-10 417 18-22 | . Summary Final Score: _15, (out of 21) General Comments: pao Spent time at the be be known as individuals. = Connected the word of the day to previous shared reading that the class had read and discussed = Utilized skifnming and predicting as students anticipated the new genre of stores and made predictions about the story of the day Since the focus of the reading was on character development, there was a missed opportunity to model/practice effective during reading strategies, for identifying characterization while reading the story of the day. When student was asked to read for the clas, all students listened respectfully, even when the students struggled with pronouncing various words. 1 of the class to connect with students about their weekends. It was efficient (only 2 minutes) and gave space for kids to Strengths: ~The questions posed to students whi questions for independent question pr + Used proximity, verbs ct and cold c = Managed time well, which allowed for an appropriate amount of time for independent practice. jading were thoughtful ways to ensure students are thinking about the text while reading. Additionally the meaningful ways for students to engage with the text to look for ing a student to gain student attention ‘Areas for Growth: 7 | ~ Utilize addit During direct instruction, model for students what successfully completing the assignment would look like and what thinking processes a successful reader would use to determine how the author reveals the character. = Chunk the assignment so there are a few examples students do as guided practice before moving into independent practice “If the student shows “Distinguished” related to any component, please provide evidence and an explanation in the General Comments.Evaluator’s Signature/ Position: Candidate’s Signature: Please print one copy, review the ratings with your preservice teacher, and provide him/her with a signed copy. “ifthe student shows “Distinguished” related to any component, please provide evidence and an explanation in the General Comments. 6