STUDENT TEACHER OBSERVATION BY FIELD INSTRUCTOR

WITH DOSSIER CHECK

Preservice Teacher’s Name: Shiva Goli Date: 2017-11-16

Grade/Subject: 5/6 “The Giver” Ceremony lesson School: Huntington Hills ES

PREPARING TO TEACH
EVIDENCE:
 Demonstrates the ability to plan collaboratively and individually to provide students with lessons that are meaningful and incrementally
progressive.
 Reflects on her/his instructional practices and incorporates reflection in instructional planning.
 Locates and incorporates material, resources and talents of other people in planning and instruction. (Consider a range of instructional
strategies including technology and the learning needs of students.)
 Demonstrates the ability to structure relevant concepts and skills that engage diverse learners.
 Demonstrates knowledge of relevant curriculum documents and resources.
 Engages in a variety of appropriate forms of assessment to support learning.
OBSERVATIONS:

Lesson plan well thought out with time estimates

Thoughtful questions included in lesson
A variety of assessments were evident
Plan for diversity included
I would include the writing portion in your Enduring Understandings (ex. Students will be able to write a persuasive piece for/against an issue).
Then the Enduring Understandings, Objectives, and Assessment all match. (This would be a great lesson for your portfolio. You could add an
example from two students—one who appealed and one who agreed with the choice.)

INSTRUCTIONAL STRATEGIES
EVIDENCE:
 Demonstrates a strong yet caring and respectful command of the classroom through voice and interaction with students.
 Uses instructional strategies to engage students in meaningful learning activities, based on a knowledge of how students develop as learners
and their prior knowledge
 Opens and closes lesson with clear lesson objective; assessment(s) matches lesson objective.
 Explanations and directions are clearly expressed and reiterated for students. Expectations are stated and modeled. Transitions are evident.
 Uses effective questioning techniques that employs higher order thinking skills such as evaluation and supporting with evidence; provides
wait time for students to process.
 Engages students with thought-provoking activities, effective grouping, and demonstrates appropriate pacing.
 Assesses students’ understanding throughout the lesson through formal and informal feedback, such as student self-assessment, graphic
organizers, and/or monitoring group conversations.
 Shows flexibility and the ability to adjust the lesson with the intention of meeting diverse learner needs.
OBSERVATIONS:

It was evident that a lot of time and energy went into this lesson. The students were excited and you had thoughtfully chosen jobs for each student.
Captured classes attention before beginning class; ensured all was listening at other points in lesson
Parameters are set for the ceremony—how to clap, how to accept your position, how to appeal if you’re unhappy
Remember to check the perimeters of your group (with-it-ness).
Recognized good behavior “I like to see your hand raised.”
Reminded students of parameters “Those are the only two actions we will be doing.”
Transition to writing portion could have been done quieter, but directions were clear and students quickly got to work.
Students were told to explain what they will bring to their job if they agree with it.
Perhaps have each group, those who appeal and those who agree, provide three clear reasons for doing so. Parameters for the appeal was clearer
than for those who liked their job.
Students who need extra support use their laptops.
Evidence of teacher circling the room to ensure that students were on-task and understanding the assignment.

E. McNeilly 2017
 FOLLOW-UP
Strengths of this lesson

Excellent lesson that adds authentic excitement for
the novel. Students will understand how it feels to
anticipate this kind of announcement and to be
excited/disappointed about/with it.
For the most part, your pacing was excellent. You
gave clear directions, and were able to be flexible
when needed.
Areas to consider (1-2 is recommended)
After giving directions, do a sweep of the room to
ensure all students have their materials out and are
ready to start.
At closing, reinforce the objective of the lesson.

DOSSIER
The Dossier can be virtual or in a binder or a combination of both. If you choose to make part or all of the Dossier virtual, you must negotiate this
with both the Partner Teacher and Field Experience Instructor and be willing to make all documents available at any time, in hard copy, at their
request.

Does the Field Experience Dossier include the following sections/information?

 Personal Professional Assessments - place at the beginning.
 Information about the school and community.
 Curriculum information - for the time of the experience.
 Planning - notes, support materials, etc.
 Teaching - lesson and unit plans, Student Teacher reflections on these, Partner Teacher notes and comments, Field Experience Instructor notes
and comments.
 Student assessment - class lists, anecdotal notes, assessment on the work students have done while you are responsible for their learning.
 Anything else the Student Teacher chooses to include
 Is the binder neat, organized and clearly written with ideas well expressed?
NOTES:

Excellent thus far.

COMMENTS
Overall, I’m pleased with Ms. Goli’s progress this semester. She has a pleasing manner, displays confidence and
professionalism, and is progressing nicely. Keep up the great work!

E. McNeilly 2017