Required

Name: Alexah Mellis Date: 12/5/19

Observation #: _2__ Type (Announced/Unannounced): Announced

Observed By: Sue Abrams

1.A.4: Well Structured Lessons 2.B.1 Safe Learning Environment

(#1 Announced, #1 Unannounced) ( #1 Unannounced)
1.B.2: Adjustments to Practice 2.D.2 High Expectations
Focus Elements:
(#2 Announced, #2 Unannounced) (#1 Announced)
2.A.3: Meeting Diverse Needs
4.A.1 Reflective Practice
(#2 Announced)

Date of Lesson: 12/5/19 Time (start/end): 12:15-1:05

Content Topic/Lesson Objective: Math/ Multiples of 10

x Whole Group x Small Group One-on-One Other

Active Evidence Collection occurred during the observation and is synthesized and categorized below.

Element Evidence
• Before launching in to the lesson Alexah used a movement break, Go Noodle. When the technology
kept pausing she quickly integrated the pauses into the break, “ Let’s make it into a game of freeze
dance.” This eliminated the distraction for the students and they bought right into the new dance.
• Alexah introduced the lesson with the objective: “We’re going to practice counting up and down with
tens.”
1.A.4 • Alexah is knowledgeable in the curriculum and brings her enthusiasm for math to the teaching. She
was upbeat and kept a steady pace throughout the whole group lesson on the rug.
• She used Turn and Talk effectively to keep students engaged. While students conferred with one
another Alexah circulated around the rug and made sure all the students were on task.
• She uses positive reinforcement on a consistent basis, finding even the smallest thing to acknowledge.
“I see some people drawing the picture, I see some writing the numbers…”
• Alexah identified the students who needed additional practice and worked with them individually after
the whole group lesson.
1.B.2
• Concrete materials were used to demonstrate tens and ones.

• Alexah had adjusted the entire lesson to accommodate a snow day.

• In discussing the students’ understanding of the concepts, Alexah was very aware of the need for more
2.A.3
reinforcement and was thinking ahead to the next lesson and how she would reteach the lesson.
 Required

• Alexah was aware of every student and what they were doing. She redirected students one after
another without interrupting the lesson.
• She modeled exactly what she wanted students to do when getting ready for the start of the lesson,
2.B.1
putting the white board in front of her and verbalizing what she was doing.
• Behavior expectations were reiterated when needed.
• She cued one student, “D. you’re helping next,” so he could be ready to be called on.
• Alexah checked in at the beginning of the small group lesson, “Who is interested in flexible
seating?” She rewarded the students who had been focused and allowed them to choose their kind of
seat on the rug.
2.D.2
• Alexah used a variety of verbal cues to encourage students. For example, she told D. that she needed
him to help with other students when they were on the rug. This was designed to keep him focused
and to play to his strength in math.
• Alexah is thoughtful in her own critiques of her teaching. She identifies strengths and areas that
4.A.1 might need more attention. She has a very high standard for herself. She uses feedback directly in her
teaching.

CAP Observation Form

Focused Feedback
• constant monitoring of students’ attention and quick refocusing when needed
Reinforcement Area/Action:
• modeling of thinking and of behavior expectations
(strengths)
• understanding of the subject matter
• Think about how to minimize student interruptions when working with a small group.
Refinement Area/Action:
• Stick to what you know is good teaching practice, even if it means having to reteach a
(areas for improvement)
lesson. If a schedule changes don’t let it rattle you.