CLINICAL TEACHING OBSERVATION REPORT DATE 10/21/20

SUPERVISED TEACHER Edith Macias UNIVERSITY SUPERVISOR Diana Pipersky SCHOOL-SITE SUPERVISOR Kadie Kirkpatrick

SCHOOL Decker Elementary SUBJECT ELA GRADE Kinder TECHNOLOGY USED computer, Zoom, shared screens, doc camera

LESSON TYPE:
DIRECT INSTRUCTION ■ COOPERATIVE LEARNING INQUIRY LESSON SUBJECT Reading / Literary Elements

OBSERVATION:
EDUC 4 EDUC 4 8 ■ EDUC 467 1 2 3 4 ■ 5 6 7 8 9 10

Rubric Score
COMMENTS
Teaching Performance Expectations aligned with the California Standards for the Please give at least one constructive comment for each observation.
1 2 3 4
Teaching Profession
TPE 1 Engaging and Supporting All Students in Learning T: Hello boys and girls. Alright, let me get my screen share going. I’m going to practice sight
Check all elements appropriately observed: words. Figure out together what the story will be that I’m going to read. Eye - See - A - The -
T: What if I told you the book we’re going to read has these words in it. A-t. C-a-t, c-a-t-s.
Apply knowledge of students to engage them in learning That means more than one. Remember when we talked about characters. What is a
Maintain ongoing communication with students and families character. S: Someone that is important in the story. T: I’m going to take the word s-p-l-a-t.
Connect subject matter to student interests and real life context That’s one of the characters. It’s kind of his name, not fully though. How about this word? T-
Use a variety of developmentally appropriate instructional strategies h-e ... Splat the Cat. That’s the title of the book. Shows the book and reads the title. Splat
P e de c ca , ef ec ive, and creative thinking the Cat and the Pumpkin Picking Plan. We’re going to read that later, we’re going to practice
P de e ea ge e f de f a d/ ec d a g age some more sight words. S-e-e, a, w-e, like, the, go, I. Ok, T puts a sticker on her face. T:
acquisition Let’s do it again faster. Another sticker :). I think we are memorizing those words. Such a
Incorporate visual and performing arts as appropriate for the content and context of good job. Good class control, Good enthusiasm, Stickers on the face are fun!
learning Same lesson - next day. T: Remember we are going to read a book today that we talked
Monitor student engagement during the lesson about yesterday. Anyone remember the title? S: We forgot. T: That’s ok, I’m going to show
you again. I asked you to have a blank piece of paper. Do you have that? S: yes. T: Let’s
Creating and Maintaining Effective Environments for Student fold that hot dog style, then in half one more time. When we open it up we should have four
TPE 2
Learning squares. S: I just can’t. :). I have it now. T: I’m going to number mine, you don’t have to. S:
Check all elements appropriately observed: I’m going to number mine too. T reads the story to class via doc camera. T: commenting on
pictures, look at all the leaves and the colors, red, and yellow. “Do you see the huge pile?”
P e de c a -emotional growth, development and individual responsibility “Do you see his wiggly tail?” S: I think he’s going to jump. T: Let’s see. “Do you see the
Create culturally responsive learning environments that promote productive student scarecrow? What does his face look like? S: Responses. I’m not going to show you the rest
learning of the pictures. I’m going to read the story and you are going to visualize or create a picture
Establish inclusive, healthy, and safe learning environments in your mind of what is happening. You will become the illustrator. Let’s practice with the first
Knowledge of how to access student support resources
one. T reads the page. Prompts the students with key words. Close your eyes and think
Maintain high expectations for learning
about what the pumpkin looks like “Very orange and very round”. Students you have 30
Clear procedures, routines, and norms for individual and group behavior
seconds to draw that pumpkin. T keeps repeating key words. “Boys and girls, think about
what you have in your mind and draw that. Do you have that page drawn? Let’s move on.
TPE 3 Understanding and Organizing Subject Matter for Student Learning “The next pumpkin was big and round - not round enough”. I’m going to think in my head
Check all elements appropriately observed: what that pumpkin might look like. Everyone might be different, that’s ok. Isys- are you ok?
S: I don’t know how. T: just try your best, you can do it. Next pages - same visualizing
Demonstrate knowledge of subject matter, standards, and framework exercise. T: Ok, now I’m going to read the rest of the story and then we’ll go back and look at
Use knowledge of students and learning goals to organize curriculum and make
the pictures that we drew. “Let’s see how we used our visualization skills to draw the pictures
modifications
in our mind. GREAT Academic vocabulary! T/S process the pictures together. Sharing out
Plan, design, and implement instruction consistent with current pedagogy
their pictures. Rest of the story - Kids giggling, very engaged. You are a good storyteller. T:
Individual and collaborative planning that uses multiple ways of engaging students
Adapt subject matter to support academic language acquisition for all students You did such a great job visualizing pictures. Let’s talk about the characters. Do you
Use and adapt resources, materials, technology and assistive technology remember the characters in the story. Another review Question. Is this fiction or non-fiction.
Model and develop digital literacy Great review of literary elements. T: Boys and Girls - clap if you liked that story.
 Teaching strategies thoughtfully aligned with technology

Planning Instruction and Designing Learning Experiences for All SUGGESTIONS

TPE 4 Please give at least one constructive suggestion for each observation.
Students
Check all elements appropriately observed:
This was a great lesson. You had all students engaged. You
L ca e a d a f a ab de a d g-term goals are a great storyteller. You had them critically thinking re:
Apply characteristics of typical and atypical child development visualization. You used fantastic Academic Vocabulary over
Implement instruction and assessment that reflects the interconnectedness of content
areas and over. Keep up the good work!
Maximize learning opportunities and provide access for all students by removing
barriers
Use strategies that meet individual learning needs and assist students with specific
learning needs (IEPs and 504 plans)
Access resources including the expertise of community and school colleagues
Use a range of communication lesson activities
Integrate technology-rich lessons to engage students in instruction and offer students
multiple ways of demonstrating their learning

TPE 5 Assessing Student Learning

Check all elements appropriately observed:

Us multiple methods to assess student learning

Use assessment data from a variety of sources to plan and modify instruction
Involve students in self-assessment and reflection
Use technology to analyze assessment data and communicate to students and families
Communicate student progress towards learning goals to students and families
Work with specialists to interpret assessment results
I e e E g ea e a e e da a E g a e a e a
language
U ea e e da a, c d g de IEP a d 504 a , d ffe e iate and/ or
modify instruction

TPE
Developing as a Professional Educator
Check all elements appropriately observed:

Reflect on teaching practices to plan and implement instruction

Recognize how personal values and biases may positively or negatively affect teaching
Establish and make progress towards professional learning goals
Communicate effectively with peers, colleagues, families, and the larger community
Demonstrate ethical and professional behavior for all aspects of the teaching
profession
Comply with all laws and responsibilities, including mandated reporting and ethics
(including social media)
Analyze how the structure and history of public education in California influences
current structures
Observation completed by:
University Supervisor
Diana Pipersky
Rubric Score: 1 Not Present 2 Emerging 3 Competent 4 Excellent School- Site Supervisor

Rubric Score Explanations

1 Not Present: Inappropriate, irrelevant, missing; lesson plan is not connected 2 Emerging: Minimal, limited, cursory, ambiguous; lesson plan is weakly connected
3 Competent: Appropriate, relevant, accurate; lesson plan is connected 4 Excellent: Appropriate, accurate, relevant, clear, concise, detailed; lesson plan is purposefully connected