CAP: Observation Form

Required

Observation Form
Name: Date:

Observation #: 1 Type (Announced/Unannounced): Announced

Observed By: Jennifer Carney

1.A.1: Subject Matter Knowledge 2.B.1: Safe Learning Environment
X
(#1 Announced, #1 Unannounced) ( #1 Unannounced)
1.A.3: Well-Structured Units and Lessons 2.E.1: High Expectations
X X
(#1 Announced, #1 Unannounced) (#1 Announced)
Focus Elements:
1.B.2: Adjustments to Practice
4.A.1: Reflective Practice
(#2 Announced, #2 Unannounced)
2.A.3: Meeting Diverse Needs
(#2 Announced)
Date of
Time (start/end): 9:00-10:00
Lesson:2/25/21
Content Topic/Lesson Objective:

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
I.A.1: Subject Matter
Knowledge- Demonstrates
sound knowledge and
understanding of the
subject matter and the
pedagogy it requires by Scott was comfortable with the curriculum and subject knowledge. He articulated the steps in solving
consistently engaging real world problems using multiplication of whole numbers and mixed numerals. His lesson built upon
students in learning the prior knowledge of students and carefully scaffolded from it. Repeated review of math vocabulary
experiences that enable and strategies was beneficial for students while learning the new material. Scott often asked students to
them to acquire complex explain their thinking and not just provide an answer. This not only allowed other students to gain an
knowledge and subject- added perspective on how to work with the word problems in the lesson, but made students go the next
specific skills and step in their critical thinking.
vocabulary, such that they
are able to make and
assess evidence-based
claims and arguments.

I.A.3: Well- Structured
Lessons- Develops well-
structured lessons with
challenging measurable
objectives and appropriate
student engagement
strategies, pacing,
sequence, activities,
materials, resources,
Scott was well prepared for his lesson. Upon my arrival a packet of the materials was presented which
included a copy of the Math problem of the day, an alternate assignment to be provided to the Special
Educator for differentiated instruction, and a copy of the exit ticket.  
Scott began his lesson by reviewing the objective which was posted on the white board for children to
read as he read it to them. He then asked for a student volunteer to read the objective. Scott then
began his lesson with a “think” problem. He invited students to move closer so they may be closer to
the white board and Smartboard where a preplanned google slide with the problem was displayed.
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 CAP: Observation Form
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Name: Date:
Prior to beginning the instruction Scott reviewed the necessary materials and expectations of student
work. Scott’s use of humor and having students identify to the problem (do you exercise or play sports)
helped engage the students with the problem. Both the in person and Zoom crew were able to follow
along with his modeling of the problem. He stopped instruction to remind students of the behavioral
expectations. Students followed along with instruction but had the opportunity to ask and answer
questions. At the completion of this Scott instructed students to return to their learning spaces. 
 
Scott then instructed students to begin working on a problem in their textbook. Again a google slide
was presented during this time Scott floated around the room to check in with students. He helped
students individually with questions and comprehension problems related to the material. Scott set a
timer which he displayed on the Smartboard so all students were aware of the end time of their
independent work. When the timer rang Scott regained student attention by stating I will know you
are ready when your eyes are forward. He then positively praised students he observed looking
forward and ready to learn. The use of the timer and positive praise were great strategies to avoid
wasted time in transition from one activity to another. Scott asked for volunteers while he visually
modeled the problem for the students. He went one step further in his question by not only asking for
the answer of the problem but by asking students to explain their thinking. Well students spoke and
during the model of the solution to the problem Scott continuously reviewed key vocabulary and key
technologies, and words to aide students in the problem. During this time students were engaged in the lesson and he
grouping. had many students with hands up to answer the questions asked. As students volunteered Scott was
encouraging students by saying other children were connecting to his/her thinking.  
 
At this point students were placed in preselected pairs. Scott kept both academic and behavioral
needs in mind when planning groupings of his students. They were expected to solve problems from
their textbooks together. He reminded students that they were expected to have good sentences and
directed students to the sentence starters provided if they needed help. Scott also reviewed the
expectation of group work. Students were observed staying on task and solving problems. Scott
walked from group to group with an assessment clipboard that he jotted notes on. He was observed
checking in with struggling students and provided them assistance while documenting their notes.
Again, an alarm was set and displayed on the white board allowing students to know just how long
they had to work within their group. At the end of allotted time students went back to their seat. To
have more student involvement Scott may have had a group come and model their thinking at this
point.  
 
An exit ticket was passed out to close the lesson. Scott told students he was looking for their best
effort. When a student stated they did not know the answer he simply stated, “It’s ok if you don’t
know just give me what you’re thinking.”

I.B.2: Adjustments to
Practice- Organizes and
analyses results from a
variety of assessments to
determine progress
toward intended outcomes Scott demonstrated mindfulness to adjusting his lesson in effort to keep a better pace for the students
and uses these findings to by removing a math problem that had been previously planned. He also planned to pull a small group
adjust practice and to work with the next day based on their results on the exit ticket that closed his lesson.
identify and/or implement
appropriate differentiated
interventions and
enhancements for
students.
II.A.3: Meeting Diverse Throughout the lesson Scott used visual aids and modeling to demonstrate math concepts. He also
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Name:
Needs- Uses appropriate
practices, including tiered
instruction and scaffolds,
to accommodate
differences in learning
styles, needs, interests,
and levels of readiness,
including those of students
with disabilities and
English language learners.
II.B.1: Safe Learning
Environment- Uses ritual,
routines, and appropriate
responses that create and
maintain a safe physical
and intellectual
environment where
students take academic
risks and most behaviors
that interfere with
learning are prevented.
II.E.1: High Expectations-
Effectively models and
reinforces ways that
students can master
challenging materials
through effective effort,
rather than having to
depend on innate ability.
IV.A.1: Reflective Practice-
Regularly reflects on the
effectiveness of lesson,
units, and interactions
with students, both
individually and with
colleagues, and uses
insights gained to improve
practice and students
learning.
Focused Feedback
Reinforcement Area/Action:
(strengths)
CAP: Observation Form
Required
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frequently checked in with students during independent and group work to check understanding of both
direction and skills. Scott kept both academic and behavioral needs in mind when planning groupings
of his students. When students were working Scott called attention to the sentence starters and anchor
charts that were available for struggling students.
Scott was mindful of students’ IEPs while writing his UDLP. He had a prepared alternate assignment
for students who were pulled for specialized math instruction.
It is clear students feel safe in their learning environment while Scott is teaching. Scott continuously
reviewed behavioral expectations throughout his lesson. There was also use of chants and nonverbal
hand signals so students felt like they could contribute without disrupting the flow of the lesson.
Scott’s use of positive praise and encouraging language help promote a supportive academic
environment. During the lesson, a child volunteered an idea and was clearly nervous about it. While she
paused in her answer Scott called attention to the other students who were making connections with
what she was saying. Another example of the encouraging feedback Scott used was during time where
students were working on their exit tickets. A student was frustrated that he did not know the answer to
his Scott’s reply was. “It’s ok if you don’t know the answer just give me your thinking and best effort.”
At this point the student began work on his exit ticket.
High expectation in both academics and behavior were evident throughout the lesson. Scott
continuously reviewed these expectations during transitions and through each step of his lesson by
telling students, “I expect good sentences and for you to show your work,” and, “Who can tell me the
expectations of group work.” Students were clear on what these statements meant and performed
accordingly to these students.
During his exit ticket Scott expressed to a struggling student, “It’s ok if you don’t get the answer right
just give me your best effort. I want to see what your thinking.”
Scott is clearly a reflective thinker and educator. Scott immediately told me of the changes he would
have made if he were to teach the lesson again. He also communicated that he could have done more to
help the “Zoom Crew” acknowledging he could have used technology to reach those students during the
lesson. Scott actively asks his SP and PS for feedback so that he can incorporate their advice to his
teaching practices.
Scott demonstrated strengths in his ability to convey a safe learning environment for his
students and his reflective thinking. It was clear students felt they had a safe learning
environment. Students were comfortable in taking academic risk while Scott was teaching.
During the entirety of the lesson students offered answers which Scott took once step further
by asking them to explain their thinking. His use of positive praise and continued review of
expectations was excellent. At no time did the students of the classroom not know what was
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 CAP: Observation Form
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Focused Feedback

expected of them academically which was confirmed when I spoke to a small group working
through a word problem. Scott’s most powerful statement was at the end the lesson when he
told a struggling student, “It’s ok not to know the answer I just want you to give me your best
effort. Show me what you are thinking.” Statements like this will help build a trusting and
positive rapport with students. When connections are established with students, they are
more invested in the classroom and trying to please their teacher.

Reflective thinking is also a strength Scott brings to teaching. After his lesson he was quick to
volunteer points in which he would modify if you were to teach the lesson. Being able to think
about both the success and areas of improvement of each lesson will only enhance the
planning and delivery of instruction.
This was a great start to your teaching practicum. As you continue to develop your lessons try
and think of ways in which you can involve students. Teacher led instruction is important, but
when students can aid in the instruction it gives them the chance to become more engaged in
their learning. An opportunity that you may have had more student involvement was after
students worked in pairs. Having a pair share the strategies and steps they used to solve their
one step word problems involving multiplication of whole numbers and mixed numbers.
Sometimes the students are better at articulating in kid friendly language to other students
Refinement Area/Action: then we are.
(areas for improvement) When teaching be mindful of the behavior and attention of the students. While it was clear
there were behavioral accommodations that needed to be considered in this classroom, there
are techniques that can be utilized without any punitive actions. An example is use of
proximity as a means of behavioral management. Most students will not continue to be off
task when the teacher is standing behind them. A great resource to look at for behavior
management ideas is: Responding to Misbehavior | Responsive Classroom

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