Millersville Formative Observation Instrument

Adapted from the Danielson Framework for Teaching

Completed by __DKHolt__Student teacher _Julia Scarborough_____ Date __3-18-2021_______
Grade 2 - Opening, Calendar and Math 10 Roomies / 3 Zoomies students 8:45 - 9:45 am

Unsat Basic Proficient N/A

Planning and Preparation

a. Knowledge of content and Pedagogy X
b. Knowledge of students
c. Setting instructional outcomes
d. Knowledge of resources
e. Designing Coherent Instruction
f. Designing Student Assessment
The Classroom Environment
a. Respect and Rapport X
b. Culture for learning X
c. Classroom Procedures
d. Student Behavior
e. Organizing Physical Space
Instruction
a. Communicating with students
b. Question and Discussion
c. Student Engagement
d. Assessment
e. Flexibility and Responsiveness
Professional Responsibilities
a. Reflecting on Teaching X
b. Supervised Maintenance of Records
c. Supervised communication with families
d. Participation in Professional Community
e. Growing and Developing professionally
f. Showing Professionalism
Comments
1a - Students experience a range of approaches to introduce and practice skills. Movement,
projections,
2a - Interactions are polite and students watch the video and listen to the story. One virtual
student interrupted saying he had a question. Mrs S quietly responded that he should wait until
the story was finished. This interaction took 15 seconds and the flow of the activity continued.
2b - Learning is presented as a valued activity and students are engaged - they ask questions,
view projections, work in books, listen to explanations. Julia keeps students involved and
makes connections.
4a - Weekly reflections are addressed and share experiences that Julia addresses in the
classroom. She demonstrates flexibility and flows with issues that arise and maintains the
sequence of lesson steps.
8:45 am - Students entered the classroom and most had breakfasts. Mrs S took attendance and
cued in the virtual students. Students quietly got read and sat at their desks. As they finished
their breakfasts, they took care of their trash and got ready for class.
8:50 am- Mrs S introduced a story that she would project. Explained that it was written by a
Supreme Court Justice - Sonia Sotomayor. The story is titled ‘Just Ask’. The video explained
the author and the illustrator. Pictures and text were on the screen for both groups to view.
8:55 am - The story introduces students that have differences - diabetes, asthma, uses a
wheelchair, blind, deaf, reading difficulties, etc. . . .
9:00 am - ‘So, we hear in this story that there are lots of things that make us different. What did
you hear?’ Several students shared - deaf, Down’s syndrome - one girl stated she has a brother
with Down’s. Mrs S stated that we are all different and that’s what makes the world great.
9:05 am - A student entered the classroom and got her materials ready. A question arose about a
virtual student. A teacher checked in to get information for a parent and Mrs. S emailed the
parent to work out the issue.
9:10 am - Mrs S moved to the calendar and showed the students the date. She moved to her
computer and projected the year and students supplied weather. As she asked questions 7/10
Roomie students raised their hands. One was finishing breakfast- all students focused lesson
9:15 am - Page number projected and students find the page in their books. Mrs S moves
throughout to ensure all are on t he right page - ‘Thumbs up when you are ready’. Julia asked
how we communicate - WORDS. She related that all numbers can be written using words. She
modeled that the number - one hundred twenty five can be written ‘125’. She asked students
what numbers are in each place value.
9:20 am - Awesome! Julia explained that the word ‘AND’ is only used in money - $1.25 - one
dollar and twenty five cents.. NEVER for number words - One hundred twenty five’. Several
examples were shared to support the information.
9:25 am - Julia distributed worksheets. She instructed the Zoomies that she’d be right back to
introduce them - they moved to a breakout room and practiced a 3 digit number.
9:30 am - Students shared work papers and wrote their partner’s number. Julia collected the
papers and directed students to work on a specific page number.
+ This book is outstanding - it easily addresses a variety of ‘differences’ that may be in the
classroom. The purpose was to show students that each student has ‘unique powers’ and this
can be in our classroom, neighborhood and world. Individual students share personal
connections in their families who have these ‘differences’.
+ Management - One student asked about the story and Mrs. S redirects students easily.
+ Projected the ‘learning goal’ of the Math lesson - ‘Today I will read and write number names
of 3 digit numbers and solve 1,2, and 3 digit addition problems. Students enjoy the emojis of
Mrs. F and Mrs S.
+ Both virtual and in house students are involved - successful lessons using projections to guide
both groups of students. Questions and discussions involve multiple students. Lesson
sequenced to introduce and practice skills. Management is excellent!