Kutztown In-Progress Formative Observation Instrument

Adapted from the Danielson Framework for Teaching

Student teacher Thomas Pezzano Date 4/15/2021
Not Acceptable Proficient N/A
Met
Planning and Preparation
a. Knowledge of content and X
Pedagogy
b. Knowledge of students X
c. Setting instructional outcomes X
d. Use of Resources, Technology X
e. Designing Coherent Instruction X
f. Designing Student Assessment X
The Classroom Environment
a. Respect and Rapport X
b. Culture for learning X
c. Classroom Procedures X
d. Student Behavior X
e. Organizing Physical Space X
Instruction
a. Communicating with students X
b. Question and Discussion X
c. Student Engagement X
d. Formative Assessment X
e. Flexibility and Responsiveness X
Professional Responsibilities
a. Reflecting on Teaching X
b. Communication with families X
c. Professional Community X
d. Showing Professionalism X

I observed Tommy on 4/14/21, teaching a READ180 Lesson to 10 in person/3 online-

remote Learning Support students. He had an Instructional Assistant as well.
He developed rapport with students as they arrived from lunch, took attendance in person,
and online. He had the agenda for the class period written on the white board and
instructed students to open their workbooks.

The lesson involved beginning a new workshop topic (switching from pandemic to extreme
sports). It is a scripted program, Tommy did well following the teacher manual, yet adding
personalization, experiences, and eliciting student feedback to develop background
knowledge.

The program has a 2 minute video to watch to introduce the new topic, Tommy showed that
on the electronic whiteboard for the in person students and shared it with the Zoom
students, too.

Then the lesson continued with new vocabulary. Tommy orally read the directions aloud,
and reworded the information in several ways to ensure understanding. He used group
responses (thumbs up/down) and called on individuals to complete the task. Over half of
the class participated in the discussion, independently. This indicated that Tommy has
established a good rapport with the class, even some very shy/reluctant students raised
their hands to share. Tommy used positive reinforcement/praise to drive the interest to the
new topic and the excitement the students had for their personal experiences.

He closed by assessing the student workbook completion (in person and online) and having
informal chats about various sports as the students left for their next class.

Overall, he demonstrates professionalism in his preparedness, class discussions, attire, and

mannerisms. His classroom management is natural and emphasizes the positives. He
reflects with me several times a day on inclusion classes, the pull-out class, and our caseload
of students. We discuss how things can be improved, other techniques to try, and problem
solve issues.