Kutztown In-Progress Formative Observation Instrument

Adapted from the Danielson Framework for Teaching

Student teacher: Thomas Pezzano Date 3/29/21
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

Mr. Pezzano demonstrated strength in the use of technology/resources, communicating

with students, and respect and rapport. He navigated zoom and online teaching materials
well. Thomas was aware of the chat and responsive to his students throughout the lesson.
He was encouraging and positive even when the students weren’t participating. Mr. Pezzano
provided appropriate wait time for student answers; he modeled answers to the questions,
and modeled fluent reading of the text passage. He reworded the questions and gave
examples as scaffolds to support his learners. Mr. Pezzano made many connections from the
passage to the current pandemic and relatable situations, such as germs in the cafeteria and
washing hands. It was evident that he was building relationships with students and would
say their names throughout the lesson as a way to engage them. He provided formative
assessments throughout the lesson and gave students clear directions as to where to find
answers when completing the close read. Overall, it was a strong first observation!

Suggestions for future lessons –It was a hard to see the text passage, zoom in or find a way
to make it more visually accessible. As you build engagement in a virtual setting, instead of
asking for answers, tell students what you want from them. For example, “Okay, let’s see
how many different places you can find germs, everyone type one answer in the chat.”