ST2 Spring 2021 Binder

Student Name :

Lee, Kayleigh

POP CYCLE
Complete this form after each Pop cycle

Site Coordinator Name*

Suzy Walker

Teacher Candidate Last Name*

Lee

Teacher Candidate First Name*

Kayleigh

Teacher Candidate's TEA ID Number*

2307865

First date of contact with the Site Coordinator*

01/01/2021

Type of Contact with the Site Coordinator*

Email

First Day at Placement/Beginning of Assignment*

01/06/2021

Last Day at Placement/End Date of Assignment*

05/07/2021

Assignment Type*

CLIN 141 - Clinical Teaching (Student Teaching)

Performance Assessment*

Semester 2, PA 2

If selected 'other,' then please specify

Date of Pre-Conference*

03/01/2021

Observation Date*

03/02/2021

Observation Start Time*

11:45

Observation End Time*

12:50

Duration*

65 minutes

Observation Evidence
Collect evidence from the observation (e.g. time stamps, quotes, observations of TC, MT, and students, etc...)

Dimension 1.1 Standards and Alignment*

Dimension 1.4 Activities*

Dimension 2.1 Achieving Expectations*

Dimension 2.2 Content Knowledge and Expertise*

Dimension 2.3 Communication*

3

Dimension 2.5 Monitor and Adjust*

Dimension 3.1 Learning Environment*

Dimension 3.2 Managing Student Behavior*

4.2 Goal Setting*

Date of Post-Conference*

03/05/2021

REINFORCEMENT

null*

1.1 Standards and Alignment

Reinforcement Evidence*

Kayleigh’s lesson plan was very well developed.She was teaching an important first grade science
TEKS. When we met for the Pre-Conference, we worked to be sure Kayleigh was getting complexity
and rigor into the plan. She was positive and enthusiastic, and very receptive to any suggestions I had.
All goals within the lesson supported the learning of this particular grade level standard.

All activities and materials chosen for the lesson were meant to support the learning and
understanding of the goal.

Rather than introduce the objective herself, Kayleigh drew it from the students. Showing 2 pictures on
a powerpoint, she asked “how are they different?” Students were moving toward the idea of living vs.
nonliving. Corbin said “The rabbit is an animal and the shoe is an item.” After many students had
shared their responses, Kayleigh said, “I want to go back to something Corbin said”, and through that,
she established the concepts of living and nonliving.

REFINEMENT

Refinement
TC's area of weakness during this observation*
3.1 Learning Environment

Refinement Evidence*

The purpose of a call back is to get students quiet and paying attention to you. If they yell the response
back to you, it does not fulfill its purpose. Don’t let them do that. State to them what it is they need to
do, and then say “Let’s try that again.” You need 100%, Don’t settle for less than that.

During the video, the kids were laughing and enjoying it. I love that you are so free with them, and you
let them enjoy these teaching moments. However, one thing you did need to do was get 100%
reengagement following the video. I’m not sure that happened, and the wildness seemed to stay with
them throughout most of the lesson. Scan the room frequently to determine if there is something that
needs to be corrected, then do one of these:

Walk to that spot. You don’t have to say anything. Your presence should do the trick.

Call on a child who seems to be off-task, and make sure they are successful in their answer.

Address the problem directly: “Guys, I’m really happy you are enjoying this. But we also need to
be attentive and learn about living and nonliving things. I want everyone to get very quiet and
listen………...when you are quiet and ready to get back to our science, give me a thumb’s up.”

NEXT STEPS

What actionable next steps can the Teacher Candidate implement to improve in the refinement area marked
above?*

1. I find it ironic that this is your area of Refinement, since one of your great strengths is your
rapport with your students, the happy classroom you create, and the fact that you very much
trust your kids and give them a great deal of responsibility in the classroom.

2. That said, you have to be aware of the level of noise and off-task behavior, because it indicates a
lack of engagement. When kids aren’t engaged, they aren’t learning. Train yourself to scan the
room: before you release them to an activity, after you have released them to an activity, and
following all transitions.

3. When you see a problem, do something about it right then: a. Walk over to where the problem is.
Just your proximity may solve the problem. b. Call on an off-task student. Stay with that student
until you get a successful response. Now the student is back in the instruction. c. Change
something. Say something like:” If you have an answer to my question, stand up.”. or “I have an
important question. I want you to close your eyes and think really hard.”

4. Expect 100%.

Additional Comments

Electronic Signature
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Suzy Walker
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