Intern Name: Grace Davis_____________________ Date of Observation: 4/6/2022

Observer Name Ms. Piowaty

Domain and Elements Evidence

FEAP 2a: Organizes,
allocates, and manages the
resources of time, space,
and attention
Materials ready. Game board has been modified so it shows the numbers 1-20
and students can point to the numbers as they count. Teacher splits attention
between both students. The lesson moves briskly at a good pace so the students
are not bored and a lot of work and practice is done during the 16 minute small
group session.

(Danielson Indicator
2c:Managing Classroom
Procedures Students are arranged close to each other and the game board so they are not
reaching and can comfortably reach all of the materials.
Elements include:

Management of instructional groups

Management of transitions

Management of materials and

supplies

Performance of non-instructional
duties and

2e:Organizing Physical Space

Elements include:

Safety and accessibility

Arrangement of furniture and use of

physical resources)

FEAP 2b: Manages Both students count together on several turns which keeps S and A engaged and
individual and class on task.
behaviors through a well-
planned management
system Ms. Davis instructs student not in her group to ask Ms. Piowaty for help.

(Danielson Indicator
2d:Managing Student
Behavior

Elements include:

Expectations

Monitoring of student behavior

Intern Name: Grace Davis_____________________ Date of Observation: 4/6/2022
Observer Name Ms. Piowaty
Response to student misbehavior
FEAP 2c: Conveys high
expectations to all
students
(Danielson Indicator 2b:
Establishing a Culture for
Learning
Elements include:
Importance of the content
Expectations for learning and
achievement
Student pride in work)
FEAP 2e: Models clear,
acceptable oral and
written communication
skills
FEAP 2f: Maintains a
climate of openness,
inquiry, fairness and
support
(Danielson Indicator 2a:
Creating an Environment of
Respect and Rapport
Elements include:
Teacher interaction with students
Student interactions with other
students)
Ms. Davis asks students to supply answer instead of giving the student the
answer. She starts counting and then has A finish the counting pattern. She tells
the students to count slower so she can hear them.
At one time she says 10 and 2 is 12. This is above what they have learned and is a
harder skill.
Students are expected to say the next number in the counting sequence.
Ms. Davis repeatedly models how to count from 1-20. She says “Listen to me say
it and then they you say it”. She models how to say the number 19 by looking at
the nine. She also demonstrates how to say 11 and 12 and tell those 2 numbers
apart.
Student skips 15 when counting, Ms. Davis models how to count correctly and
say the 15 when counting from 1-20.
Students help each other and take turns rolling the dice and counting the next
numbers.
Teacher asks questions to engage the students.
S helps A with his counting.
The students switch who goes first when they start the second game to promote
fairness.
Students are given the opportunity to choose which color they want.
She gave support every time a student struggles counting correctly and this
helped them the next time say the number correctly.
Intern Name: Grace Davis_____________________ Date of Observation: 4/6/2022
Observer Name Ms. Piowaty
Questions Strengths of Routine

Openness and fair ness with students and

organization of the activity.

Actionable Feedback (collaboratively developed during post-observation conference):

Danielson Domain 1: Planning

● Strengths: Organized and Ms. Davis planned for the differentiation.

● Actionable Feedback: Make sure that the level you are instructing the lesson on is where the students
are at.

Danielson Domain 2: Learning Environment

● Strengths: Ms. Davis was very supportive when the students struggled she modeled fairness in her
speech and actions. The lesson was set up for the student’s success and differentiated in order to help
them bridge the gap in learning with the on-level students.

● Actionable Feedback: Making sure you are consistent with behavior management so each student has
the time needed to answer the question when it is their turn. S several times answered for A and did
not give A thinking time to answer on his own.