Kutztown University Elementary Education Department

Clinical Experience In-Progress Formative Observation Instrument

___X___ Lesson Observation ______ General Assessment
Student Teacher ____Sarah Crissman___ Mentor Teacher & School __Mary Plummer– Spring Ridge Elementary____
Subject__Science __ Time 1:45pm Date 4/11/22 KU Supervisor__Tiffany Bates______
Not Met Acceptable Proficient N/A Evidence
Planning and Preparation – used for evidence before the lesson
a. Displays knowledge of content in plan X -Content is included in
written lesson plan
b. Displays knowledge of pedagogy in plan X -Uses introduction,
development, and
closure
-Teacher modeling
-Incorporate the
scientific process
(prediction, experiment,
observation)
-Cooperative learning
opportunities
c. Displays knowledge of students through X -Valuable
accommodations/differentiations in plan accommodations
-Excellent
differentiation options!
d. Sets instructional outcomes evident in plan X -Objectives is clear and
measurable
e. Use of resources, materials, technology, etc. available and X -List of materials is
evident in plan included on written plan
f. Designs coherent developmentally appropriate instruction X -Instruction is
developmentally
appropriate
-Standards are grade
appropriate
g. Designs measurable student assessment that aligns to X -Two assessment
standards, objectives, and instruction approaches are
included
-Each assessment tool/
scale is described
The Classroom Environment – used for evidence during the lesson
a. Establishes and maintains respect and rapport for students X -Models and supports
mutual respect
b. Creates an equitable culture for learning along with high X -Expectations are shared
expectations during lesson
-All students are given
the opportunity to
participate and answer
difficult questions
c. Uses and maintains classroom procedures, including X -Effective transitions
appropriate transitions between lesson
experiments/tasks
d. Sets behavioral expectations, monitors behavior, and uses X -Gives reminders (eyes
positive classroom management techniques on the board, face this
way, etc.)
-Positive reinforcement
(points out model
behaviors): great way to
encourage others to
follow
e. Organizes a safe and equitable physical learning space X -Students start at the
front rug then transition
to
-Physical setup is an
equitable learning space
Instruction – used for evidence during the lesson
a. Communicates effectively with students X -Uses effective volume
and clear articulation
b. Uses a variety of critical thinking questions and promotes X -Prediction
questions and discussion -Observational
questions
-Uses open-ended and
guiding questions
c. Engages students in challenging learning tasks supported X -Experiment relates to
by scaffolding; pacing is appropriate current season (the use
of peeps makes it
interesting!)
-Students are held
accountable with
recording sheet
-Pacing is appropriate
d. Integrates/records formative assessments throughout X -Verbal feedback
lesson and gives student feedback -Recording sheets are
collected for evaluation
e. Demonstrates flexibility and responsiveness by teaching to X -Feedback is based on
student needs student responses
Professional Responsibilities– used for evidence before or during the lesson
a. Reflects accurately on teaching X -Completes post-lesson
reflections on written
lesson plans
b. Communicates effectively with families X -Communicates with
parents while attending
meetings
c. Participates in building a supportive professional X -Has built a positive,
community professional relationship
with mentor teacher
 -Collaborates with
mentor on lesson
planning
d. Displays high standards of professionalism –PA code (dress X -Punctual (placement
& demeanor, communication, relationships etc. are and practicum)
professional), including punctuality & daily attendance
-Displays professional
demeanor
Sarah planned and delivered an effective science lesson. She began this lesson by transitioning students to the
front rug and asking them to make a prediction (do you think peeps sink or float?). Asking a prediction question
was a great way to get students interested in the lesson! Sarah projected the recording page on the board and
reviewed prediction and observation. Sarah conducted the sink/float experiment as students watched intently.
Sarah then asked for student observations. As students shared, Sarah modeled the recording of these
observations on the board.

Sarah then transitioned to a second experiment. Again, Sarah asked important prediction questions and
conducted the experiment in front of her students. Next, Sarah explained the experiment students would
conduct. She reviewed lab safety rules and expectations – excellent! She then transitioned students to their seats
and signaled them to begin. Students were very engaged and appeared to enjoy the experiment (peeps in hot
water vs cold water). Sarah provided verbal feedback and collected student recording sheets. She plans to
evaluate these recording sheets as a formative assessment.

Sarah’s lesson plan is well-written and includes all required components. She has outlined grade-appropriate
standards, listed a clear and measurable objective, planned to implement an excellent list of accommodations
and differentiation options, and described her assessment approaches. Great work!

Sarah has shown much success in her clinical experience placement. She has shown growth in her skills and
will serve as an excellent future educator!
 Kutztown University Elementary Education Department
Clinical Experience In-Progress Formative Observation Instrument
___X___ Lesson Observation ______ General Assessment
Student Teacher ____Sarah Crissman___ Mentor Teacher & School __Mary Plummer– Spring Ridge Elementary____
Subject__Small Group Reading __ Time 10:40am Date 3/8/22 KU Supervisor__Tiffany Bates______
Not Met Acceptable Proficient N/A Evidence
Planning and Preparation – used for evidence before the lesson
a. Displays knowledge of content in plan X -Content included on
written plan
b. Displays knowledge of pedagogy in plan X -Introduction,
development, and
closure
-Uses anchor chart
(visual aid)
-Leveled texts
c. Displays knowledge of students through X -One way to
accommodations/differentiations in plan differentiate (supports
visual learners)
-One way to
accommodate (helps
with processing)

Suggestion: add how

you differentiate based
on the reading levels of
the students in your
group
d. Sets instructional outcomes evident in plan X -Clear and measurable
objective
e. Use of resources, materials, technology, etc. available and X -Materials noted on
evident in plan plan; amounts included
f. Designs coherent developmentally appropriate instruction X -Instruction is
developmentally
appropriate
g. Designs measurable student assessment that aligns to X -Assessment approach
standards, objectives, and instruction noted; anecdotal notes
used for documentation
The Classroom Environment – used for evidence during the lesson
a. Establishes and maintains respect and rapport for students X -Models active listening
and mutual respect
b. Creates an equitable culture for learning along with high X -Prepared enough
expectations materials for all
students
-All students are given
the opportunity to share
their ideas
c. Uses and maintains classroom procedures, including X -Effective transition
appropriate transitions between seats to side
table
d. Sets behavioral expectations, monitors behavior, and uses X -Redirects student who
positive classroom management techniques was not participating in
the lesson activity
-Monitors for on-task
behaviors
e. Organizes a safe and equitable physical learning space X -Students are seated at
side table; each with
enough space to work
Instruction – used for evidence during the lesson
a. Communicates effectively with students X -Uses proper English
-Step by step directions
b. Uses a variety of critical thinking questions and promotes X -Asks students to
questions and discussion respond on sticky note;
students share
responses
-Asks follow-up
questions to extend
thinking (“why would
you say that?” or “what
made you think that?”):
excellent!
c. Engages students in challenging learning tasks supported X -Challenging tasks
by scaffolding; pacing is appropriate -Pacing is appropriate
d. Integrates/records formative assessments throughout X -Uses verbal feedback
lesson and gives student feedback -Keeps anecdotal notes
to document student
performance

Suggestion: attempt to
record your notes
during the lesson (this
can be a tricky skill). It’s
sometimes difficult to
remember what you
wanted to write
e. Demonstrates flexibility and responsiveness by teaching to X -Supports students with
student needs skills outside of
immediate lesson (ex.
spelling- Sarah helped
students with sounding
out strategies, instead
of listing the letters)
Professional Responsibilities– used for evidence before or during the lesson
a. Reflects accurately on teaching X -Accurately reflects
during post-observation
conference
b. Communicates effectively with families X -Attends IEP meetings
and parent-teacher
conferences
c. Participates in building a supportive professional X -Has built a positive,
community professional relationship
with mentor teacher
d. Displays high standards of professionalism –PA code (dress X -Attends placement
& demeanor, communication, relationships etc. are daily
professional), including punctuality & daily attendance
-Professional and timely
communication
Sarah planned and delivered an effective small group reading lesson. Sarah effectively transitioned students to
the side table and distributed materials (individual copies of the text, printed anchor charts, composition books,
pencils, and sticky notes). Sarah reviewed the anchor chart with students to begin her lesson. This anchor chart
encouraged students think about their reading (in the book, in their head, and in their heart). Sarah then asked
her students to use sticky notes to record adjectives for the characters in the story. This was a great way to get
students engaged in the lesson. This also allowed Sarah to hold each student accountable. Toward the end of the
lesson, students were given the opportunity to share the adjectives they recorded. This gave all students a voice.
Sarah provided students with verbal feedback and asked valuable follow-up questions. For example, “why did
you say that?” and “what made you think that?” – great work!

Overall, this was an engaging and challenging small group reading lesson.

While conferencing with Sarah, she was able to communicate:

Why she taught this small group lesson (objectives)
What she believes students gain from this lesson
How she knew which students met the objectives and which (if any) did not
 Kutztown University Elementary Education Department
Clinical Experience In-Progress Formative Observation Instrument
___X___ Lesson Observation ______ General Assessment
Student Teacher ____Sarah Crissman___ Mentor Teacher & School __Mary Plummer– Spring Ridge Elementary____
Subject__Writing Workshop__ Time 9:10am Date 3/23/22 KU Supervisor__Tiffany Bates______
Not Met Acceptable Proficient N/A Evidence
Planning and Preparation – used for evidence before the lesson
a. Displays knowledge of content in plan X -Content is outlined on
written plan
b. Displays knowledge of pedagogy in plan X -Hook, development,
and closure
-Uses technology (good
visuals!)
-Scaffolding and teacher
modeling
c. Displays knowledge of students through X -Excellent
accommodations/differentiations in plan accommodations and
differentiation options!
d. Sets instructional outcomes evident in plan X -Clear and measurable
objectives
-Grade appropriate
standards
e. Use of resources, materials, technology, etc. available and X -Materials are listed on
evident in plan lesson plan
f. Designs coherent developmentally appropriate instruction X -Instruction and
activities are
developmentally
appropriate
g. Designs measurable student assessment that aligns to X -Two assessment
standards, objectives, and instruction approaches included;
accompanied by a tool
and description of the
skills that are evaluated-
perfect!
The Classroom Environment – used for evidence during the lesson
a. Establishes and maintains respect and rapport for students X -Addresses students by
name
b. Creates an equitable culture for learning along with high X -All students have an
expectations adequate view of the
board
-All students are given
an opportunity to
participate
c. Uses and maintains classroom procedures, including X -Effective transition
appropriate transitions between morning
meeting and writing
-Moves the marker on
the schedule: great
visual!
d. Sets behavioral expectations, monitors behavior, and uses X -Verbal cues (eyes up
positive classroom management techniques here, let’s stay focused)
-Non-verbal cues (quiet
sign when necessary)
-Uses praise/positive
reinforcement (asks
student to put a firefly
up): perfect!
e. Organizes a safe and equitable physical learning space X -Students are seated at
the front rug
Instruction – used for evidence during the lesson
a. Communicates effectively with students X -Gives step-by-step
directions
b. Uses a variety of critical thinking questions and promotes X -Uses various
questions and discussion questioning techniques
-Asks follow-up
questions based on
student responses:
perfect!
c. Engages students in challenging learning tasks supported X -Provides visuals on the
by scaffolding; pacing is appropriate front board
-Encourages students to
use word wall during
teacher-created
example: excellent!
-Students engage in
turn and talk, answering
questions, and
proofreading at the
board
d. Integrates/records formative assessments throughout X -Uses verbal feedback
lesson and gives student feedback -Anecdotal notes to
document student
performance
e. Demonstrates flexibility and responsiveness by teaching to X -Determines follow-up
student needs questions based on
student responses
Professional Responsibilities– used for evidence before or during the lesson
a. Reflects accurately on teaching X -Completes 2x/week
reflections in digital field
notebook
b. Communicates effectively with families X -Communicates with
families during meetings
and conferences
c. Participates in building a supportive professional X -Collaborates with
community mentor to determine
teaching responsibilities
and make instructional
decisions
d. Displays high standards of professionalism –PA code (dress X -Attends placement
& demeanor, communication, relationships etc. are daily
professional), including punctuality & daily attendance
-Dresses professionally
Sarah planned and delivered an effective writing lesson. She began this lesson by reviewing what good writers
do. She asked students to turn and talk. This gave students an opportunity to share their ideas with a peer before
sharing whole-group. Sarah recorded student responses on the board and asked follow-up questions when
necessary. Sarah then transitioned students to a writing checklist and reviewed their work from the day before.
Toward the end of her lesson, Sarah dismissed students to independent practice. This practice was directly
related to the review she delivered. During this time, Sarah worked with a small group of students. She
provided individualized feedback and a varied level of support for each student.

During her lesson, Sarah used effective teacher modeling strategies and was clear in her communication. Sarah
also used a teacher-created example to depict common errors in writing (capitals, spelling, etc.). The students
were very interested in this activity and were eager to apply their proofreading strategies- awesome! Sarah also
implemented many behavior management techniques. This included verbal and non-verbal cues as well as
praise and positive reinforcement.

Sarah’s lesson plan is well-written and includes all required components. She has outlined grade-appropriate
standards, listed clear objectives, planned beneficial accommodations, and noted a valuable assessment
approach and tool. Truly excellent work!

While conferencing with Sarah, she was able to communicate:

Why she taught this lesson (objectives)
What she believes students gain from this lesson
How she knew which students met the objectives and which (if any) did not
Name____Sarah Crissman__________________ Date _____3/23/2022______________________

Subject_____Writing Workshop____________ Grade Level _____First Grade___________________

Standards
● Standard - CC.1.4.1.F - Demonstrate a grade-appropriate command of
the conventions of standard English grammar, usage, capitalization,
punctuation, and spelling. • Capitalize dates and names of people. • Use
end punctuation; use commas in dates and words in series. • Spell
words drawing on common spelling patterns, phonemic awareness and
spelling conventions.
● Standard - CC.1.4.1.G - Write opinion pieces on familiar topics.
● Standard - CC.1.4.1.I -Support the opinion with reasons related to the
opinion.
● Standard - CC.1.4.1.J -Create an organizational structure that includes
reasons and provides some sense of closure.
● Standard - CC.1.4.1.K - Use a variety of words and phrases.
Objectives ● Students will be able to apply grade-level conventions and grammar to
their persuasive writing piece by using the Lucy Calkins checklist.
● Students will be able to support their persuasive writing piece by
providing two reasons from the book why they think the pigeon
should/should not do the action he intends.
Materials
● Editing Checklist Worksheet
● Document camera
● Pigeon craft pieces
● Student’s name sticks
● Laptop
● Pigeon writing papers
● Students’ writing folders
● Pencils
● Scrap/Extra Writing paper

Motivation
(Introduction/hook) ● Start by calling on a few students to share about their writing piece
yesterday.
○ Pull sticks
● Display an example of one of the pigeon writing pieces under the
document camera.
○ Highlight all of the key pieces of the letter
○ Highlight the reasons the student included to support their
writing

Body ● Display the Lucy Calkins Editing/Revising Checklist or the Opinion

(Procedure/activities) checklist under the doc camera.
● “Why is it important for writers to reread what they write?”
 ○ Students turn and talk.
○ Call on a few students to share.
● Review the parts of the editing checklist.
● Highlight the student's example and how it corresponds to the checklist.
● Next, tell the students they will be working in small groups with a
teacher to finish their writing or create a pigeon with Miss G to go with
their writing piece.
● Remind students they want to proofread their writing as best as
possible because they will hang their writing with their pigeons out in
the hallway for everyone to read.
○ “We are getting ready for second grade and we want to show
the second-grade teachers our second-grade writing!”
● Students who are not working with a teacher will be at their seats using
the checklist to proofread both of their writing pieces from the past two
days.
● Students who have not met with the teacher and are done writing then
they can work on extra writing practice sheets in their writing folder or
they can work on a creative writing piece using the extra writing paper.
● Students will rotate between editing/conferencing with the teacher and
making their pigeons.

Closure ● Display the Editing checklist on the screen again.

● Refer back to the opinion editing checklist and students give you
thumbs up if they met each requirement.

Accommodations ● Visual Editing Checklist- supports students who cannot read a word
checklist
● Small group (Teacher Conferring)- provides direct and targeted
instruction for students at different writing levels
● Editing Checklist- grading and revision expectations differ based on the
student’s writing ability.

Assessment
● Teacher observation - Anecdotal notes - based on the student’s ability
to apply grade-level conventions and grammar to their persuasive
writing pieces.
● Teacher observation - Anecdotal notes - based on the student’s ability
to support their position for why the bird should/should not and giving
reasons from the book.

Evaluation of Students

Self-Evaluation