Kutztown In-Progress Formative Observation Instrument

Adapted from the Danielson Framework for Teaching

Student teacher: Hannah Walker
Date: 9/20/21 7:25- 8:09 Fleetwood High School/ Ms. Sahaydak
Not Met Acceptable Proficient N/A
Planning and Preparation
a. Knowledge of Content and Pedagogy X
Collaborative learning,
showed mythological
knowledge, etc.
b. Knowledge of Students X
Connected lesson to
students’ lives and
media. Worked well
with autistic student.
c. Setting Instructional Outcomes X
Matched the lesson and
what was asked of
students.
d. Use of Resources, Technology X
Projector/ screen, online
materials,
Chromebooks, etc.
e. Designing Coherent Instruction X Lesson followed logical
pattern with transitions:
complete groupwork,
presentations, should
end with some whole
class discussion.
f. Designing Student Assessment X
Assessed on
participation of group
work and presentation.
25 points.
The Classroom Environment
a. Respect and Rapport X
There is mutual respect
present and a
comfortable rapport.
b. Culture for Learning X
Conducive to learning
and collaboration of
students (and Hannah’s
checking in with
specific students).
c. Classroom Procedures X
Started with the school’s
Pledge of Allegiance,
followed by groups

Supervisor / Mentor Teacher : Dr. Pytleski/ Ms. Sahaydak

 work and then whole
class discussion.
Followed mask
procedures.
d. Student Behavior X X
Students seemed mostly
on task in groups; be
sure to have something
to do if they finished
before time was up to
avoid distractions/ off
task talk.
e. Organizing Physical Space X
Desks in pods, allowed
for collaboration.
Instruction
a. Communicating with Students X
She was very clear in
speech and writing,
giving instructions and
providing feedback.
b. Question and Discussion X
Asked students for
higher level thinking:
making connections, as
well as interpretations
and summarization of
given myths.
c. Student Engagement X
All students had to show
involvement in the
collaboration and/or
presentations/ lots of
voices shared.
d. Formative Assessment X
Assessed for completion
and presentations.
e. Flexibility and Responsiveness X
Hannah was flexible
with technology and
with school’s shift in
mask policy.
Professional Responsibilities
a. Reflecting on Teaching X
She reflects daily in her
journal and with her
cooperating teacher and
also in Practicum.
b. Communication with families X
Attended Back to
School night and met
parents.

Supervisor / Mentor Teacher : Dr. Pytleski/ Ms. Sahaydak

 c. Professional Community X
Has established positive
relationships with her
cooperating teacher and
other faculty/ staff
d. Showing Professionalism X
In dress, speech, and
writing at all times.

Comments: Hannah’s lesson asked students to finish their collaborative work on creation stories and motifs and to
present these to the class. The stories presented today were: Genesis, the Babylonian Creation story, and the Hindu
creation story. This is a blended elective class called Gods, Goddesses, and Superheroes of various grade levels.

Planning and Preparation

Hannah’s plans are detailed and contain all required elements.
She has tied the mythology lesson to the students lives, media, movies, and books and provided her own examples of
these connections (Shrek, The Fault in Our Starts, Love Simon, etc.) in other lessons. Connecting to the students’ lives
demonstrates Hannah’s acknowledgment of students’ interests being tied to classroom instruction. Additionally, in this
class is an autistic student, with whom Hannah worked to ensure clarity and comprehension. This class leads into a later
class where students will be creating their own exploratory myths.

The Classroom Environment

Hannah greeted students as they entered class as she is took attendance; she also asked about their weekends,
commented on a nice new haircut, etc. Great! Mutual respect and interest in her students’ lives is evident. The desks are
set up in pods of three students. She politely reminded a student to wear his mask and provided them, if needed. The
first part of class allowed students to finish group work and get one on one feedback. Hannah talked to a student nicely
working on what he would miss for Wednesday’s class, designing their own action figures. To all students, she was
clear with her explanations and offered multiple directions to ensure student comfort and comprehension. She also
provided gentle redirection (“I can see your train of thought…yet…”) and varied positive reinforcement (“Yep,” “Yes”
“That is correct”).

Instruction
At the start of class, Hannah asked students to put their phones away and gave students fifteen more minutes to
complete their graphic organizers. She was clear with where materials could be found online and checked in with
students for questions and a completion check. She told students that were absent in the last class what was required as
well and that they would not be presenting today like their peers. She said, “whatever works for you” in regard to
students’ presentations, that notes might help them while presenting. She individualized aspects of the lesson and
provided one on one check ins as needed. She could start class also reminding students of the assignment and the
motivation behind the work and also let students know what to do/ work on if their group finished before collaborative
time was up (practice their presentations, etc.).

As the class came together to share their work, she started by reminding students to “be loud and be proud.” Students
needed to summarize the story and then answer given questions. Hannah then went over the summary again to ensure
class comprehension. Great! Then the class went over filling in the chart together, so all students were responsible for
knowing all of the myths. The chart asked for the gender, characteristics, habitat, sexuality, etc. of their given gods/
motifs. She encouraged various members of the groups to share. Good- not always the same students sharing. Hannah
showed her solid content knowledge and ability to praise and kindly redirect student responses as needed.

As closure, Hannah shared, “The whole reason I had you do this chart was so you could see the similarities and
commonalities in the creation stories.” Great! They would continue doing this tomorrow as well. Maybe she could also
ask them here to share/ discuss some of these commonalities for the remaining few minutes of class? At the end of

Supervisor / Mentor Teacher : Dr. Pytleski/ Ms. Sahaydak

class, she reminded them to “stand by [their] desks for contact tracing” and not line up at the door. Good. They ended
class with cleaning the desks for the next class.

Professional Responsibilities
Hannah is professional at all times, in dress, action, and speech and takes attendance, as well as completes other duties
as assigned. She has been establishing positive relationships with faculty and staff and is seen as the authority during
instruction. She reflects on her teaching successes and struggles often in her journal and in conversations with her
cooperating teacher and practicum class.

Overall, Hannah’s lesson demonstrated that she can create lessons for varied grade levels, her content knowledge, and
her ability to ask for accountability in groups and in presentations.

Supervisor / Mentor Teacher : Dr. Pytleski/ Ms. Sahaydak