Kutztown In-Progress Formative Observation Instrument

Adapted from the Danielson Framework for Teaching

Student teacher: Hannah Walker
Date: 12/1/21 9:47-10:30 Fleetwood HS/ Ms. Sahaydak
Not Met Acceptable Proficient N/A
Planning and Preparation
a. Knowledge of Content and Pedagogy X
Excellent content
knowledge/
Shakespeare. Strong and
consistent classroom
management
b. Knowledge of Students X
Adjusts lessons for
various ability levels.
c. Setting Instructional Outcomes X
Evident in plans and
instruction.
d. Use of Resources, Technology X
No Fear Shakespeare,
etc., study guides
e. Designing Coherent Instruction X
Warm up review of
characters and plot led
to reading new material.
f. Designing Student Assessment X
Assessed informally
today through
discussion.
The Classroom Environment
a. Respect and Rapport X
Mutual respect evident;
students clearly respect
and value her in the
classroom yet there is
levity, laughter, and
enthusiasm evident as
well.
b. Culture for Learning X
Conducive to learning
with equitable
opportunities.
c. Classroom Procedures X
Warm up, group read/
discussion/ closure.
d. Student Behavior X
Focused and engaged.
e. Organizing Physical Space X

Supervisor: Dr. Patricia Pytleski

 Desks in pods, helpful
with collaboration with
study guides.
Instruction
a. Communicating with Students X
Clear and encouraging
with instructions and
expectations.
b. Question and Discussion X
Recall and higher level
thinking encouraged
through discussion.
c. Student Engagement X
All read along, some
read, and some
volunteered responses.
d. Formative Assessment X
Informal assessment of
participation and
comprehension today.
e. Flexibility and Responsiveness X
Evident in planning,
instruction, and
professionalism.
Professional Responsibilities
a. Reflecting on Teaching X
Daily in writing and
conversation.
b. Communication with families
c. Professional Community X
Has established many
professional
relationships at
Fleetwood.
d. Showing Professionalism X
At all times, orally, in
writing, and in action.

Supervisor: Dr. Patricia Pytleski

Comments: Hannah’s lesson asked students to actively analyze and examine Shakespeare’s Romeo and Juliet.

Planning and Preparation

Hannah’s lesson plans and materials are detailed, clear, and planned in advance. Her materials and handouts model her
expectations well and share fun ways to encounter the text. She varies activities to interest and engage students and
moves between independent work, whole class discussion, and group collaboration.

The Classroom Environment

As a student entered, a student commented about how much he likes having Hannah as his teacher. Clearly, she has
been accepted into this classroom by students and valued. Also, in a notebook Hannah provided, students had written
notes to her. One shared the impact that Hannah had on her, being kind, “putting a smile on her face,” and helping her
because her home life is not the best. Obviously, Hannah has made an impact on these students’ lives in more ways
than academically.

Students were engaged during the reading, and Hannah dealt well with any moments of distraction by saying the
following things: “we’re going to get into it now…. Are we listening?” “We’re chatty today, huh?”
“I need to see more hands here” “Tommy, are we working on our reading guide?” Great! She altered and elevated
redirection as needed, and it was very effective.

Instruction
Hannah started the lesson right away, reminding students to get their books, showing that they are accustomed to this
procedure and that she uses all available class time. She immediately got students started where they left off in Romeo
and Juliet. Students volunteered readily to read character parts and also called on one student to read. She reviewed
character traits and what had already been read and discussed prior to starting reading. Great. She stopped to ask recall
questions, to which students raised hands readily with insightful responses. Some students read in character voices,
entertaining each other, yet also being fully engaged in the lesson discussion.

In previous lessons, students have acted out the prologue collaboratively as well, using body language to enact and
visualize what is happening. She had provided a choral reading script to read the prologue and shared information/
visual aids about stage directions. Excellent frontloading prior to reading the play.

To review characterization, she helpfully shared the following about the characters’ connections to some adjectives:
Tybalt sounds like tyrant, Benvolio sounds like benevolent, Mercutio sounds like mercurial (“which means suddenly
changing in mood”). Excellent way for students to remember and analyze characters’ motivation and actions.

While reading, she stopped to ask students about vocabulary and provided examples and definitions as needed, always
asking for varied participation and engagement. Her content knowledge was impressive and showed her dedication to
teaching the play correctly, as did her discussion notes in her text. Excellent!

The remainder of the class, Hannah walked around and checked in with students working on their study guides, using
proximity and redirection as needed to keep students on task. She used all time wisely and beneficially and provided
closure at the end of the lesson by having students clean their desks and work area (as per school’s COVID policy). She
also shared that they were finishing Act One tomorrow, sharing that they need to have the study guide completed by
then, along with some other due dates.

To review characterization, she helpfully shared the following about the characters’ connections to some adjectives:
Tybalt sounds like tyrant, Benvolio sounds like benevolent, Mercutio sounds like mercurial (“which means suddenly
changing in mood”). Excellent way for students to remember and analyze characters’ motivation and actions.

Professional Responsibilities

Supervisor: Dr. Patricia Pytleski

Hannah is professional at all times, in speech, writing, and action. She has developed professional relationships with
faculty and staff at Fleetwood and reflects candidly on her teaching, altering and changing activities and plans as
needed.

Supervisor: Dr. Patricia Pytleski