Formal Classroom Observation #: 2

Post-Conference (Planning Conference) Questions

Teacher Candidate: Siera Camacho School: Lincoln Elementary Date: September 30th, 2022

Questions for reflection and discussion:

1. In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know?
I think that the lesson went fine. It was not spectacular, but I did as well as I could with the material that was provided from the book. I
believe that the students did learn what I intended them to because they were doing the problems and drawing their pictures by themselves.
They were also able to answer questions and help to fill in the missing addend. When I looked over the student’s papers, they also had correct
answers which showed me that they knew what they were doing and learned what I intended them to learn.

2. If you were able to bring samples of student work, what do those samples reveal about those students’ levels of engagement and
understanding?
The students work would show that the students understood the concept of finding the missing addend. It would also show that they were
engaged because they would have the same information that I have down on my paper and engagement was needed in order for them to
complete the assignment. We also had questions that were crossed off, if students were following along, they would have the same one
marked off as I did, which also shows a level of engagement and participation.

3. Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to student
learning?
The procedures that are in place have been in place for the entire school year. Math rotations are something that we have been doing since the
second week of school. The main difference is the groups, and those have changed throughout our time in school. Voice levels are another
procedure that we have been doing throughout the school year, and students are aware of them by now. All of this made it easy for students to
know what was expected and did not cause any confusion that would disrupt their learning. The physical space made it quick for students to
get their materials and move on which allowed the students to move quickly and begin their work in a timely manner.

4. Did you depart from your plan? If so, how and why?
I did depart for my plan quite a bit but that is because we changed things that morning. For example, we had different groups originally but
when I taught the lesson, we had switch to having high, medium, and low groups, which worked a lot better. I also had my students doing the
 entire practice sheet, but after more conversation with my mentor teacher, I crossed some things off because more does not always mean
better. Other than that, the lesson stayed pretty much the same.

5. Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials and resources). To what extent
were they effective?
The grouping of the students was based on their level and because of that we had low, medium, and high. This is not labeled anywhere in the
classroom; they do not know what level they are in they just know that they are grouped. My mentor teacher and I have talked about these
groups a lot because we have changed them so many times, but we are just trying to help the students learn best. The activities were fine, they
were out of the book, so they were not very engaging, but they help to get the content to the students. The materials were also okay. I love
using the SMART Board and it helps the students be able to see.

 If you had an opportunity to teach this lesson again to the same group of students, what would you do differently?
I would change the orientation of the easel so that I could watch all of the students. I would also change the problems that we were not going
to do before the students got the papers in their hands so that they did not spend the time crossing out the problems. I also would call the
students back as a group and talk about how they think they did and what they need to work on.

 Please identify at least one piece of evidence for each of the categories in domain four, so we can score that section accurately.
Simply type them in bullets at the end of this document. Thank you!

4a:
The teacher candidate provides accurate and objective description of lesson, citing specific evidence. The teacher candidate also
makes suggestions as to how the lesson may be improved upon. The teacher candidate demonstrated this by citing resources such as her math
textbook.
4b:
The teacher candidate provides and maintains instructional and non-instructional records. When students complete their work, she fills
it in the grade book. She also often takes attendance and provides materials for students that are absent.
4c:
The teacher candidate communicates with families and successfully engages them in the instructional program. The teacher candidate
communicates with parents via Class Dojo such as newsletters and individual messages.
4d:
The teacher candidate maintains cordial relationships with colleagues to fulfill duties that the school or district requires.  The teacher
candidate participates in the school’s culture of professional inquiry when invited to do so.  The teacher candidate participates in school
events and school and district projects when specifically asked to, such as staff meetings.
4e:
The teacher candidate participates in professional development activities that are convenient or are required and makes limited
contributions to the profession.  The teacher candidate accepts feedback from supervisors and colleagues.   The teacher candidate works with
the other first grade teachers to learn new applications, instructional strategies, as well as to go through new learning materials. She also goes
to professional development provided by the school and staff meetings.

4f:
The teacher candidate displays a high level of ethics and professionalism in dealings with both students and colleagues and complies
fully and voluntarily with school and district regulations.  The teacher candidate is professional to everyone within the building. She also
follows regulations put in place by the school and district.