Stage 4 Student Teaching Observa on Form

Modeled on Danielson’s Framework for Teaching (Danielson, 2011) and PDE Field Competencies

Pre-Service Teacher: Miss Hannah Popejoy Date of observa on: November 29, 2023
Coopera ng Teacher: Mrs. Vicki O’Hara School/Grade: Linglestown Middle School - Emo onal
Support

5 = Exemplary/Dis nguished; 4 = Pro cient; 3 = Emerging; 2 = Needs Improvement; 1= Unsa sfactory

Planning and Prepara on

5 Links content to related research-based pedagogy based on sound educa onal psychology principles
in short and long-term instruc onal plans.
5 Constructs all instruc onal plans to align with PA PreK-12 Academic Standards.

5 Plans instruc on that is responsive to the age and/or related characteris cs of their students.

5 Uses mul ple forms of forma ve and summa ve assessments to adapt learning goals that match
individual student needs.
5 Plans short and long-range instruc on using appropriate resources, materials, technology and
ac vi es to engage students in meaningful learning, based on their instruc onal goals.
5 Assesses exis ng resources and creates and/or accesses addi onal instruc onal resources
appropriate for learners under their responsibility.
Notes: At this stage in the semester, Miss Popejoy is able to design lesson plans that are engaging for her
students. Alignment between the E.Q. and student learning objec ves is consistently measurable. Miss Popejoy
is able to select teaching resource materials that will assist students in achieving the student learning objec ves,
thus ensuring their success as learners.

Classroom Environment

5 Maintains and promotes a culture which values the development of meaningful, caring, and
respec ul rela onships between teacher and students, and among students.
5 Creates and maintains a prepared classroom environment as a necessary element to support op mal
learning opportuni es.
5 Uses classroom resources to support equity and maximize learning opportuni es, which are age-,
gender-, individually-, culturally-, and ability-appropriate.

Rev. 8/8/22
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 5 Assesses classroom resources in order to make adapta ons and accommoda ons required to
di eren ate instruc on for all learners.
N/O Engages in proac ve communica on with families and community contacts.

5 Develops and/or supports systems for student transi ons, as well as procedures and rou nes for
instruc onal and non-instruc onal responsibili es.
Notes: The classroom environment is organized with all teaching materials ready to go including teacher-
prepared displays on the white board that are opera onal. Students are complying with teacher direc on and
learning is in evidence as determined by the level of student par cipa on.

Instruc onal Delivery

5 Uses e ec ve verbal and non-verbal communica on techniques.

5 Uses e ec ve ques oning and discussion techniques.

5 Uses a variety of age-, gender-, individually-, culturally-, ability- and skill-appropriate instruc onal
strategies which re ect evidence of student engagement, new learning and assessment.
5 Uses instruc onal technology and assesses its impact on student learning.

5 Provides appropriate progress feedback to students in a mely manner.

5 Uses ac ve student engagement during instruc onal delivery.

5 Uses a variety of formal and informal assessments to measure student responsiveness to instruc on.
5 Constructs a though ul and accurate assessment of a lesson’s e ec veness and the extent to which
learning goals were achieved and can o er alterna ve ac ons if necessary.
5 Ac vely seeks, and is responsive to, construc ve feedback o ered by the coopera ng teacher and
university supervisor.
5 Clearly communicates instruc onal goals, procedures and content.

N/O Accesses communica on technologies to communicate with families regarding student progress.

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 Notes: The pace of your delivery was excellent! Many teacher considera ons were a orded learners during the
delivery of the lesson plan such as o ering student breaks, food rewards, working through worksheets together,
etc. The selec on of the reading text was appropriate for sixth graders and illustrated bibliotherapy techniques
in ac on during your delivery today! Vocabulary development was stressed throughout the lesson’s delivery, as
well. You may want to consider having a small white board on hand to provide your more visual learners
assistance by seeing the vocabulary word in print. It may also focus others on the speci c vocabulary word being
emphasized and displayed right in front of them during the teaching process.
Today’s lesson focused on making predic ons - a higher order thinking skill. You did a ne job of selec ng
curricular content that was at a higher thinking level to challenge students. Kudos! You also illustrated to the
students how they might use picture clues or the tling on the front cover of the text to assist them in making
predic ons prior to the actual reading of the text. Asking students “why” ( when they answered teacher posed
ques ons) was a good vehicle for checking for student understanding before moving on to the next content
topic. Finally, do not provide too much individual teacher a en on to an o -task student versus one that is
complying. We don’t want to encourage o task behavior by le ng it monopolized our a en on during a
lesson’s delivery. Rather make our focus the giving of posi ve earned praise to students that are complying with
our expecta ons for them as learners.

Professionalism

5 Communicates with the coopera ng teacher regarding instruc onal and non-instruc onal record
keeping, procedures and rou nes, and melines; including, but not limited to, grading, a endance,
lesson plans, parent communica on, and inter-school needs and assumes these responsibili es as
permi ed.
5 Par cipates in district, college, regional, state and/or na onal professional development growth and
development opportuni es.
5 Exhibits integrity, ethical behavior and professional conduct as states in the “PA Code of Professional
Prac ce & Conduct for Educators,” as well as local, state and federal laws and regula ons.
5 Cul vates appropriate rela onships, conduct and contact with students.

5 Applies safety precau ons and procedures.

5 Complies with school policies and procedures regarding professional dress, a endance, punctuality
and the use of technology.
5 Cul vates professional rela onships with school colleagues, families and the broader community;
and avoids inappropriate rela onships, conduct, and contact with colleagues, families and the
broader community.
Notes: You have been busy the last few weeks learning how to write I.E.P.’s, a ending I.E.P. parent mee ngs,
actually comple ng progress monitoring worksheets on students on a weekly basis, and most recently a ending
Crisis Interven on Training o ered by the district.

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 Assessment

5 Uses various kinds of assessments in instruc on, including forma ve, summa ve, benchmark,
behavioral, diagnos c, cogni ve, a ec ve and psychomotor.
N/O Makes norm-referenced and criterion-referenced interpreta ons of assessment results.

N/O Applies interpreta ons to inform planning and instruc on for groups and individual students.
N/O Applies interpreta ons of status (PSSA) and growth (PVASS) assessment models to inform planning
and instruc on for groups and individual students.
5 Constructs assessments to match cogni ve, a ec ve, behavioral and/or psychomotor curricular
goals.
5 Constructs assessments to match curricular goals along a con nuum of complexity (e.g. Bloom’s
taxonomy).
5 Assesses their own professional growth through focused self-re ec on.

Notes: Assessing of students was ongoing throughout the delivery of today’s lesson plan via teacher
observa on, quality of work products produced by students in their study folders and the level of student oral
par cipa on. Asking “why” when students gave oral responses to teacher posed ques ons assisted you in
making changes to the delivery of the lesson, as needed.

Knowledge of Diverse Learners

5 Appropriately responds to the unique characteris cs and learning needs of diverse learners (age,
gender, culture or ability) in the classroom.
5 Promotes a posi ve learning environment that values and fosters respect for all students.

5 Di eren ates instruc on to meet the needs of diverse learners that promotes successful educa onal
performance.
5 Supports the growth and development of all students, par cularly those tradi onally underserved.

5 Communicates with and engages families, caregivers and the broader community.

Notes:

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 Addi onal Notes: Lots of learning was happening today based on your ability to control the learning
atmosphere. Not easy to do, but you make it look that way on a consistent basis! Super job!

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