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UNIVERSITY OF ILLINOIS URBANA-CHAMPAIGN – OFFICE OF CLINICAL EXPERIENCES CI 406: Elementary Early Field Experience Observation Form Candidate’s Name: Rebecca Williams Semester: Fall Date: 9-14-11 School: Stratton Elementary Grade: 3 Section: Elementary Cooperating Teacher: Erin Uppinghouse Supervisor: Karen Gschwend Lesson Topic/Content Area(s): Reading Observation #: 1
Rating Scale: Outstanding (O), Competent (C), Developing (D), Unacceptable (U), No opportunity to judge (N) INSTRUCTION – Establishing Community and Developing Inquiring Minds Content Knowledge: Understands central concepts, methods of inquiry, and structures of disciplines and creates learning experiences that are meaningful for all students. Demonstrates accurate content knowledge; Articulates content knowledge into instructional
objectives; Utilizes a variety of teaching resources; Engages students in activities generating and testing knowledge

Rating

Developing

Comments:  Rebecca asked well designed questions to stimulate students' thinking in making connections to the text. She chose an interesting passage in the story and had the students visualize the setting developing an image from the discription of the text. She led a lively discussion as students compared their mental pictures with the actual pictures in the book.     Human Development and Learning: Understands how children learn and provides varying learning opportunities to support Competent
development of all children
Designs instruction to meet individual student needs; Stimulates student reflection on prior knowledge and links with new ideas and experiences; Provides for multi levels of conceptualization by introducing concepts at different levels

Comments: Rebecca opened her lesson reviewing prior chapters with questions allowing students to demonstrate their understanding of the text. She made connections to the science unit they are studying on prairie life to the adventures of traveling across the prairie in the book.       Diversity: Demonstrates sensitivity to diversity Developing
Facilitates a learning community in which individual differences are respected; Uses cultural diversity and individual student differences to enrich instruction; Respects all students and recognizes importance of race, ethnic background, gender, age, class, religion, language, or exceptionality to community culture

Comments:       
Planning for Instruction: Understands instructional planning and designs instruction based upon knowledge of discipline, students, community, and curriculum goals
Creates short and long term plans to assure student learning; Creates lesson plans with clear purpose, organization, detail, including instructional planning for individual student needs; Plans many lessons independently; Meets planning and preparation deadlines; Plans and manages routine classroom procedures; Able to adjust for non-routine classroom needs; Accesses and uses a wide range of information and instructional technologies

Competent

Comments: Rebecca presented a well designed and effective lesson meeting her lesson's objectives.      

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Learning Environment/ Management: Creates a learning environment that encourages positive social interaction, active engagement in learning and self-motivation
Anticipates behavior problems and plans preventative techniques and measures; Establishes expectations and holds students accountable to maximize learning time; Facilitates a community where students assume responsibility, works collaboratively and independently, and engage in meaningful learning experiences; Demonstrates a variety of effective behavior management techniques; Watches and is responsible for all areas of the classroom; Uses proximity; Uses positive reinforcement; Consistently maintains an engaging and orderly learning environment

Developing

Comments: Rebecca demonstrated the following skills: -Movement during independent work to help students and maintain ontask behavior. -Use of praise throughout the lesson to encourage student thinking and ideas. -Had students place materials behind their backs when they came to the carpet. -Reviewed the expectations for behavior on the carpet pulling ideas from the students. -Knows students' names and has developed a positive relationship with them. -Gave reminders of the popcorn scoop for ontask listening behavior. -Reminded students to put their hands down as you were reading. -Feel free to be at the carpet as the students come over to sit. You are better able to praise them for how they transitioned. -Remember to stay with the limits you set. If you only want three students to respond then be sure not to call on more then that number of students to share. -You may want to set listening expectations for the rug either before you transition or right away before you begin your lesson. -Be sure to get the lesson started. There will always be students with their hands up. -Remember to start your questions with "Raise a quiet hand if…." It will cut down on the talking out if you are consistent. Also beware of answering questions of students that sit close to you if hands are not raised. Some students wanted to argue about the popcorn scoops. -Be sure to look at the class as you read. The students become more engaged and you can check for students that may be off task. -State clear expectations to go to desks for materials and to immediately return to the carpet. It will avoid students sharpening pencils, etc. -Suggestion- I wonder if a think-pair-share format would be helpful since this class loves to share their ideas. They would all then have the opportunity to share with a partner. (Just a thought)       Instructional Delivery: Understands and uses a variety of instructional techniques Competent
Presents information clearly and makes content relevant to students; Evaluates student achievement and uses alternative teaching strategies as needed; Uses introductory, transitional, and concluding statements for fluency of lesson; Elicits maximum student participation and response; Paces instruction effectively; Responds appropriately to students; Implements varied questioning techniques; Adjusts teaching style to student needs; Uses technology to enhance students’ learning

Comments: Rebecca did a nice job having students review their understanding of the text up to the point her lesson focused on. Having students visualize a chosen passage and share their mental pictures really tapped into the students' creative thinking. Rebecca discussed several new words with the students increasing their understanding. The opening and closing of her lesson were also well done in introducing and reviewing the main events of the story. Both her guiding questions and the connections she had students make added meaning for the students for this time period and for the study of the prairie they are doing in science.     2

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Communication: Uses effective communication techniques to foster active inquiry, collaboration, and supportive interaction
Effectively varies volume and rate of speech; Spelling, grammar, mechanics of writing; Creates varied opportunities for all students to use effective written, verbal, non-verbal, and visual communication; Demonstrates mastery of standard English; fluent, clear, expressive; Communicates with and challenges students in a supportive manner and provides students with constructive feedback

Competent

Comments:   Rebecca has a wonderful expressive and strong voice as she reads and teaches. She has certainly developed a supportive and respectful relationship with the students.     Assessment: Understands and uses a variety of formal and informal assessment strategies Developing
Develops test materials; Assesses understanding accurately (formative assessment); Monitors student learning (Summative assessment); Uses assessment results to align and modify instruction; Accurately communicates progress to students and parents; Maintains records

Comments:   Informal assessment was used in this lesson.    
Collaborative Relationships: Fosters relationships with colleagues, parents, students, community
Initiates collaboration with others and creates situations where collaboration will enhance student learning; Works with colleagues to foster an effective learning climate in the school; Active in contacts with parents/guardians; Demonstrates conferencing skills; Effective public relations skills; Takes initiative to contact community resources; Provides constant student encouragement and assistance; Promotes self confidence in students

Developing

Comments:       
Reflection and Professional Growth: Continually evaluates how choices and actions affect the learning community
Participates in professional dialogue to support own learning and development; Actively seeks and shares instructional resources with colleagues; Uses classroom observation, information about students, pedagogical knowledge, for active reflection and revision of practice

Competent

Comments:   Rebecca has excellent suggestions concerning her lesson.    
Professional Conduct and Leadership: Understands education as a profession, maintains standards of professional conduct, and provides leadership to improve student learning
Follows school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families; Contributes knowledge and expertise about teaching and learning to the profession; Demonstrates an understanding of the unique characteristics of education as a profession and an understanding of the professional code of conduct as defined by the Illinois School Code

Developing

Comments:       
PROFESSIONAL DISPOSITION Professional Attitude Enthusiasm for the Teaching Profession Takes Initiative Professional Appearance Professional Responsibilities (i.e. on time to practicum,
follows through with ideas and work)

Comments: Strengths & Suggestions                                          

Rating

Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory

Appropriate Interactions with Students Appropriate Interactions with Cooperating Teacher
Revised 12/3/10

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Other Strengths & Suggestions:  Wonderful job Rebecca! You are off to a great start this semester and it is clear that you love teaching!   


Evaluator’s Signature Karen Gschwend Date 9-14-11

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