CLINICAL TEACHING OBSERVATION REPORT
SUPERVISED TEACHER
SCHOOL
Jennifer Schneidewind
San Benito Elementary
LESSON TYPE:
DIRECT INSTRUCTION
OBSERVATION:
EDUC 468
SUBJECT
DATE
UNIVERSITY SUPERVISOR
Mathematics
COOPERATIVE LEARNING
EDUC 478
EDUC 467
Deborah Lewis
6th
GRADE
INQUIRY
5/4/16
Kathryn Holmes
Doc Camera, Projector, Laptop,c alculators
TECHNOLOGY USED
LESSON SUBJECT
SCHOOL-SITE SUPERVISOR
Describing a Distribution Displayed in a Histogram
10
Rubric Score
California Standards for the Teaching Profession & Teaching Performance Expectations
CSTP 1
Engaging and Supporting All Students in Learning
TPE 4
Making Content Accessible
TPE 5
Student Engagement
TPE 6
Developmentally Appropriate Practices
TPE 7
Teaching English Learners
x
x
CSTP 2
Creating and Maintaining Environments for Student Learning
TPE 10
Instructional Time
TPE 11
Social Environment
Understanding and Organizing Subject Matter
Specific Pedagogical Skills
Planning Instruction and Designing Learning Experiences for All Students
TPE 8
Learning About Students
TPE 9
Instructional Planning
Assessing Student Learning
TPE 2
Monitoring Student Learning During Instruction
TPE 3
Interpretation and Use of Assessments
CSTP 3
TPE 1
CSTP 4
CSTP 5
checking each students answer to give direct, immediate feedback
give yourself a pat on the back, Im proud of you this shows that you care
COMMENTS
about them
give at
leastthis
onetotal
constructive
comment
for each
Please
What
does
represent?
- getting
themobservation.
to think!
you are very mobile! listening to them as they work is so valuable!
your levels of questioning are varied - GREAT!
excellent modeling of your thought process
great job predicting and addressing possible common misconceptions
Conceptual Framework
x
1
Caring
Leadership
Excellence
Diversity
Key Assessments
Knowledge
x
1
4
x
SUGGESTIONS
Please give at least one constructive suggestion for each observation.
consider giving clear expectations for use of tools (calculators)
for many of your ecxpected choral responses only 1-2 students responded think about how you can use wait time to help them have time to think of their
response
dont forget to use your partner talk to engage all learners
math sentence frames & partner praise - I have something that is good for
this that I can share
how can you use a timer to keep your students on track and foused on the
task?
do we agree? consider a safe and physical response such as hands on head
if you agree, hand in the sky if you dont. This allows to to better target who is on
track and offer guidance to get them on track. It also forces ALL to take a stance.
Rubric Score: 1 Not Present
Planning
Assessment
Technology
2 Emerging 3 Competent 4 Exceptional
N/G Not Graded Due to No Technology Available
By marking the box to the right, I, the University Supervisor, listed above, verify and
acknowledge that I completed the above report and reviewed its contents with the student
teacher candidate.
Lesson Plan Observation
During the candidates teaching of the lesson, look for evidence of the following California Standards for the Teaching Profession (CSTP) and Teaching Performance Expectations (TPE) as well as the Universitys Conceptual
Framework, Key Assessments, and Technology.
CSTP 1
TPE 9
Engaging and Supporting all Student in Learning
Instructional Planning
Connecting prior knowledge
Teaching
Teaching at the level of the students interests and understanding
from a well-planned, standards-based lesson plan
Using multiple instructional strategies
CSTP 5
Promoting interaction and choice by students
Assessing Student Learning
Engaging students in problem solving and HOTS
Using
TPE 4
multiple methods to assess student learning
Making Content Accessible
Allowing
Incorporating specific strategies, teaching/instructional activities, procedures, and
students to assess their own learning
experiences
Using
TPE 5
assessments results to re-teach
Student Engagement
Commun
Communicating instructional objectives, ensuring active and equitable participation,
icating assessment results to students, family, others
monitoring instruction, encouraging student participation
TPE 2
TPE 6
Maintaining Student Learning During Instruction
Developmentally Appropriate Practices
Monitori
Utilizing strategies that are age and skill level appropriate
ng the class during guided practice, checking for understanding, and independent practice
TPE 7
TPE 3
Teaching English Learners
Interpretation and Use of Assessments
Utilizing appropriate ELD activities
Using a
CSTP 2
variety of methods to CFU and assess learning
Creating and Maintaining Environments for Student Learning
Conceptual Framework
Involving students
Caring
Valuing fairness and respect
Evidence
Promoting group responsibilities and social development
d through planning; instructional strategies; clear, concise, thorough, complete instruction;
Maintaining effective student behavior standards
compassion towards students
Planning and implementing effective classroom procedures and routines
Leadership
TPE 10
Evidence
Instructional Time
d through planning, command of subject matter, command of instruction, command of classroom
Using instructional time effectively
management
TPE 11
Excellence
Social Environment
Evidence
Using effective classroom behavioral standards
d through planning, instruction, classroom management
CSTP 3
Diversity
Understanding and Organizing Subject Matter for Student Learning
Evidence
Knowing subject matter well
d through utilization of ELL instructional strategies, compassion for English learners, command of
Organizing the curriculum and presentation sequentially
ELD standards
Interrelating ideas within and across subject matter areas
Key Assessments
Using appropriate instructional strategies
Knowledge
TPE 1
Evidence
Specific Pedagogical Skills
d by command of subject matter being presented
Identifying and effectively teaching the state academic learning goals
Planning
CSTP 4
Clear,
Planning Instruction and Designing Learning Experiences for All Students
concise, thorough, complete planning to engage and support all students
Planning lessons to meet student interests, background, and needs
Assessment
Establishing short and long term goals and plans
Planning effective instructional activities and effectively incorporating technological
resources and outside materials
TPE 8
Learning About Students
Teaching to student learning needs
Evidence
d by informal checking for understanding throughout the lesson, formal checking for
understanding through formative assessment, summative assessment assessing students final
understanding of subject matter
Technology
Evidence
d by appropriate technology to reinforce and engage students in learning
Rubric Score
4 Excellent
Appropri
ate, accurate, relevant, clear, concise, detailed; lesson plan is purposefully connected
3 Competent
Appropri
ate, relevant, accurate; lesson plan is connected
2 Emerging
Minimal,
limited, cursory, ambiguous; lesson plan is weakly connected
1 Not Present
Inapprop
riate, irrelevant, missing; lesson plan is not connected
N/G (Technology Only)
Not
graded due to no technology available at school-site
