Us Observation Feedback Form 2 - Darius Wimby

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Observation of Field Performance Feedback 2018-19

Teacher Candidate: Mr. Darius Wimby Observer: Dr. Debra Moore Date: April 18, 2019

School: McNair High School Subject/Lesson Topic: ELA-EOC Test Prep Grade Level: 9th
Directions: This rubric is aligned to INTASC and TAPS Standards. The first page provides opportunity for an overall
summary of Observed Strengths/Improvement/Comments. In the feedback section, please write specific evidence
and/or comments observed for each indicator throughout the lesson. The Rubric is included for reference. Mentor
Teachers may use this rubric to observe and provide regular feedback. University Supervisors use this rubric to
observe, provide feedback, and enter final practicum and student teaching observation scores on the electronic rubric
via LiveText. The Teacher Candidate should scan the handwritten documents, or upload word-processed copies of
each observation to LiveText.

Overall Observed Strengths:


You demonstrated your knowledge of the content and subject matter through implementation of curriculum standards and
construction of a detailed lesson plan. The instructional strategies used were relevant to the students’ learning needs and
allowed them to engage in the outlined instruction to review concepts studied in preparation for the EOC test.
You used your knowledge of the students to create an engaging and relevant lesson.
.

Overall Suggestions for Improvement:


Continue to review the gender-based research and information that are available to identify additional strategies that will
assist you in addressing the needs of the gender-based classroom. Obvious attention has been given to some of the suggestions
made and strategies you obtained that address classroom facilitation and the learning environment. Continue to provide, clear
and concise procedures for students to follow to engage in group and whole class activities. Make sure that you clearly know
which students know what they are expected to know and be able to do, based on the standards, learning goals and EOC tasks.

Technology use was definitively limited during this lesson because of the nature of the work. Still, consider how you might
include it as a variation in the process, especially for those students who might have a learning preference that would benefit
from its use. Doing this might also help to address specific learning needs of students who prefer this guided component in the
delivery of instruction.

General Comments:
You demonstrated knowledge of the content needed to effectively teach students and deliver instruction. Continue to
strengthen your pedagogical knowledge to ensure that the needs of all students can be identified and met. Your observations
show that you identify appropriate strategies and use them to teach students. Also continue to work to address and align your
dispositions to further support your work with students.

Dr. Debra Moore


___________________________________ ____________
Observer’s Signature

Teacher Candidate Signature


Observation of Field Performance Feedback 2018-19

INDICATOR Observation Notes


PROFESSIONAL KNOWEDGE
1-PK: You demonstrated proficient knowledge of the learner as outlined in your lesson plan. This knowledge allowed
Knowledge of the you to identify strategies that could engage the students at multiple levels.
Learner
Proficient knowledge of the content shown. You indicated to the students, however, that you would address,
2-PK: Content later, the question regarding the use of the pronoun everybody with “Everybody holds or Everybody hold” with
Knowledge regard to whether or not it is single or plural and requires which S/V agreement. When will this be clarified?

3-PK: Pedagogical The lesson aligns with the standard and instructional strategies that you used to address the content taught and
Content Knowledge reviewed, EOC Prep. or this segment. The instructional strategy and materials used to engage students in
applying the learning were relevant and authentic. Students were engaged and demonstrated understanding
INSTRUCTIONAL DELIVERY
Some students were able to engage in higher order thinking as both you and the co-teacher probed for
1-ID:
understanding during the discussion after the warm up and during the actual work activity.
Learner Engagement

Your use of technology was appropriate. You opted not to use technology when students worked in groups to
2-ID: successfully navigate the Escape Room (strategy) work. This might have been an opportunity to for technology.
Use of Technology
A co-teaching model was effectively used in addressing students who have been identified as needing
3-ID: adaptations or modifications. Continue to identify strategies to use to differentiate the content, process and
Adaptation /
product.
Modification /
Differentiation
ASSESSMENT OF AND FOR LEARNING
1-AL: Probing questions and discussion allowed you to assess for understanding of the material for review and as a
Assessment for part of the EOC Test. How do you know the extent to which all students know what it is you expect for them to
Learning know for mastery of the Standards and content studied this year? When the four corner’s strategy is used?
2-AL:
Provides / Models Some feedback was provided to students as you guided the instruction. During the activity where students
Feedback worked in groups, you moved from each to monitor students’ progress, probe and provide feedback.

LEARNING ENVIRONMENT
1-LE: The students know what to do, and continue to show improvement in some of the areas previously discussed.
Positive Learning Clearly define procedures for the students to engage individually, in teams, groups and as a whole class.
Environment
Continue to establish clearly defined procedures and rules for beginning all tasks. Because pencils were needed
2-LE: and requested rather than ink pens, having pencils sharpened in advance will help to facilitate the classroom. The
Classroom Facilitation part of today’s lesson where students stood in teams to indicate an answer choice and some of the discussion
went well. Having optional ways for students to access the instructions for engaging, written and/or verbal, also
promotes classroom facilitation. Good use of the chime to manage time and help students focus on the tasks.
3-LE:
Classroom Safety The environment promoted a climate of trust and safety. Students who required redirection received it properly
and responded well.
You have the knowledge and skills needed to positively impact students/learning. Through your own reflection
and review of all other professional collaborations, look at those areas for growth that will support and further
develop those areas that address dispositions.
In addition to the strategies that might be listed, continue to read and tap into all resources with which you have
STRENGTHS:
engaged throughout this part of your preparation and your studies. Nothing is ever discarded, but it serves as a
basis upon which to build, modify, change, use and reuse, as the needs of students determine. This includes
working on areas that will help you to better facilitate the classroom to create and maintain a positive and safe
NEED:
environment.
If you continue to work in the gender-focused classrooms, add to your list of resources to review, gender-based
studies, strategies, and materials that will assist you in addressing students who are assigned to you by gender.
STRATEGY:
Observation of Field Performance Feedback 2018-19

INDICATOR Advanced Proficient Developing Insufficient


PROFESSIONAL KNOWLEDGE
Knowledge of the Learner: Maximizes learner’s prior Uses learner’s prior Uses learner’s prior Does not use learner’s
builds upon learners’ existing knowledge by integrating knowledge by integrating knowledge by integrating prior knowledge by
academic, developmental, lesson objectives with lesson objectives with lesson objectives with integrating lesson
linguistic, personal, learners’ academic, learners’ academic, learners’ academic, objectives with
personal, developmental, personal, developmental, personal, AND learners’ academic,
cultural/community strengths, linguistic, AND AND linguistic, OR developmental, AND
1-PK

personal,
needs, and experiences. * cultural/community cultural/community linguistic OR developmental,
strengths, needs, AND strengths, needs, AND/OR cultural/community linguistic, OR
*Including, but not limited to, race, experiences. experiences. strengths, needs, OR cultural/community
ethnicity, religion, socioeconomic
experiences. strengths, needs, OR
status, gender, sexual
orientation/expression, national experiences.
origin, or exceptionality.
Content Knowledge: Demonstrates accurate Demonstrates accurate Demonstrates accurate Demonstrates
Demonstrates accurate and AND current content AND current content content knowledge AND inaccurate OR
current content knowledge in knowledge in authentic knowledge in authentic presents academic outdated content
2-PK

authentic contexts; facilitates contexts; facilitates whole contexts; facilitates whole language. knowledge; does not
class, group, and individual class/group use of present academic
learners’ use of academic
use of academic language to academic language to language.
language to access content. access content. access content.

Pedagogical Content Develops learner Develops learner Develops learner Does not develop
Knowledge: conceptual understanding; conceptual acquisition of learner acquisition of
AND anticipates AND understanding; AND knowledge/skills. knowledge/skills.
3-PK

Develops learner conceptual


understanding; anticipates resolves learner anticipates OR resolves
misconceptions. learner misconceptions.
and resolves learner
misconceptions.
INSTRUCTIONAL DELIVERY
Learner Engagement: Engages learners in active Engages learners in active Directs learners to acquire Directs learners to
Engages learners in active learning by developing learning by developing knowledge OR skills acquire knowledge OR
learning by developing higher higher order, higher order, through teacher-directed skills through teacher-
order, critical/creative critical/creative thinking critical/creative thinking learning AND/OR directed learning OR
1-ID

through inquiry-based through inquiry-based OR promotes diverse promotes diverse


thinking through inquiry- learning AND promotes teacher-facilitated, perspectives/experiences. perspectives/experien
based learning promoting diverse student-centered learning ces.
diverse perspectives/experiences. AND promotes diverse
perspectives/experiences. perspectives/experiences.
Use of Technology: Integrates innovative Integrates appropriate Employs the use of Does not employ
Integrates technology to technology to facilitate technology to facilitate appropriate technology to technology to
facilitate learning; involves learning; AND involves learning; AND involves support instruction; OR support instruction;
learners in the use of learners in the use of provides rationale if OR does not provide
2-ID

learners in use of technology;


technology OR provides technology OR provides technology is not used. rationale if
provides rationale if rationale if technology is rationale if technology is technology is not
technology is not used. not used. not used. used.

Adaptation / Modification / Provides appropriate Provides appropriate Provides appropriate Does not provide
Differentiation: adaptations and/or adaptations and/or adaptations and/or appropriate
Provides appropriate modifications for individual modifications for modifications for adaptations and/or
adaptations and/or learners in the class with individual learners in the individual learners in the modifications for
language needs, IEP, EIP, class with language needs, class with language needs, individual learners in
modifications for individual 504; AND employs IEP, EIP, 504; AND IEP, EIP, 504; does not the class with language
learners with language needs, principles of UDL including employs principles of UDL. employ principles of UDL. needs, IEP, EIP, 504;
IEP, EIP, 504; employs students who require does not employ
3-ID

principles of Universal Design remediation/challenge. principles of UDL.


for Learning (UDL)/whole
group differentiation and
those who require
remediation or challenge.
Observation of Field Performance Feedback 2018-19

INDICATOR Advanced Proficient Developing Insufficient


ASSESSMENT OF AND FOR LEARNING
Assessment for Learning: Uses appropriate formative Uses appropriate Uses appropriate Uses inappropriate
Uses assessment tools for both AND summative formative AND/OR formative AND/OR formative AND/OR
formative and summative assessment tools to summative assessment summative assessment summative assessment
purposes to guide and to document learners’ prior tools to document tools to document tools OR does not
knowledge AND new learners’ prior knowledge learners’ prior knowledge document learners’
adjust instruction.
1-AL

learning to facilitate AND/OR new learning to OR new learning to guide prior knowledge OR
learning AND guide guide learning AND/OR learning OR adjust new learning to guide
instruction for the whole adjust instruction for the instruction for the whole learning OR adjust
class, groups of learners, whole class, groups of class, groups of learners instruction for the
AND individuals. learners AND/OR OR individuals. whole class, groups of
individuals. learners OR
individuals.
Provides/Models Feedback: Provides feedback to Provides feedback to Provides feedback to Provides superficial /
Provides feedback to learners; learners AND models use of learners AND models use learners OR models use of insufficient feedback
models use of feedback to feedback to address of feedback to address feedback to address to learners AND does
address strengths, needs, and strengths, needs, AND strengths, needs, OR strengths, needs, OR not model use of
2-AL

strategies for improvement strategies for strategies for feedback to address


strategies for / extension of learning. improvement / extension improvement / extension strengths, needs, OR
improvement/extension of of learning. of learning. strategies for
learning. improvement /
extension of learning.
LEARNING ENVIRONMENT
Positive Learning Promotes a respectful Promotes a respectful Promotes a learning Promotes a learning
Environment: Promotes learning community by learning community by community by facilitating environment that does
positive learning environment facilitating all learners in facilitating all learners in learners in self-regulation not facilitate learners
by encouraging learner self- self-regulation AND conflict self-regulation, positive OR positive-teacher in self-regulation OR
teacher-learner AND/OR AND/OR learner-learner positive-teacher OR
1-LE

resolution, positive teacher-


regulation and maintaining learner AND/OR learner- learner-learner interactions; OR by learner-learner
high expectations for all learner interactions; by interactions; by establishing rapports with interactions; OR does
learners in a trusting, caring, establishing rapport with establishing rapport with learners, OR holding high not establish rapport
and respectful learning all learners AND holding all learners, AND/OR expectations. with learners, OR hold
community. high expectations. holding high expectations. high expectations.
Classroom Facilitation: Maximizes learning by Maximizes learning by Directs learning by Does not organize
Maximizes learning by organizing classroom organizing classroom organizing classroom classroom community
organizing, classroom community expectations, community expectations, community expectations, expectations, time,
community expectations, time, time, space, AND materials; time, space, AND/OR time, space, AND/OR space, OR materials;
AND by responding to materials; AND by materials; AND/OR by AND/OR does not
2-LE

space, and materials; and by disruptions in an equitable, responding to disruptions responding to disruptions respond to disruptions
responding to disruptions in timely manner AND using in an equitable, timely in an equitable, timely in an equitable, timely
an equitable, timely manner appropriate verbal/non- manner AND/OR using manner AND/OR using manner AND/OR uses
using appropriate verbal/non- verbal communication. appropriate verbal/non- appropriate verbal/non- inappropriate
verbal communication. verbal communication. verbal communication. verbal/non-verbal
communication.
Classroom Safety: Enforces classroom, school Enforces classroom, school Enforces classroom, school Does not enforce, OR
Establishes and maintains a AND community safety AND/OR community OR community safety ineffectively enforces,
safe classroom environment. rules AND policies relevant safety rules AND/OR rules OR policies relevant classroom, school OR
to the content with written, policies relevant to the to the content with community safety
visual, AND oral content with written, written, visual, OR oral rules OR policies
visual, AND/OR oral procedures. Specific to
3-LE

procedures. relevant to the content


Specific to science procedures. Specific to science classrooms: with written, visual,
classrooms: enforces science classrooms: enforces required OSHA OR oral procedures.
required OSHA safety enforces required OSHA safety standards. Specific to science
standards. safety standards. classrooms: enforces
required OSHA safety
standards.

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