UCLA Center X Teacher Education Program MS/SS Observation Form

Novice/A Observer rentice/!esident Teacher "ate

Lauren "aus # $ose Orti%&& E,e-ia !e.es Mc/overn

TPE 1: Pedagogical Skills Elementary Core Practices Opening move Questioning and responding Secondary Core Practices Engaging students in rigorous content 0igh Leve, Tas2s) Conce t Ma s Engaging students in discourse Learning C.c,e 3s) Thin24Pair4Share Providing Equitable Access to Content Form5 Assessment) 6ord 7an2/6a,, eveloping a positive classroom ecology O ening/C,osing !out) Comm Circ,e TPE !: "onitoring Student #earning Chec2ing 8or understanding As2ing # ans1ering re,evant 9uestions Other TPE $: %se o& Assessments Use o8 criteria/rubric Ta2ing 8orma, assessment Com ,eting ro:ects Student resentations Other TPE ': "aking Content Accessible Accessing rior 2no1,edge !e8erencing ,ived e- eriences Sca88o,ding Other TPE (: Student Engagement Student artici ation Cu,tura,,. re,evant materia,s Other TPE ): evelopmentally Appropriate "i88erentiation Use o8 media # techno,og. Other TPE *: Teac+ing Englis+ #earners S"A;E methodo,og. Academic vocabu,ar. Other TPE ,: #earning About Students Communit. bui,ding activities Other TPE -: .nstructional Planning Lesson ,ans Agenda communicated to students Other TPE 1/: .nstructional Time Starting and ending c,ass Transitions Other TPE 11: Social Environment ;nviting and c,ean< sa8e Student 1or2 dis ,a.ed Caring environment Other TPE 1!: Pro&essional0 #egal0 1 Et+ical C,assroom management Teacher s eech= c,ear) ace) 1arm) tone TPE 1$: Pro&essional 2ro3t+ TEP ort8o,io "ai,. re8,ections

&&&&&&&&&October '(th) *(+'

Schoo,/C,ass

Augustus 0a12ins 0S
Observer Commentar.

"ear Lauren # $ose) ;t 1as great to see .>a,, 8aci,itating c,ass? Congratu,ations? @our Socratic seminar 1as an e-ce,,ent 1a. 8or .ou to begin student teaching These 1ere some o8 the oints that 1e discussed 1hen 1e debrie8ed= The im ortance o8 starting 1ith norms/e- ectations 8or the 8ishbo1,5 These 1ere reiterated throughout the seminar A e-ce,,ent5 The sto ing o8 the 8ishbo1, 1hen it 1asn>t 1or2ing and ta2ing time to 8igure out ho1 to im rove it A this set e- ectations 8or 1hat shou,d be occurring in the 8ishbo1, and ,et students 2no1 that the 8irst 8ishbo1, 1as not acce tab,e5 Sca88o,ding the reading 8or S anish dominant students5 ; thin2 .>a,, mentioned a rogram that trans,ates it3 Encouraging S anish dominant students to s ea2 in c,ass5 Sca88o,ding s ea2ing activities 1ith 1ritten activities) so students have time to 1rite something out be8ore s ea2ing5 ; rea,,. ,i2e ho1 .>a,, had the reading organi%ed 1ith numbers) made it eas. 8or students to 8ind out 1hich assage other students 1ere re8erring to5 Bee u the good 1or2? !emember this 1as the 8irst time students had done a Socratic Seminar) so ever.thing) ,i2e rocedures) e- ectations) etc5 1as ne1 to them5 Than2s? Ta2e care) E,e-ia P5S5 ; ,oved the characteristics that students came u 1ith about ho1 the. 2no1 teachers care5 @our 9uestions # reading demonstrated to students that the. have a voice5

Observation 4ocus: