UCLA Center X Teacher Education Program

MS/SS Observation Form

Novice/Apprentice/Resident Teacher Date

Observer School/Class

TPE 1: Pedagogical Skills Observer Commentary
Elementary Core Practices
Opening move
Questioning and responding
Secondary Core Practices
Engaging students in rigorous content
High Level Tasks, Concept Maps
Engaging students in discourse
Learning Cycle ?s, Think-Pair-Share
Providing Equitable Access to Content
Form. Assessment, Word Bank/Wall
Developing a positive classroom ecology
Opening/Closing Rout, Comm Circle

TPE 2: Monitoring Student Learning
Checking for understanding
Asking & answering relevant questions
Other
TPE 3: Use of Assessments
Use of criteria/rubric
Taking formal assessment
Completing projects
Student presentations
Other
TPE 4: Making Content Accessible
Accessing prior knowledge
Referencing lived experiences
Scaffolding
Other
TPE 5: Student Engagement
Student participation
Culturally relevant materials
Other
TPE 6: Developmentally Appropriate
Differentiation
Use of media & technology
Other
TPE 7: Teaching English Learners
SDAIE methodology
Academic vocabulary
Other
TPE 8: Learning About Students
Community building activities
Other
TPE 9: Instructional Planning
Lesson plans
Agenda communicated to students
Other
TPE 10: Instructional Time
Starting and ending class
Transitions
Other
TPE 11: Social Environment
Inviting and clean; safe
Student work displayed
Caring environment
Other
TPE 12: Professional, Legal, & Ethical
Classroom management
Teacher speech: clear, pace, warm, tone

TPE 13: Professional Growth
TEP portfolio
Daily reflections

Observation Focus:


Sarah Patterson March 4, 2014

Irene Villanueva Rowan Elem., Ms. Carrillo 5
th
grade



Students entered the room after recess. Sarah went to the front of
the room to illustrate table groups, roles for each member of the
group in accordance with their seating arrangements. She
reviewed the roles: paraphraser, squeezer, questioner, writer,
verifier.

She informed the group she would read a story aloud to the group,
Jumanji, and informed students to take out their reading text, and
open the book to page 470. She mentioned that they would read a
different story than her Read Aloud, and informed the group that
she saw similarities between the two stories, and they would
compare the two stories today.

A couple of students mentioned that they were familiar with the
story through a movie and video game. Sarah acknowledged that
they may have seen a different version of the story as movies are
sometimes different from the original. She remained standing to
read the story, showing illustrations on each page to the group as
she read. She walked through the room to pass by various table
groups, holding the book open for students to see the illustrations
as they listened quietly to her reading. The majority of students
were attentive and appeared interested in the text, just a couple of
students turned away or appeared uninterested. Sarah read.

After the Read Aloud, Sarah briefly reviewed the story. She wrote
on the board polarity, and asked students if they know the
definition of the term. A student called out poles. Sarah
mentioned the magnetic poles, and advised students that in this
case, it means pull together and she wrote the definition on the
board. She asked if anybody knows what a gyroscope is. No one
answered, Sarah asked has anybody ever used a gyroscope? No
one, why not? She wrote on the board, equipment that maintains
direction. She wrote, malfunction and not working. Asked if a
student who speaks Spanish sees another word in the word
malfunction. A student volunteered mal. Sarah asked what
does it mean? The student responded, bad. Sarah prompted the
students, Can you think of as bad functioning? She also asked if
the story is science fictions, why, and can you make an argument
why Jumani, story might be science fiction? A student
volunteered, it doesnt have anything to do with technology, or
future.

Sarah noted that students were going to create a conclusion chart,
drawing conclusions, and citing evidence. She called for an
individual student to read aloud. She asked comprehension
questions about the reading, and asked if students thought they saw




Questions/Suggestions



TPE 9 Lesson plan






TPE 1 Opening








TPE 4 student experience
outside of school




TPE 6 developmentally
appropriate









TPE 4 scaffolding



TPE 7 academic language





TPE 5 culturally relevant
connection

TPE 7 English Learners


TPE 4 prior knowledge








TPE 2 monitoring student
learning






Observations/Commentary/Scripting

relations to their own experience, suggesting their relations with brothers or sisters. Students
acknowledged, yeah. Sarah called for another student to read aloud. She asked comprehension
questions and inference questions, i.e., how do you know?

She advised students that they would read silently 10 minutes. After they read silently, Sarah directed
students to begin their small group work. Students talked about the various roles and who had not
taken the various roles. Sarah called for students attention and reminded them they only needed the
paraphraser and squeezer. In one group, a student realized her role, oh I need to summarize, and
she began reviewing the text with her group. Another student mentioned, Im the squeezer. In that
group, the Questioner, asked What did the gravity belt..? Sarah called for students attention to
remind students they could talk in quiet voices because volume was becoming too loud.

Sarah monitored the class, talking with small groups, reminding or prompting them of the next task,
illustrating the story. She gave each group strips of paper on which to illustrate a scene from the
story. She wrote on the board, Storyboard, sequencing, scenes. In their small groups, students talked
about the various events from the story, and who would draw which scene. Sarah talked with the
table groups to remind them they had only a minute left and keep them on task.

She called for students attention, asking the whole group what are they [characters] going to do?
and prompted students to make prediction how do you think theyre going to finish the game? She
drew attention to polarity of gravity in the text, and referred to science fiction elements, such as
future and space. Sarah led the discussion, continuing to prompt students to compare the two stories.

She advised the group to put their texts away, informing them they will continue their story board
illustrations tomorrow. She encouraged students to keep thinking about the comparison for
tomorrows discussion. She noted that she was rewarding students with marbles for their
collaborative work and for reading silently.


Debrief:
I want to say that Sarah has a very nice demeanor with the students, she appears comfortable and
confident with the students. She has a good Teacher voice, speaks clearly and has a natural tone when
she speaks with the students. Students in turn, respond appropriately and actively engage in the
lesson/activity.

In our debrief Sarah commented on her lesson, working out the various participant roles in the
activity, i.e, the squeezer. She noted that because the room configuration had changed, students
were somewhat confused about which role they would have for the activity since they were assigned
by their seating arrangements at their table groups. Sarah also noted that ideally, she would have
started the activity two weeks earlier in order for students to have an opportunity to experience each
role. She commented that in the future, she would like to provide opportunity for students to illustrate
their work, and spend more time and variation in the activities.

We also talked about the fact that she tried something different and would like to develop the
literature circles in the future. Sarah noted that she investigated various resources to provide a variety
of effective reading strategies for the students. I encourage and compliment her efforts.

Sarah is developing very well in her student teaching placement. She attempts diverse and engaging
participant structures, and encourages students to interact with their peers and the text. I look forward
to seeing Sarah grow.


Questions/Suggestions



TPE 5 culturally relevant





TPE 5 student
participation




TPE 12 classroom
management


TPE scaffolding


TPE 5 student
participation



TPE 2 monitoring student
learning


TPE 5 student
participation

TPE 10 transition


TPE 11 classroom
management













TPE 13 self reflection