FEAPS COACHING TOOL

CT/US Formative Evaluation # _1_

College of Education
Childhood Education & Literacy Studies

Name: Jordan Martel

School/CT:

Observer:
Grade/Subject: 3rd Grade Science

Date: 2/29/16
Level: 2

Domain 1: Planning and Preparation

BENCHMARKS
(1a) Aligns instruction with
appropriate standards; (1b)
sequences lessons and concepts
to ensure coherence & required
prior knowledge; (3e) relates and
integrates the subject matter with
other disciplines and life
experiences
(1e) Uses diagnostic student data
to plan lessons; (1f) develops
learning experiences that require
students to demonstrate a variety
of applicable skills and
competencies; (4a) analyzes and
applies data from multiple
assessments to diagnose
students learning needs;

EVIDENCE
1.a. Demonstrating Knowledge of Content and Pedagogy
*Uses standards to design lessons
*Uses appropriate resources that are aligned to standards

(1a) Aligns instruction with

appropriate standards; (1b)
sequences lessons and concepts
to ensure coherence & required
prior knowledge

1.c. Setting Instructional Outcomes

*Uses standards to design lessons
*Uses appropriate resources that are aligned to standards
*Reviews prior knowledge about the subject before beginning
*Introduces topic of the lesson at the beginning of the lesson

(2) Organizes, allocates and

manages classroom resources;
(3g) applies varied instructional
strategies and resources,
including appropriate
technology, teaching for
understanding

1.d. Demonstrating Knowledge of Resources

*Uses technology during instruction (Science website for
interactive lesson and Brainpop website)
*Instructional strategies used: note taking (created flipbook)
*Students participated during digital lesson
*Ms. Martel went with the flow when the digital lesson didnt
work properly

(1c) Designs instruction for

students to achieve mastery; (3e)
relates and integrates the subject
matter with other disciplines and
life experiences; (1b) sequences
lessons and concepts to ensure
coherence & required prior
knowledge

1.e. Designing Coherent Instruction

*Good lesson sequence
*Reviews previous concepts (states of matter)
*Introduces new concept (measuring temperature to describe
matter)
*Used digital lesson
*Practiced telling temperature with temperature/thermometer
cards

(1d) Selects appropriate

formative assessments to
monitor learning; (4b) designs
and aligns formative and
summative assessments that
align with objectives and lead to
mastery; (4c) uses a variety of
assessment tools to monitor
student progress, achievement
and learning gains

1.f. Designing Student Assessments

N/A

1.b. Demonstrating Knowledge of Students

N/A

Domain 2: Classroom and Environment

Observer Comments

BENCHMARKS (FEAPs)

EVIDENCE

(2d) Respects students cultural,

linguistic & family background; (2e)
maintains a climate of openness, inquiry,
fairness & support; relates & integrates
subject matter with other disciplines &
life experiences

2.a. Creating an Environment of Respect and

Rapport
*Is always respectful of students cultural
backgrounds
*Also inquires about student backgrounds in
order to get to know/understand the student
better

(2c) Conveys high expectations to all

students; respects students cultural,
linguistic, & family background; (2e)
maintains a climate of openness, inquiry,
fairness & support; (2g) integrates
current information & communication
technologies; (3e) relates & integrates
subject matter with other disciplines &
life experiences

2.b. Establishing a Culture for Learning

*Conveys high expectations of all students

(2a) Organizes, allocates and manages

the resources of time, space, and
attention; (2b) manages individual and
class behaviors through a well-planned
management system; (2c) conveys high
expectations to all students

2.c. Managing Classroom Procedures

*Uses current classroom management/behavior
plan and routines
*Cues/redirects students who are off task during
lessons
*Waits for student attention
*Good wait time while asking questions
*Calls on students who do not have their hands
raised in order to ensure they are following along
with the lesson

(2b) Manages individual and class

behaviors through a well-planned
management system; (2h) adapts the
learning environment to accommodate
the differing needs and diversity of
students

2.d. Managing Student Behaviors

*Uses current classroom management/behavior
plan and routines
*Cues/redirects students who are off task during
lessons
*Waits for student attention
*Good wait time while asking questions
*Calls on students who do not have their hands
raised in order to ensure they are following along
with the lesson

(2a) Organizes, allocates, and manages

the resources of time, space, and
attention; (2h) adapts learning
environment to accommodate differing
needs and diversity of students (2i)
utilizes current & emerging assistive
technologies to enable students to
participate in high-quality
communication interactions & achieve
educational goals

2.e. Organizing Physical Space

Domain 3: Instruction

Observer Comments

BENCHMARKS (FEAPs)

EVIDENCE

Observer Comments

(2e) Models clear, acceptable oral and

written communication skills; (3b)
deepens & enriches students
understandings through content
literacy strategies, verbalization of
thought & application of the subject
matter; (3d) modifies communication
to respond to preconceptions or
misconceptions; (3i) supports,
encourages, and provides immediate
& specific feedback;
(3a) Delivers engaging and
challenging lessons; deepens &
enriches students understandings;
(3c) identifies gaps in students
subject matter knowledge in
discussions and through use of
questioning; (3f) employs high order
questioning technique

3.a. Communicating with Students

*Provides student feedback
*Commented on a great point a student made about
using Fahrenheit and Celsius when measuring
temperature

We have been discussing

how to incorporate
enrichment opportunities
during lessons whether it
be enrichment activities or
higher order thinking
questions to challenge high
achieving students.

(3a) Delivers engaging and

challenging lessons; (3b) deepens &
enriches students understandings
through content literacy strategies,
verbalization of thought & application
of subject matter; (3e) relate &
integrate subject matter with other
disciplines and life experiences; (3h)
differentiate instruction based on
student learning needs and individual
differences
(3c) Identifies gaps in subject matter
knowledge; modifies instruction to
respond to preconceptions or
misconceptions; (4a) analyzes and
applies data from multiple
assessments to diagnose students
learning needs; (4c) uses a variety of
assessment tools to monitor student
progress, achievement, and learning
gains; (4e) shares the importance of
outcomes of student assessment data
with the students and the students
parent/caregiver(s); (4b) designs and
aligns formative & summative
assessment that match learning
objectives and lead to mastery
(3d) Modifies instruction to respond
to preconceptions or misconceptions;
supports, encourages, and provides
immediate & specific feedback; (3j)
utilizes student feedback to monitor
instructional needs & to adjust
instruction; (4d) modifies assessments
and testing conditions; (3h)
differentiates instruction based on
learning needs and individual
differences of students

3.c. Engaging Students in Learning

*Students are engaged in lesson
*Asks basic comprehension questions throughout digital
lesson to ensure students are understanding the concept

*We have discussed providing more specific feedback to

students

3.b.Using Questioning & Discussion Techniques

*Students are engaged in lesson
*Asks basic comprehension questions throughout digital
lesson to ensure students are understanding the concept

3.d. Using Assessment in Instruction

N/A

3.e. Demonstrating Flexibility & Responsiveness

*Went with the flow during the lesson when she had
difficulty with the digital lesson
*Modified the I Have/Who Has telling temperature
game when she noticed it was taking too long and
students were having difficulty following along with it

Domain 4 Professional Responsibilities

We have talked about

beginning to incorporate
higher order thinking
questions. It is important to
have a balance between
surface level questions to
ensure comprehension of
the concept, and higher
order thinking questions to
see if students are able to
apply what theyre learning.
We have talked about
beginning to incorporate
higher order thinking
questions. It is important to
have a balance between
surface level questions to
ensure comprehension of
the concept, and higher
order thinking questions to
see if students are able to
apply what theyre learning.

BENCHMARKS

EVIDENCE

(6) Reflects on extent learning goals

were met & how instruction can be
changed to facilitate learning; (5c)
uses a variety of data independently &
in collaboration w/ colleagues to
evaluate learning outcomes and adjust
planning; (6) demonstrates a sense of
efficacy; (5e) engages in targeted
professional growth and reflective
practices

4.a. Reflecting on Teaching

*Self reflects and discusses the lesson afterwards
*Jordan talks about things she can improve in her lessons
and/or things she may do differently next time
*She discusses her lesson planning and inquires about
advice, strategies, resources, etc in order to make her lesson
successful
*Jordan has come up with many creative ideas of her own
that she has used in the classroom

(4f) Applies technology to organize

and integrate assessment information;
(1e) uses diagnostic student data to
plan lessons; (5c) uses a variety of
data independently & in collaboration
w/ colleagues to evaluate learning
outcomes and adjust planning; (6)
demonstrates responsibility for
maintaining student records
(5d) Collaborates with the home,
school and larger community to foster
communication and to support
learning and continuous improvement
(4e) shares the importance and
outcomes of student assessment data
with the student and the students
parent / caregiver(s)
(5d) Collaborates with the home,
school and larger community to foster
communication and to support
learning and continuous improvement;
(4c) uses a variety of data
independently & in collaboration w/
colleagues to evaluate learning
outcomes and adjust planning (6)
builds professional relationships with
colleagues
(5a) Designs purposeful professional
goals to strengthen the effectiveness
of instruction based on students
needs; (5b) examines and uses datainformed research to improve
instruction & student achievement
(5e) engages in targeted professional
growth and reflective practices, both
independently & in collaboration with
colleagues
All of the above and Understands
that educators are held to a high moral
standard in a community and adheres
to the Code of Ethics and Principles of
Professional Conduct of the Education
Profession of Florida; (6)
demonstrates responsiveness to
supervision

4.b. Maintaining Accurate Records

N/A

4.c. Communicating with Families

N/A

4.d. Participating in a Professional Community

N/A

4.e. Growing and Developing Professionally

*Collaborates with myself and her peers
*Very reflective

4.f. Showing Professionalism

*Is always, always professional and ethical when she is in
the classroom

Observer Comments