Date: February 25, 2016

OBSERVATION OF CLASSROOM TEACHING

PROFILE OF STUDENT TEACHING PERFORMANCE:
A CONTINUUM OF PROFESSIONAL DEVELOPMENT

Student Teacher Morgan Braun

School Lee Davis HS______

Cooperating Teacher Tamisha Lee____

Time/Class/Period 1:50/ WHI 9/ B4

Topics Fall of the Roman Republic

Instructional Strategies Used Cause and Effect Graphic Organizer and Activity, Note taking, Engaged Direct
Instruction, Plickers

A: KNOWLEDGE OF CONTENT The student teacher.

A1. demonstrates an understanding of appropriate content standards

(SOL/Professional Standards).

A2. identifies basic principles and concepts of subject matter.

A3. uses examples to support basic principles of content.
A4. links content to students prior experiences and to related subject areas.

SOL
WHI 6 e)assessing the impact of military conquests on the army, economy, and social structure of Rome;
NCSS2: Time, Continuity, and Change

B: PREPARATION FOR INSTRUCTION The student teacher.

B1. is familiar with relevant aspects of students background, knowledge,

experiences, and skills.

B2. plans for the unique characteristics of individual students (i.e. TAG/GT,
ESL, Special Needs, among others).

B3. formulates clear learning outcomes that are appropriate for students.

B5. plans assessments of learning outcomes.

B4. plans appropriate methods to meet the learning outcomes (i.e.

technology, cooperative learning, etc.).

This was a collaborative class with a SPED teacher, Ms. Roehl, co-teaching with Morgan. This lesson was designed to
meet all learning modalities keeping the students on task the entire period. A powerpoint presentation was used to
facilitate note taking the class about the fall of the Roman Empire. Another technology resource was the Plickers scan
program. Students participated individually and in groups. Morgan provided differentiated plans for those who required
them.

C: INSTRUCTIONAL PERFORMANCE The student teacher.

C1.
C2.
C3.
C4.
C5.
C6.

establishes a safe physical and psychological environment.

creates a climate of fairness and respect.
maintains consistent standards for positive classroom behavior.
makes procedures and outcomes clear to students.
presents content effectively.
models appropriate language usage.

Date: February 25, 2016

C7. provides appropriate accommodations for diverse learners.

C8. provides opportunities for content application.
C9. checks for understanding using a variety of formal or informal
assessment
techniques.
C10. uses instructional time effectively.

1:55 Morgan signed agendas as Ms. Roehl collected the study guide. Morgan reminded her students about the project
that is due next week. She explained the guidelines and purpose of the study guide. Students worked on the two warm
up questions.
2:00 Morgan gave the directions for the next activity which required the students to give a thumbs up or down. She
asked three questions about the impact on the world (self, one person, and a roman person). Students had to explain
their response.
2:05 Morgan asked students to take out their interactive notebooks and take notes from the power point. She gave the
students the facts that went along with the notes. She asked questions about the material to make sure her students
understood. Her power point includes maps and other visuals to help the students. Morgan had lots of information to
share.
2:25 Morgan explained the cause and effect activity. Students went to seven stations, read a scenario, discussed it with
a partner, and then wrote either the cause or the effect of the scenario. Morgan circulated the room asking questions,
clarifying concerns, and keeping her students on task. She also addressed several behavioral concerns before they
became problems.
2:51 Morgan and Ms. Roehl explained the Plicker activity. Morgan handed each student a numbered scan sheet. After
Ms. Roehl read a question and the four response, students held up the sheets. Morgan used her cell to record their
responses. This program provided a bar graph to show the students how well they answered. Morgan took the time to
give test taking strategies as well as explaining the correct answer. Sometimes, she had the students explained which
was the correct answer.
3:25 Class ended. Morgan had parent-teacher conferences tonight.

D: REFLECTION AND EVALUATION IMPACT ON STUDENT

LEARNING The student teacher.

D1. provides specific evidence to document student learning.

D2. accurately describes the strengths and weaknesses of his/her teaching
skills in relation to student learning.
D3. seeks and uses information from professional sources (i.e. cooperating
teacher, colleagues, and/or research) to improve instruction.
D4. indicates strategies to improve instruction.

Morgan has experienced many revisions due to snow days. She prepared her lessons making sure that the important
facts were presented to the students. With only a week left, she has many facets to meet to complete her TSW. It is
evident that she has worked closely with the SPED teacher by the way they present the lessons and how well they work
together.

Date: February 25, 2016

E: PROFESSIONALISM The student teacher.

The student teacher demonstrates personal and professional behaviors that
support student learning and/or the performance of other professional
responsibilities (Use for observed, N/0 for not observed and N/A for not
applicable.)

___ is responsible and dependable.

___ shows initiative.

___ exhibits the ability to make decisions.

___ demonstrates enthusiasm for teaching.

___ has compassion for students.

___ dresses appropriately.

___ demonstrates professional behavior.

___ displays mature judgment and self control.

Suggestions for Continuing Professional Development: Areas of Strength and Areas for Growth
Strengths:

Provided a lesson to review the Fall of the Roman Empire that included visual, written, oral, and kinesthetic techniques.

Is aware of what is going on in the class and addressed concerns before they became a problem.

Knew the content well and was able to explain it to the students at a pace and level that they were able to comprehend.

Created a lesson that kept her students on task from bell to bell.

Treated her students with respect and it was obvious of the great connection she has with them. They were fullly engaged and
actively participate.

________________________________________
Student Teacher

___________
Date

_______________________________________
University Supervisor or Cooperating Teacher

___________
Date

Date: February 25, 2016

Rev 6/05
(white copy Student Teacher; yellow copy Supervisor; pink copy Cooperating Teacher)