Student Observation Feedback Form for TC: _____Melissa

Cosgrove________________ Date:___3.4.16_______ Time:_9:00 am-10:30_________

Class:__Grade 9 English_____School:_Cottonwood High______________ STE:__Amy
Noyce_______________ US:___Dole_______________
Topic/Class info:
Completing assignments for Jurassic Park
Standards

Comments and Suggestions

1: Learner
Development

Melissa worked with a group of 22 9th grade students in an English class

today. Students were finishing up their assignments for their latest
read, Jurassic Park. Students spent the first 20 minutes on a quiz for the
book. Next, students wrote in their journals. Melissa had a powerpoint
slide that lead students what to think about as they wrote their final
thoughts about the book in their journals.

Students background
knowledge and
experience
Learning expectations
Make content
comprehensible
Communication with
parents or guardians

3: Learning
Environments

Fairness
Rapport with students
Physical environment
Instructional time
Learning Goals

4: Content
Knowledge

Connections with the

content knowledge
Extend thinking
Clear learning goals and
instructional procedures
Make content
comprehensible

5: Assessment

Evaluation strategies
Monitor understanding of
content
Reflection
A sense of efficacy

6: Instructional
Planning

Learning Goals
Make content
comprehensible
Clear learning goals and
instructional procedures

Thereafter, students worked the rest of the time on their four-square

notes for their essay on Jurassic Park. Students could choose one essay
of two to write about. Providing them with choice is very helpful for
students and gives them a sense of ownership. Melissa went over what
information went with each square in the four-square notes. When she
had finished, she asked the question, Does everyone understand? I
suggested instead randomly ask one specific student about the
directions, e.g. Thomas, what do you place in the top left corner of
your sheet? Adrienne, what do you place in the top right corner of
your sheet? That way, by randomly calling on students, Melissa can
get a sense of whether students understand or not. Simply asking the
question, Do you understand? rarely gets the answer teachers need
because students who dont understand are afraid to say they dont or
afraid to hold up their hand at all.
As students spent the rest of the period working on their essays,
Melissa went around the room to check on students annotations of
what they read in Jurassic Park. The annotations were an excellent idea.
Students had placed sticky notes on what they had read and made
comments. However, by doing this work, Melissa was not able to check
students understanding of how to write the essay, and using the
correct information for the four-square notes. In most middle and high
school classrooms, individual work time is one of the only ways to
individualize and differentiate instruction. So, Melissa did not have this
important time to ensure that students were understanding and
responding correctly. I appreciate that Melissas time was put to good
use. By checking on the annotations, she had opportunities to assist
students who didnt annotate well. However, she also missed another
opportunity to help individual students who needed help on the essays.
In all probability, this is what they needed her help with the most.
I note that Melissa is a very organized person and this is exemplified in
her work and across all the observations I saw. She also keeps excellent

7: Instructional
Strategies

Teaching methods and

learning activities
Evaluation strategies

track of student progress as I see her marking individual progress on

her chart. These qualities will help make her an excellent teacher.

Strengths

Goals

Conference
Questions

How did your lesson build on students prior knowledge?

How did you adapt your lesson for language learners?
What communication have you had with parents?

Conference
Questions

How did this lesson address diverse learning strengths

and needs (i.e. needs of language learners, students of
color, special ed, gifted, etc.)?

Conference
Questions

What routines do you use to maximize instructional time?

Conference
Questions

What non-verbal feedback do you give to students?

How do you adjust assessments for students?
How do you use information from assessments to adapt

your instruction?
How do you incorporate multiple and diverse sources into
your instruction?

Conference
Questions

How do you use reflection to inform your instruction?

What is your professional learning plan?
In what ways do you collaborate with colleagues?

Conference
Questions

How do you adjust instruction based on student

responses?

Conference
Questions

In what ways do you participate in your school?

How do you contribute to student success overall?
How are you improving your knowledge and skill base?

Conference
Questions

Are you familiar with laws and requirements for teachers?

Standards and Rubric

Standard 1: Learner Development

Students background knowledge and experience: Take into account the prior knowledge of your students before
you teach any new concept.
Learning expectations: Setting out clear goals that need to be achieved by the end of the lesson or by the end of
the unit/topic.
Make content comprehensible: Especially for English language learners and students receiving special education
support.
Communication with parents or guardians: Convey student performance to parents/caregivers. May be
accomplished through phone calls, conferences notes home, community participation.

Standard 2: Learning Differences

Learning Goals: Develop objectives for every class. Describe these objectives to students at the beginning of the
lesson.
Connections with the content knowledge: Discuss how content is applied broadly.
Teaching methods and learning activities: include a range of pedagogical approaches (e.g., think-pair-share, group
activities, inquiry-based learning).
Extend thinking: Applying concepts to real world scenarios.

Standard 3: Learning Environments

Fairness: All students should be treated with dignity and respect.

Rapport with students: Related to fairness (above); build relationships with each student.
Physical environment: Create an environment that is focused, lacks distractions (side talking and speaking over
others) and encourages engagement.
Instructional time: Keep track of the time; your agenda/objectives should not be that widespread that you cannot
cover them in a period.
Learning Goals: Set up some objectives for every class that you are going to teach. You may describe these
objectives to the students when they enter your class or during the class.

Standard 4: Content Knowledge

Connections with the content knowledge: You may talk about other scenarios where your taught content can be
applied.
Extend thinking: Applying concepts to real world scenarios
Clear learning goals and instructional procedures: Related to setting up objectives for each class or a weekly
agenda
Make content comprehensible: Especially to English language learners and special education students

Standard 5: Assessment

Evaluation strategies: Some form of assessment that informs you that you accomplished the objectives set out at
the start of the class. Examples: exit tickets, KWLA charts
Monitor understanding of content: Related to evaluation strategies in domain A. Examples: asking questions while
working on problems, asking students to work on additional problems, asking students to complete the problem,
using exit tickets and KWLA charts to monitor understanding.
Reflection: Keeping in mind the questions raised by your students and your instructional style, think about ways
you would want to change the lesson both within the context of the lesson and if you plan to teach it in the future.
A sense of efficacy: What are you beliefs regarding students potential? How are these beliefs manifest?
Communication with parents or guardians: Convey student performance to parents/caregivers. May be
accomplished through phone calls, conferences notes home, community participation.

Standard 6: Instructional Planning

Learning Goals: Set up content and language objectives for every class. Describe these objectives at the beginning
of class.
Make content comprehensible: Focus specifically on the needs of English language learners and students receiving
special education support.
Clear learning goals and instructional procedures: Related to setting up objectives for each class or a weekly
agenda

Standard 7: Instructional Strategies

Teaching methods and learning activities: Include a range of pedagogical approaches (e.g., Think-Pair-Share, group
activities, inquiry-based learning) that inculcate understanding/reinforcing of concepts to students.
Evaluation strategies: Varied forms of assessment that inform whether you have accomplished daily objectives
(e.g., exit tickets, KWLA charts)

Standard 8: Reflection and Continuous Growth

Reflection: Keeping in mind the questions raised by your students and your instructional style, think about ways
you would change the lesson in the future
A sense of efficacy: What are you beliefs regarding students potential? How are these beliefs manifest?

Standard 9: Leadership and Collaboration

Professional relationships: Discussing teaching with your site teacher; asking and receiving feedback.

Communication with parents or guardians Convey student performance to parents/caregivers. May be

accomplished through phone calls, conferences notes home, community participation.

Standard 10: Professional and Ethical Behavior

Professional relationships: Discussing teaching with your site teacher; asking and receiving feedback.