TeacherEducationProgram

FormativeObservationofClassroomTeaching
ProfileofStudentTeachingPerformance:
ACONTINUUMOFPROFESSIONALDEVELOPMENT

Courtney Whetzel
StudentTeacher:________________________________

3/15/2016
Clymore Elementary
School:_____________________________Date:___________

Christy Monzingo
CooperatingTeacher:____________________________

8:50
Time/Class/Period:_____________________________________

Calendar/ small groups math/ addition

Topics/strategies:______________________________________________________________________________________

A.ProfessionalKnowledge|Thestudentteacher
A1.Demonstratesanunderstandingofappropriatecontentstandards(SOL/Professional
standards).
A2.Demonstratesessentialknowledgeandskillsofsubjectarea.
A3.Demonstratesthelinkbetweenthecontentandstudentspastandfuturelearning
experiencesaswellasrelatedsubjectareas.

B.AssessmentofandforStudentLearningThestudentteacher
B1.Setsacceptable,measurable,andappropriatelearningoutcomesandachievementgoals
forstudentlearning.

Courtney Whetzel
demonstrated knowledge of
the essential skills regarding
the kindergarten math SOL's.
Referenced the previous
math lesson in small group.

Teacher observation and a

worksheet provided
assessment of student learning.

B2.Plansformalandinformalassessmentoflearningoutcomes.
B3.Checksforunderstandingusingavarietyofassessmenttechniquestoenhancestudent
learning.
B4.Usesformalandinformalassessmentevidencetoidentifystrategiestoimprove
instruction.

C.InstructionalPlanning|Thestudentteacher
C1.Isfamiliarwithandusesrelevantaspectsofstudentsbackground,knowledge,
experience,andskills.
C2.Plansdifferentiatedinstructiontoaddresstheuniquecharacteristicsofindividual
students(e.g.TAG/GT,ESL,SpecialNeeds).
C3.Plansappropriateinstructionalstrategiestomeetthelearningoutcomes.

Detailed planning and

preparation of lesson.
Good age appropriate math
activities for counting and
addition. Differentiated
instruction based on leveled
groups.

C4.Integratesinstructionaltechnologyinplanning.
C5.Integrateskeycontentelementsinplanning.
C6.Planstimerealisticallyforpacingandtransitionsforcontentmastery.

D.LearningEnvironment|Thestudentteacher
D1.Establishesasafephysicalandpsychologicalenvironment.
D2.Establishesaclimateoftrustandteamwork.
D3.Maintainsconsistentstandardsforpositiveclassroombehavior.
D4.Demonstratesrespectforandresponsivenesstotheculturalbackgroundsanddiffering
perspectivesoflearners.
Rev7/15

Much improved classroom

management! Frequent praise
and rewarding of Cardinal Cash.
Corrected off task behavior.
Effective use of individual
sticker book to manage
behavior of challenging student.
Monitored whole class when
working in small group.

E.InstructionalDelivery|Thestudentteacher
E1.Presentsproceduresandoutcomesclearlytostudentsandchecksforstudent
understanding.
E2.Presentscontentaccuratelyandeffectively.
E3.Engagesandmaintainsstudentsinactivelearning.
E4.Engageslearnersinarangeoflearningexperiencesusingtechnology.
E5.Facilitatesstudentsuseofhigherlevelthinkingskillsininstruction.

Good modeling writing and

solving the addition problems.
Differentiated lesson based on the
level of the small group. The
individual white boards engaged
all students. Great using the frogs
as a concrete example for
students to count. Gave help as
needed. Monitored time for
lesson pacing.

E6.Differentiatesinstructionandprovidesappropriateaccommodationstomeettheneedsof
diverselearners.
E7.Usesinstructionalandtransitiontimeforcontentmastery.

F.ReflectionforStudentAcademicProgress
Thestudentteacher
F1.Providesspecificevidencetodocumentstudentlearning.
F2.Takesresponsibilityforstudentlearningbyusingongoinganalysisandreflection.

Accurate reflection on the

lesson taught. Students were
actively engaged and appeared
to understand addition.

F3.Seeksandusesinformationfromprofessionalsources(e.g.Cooperatingteacher,colleagues,
and/orresearch)toimproveinstruction.

G.Professionalism|Thestudentteacher
G1.Demonstratestheexpectationsoftheprofessionincludingcodesofethics,professional
standardsofpracticeandrelevantlawandpolicy.
G2.Takesinitiativetogrowanddevelopthroughinteractionsthatenhancepracticeand
supportstudentlearning.
G3.Collaboratesandcommunicateseffectivelythroughoralandwrittenlanguage.

Courtney Whetzel always presents

herself in a professional manner. It
is obvious she has developed a
positive, respectful, rapport with
students.
Good lesson!

G4.Buildsrelationshipsandcollaborateswithfamilies,communities,colleagues,andother
professionalstopromotelearnergrowthanddevelopment.
G5.Accessesresourcestodeepenanunderstandingofcultural,ethnic,genderandlearning
differencestobuildstrongerrelationshipsandcreatemorerelevantlearningexperiences.

SuggestionsforContinuingProfessionalDevelopment:AreasofStrengthandAreasforGrowth
Areas of Strength
Planning and preparation of lesson
Differentiation of instruction
Modeling writing and solving addition problems
Having manipulatives for students to count
Individual white boards kept students actively engaged
Area of Growth
Modeled how you want them to write problems before giving them markers so you have their attention

Courtney Whetzel
StudentTeacher

Rev7/15

3/15/2016
Date

Karen W. Weaver
UniversitySupervisororCooperatingTeacher

3/15/2016
Date