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Education Specialist
Student Teaching Lesson Planning and Delivery Observation Form
Hutchins
Teacher Candidate: Alison Date: September 13
School Site: School
Ensign Middle Setting: Eighth Grade
Supervisor: Martha OMeara Cooperating Teacher: Michael Waldinger

TPEs Observed:
_lnstruction of S w/lEPs - TPE 1 _Monitor during instruction - TPE 2
_Making content accessibte - TPE 4 _Student engagement - TPE 5

Ms. Hutchins is student teaching in an eighth grade upper socio economic area
with 33 % of the schools' population from a very low socio economic area. Eleven
students were present today, seated in groups of four. There were four adults
present which monitored the students.
The lesson today implemented the students' exposure, access, and success
with the general education curriculum. To begin the lesson, students did a daily
minute math drill which focused on background knowledge. Teachers rotated the
room to assist any students that were having problems. lvts. Hutchins used the
overhead to carefully review how to compute each of the questions in the math drilt.
She consistently asked students if they needed any further explanation on how to
solve these problems.
This was followed by the instructional method of "l do, we do, you do it" with
different problems allowing them to incorporate their knowledge of negative
exponents into their lesson and generalizing their learning to solve problems.
During the time for the students to start the homework assignment, students
worked independently or in small groups with teacher assistance. Feedback on
alternative ways to sotve the probtems was provided on an individual basis.

Teacher Candidate Goal/Focus for Next Observation:

For the next observation, I would like you to explain what the goals are for the
day and then at the end of the day use an activity to see if these goals were met.
One student was having difficulty staying awake or focusing. For your own
classroom, sometimes a stand-up desk helps a student stay engaged.
Try to slow down your rate of speech and provide "wait time" for students to
complete each problem.
You were fortunate to have four adults in the room during the minute math.
They could have each been assigned to one table group during the minute math
review for better individual assistance.

Teacher Candidate Signature:

Date:

University Supervisor/Support Provider Signature:

Date:
 NZ C IIAI'}IAN COLLECE OF
ZNUNIvEITSI,I'Y H I)l.I( lrt'l'l ( )NA I. S'l' Li I) I I1S

Education Specialist
Student Teaching Lesson Planning and Delivery Observation Form
Teacher Candidate Alison Hutchins Date: September 27,2017
SchoolSite: Ensign Middte School Setting: Supervisor:Martha OMeara Cooperating
Teacher:Michael Waldinger

TPEs Observed:
of S w/lEPs - TPE 1 during instruction - TPE 2
-Monitor engagement - TPE 5
-lnstruction
content accessibte - TPE 4
-tutaking -Student
Documentation of Evidence:
Ms. Hutchins is student teaching in an eighth grade upper socio economic area
with 33% of the schoot's poputation from a very low socioeconomic area. This class had
five students today.
Today she demonstrated knowledge and skills in teaching math to ensure access to the
general education curriculum. Math concepts today were a modified version of the core curriculum.
After checking their homework, they completed a minute math review. She very carefully went
over about half of the problems with the students to be sure they understood all of the
concepts.Students took notes if they had had any difficulty with the problems.
This was followed by having the students work out two new specific problems. She used
the I do, we do, you do instructional method to help students learn about operations using
exponents. Individual students were asked to share their thought process by completing part of each
problem on the board.
She engaged the students by encouraging them to use motions to show multiplication,
addition, or subtraction. She also frequently had them show with a thumbs up, down, or even
direction if they were understanding the various processes being taught. She also encouraged them
to look at the different charts on the wall to reinforce concepts
Information was provided using visual and auditory input for various learning styles. Also
students were able to receive typed notes if necessary and multiple checks for understanding the
concepts were provided during the lesson There is a high emphasis on effort in this class.
Ms. Hutchins is very patient and students respond positively to her teaching style,

Teacher Candidate Goal/Focus for Next Observation: ftts. Hutchins will continue to develop different
strategies for a range of eighth grade classes.

Teacher Candidate Slgnature:

Date:

U niversity Supervisor/Su pport Provider Signature:

Date:
 COLLEGE OF
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Education Specialist
Student Teaching Lesson Planning and Delivery Observation Form
Teacher Candidate Alison Hutchins Date: October 11,2O17
fchogl Site: Ensign Middle School Setting: Supervisor:Martha Ol,leara Cooperating
Teacher:ltAichael Waldi nger

TPEs Observed:
of s w/lEPs - TPE 1 _Monitor during instruction - TpE z
content accessibte -rPE
-lnstruction
-Making
4 -TffiH$rt"1ffI:l!;,Ti":"
This ctass is located in a middte school in an upper income area however one
third of the students are bused in from a low socio economic Hispanic area. Att of the
ten students today have IEP goats directty tied to ELL.
This is a seventh grade, mitd/moderate, social studies ctass and the students
reading abitity range from a second to fifth grade levet. This ctass atso issues in
lmputsivity, attending, and hyperactivity.
lvts. Hutchins demonstrated knowledge of the subject matter content and was
aware of the range of abitity levels in this ctass. The book chosen to read by the master
teacher was appropriate for their instructional reading levet.
First, she had the students tabel index cards with the words, titte, author, and
genre. She then led a discussion on what those words meant and what they should write
under each titte. She modeted how to do this on the white board.
She then introduced the book, Worst Hattoween Ever, and exptained the
expectations for the new literature unit. Students were attowed to cotor a Hatloween
picture as she read the story. She frequently stopped to discuss the characters and
action in the story. She also showed a picture of a revotving door which was mentioned
in the story. Students were engaged in guided practice during the reading of the first
chapter
Good behavior rewards were given when the students first entered the ctass and
were prepared for the lesson. Additional rewards were given during instruction which
consisted of Dojo positives that are texted daity to parents.( This is a new behavior
system in this school district.lnterestingly, onty two parents from this classroom were
subscribed to this system. Atso one student from this class does not have internet
access.)
Another method used in this ctass was that whenever they needed a fite card or
paper, the whole group got up and went to the front of the ctass and picked up the item.
This was done very smoothty and provided movement which is hetpfut to some students.
The lesson was well executed. My main suggestion was that lwould not have
the students coloring while listening. i{any have auditory processing deficits and
need to listen and learn to visualize what they are hearing or reading.

Teacher Candidate Goal/Focus for Next Observation:

its. Hutchins willcontinue working on developing new strategies.
Teacher Candidate Signature:_
University Supervisor/Support Provider