Danielson Field Observation Form

Candidate: Rebecca Hurth ID#:

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Course: EN406 Semester: Sp2018 Obse
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Evaluator (print): Carol Glanville factory
School: River City Scholars Grade/Subject: 1st/ELA Basic
Observation Date: 2-20-18 Visit #2
Start Time: 10:20 End Time: 11:00 Class size:16 Proficie Master
nt Teacher:

Distingui
Domain 1: Planning and Preparation shed Comments
3 1 ​ ​2 3 4 This lesson was one in a sequence on fantasy
1a Demonstrating Knowledge of Content and Pedagogy writing that focused on the use of adjectives.
3 1 2 3 4 The activities supported the outcomes and were
1b Demonstrating Knowledge of Students
differentiated to allow students to extend their
3 1 2 3 4 thinking as appropriate. There was formative
1c Setting Instructional Outcomes
assessment throughout with teacher and student
2 1 2 3 4 monitoring learning for themselves and each
1d Demonstrating Knowledge of Resources
other against clear criteria.
3 1 2 3 4 She is aware of challenges students face at
1e Designing Coherent Instruction
home and makes appropriate accommodations.
3 1 2 3 4
1f Designing Student Assessments

Domain 2: The Classroom Environment

4 1 2 3 4 Becca sets the tone of treating all with utmost
2a Creating an Environment of Respect and Rapport respect. She encourages that among her
3 1 2 3 4 students and they willingly participate. She
2b Establishing a Culture for Learning
speaks to them with calm and respect so that no
3 1 2 3 4 incidents escalate. Students readily assume
2c Managing Classroom Procedures
their roles and take initiative for maintaining
4 1 2 3 4 classroom procedures. Physical space is
2d Managing Student Behavior
well-utilized. Students can choose alternative
3 1 2 3 4 seating.
2e Organizing Physical Space

Domain 3: Instruction
3 1 2 3 4 The lesson is very well thought out with
3a Communicating with Students appropriate scaffolding throughout. Discussion
3 1 2 3 4 and questioning invites engagement from all and
3b Using Questioning and Discussion Techniques
leads them to higher order thinking skills as they
3 1 2 3 4 agree/disagree and explain their thinking.
3c Engaging Students in Learning
Students are aware of assessment criteria and
4 1 2 3 4 actively monitor their work in both large group
3d Using Assessment in Instruction
and individual practice.
3 1 2 3 4
3e Demonstrating Flexibility and Responsiveness

Domain 4: Professional Responsibilities

4 1 2 3 4 Becca has really stepped in as professional. She
4a Engages in meaningful self-evaluation and reflection seeks support for students personal problems in
4 1 2 3 4 a sensitive ethically responsible manner. Her
4b Maintains accurate and organized records/work
interaction with staff is professional, supportive.
4 1 2 3 4 Her attitude, and expectations, confidence and
4c Uses mature and sensitive communication
enthusiasm are evident in everything she does.
Collaborative, respectful, maintains positive 4
4d1 1 2 3 4
relationships and demonstrates sensitivity to diversity.
4 1 2 3 4
4e Grows and develops professionally
Maintains confidentiality and adheres to professional 4
4f1 1 2 3 4
ethics
Arrives on time and is well-prepared; manages time 4
4f2 1 2 3 4
well
4 1 2 3 4
4f3 Maintains a professional appearance
4 1 2 3 4
4f4 Exhibits a positive and professional attitude
4 1 2 3 4
4f5 Displays confidence and enthusiasm
(Danielson Field Evaluation Form, page 2)
Notes Page

Notes:​ ​The class opens with good news. Becca then leads a lesson on identifying parts of speech,
particularly adjectives with the end goal of students incorporating adjectives into their own writing as
they continue work on a fantasy piece about an animal.​ ​She uses questioning and well-designed
formative assessment moves to engage students in all aspects of the lesson, from ‘I can’ statements to
discussion about parts of speech that includes analyzing writing and citing evidence. The writing
outcomes of the individual part of the lesson are clear, as are expectations in general for a 5 star
sentence. When student give an incorrect answer or seem unsure of themselves, Becca keeps them
involved in learning by inviting them to call on a friend for help. She instills respect and confidence at
every move. As students work individually, they are enthusiastically engaged, she assists them as
needed reminding and asking what their goals are; helping them think through the lesson again to apply
it to their own work. Their writing folder includes supports and a sticker chart for students to monitor and
assess their own work.

What specific suggestions can you offer for this student's growth?
Becca is fortunate to have been placed with a CT who provides strong support in many of the
more challenging aspects of teaching, including formative assessment. My advice at this point
is to make sure you’re handling the planning and instruction independently so you can really
internalize these methods and apply them in future situations.

Observe other teachers in your building so you can see how the methods of your CT compare
overall to classroom management and effective teaching/learning.

What do you perceive as this student's strengths as a teacher?

Becca is really a natural with the kids. This is a rather challenging environment. The majority of her
students come from dysfunctional homes of some kind. While she is intuitive and compassionate, she
doesn’t let that detract from the expectations she has for their abilities, nor does she pity them. She
genuinely cares for them and treats each with warmth and respect.

Additional Comments: