Mcburney Mt-Observation1

OBSERVATION OF FIELD PERFORMANCE
Notes
Teacher Candidate: Jamie McBurney Observer: Kelly Almond Date: 10/28/17

School: Parkview High School Subject/Lesson Topic: Types of Evolution Grade Level: Honors 9th Grade Biology
Directions:
This form is aligned to INTASC, CAEP and TAPS Standards. The first page provides opportunity for an overall summary in Observed Strengths/Improvement/Comments. In the
Notes section, please write specific evidence and/or comments observed for the indicator throughout the lesson. The Rubric is included for reference, Mentor Teachers mark the
observation on paper with this rubric for feedback, University Supervisors enter scores on the electronic rubric via iCollege. The Teacher Candidate should scan the handwritten,
or upload a typed copy of the observations.
Ms. McBurney began the day with test prep for Biology Milestones/EOC as it was “Test Prep Thursday”. Students worked for 15 minutes on a 10 question multiple
choice assessment covering Types of Selection Patters Quiz. The formative assessment was in the style of Biology Milestones/EOC and she went through the step-by-step
process of thinking through the question and each distractor with students after students submitted their work. This is an excellent strategy to use to ensure students
remember previously taught content while also exposing students to the types of questions they might experience on the Milestones/EOC in May. Since this quiz was
distributed as soon as the bell rang to begin class, the students were immediately settled and engaged. After the test prep quiz, Ms. McBurney transitioned seamlessly
into the day’s lesson on Types of Evolution without any loss of instructional time. She began a lecture-style lesson over Types of Evolution by activating students’ prior
knowledge on organism adaptations. Ms. McBurney formatively assessed students’ depth of knowledge related to types of evolution by asking pointed questions that
would help her to introduce the topic. This questioning technique was used to guide instruction as it helped Ms. McBurney accurately assess where to begin her notes
with Types of Evolution. The lesson involved scaffolding down from the large overarching concept of evolution types (convergent vs divergent vs parallel) and
transitioning into the smaller details which is often an effective technique to ensure students are able to master the content. Ms. McBurney’s lesson utilized questioning
and prompting to engage students and activate critical thinking; her questions went beyond rote and required students to apply and analyze to specific situations. Ms.
McBurney often modeled for students her thought process about question to assist students in their thinking.
Suggestions for Improvement: Ms. McBurney’s questioning techniques were largely whole-group choral responses. I would recommend calling on individual students
to ensure all students are engaged. This will also help to formatively assess individual student’s strengths and areas of misconceptions so that immediate re-teaching can
take place to ensure mastery of the content. I would also suggest that during lecture-style lessons, Ms. McBurney stop and summarize at least every 10 to 15 minutes to
get feedback from students on what they understand and what they do not quite understand before continuing on with the lesson. This is a great way to diagnose any
misconceptions right away and provide immediate re-teaching before more new material is presented.
Overall Comments: Ms. McBurney’s lesson was effective, well planned, and engaging. The lesson on Types of Evolution utilized color-coded notes for visual learners,
and the lecture style met the needs of the auditory learner. She made sure to accommodate the needs of all students while delivering the content in a relatable and
informative manner.
Jamie McBurney
Kelly Almond
___________________________________ _______________
Observer’s Signature Teacher Candidate Signature
Notes Page 1 (01.18)

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PLANNING: Professional Knowledge

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INSTRUCTIONAL DELIVERY: Instructional Strategies

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ASSESSMENT OF AND FOR LEARNING: Assessment Uses

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LEARNING ENVIRONMENT: Positive Learning Environment

1-LE Prom

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Observation of Field Performance Rubric
INDICATOR Advanced Proficient Developing Emerging N/O

PLANNING: Professional Knowledge
1-PL Content Knowledge: Demonstrates accurate, Demonstrates accurate, Demonstrates accurate but shallow Demonstrates insufficient OR
Demonstrates accurate sophisticated, AND current comprehensive, AND/OR OR out-of-date content inaccurate content knowledge.
content knowledge for the content knowledge. current content knowledge. knowledge.
subject matter and grade
level.
2-PL Pedagogical Content Applies sophisticated pedagogical Applies comprehensive Applies basic pedagogical content Applies inadequate pedagogical
Knowledge: content knowledge AND skills of pedagogical content knowledge knowledge AND skills of the content knowledge AND skills of
Applies research-based the subject area(s), anticipates AND skills of the subject area(s), subject area(s), acknowledges the subject area(s), overlooks
pedagogical content AND resolves all learners’ resolves all learners’ most learners’ misconceptions, learners’ misconceptions, OR
knowledge to build misconceptions AND facilitates misconceptions, AND/OR OR directs opportunities for does not build learners’
conceptual understanding in opportunities for all learners to facilitates opportunities for all learners to acquire conceptual conceptual understanding.
the discipline. demonstrate conceptual learners to demonstrate understanding.
understanding. conceptual understanding.
3-PL Knowledge of Learner Demonstrates sophisticated Demonstrates comprehensive Demonstrates basic understanding Demonstrates inadequate
Development & Learning: understanding of what impacts understanding of what impacts of what impacts learning, understanding of what impacts
Applies research-based learning, including intellectual, learning, including intellectual, including intellectual, social, learning, including intellectual,
learning theories to make social, emotional, AND physical social, emotional, AND physical emotional, AND physical social, emotional, AND physical
curricular and instructional strengths, needs, AND strengths, needs, AND strengths, needs, AND experiences strengths, needs, AND
decisions that build on experiences of all learners, AND experiences of all learners, of all learners, OR responds with experiences of all learners, OR
learners’ strengths, needs, responds with appropriate AND/OR responds with basic curricular AND instructional responds with inappropriate
and experiences. curricular AND instructional acceptable curricular AND resources/supports. curricular AND instructional
resources/supports. instructional resources/supports. resources/supports.
4-PL Academic Language: Utilizes sophisticated scaffolding Utilizes comprehensive Utilizes basic scaffolding to Utilizes inadequate scaffolding to
Uses the academic language to support all learners’ content- scaffolding to support all support most learners’ content- support learners’ content-specific
of the discipline; makes specific vocabulary development learners’ content-specific specific vocabulary acquisition vocabulary acquisition OR
academic language accessible AND comprehensive vocabulary development OR knowledge of language knowledge of language function,
to learners. understanding of language AND/OR understanding of function, syntax, AND discourse. syntax, AND discourse.
function, syntax, AND discourse. language function, syntax, AND
discourse.
INSTRUCTIONAL DELIVERY: Instructional Strategies
1-ID Engages learners in active Engages all learners in a variety Engages all learners in authentic Directs most learners in authentic Directs learners in simple
learning and maintains of authentic, relevant learning learning tasks to facilitate learning task(s) to acquire learning tasks to acquire
interest. tasks to facilitate knowledge OR knowledge OR skill development knowledge OR skill development knowledge OR skill development
skill development throughout the throughout the class during the class during the class
class period/instructional period/instructional segment. period/instructional segment. period/instructional segment.
segment.
 Aligned to InTASC Model Core Teaching Standards & Learning Progressions, April 2013
 Aligned with and adapted from the Georgia Department of Education Teacher Assessment on Performance Standards Reference Sheet Performance Standards and Sample Indicators: TAPS Reference Sheet
7-23-12 EDGAR included.pdf http://www.doe.k12.ga.us/School-Improvement Rubric Page 1 (01.18)

2-ID Builds upon learners’ existing Maximizes all learner’s prior Uses all learner’s prior Accesses most learner’s prior Does not access learners’ prior
personal, academic, cultural, knowledge during the lesson; knowledge during the lesson; knowledge during the lesson; knowledge during the lesson;
and community assets. integrates lesson objectives to all connects lesson objectives to all connects lesson objectives to most lesson objectives not connected
learners’ personal, academic, learners’ personal, academic, learners’ personal, academic, to learners’ personal, academic,
cultural, AND community assets. cultural, AND/OR community cultural, OR community assets. cultural, OR community assets.
assets.
3-ID Engages learners in authentic Engages all learners in authentic Engages all learners in authentic Directs most learners in learning Directs some learners, examples
learning by using real-life learning by integrating relevant, learning by integrating real-life by providing real-life examples are irrelevant OR
examples and real-life examples AND varied examples AND/OR OR interdisciplinary content interdisciplinary content
interdisciplinary connections. interdisciplinary content interdisciplinary content knowledge. knowledge is lacking.
knowledge. knowledge.
4-ID Develops higher order Scaffolds all learners in Scaffolds all learners in analytic- Directs learners in comprehensive- Directs learners at knowledge-
thinking through questioning evaluative OR synthesis-level level thinking questions level questions OR simple level thinking questions OR
and problem-solving thinking questions AND relevant AND/OR relevant problem- problem-solving to acquire simple problem-solving to
activities. problem-solving to facilitate solving to facilitate knowledge knowledge OR skill development. acquire knowledge OR skill
knowledge OR skill OR skill development. development.
Anderson, L. W., & Krathwohl, D. R. development.
(2001). A taxonomy for learning,
teaching, and assessing: A revision of
Bloom's taxonomy of educational
objectives. New York: Longman.
5-ID Academic Rigor: Establishes academic rigor by Establishes academic rigor by Provides academic rigor by Does not provide opportunity
Provides risk taking, facilitating a variety of facilitating opportunities for allowing learners to take some for learners to take risks OR
exploring new ideas and opportunities for learners to learners to take academic risks academic risks in considering think critically OR creatively.
encourages critical and take academic risks by applying by exploring new ideas, new ideas, OR thinking
creative thinking. new ideas, AND demonstrating AND/OR thinking critically critically OR creatively.
critical AND creative thinking. AND/OR creatively.
6-ID Employs technology to Demonstrates sophisticated Demonstrates comprehensive Demonstrates basic use of Demonstrates inadequate use of
facilitate the lesson; involves AND comprehensive use of use of technological equipment technological equipment AND/OR technological equipment
learners in use of technology. technological equipment AND/OR resources for resources for instructional use OR AND/OR resources for
AND/OR resources in an instructional purposes, learners use the technology in a instructional purposes, OR does
integrated manner with learners AND/OR learners are involved basic manner OR provides basic not involve learners in
using the technology for in using the technology for rationale for any lack of use of technology use OR provides
learning OR provides learning OR provides technological equipment AND/OR inadequate OR no rationale for
sophisticated AND comprehensive rationale for resources in a basic manner for any lack of use of technological
comprehensive rationale for any lack of use of technological instructional purposes AND/OR equipment AND/OR resources
any lack of use of technological equipment AND/OR resources learner involvement using the for instructional purposes, OR
equipment AND/OR resources in an integrated manner for technology. limited/non-involvement of
in an integrated manner with instructional purposes learners in technology.
learners using the technology.

AND/OR learner involvement
using the technology.
7-ID Uses appropriate Facilitates lesson content, Facilitates lesson content, Directs lesson content, Directs lesson content,
communication techniques to instructions, miscommunications, instructions, miscommunications, instructions, miscommunications, instructions, miscommunications,
facilitate teaching and AND classroom discourse AND/OR classroom discourse OR classroom discourse with OR classroom discourse with
learning. efficiently AND equitably with efficiently OR equitably with appropriate verbal AND non- inappropriate verbal, OR non-
positive AND appropriate verbal positive AND/OR appropriate verbal communication in a logical verbal communication in an
AND non-verbal communication verbal AND non-verbal sequence. illogical sequence.
in a logical sequence. communication in a logical
sequence.
INSTRUCTIONAL DELIVERY: Differentiated Instruction
8-ID Employs principles of whole Demonstrates a sophisticated Demonstrates a comprehensive Demonstrates basic knowledge of Demonstrates an inadequate
class differentiation knowledge of UDL by facilitating knowledge of UDL by facilitating UDL by providing methods for knowledge of UDL by not
/Universal Design for a variety of methods for all a variety of methods for all learners to engage OR interact providing a variety of methods
Learning. learners to engage AND interact learners to engage AND/OR with the lesson material OR for learners to engage AND
with the lesson material AND interact with the lesson material activities, OR demonstrate their interact with the lesson, AND
Center for Applied Special Technology. activities, AND demonstrate their AND/OR activities, AND/OR mastery of lesson objective(s). demonstrate their mastery of
(2015). Universal Design for Learning.
mastery of lesson objective(s). demonstrate their mastery of lesson objective(s).
Retrieved from http://www.cast.org/
lesson objective(s).
9ID Provides appropriate Applies appropriate required Applies appropriate required Applies appropriate required Applies inappropriate OR does
adaptations/accommodations adaptations/accommodations adaptations/accommodations adaptations/accommodations not apply required
and/or modifications for AND/OR modifications for all AND/OR modifications for all AND/OR modifications for adaptations/accommodations
individual learners with an learners (e.g., IEP, EIP, 504); learners (e.g., IEP, EIP, 504); learners (e.g., IEP, EIP, 504); OR AND/OR modifications for
IEP, EIP, 504; or those who AND for all learners who require AND/OR for all learners who for learners who require learners (e.g., IEP, EIP, 504); OR
require remediation or remediation/challenges. require remediation/challenges. remediation/challenges. for learners who require
challenge. remediation/challenges.
ASSESSMENT OF AND FOR LEARNING: Assessment Uses

1-AL Uses assessment tools for both Uses appropriate formative AND Uses appropriate formative Uses appropriate formative Uses inappropriate formative
formative and summative summative assessment tools to AND/OR summative assessment AND/OR summative assessment AND/OR summative assessment
purposes to guide and to document learners’ prior tools to document learners’ prior tools to document learners’ prior tools OR does not document
adjust instruction. knowledge AND new learning to knowledge AND/OR new knowledge OR new learning to learners’ prior knowledge OR
facilitate learning AND guide learning to guide learning guide learning OR adjust new learning to guide learning
instruction for the whole class, AND/OR adjust instruction for instruction for the whole class, OR adjust instruction for the
groups of learners OR individuals.

groups of learners, AND the whole class, groups of whole class, groups of learners
individuals. learners AND/OR individuals. OR individuals.
2- AL Involves learners in Involves learners in sophisticated

Involves learners in Involves learners in appropriate Does not involve learners in
individual goal-setting and cognitive strategies to construct
comprehensive cognitive cognitive strategies to construct cognitive strategies to construct
metacognitive strategies. knowledge; AND metacognitivestrategies to construct knowledge; knowledge. knowledge.
strategies, to think about what
AND/OR metacognitive
they know AND don’t know to strategies to think about what
they know AND don’t know to
set goals AND extend learning.
set goals AND extend learning.
3-AL Provides feedback to learners Provides comprehensive feedback Provides detailed feedback to the Provides general feedback to the Provides limited feedback to the
on strengths, needs, and to the whole class, groups of whole class, groups of learners, whole class, group(s) of learners, whole class, group(s) of learners,
strategies for learners, AND individual learners AND/OR individual learners OR to individual learners focusing OR individual learners that does
improvement/extension of focusing on strengths AND needs focusing on strengths AND/OR on strengths OR needs for not serve to support the
learning. specific to improvement AND needs specific to improvement improvement of learning improvement AND extension of
extension of learning objectives. AND extension of learning objectives. learning objectives..
objectives.
4-AL Models for learners how to Provides sufficient time AND Provides sufficient time Provides limited time OR support Provides no time OR support for
apply teacher and/or peer support for learners to self-assess AND/OR support for learners to for learners to self-assess learners to self-assess OR to
feedback on strengths, needs, AND to apply teacher AND peer self-assess AND/OR to apply AND/OR to apply teacher apply teacher feedback to
and strategies for feedback to improvement AND teacher AND/OR peer feedback feedback to improvement AND improvement AND extension of
improvement/extension of extension of learning objectives. to improvement AND extension extension of learning objectives. learning objectives.
learning. of learning objectives.
LEARNING ENVIRONMENT: Positive Learning Environment
1-LE Promotes positive learning Promotes a respectful learning Promotes a respectful learning Promotes a learning community by Promotes a learning environment
environment by encouraging community by facilitating all community by facilitating all facilitating learners in self- that does not facilitate learners in
learner self-regulation and learners in self-regulation AND learners in self-regulation, regulation OR positive-teacher self-regulation OR positive-
maintaining high expectations conflict resolution, positive positive teacher-learner AND/OR AND/OR learner-learner teacher OR learner-learner
for all learners in a trusting, teacher-learner AND/OR learner- learner-learner interactions; by interactions; OR by establishing interactions; OR does not
caring, and respectful learner interactions; by establishing rapport with all rapports with learners, OR holding establish rapport with learners,
learning community. establishing rapport with all learners, AND/OR holding high high expectations. OR hold high expectations.
learners AND holding high expectations.
expectations.
2-LE Promotes understanding and Values others’ diversity by Values others’ diversity by Acknowledges others’ diversity by Does not, OR inappropriately,
acceptance of learners’ facilitating learners’ expression, facilitating learners’ expression, directing learners’ expression, acknowledges, others’ diversity;
multiple perspectives and acceptance, AND honoring of acceptance, AND/OR honoring acceptance, OR honoring of OR does not, OR
diversity (including, but not multiple perspectives AND of multiple perspectives multiple perspectives OR inappropriately, promotes
limited to, race, ethnicity, characteristics; AND promotes AND/OR characteristics; characteristics; OR promotes respect.
religion, socioeconomic mutual respect. AND/OR promotes mutual mutual respect.
status, gender, sexual respect.

orientation/expression,
national origin, or
exceptionality).
3-LE Involves learners in Maximizes the organization, Facilitates the organization, Directs the organization, Does not direct the organization,
organizing, allocating, and allocation, AND/OR allocation, AND/OR allocation, OR coordination of allocation, AND/OR
coordinating the resources of coordination of instructional time coordination of instructional time instructional time AND space with coordination of instructional time
time, space, and materials to AND space by involving learners AND space by involving learners limited learner involvement, AND space, does not use
maximize learning. in the process, signaling in the process, signaling transitional cues; OR giving transitional cues; OR giving
transitional cues; AND giving transitional cues; AND/OR choice in learning space OR choice in learning space OR
choice in the learning space AND giving choice in the learning materials for whole class, group materials for whole class, group
materials to facilitate whole class, space, AND/OR materials to AND/OR individual knowledge AND/OR individual knowledge
group AND/OR individual facilitate whole class, group acquisition. acquisition.
learning. AND/OR individual learning.
4-LE Responds to disruptions in an Facilitates equitable AND timely Facilitates equitable AND/OR Gives fair OR timely reminders of Gives inappropriate, inequitable
equitable, timely, and reminders of established timely reminders of established established classroom community OR frequent reminders of
appropriate manner. classroom community classroom community expectations with appropriate classroom community
expectations with appropriate expectations with appropriate verbal AND non-verbal expectations OR does not use,
verbal AND non-verbal verbal AND non-verbal communication. OR uses inappropriate, verbal
communication. communication. AND non-verbal communication.
5-LE Establishes and maintains a Enforces classroom, school AND Enforces classroom, school Enforces classroom, school OR Does not enforce, OR
safe classroom environment. community safety rules AND AND/OR community safety rules community safety rules OR ineffectively enforces, classroom,
policies relevant to the content AND/OR policies relevant to the policies relevant to the content school OR community safety
with written, visual, AND oral content with written, visual, with written, visual, OR oral rules OR policies relevant to the
procedures; specific to science AND/OR oral procedures; procedures; specific to science content with written, visual, OR
classrooms: enforces required specific to science classrooms: classrooms: enforces required oral procedures; specific to
OSHA safety standards. enforces required OSHA safety OSHA safety standards. science classrooms: enforces
standards. required OSHA safety standards.

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OBSERVATION OF FIELD PERFORMANCE

Teacher Candidate: Jamie McBurney Observer: Kelly Almond Date: 10/28/17

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PLANNING: Professional Knowledge

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INSTRUCTIONAL DELIVERY: Instructional Strategies

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