FIELD OBSERVATION REPORT

FORM B
The University of Montana - Missoula
Visit Number: 1 2 3 4 5 6 Date: 5/6/14
Teacher Subjects & Grade
Candidate: Mikel Hoffman Level: K-2 Special Education
Lesson: 2nd Grade Zones Review and Worksheet
Directions: This form works well for student teaching field experience observations conducted after the
midterm. It is an abbreviation of The University of Montanas Teacher Education Performance-Based Learning
Outcomes.
Performance Outcomes Comments
1. Demonstrates knowledge of the disciplines and subject matter related
to curriculum.
- Uses accurate sources of information.
- Exhibits a depth of understanding of the content to be learned.
- Presents content in a way students can understand.
- Integrates history, cultural heritage, and contemporary status of Montana
Indians, and other diverse populations.
- Answers questions appropriately and correctly.
Mikel continues to demonstrate all the
elements under this performance
outcome with the exception of the
highlighted text to the left. The lesson on
"zones" shows that she has studied the
material and is able to competently teach
and re-teach it to the kids.
2. Designs interdisciplinary and discrete subject area instruction to
achieve curriculum goals.
- Establishes clear and useful objectives.
- Provides for a logical progression of concepts and skills.
- Seeks opportunities to integrate learning from various disciplines.
- Considers the local community and events in class lesson plans.
- Seeks ways to integrate knowledge of history, cultural heritage, and
contemporary status of Montana Indians when appropriate.
Mikel has demonstrated all of the
elements under this performance outcome
the exception of the highlighted text to the
left. Her lesson plans indicate that she has
carefully planned this lesson so that
students can understand the idea of
"zones" in categorizing their feelings.
3. Uses appropriate technologies and resources to enhance instruction
and student performance.
- Has knowledge of current technology and incorporates it in teaching.
- Matches appropriate technologies and resources to lesson objectives.
- Instructs students in use of technology and instructional materials.
- Uses technology and other resources for students, parents or guardians to
access course requirements and information.
Mikel uses technology where
appropriate; however, this lesson did not
lend itself to the use of any particular
technology. With more experience, I'm
sure she will find a way to utilize
technology to achieve her instructional
goals.
4. Selects and designs appropriate and authentic means of assessing
student learning and progress.
- Uses pre-assessments to determine students' background knowledge, and
reviews criteria with the cooperating teacher.
- Matches assessments with objectives.
- Uses multiple assessments, including performance-based assessments.
- Uses rubrics to help students understand grading policies and encourages
students to assess and monitor their own progress.
- Provides accurate feedback on academic performance.
- Keeps complete and accurate records of student progress.
- Returns graded assignments and exams promptly.
Mikel carefully monitors the students and
their activities. She gives appropriate
feedback to the students to ensure that
students are getting the concept. She
provided support and redirection as
needed to help students get through the
lesson.
Performance Outcomes Comments
5. Implements instructional and behavioral management strategies to
promote a safe and positive learning environment.
5a. Instructional Management
- Presents plans in advance of the lesson to the cooperating teacher.
- Prepares for each lesson.
- Provides for a safe physical environment for students.
- Establishes a classroom environment that fosters student achievement.
- Uses class time effectively.
- Builds connections to students prior knowledge.
- Incorporates student responses or questions to direct curricular decisions.
- Engages all students equitably in discussions and activities.
All elements under this performance
outcome have been demonstrated.
During this small group exercise, Mikel
was able to get students to verbalize and
articulate the various characteristics of
each colored "zone." The lesson
appeared to be well planned and thought
out.
5b. Behavioral Management
- Defines and adheres to clear classroom policies and procedures.
- Establishes a classroom fostering a positive social environment for learning.
- Develops attitudes and work habits promoting responsibility and
respect for others.
- Engages and keeps students on task.
- Provides appropriate feedback for student behavior.
- Analyzes classroom problems and initiates appropriate solutions.
- Uses preventive behavior and intervention management strategies.
All elements under the standard were
demonstrated. As with the previous
observation, the group doing this
exercise was a challenging one. Mikel
was able to talk students through the
various characteristics of each zone and
was able to get them to articulate what
that zone "looked" like.
6. Engages students in learning activities that promote critical and
creative thinking.
- Uses varied questioning strategies.
- Uses "think" time for student responses.
- Helps students assess accuracy of information.
- Encourages students to use problem solving strategies.
- Helps students summarize and develop generalizations.
Mikel continues to work well in a small
group situation. She is able to
accommodate individual student needs
and tailors her instruction so that all
students are capable of completing the
activity.
7. Designs and organizes learning environments to accommodate
learners.
- Helps students to accept responsibility for learning.
- Uses a variety of materials, strategies, and activities.
- Creatively connects lessons with student experiences.
- Designs developmentally appropriate lessons.
Mikel's use of the day's schedule help to
provide focus for the lesson. It also
provided an incentive for students to
work hard in order to receive a reward at
the end of the day.
8. Communicates clearly, accurately, and professionally with students
and their families, colleagues, and community members.
- Communicates proactively with parents, other school personnel, and
community members.
- Seeks to establish cooperative partnerships with parents/guardians to support
student learning.
- Communicates with students, colleagues and others honestly and
appropriately.
- Emphasizes the value and importance of the lesson
content/activity.
- Communicates enthusiasm for learning and teaching.
- Uses effective listening skills to modify instruction.
- Uses humor appropriately.
- Speaks clearly and with appropriate voice inflection.
- Uses standard English.
- Models appropriate language for the maturity level of the students.
- Gives clear directions and explanations appropriate for the grade level.
Mikel is a very capable communicator.
She also and knows when to use
discretion in communicating her thoughts
and feelings to the people around her.
Case in point, she had an issue with one
of the paraprofessionals in the classroom
and yet was able to complete the lesson
without exploding or reprimanding the
paraprofessionals in front of the
students. She also asked for a vice on
how to deal with the situation, but is
more than willing to deal with the
situation in order to ensure that students
are getting what they need out of the
social group.
Performance Outcomes Comments
9. Reflects on professional responsibilities and demonstrates
commitment to fairness and the ability of all to learn.
- Is punctual and reliable in meeting obligations.
- Reflects on teaching practice to improve performance.
- Protects the legal rights of students.
- Conduct is consistent with the Professional Educators of Montana Code of
Ethics.
- Observes policies, regulations and channels of communication.
- Maintains a professional appearance.
- Attends faculty meetings, in-service seminars, parent activities, student
teaching seminars and other opportunities for professional growth.
- Exhibits openness to new resources, ideas, suggestions and strategies.
- Consults with the cooperating teacher and various resource personnel.
- Demonstrates a familiarity with professional organizations and publications.
- Demonstrates understanding of and sensitivity to community/cultural
expectations.
- Demonstrates fairness by meeting the educational needs of all students in a
caring, non-discriminatory, and equitable manner.
- Lesson plans and student interactions demonstrate the belief that all
students can learn.
Once again, it is apparent that Mikel is
very aware of the duties and
responsibilities of the teacher. She is
driven to do things "by the book" and is
very efficient and timely in completing
her professional duties. She has a
strong sense of right and wrong and a
strong sense of duty. She strives to do
what is professionally appropriate and
assumes the persona of a professional
when she is in front of her students.
Supervisor Signature: Date: 5/6/14
Mikel:
You showed a great deal of restraint today by not jumping the paraprofessional who you perceived had talked down to
you. I think that Jon's idea of giving that paraprofessional something else to do during class time is a good thing. As a
student teacher, I know it is difficult for you to know where you stand and what you can and can't do when it comes to
dealing with other people on staff. When you get your own classroom and have your own paraprofessionals working for
you, I would expect you to deal with those situations right up front as they arise. In this situation, however, I think it
would be best if you were able to just roll with things and avoid a major conflict. If this kind of behavior continues, let me
know. I will address it with Mr. Olinger and with Jon. It does not make sense to make waves this late in the game. Work
with Jon to see if you can put together a workaround so that this whole issue does not come to a head. I know that Jon
will deal with it, but that is something that you should try to keep your hands out of. You do not want something you say
to this individual to perhaps come back and bite you at a later date. Hang in there! You are almost done!
Dave