NMU 2014

NMU Student Teaching Early Observation

Based on the Charlotte Danielson Framework for Teaching 2013
This formative evaluation is to be completed by the student teacher, cooperating teacher, and the university supervisor within the first
quarter of the student teaching experience.
Although the Danielson Framework recognizes 22 indicators in Four Domains, we are prioritizing indicators a and d in Domain 1 and
indicators a, c, d and f in Domain 4 for initial feedback during the first quarter of the student teaching experience.
This formative evaluation, should be completed in the following order:
1. Student teacher
2. Cooperating teacher
3. University supervisor
Once the university supervisor has completed the form, they should submit a copy to the Field Office: Tracy VanAbel,
tvanabel@nmu.edu, FAX: 906-227-2764, School of Education, Leadership and Public Service 1401 Presque Isle Avenue, Marquette,
MI 49855.
Date of observation: September 18, 2014
Student Teacher Name: Griffin Lawson
Student Teacher IN: 00170570
Cooperating Teacher Name: Katie Trudgeon
University Supervisor Name: Katie Berger-Racine
School Name: Lakeview Elementary School
Grade(s) taught during this period: Junior Kindergarten
Subject(s) taught during this period: Language Arts

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Domain 1 Planning and Preparation

1a: Demonstrating knowledge of content

Assessment by Student Teacher

not yet/not observed (option only
for early and mid-term evaluation)
with direction from the
cooperating teacher
emerging independence
independent
independent and consistent

1d: Demonstrating knowledge of

resources

Assessment by Student Teacher

not yet/not observed (option only
for early and mid-term evaluation)
with direction from the
cooperating teacher
emerging independence
independent
independent and consistent

The teacher displays solid knowledge of the important concepts in the discipline and how these
relate to one another. The teacher demonstrates accurate understanding of prerequisite
relationships among topics.
The teachers plans and practice reflect familiarity with a wide range of effective pedagogical
approaches in the subject.

Assessment by Cooperating Teacher

not yet/not observed (option only for
early and mid-term evaluation)
with direction from the cooperating
teacher
emerging independence
independent
independent and consistent

Assessment by University Supervisor

not yet/not observed (option only for
early and mid-term evaluation)
with direction from the cooperating
teacher
emerging independence
independent
independent and consistent

The teacher displays awareness of resources beyond those provided by the school or district,
including those on the Internet, for classroom use and for extending ones professional skill, and
seeks out such resources.

Assessment by Cooperating Teacher

not yet/not observed (option only for
early and mid-term evaluation)
with direction from the cooperating
teacher
emerging independence
independent
independent and consistent

Assessment by University Supervisor

not yet/not observed (option only for
early and mid-term evaluation)
with direction from the cooperating
teacher
emerging independence
independent
independent and consistent

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Planning and Preparation Comments:

Student Teacher: A lot of my activities that I have done so far have been with materials that my cooperating teachers has had in her classroom
already. I have been fortunate that I have had to use very little resources outside of the classroom for my activities.
Cooperating Teacher: The lessons Griffin teaches are hands-on and engaging. He utilizes the resources I have available to him and has also
created his own. Griffin always informs the students of what is expected and in return, the students are more prepared for each lesson. He also
does an amazing job of making sure objectives are met within each lesson. Griffin develops effective lessons within the curriculum and uses a
variety of teaching styles to accommodate all types of learners.
University Supervisor: The lesson I observed involved four centers with Griffin leading a center on books. I thought the lesson was very well
planned. Based on Griffins lesson plan and the objectives listed, it is evident he is thinking about the junior kindergarten curriculum. Mr.
Lawson had all of the materials ready and the students were engaged at all four centers. Griffin was confident leading his book center. He asked
the students appropriate questions and the lesson progressed well. He recognized when students werent paying attention and bought the student
back on task by either saying his/her name, asking the student a question, or using a vocabulary word. I also like how he let the students know
theyd be writing their own books later this year. Griffins ability to keep the students engaged and excited comes naturally to him and the
students responded very well.
Planning and Preparation Goals:
Student Teacher: I want to get better at planning ahead and my cooperating teacher has helped me tremendously so far. She has showed how
she plans for each week and how important it is to plan ahead so you are not rushing or forgetting anything. It is great to see someone in the
professional setting preparing and planning their week out ahead of time because you dont get a strong feel on how it is done when you are in
actual classes on campus or briefly in and out of schools to teach lessons. My cooperating teacher has been a great mentor so far and is showing
me great pointers and tips on how to prepare and plan ahead.
Cooperating Teacher: I fully support and agree with Griffins goals. This is one area we have just started working on more intensely. I will
continue to collaborate with Griffin on lesson planning and preparation.
University Supervisor: In our post observation conference Griffin and Katie both discussed planning more than a day or two ahead of time.
Katie clearly supports Griffin, Griffin feels comfortable with Katie, and they make a productive team. I agree that Griffin is ready to start looking
at the big picture and plan further ahead.

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Domain 4 Professional Responsibilities

4A Reflection on Teaching

Assessment by Student Teacher

not yet/not observed (option only
for early and mid-term evaluation)
with direction from the
cooperating teacher
emerging independence
independent
independent and consistent

4C Communicating with Families

Assessment by Student Teacher

not yet/not observed (option only
for early and mid-term evaluation)
with direction from the
cooperating teacher
emerging independence
independent
independent and consistent

The teacher makes an accurate assessment of a lesson's effectiveness and the extent to which it
achieved its instructional outcomes and can cite general references to support the judgment. The
teacher makes a few specific suggestions of what could be tried another time the lesson is
taught.

Assessment by Cooperating Teacher

not yet/not observed (option only for
early and mid-term evaluation)
with direction from the cooperating
teacher
emerging independence
independent
independent and consistent

Assessment by University Supervisor

not yet/not observed (option only for
early and mid-term evaluation)
with direction from the cooperating
teacher
emerging independence
independent
independent and consistent

The teacher provides frequent and appropriate information to families about the instructional
program and conveys information about individual student progress in a culturally sensitive
manner. The teacher makes some attempts to engage families in the instructional program.

Assessment by Cooperating Teacher

not yet/not observed (option only for
early and mid-term evaluation)
with direction from the cooperating
teacher
emerging independence
independent
independent and consistent

Assessment by University Supervisor

not yet/not observed (option only for
early and mid-term evaluation)
with direction from the cooperating
teacher
emerging independence
independent
independent and consistent
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4D Participating in a Professional
Community

Assessment by Student Teacher

not yet/not observed (option only
for early and mid-term evaluation)
with direction from the
cooperating teacher
emerging independence
independent
independent and consistent

4F Showing Professionalism

The teachers relationships with colleagues are characterized by mutual support and cooperation;
the teacher actively participates in a culture of professional inquiry. The teacher volunteers to
participate in school events and in school and district projects, making a substantial contribution.

Assessment by Cooperating Teacher

not yet/not observed (option only for
early and mid-term evaluation)
with direction from the cooperating
teacher
emerging independence
independent
independent and consistent

Assessment by University Supervisor

not yet/not observed (option only for
early and mid-term evaluation)
with direction from the cooperating
teacher
emerging independence
independent
independent and consistent

The teacher displays high standards of honesty, integrity, and confidentiality in interactions with
colleagues, students, and the public. The teacher is active in serving students, working to ensure
that all students receive a fair opportunity to succeed. The teacher maintains an open mind in
team or departmental decision-making. The teacher complies fully with school and district
regulations.

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Assessment by Student Teacher

not yet/not observed (option only for
early and mid-term evaluation)
with direction from the cooperating
teacher
emerging independence
independent
independent and consistent

Assessment by Cooperating Teacher

not yet/not observed (option only
for early and mid-term evaluation)
with direction from the
cooperating teacher
emerging independence
independent
independent and consistent

Assessment by University Supervisor

not yet/not observed (option only for
early and mid-term evaluation)
with direction from the cooperating
teacher
emerging independence
independent
independent and consistent

Professional Responsibilities Comments:

Student Teacher: Every time I do an activity with the children I am always looking to see what I can do to improve my teaching and how to
make it more effective for the next time around. I keep a watchful eye on how the students respond to the activity with their enthusiasm or body
language and by the work they get completed. This gives me a good understanding on how well they enjoyed the activity or gives me some
indication on what I need to improve on.
I havent had too much interaction with parent involvement at this moment, but I briefly talked to a parent that came into the classroom to watch
her son. I will soon be making a positive phone call to a parent in which I will be letting them know how their child has behaved in the classroom
so far and the progress they are making as well.
As far as professionalism, I try my absolute to hardest to maintain a solid rapport with every student in the classroom. I feel it is important to
make each on feel special and accepted. My activities are designed to help them succeed in their learning and with the help of my cooperating
teacher, I can see that there is progress being made.
Cooperating Teacher: Griffin is great at commanding his audience and changing his lesson according to the reaction of students. He is
constantly assessing his lessons and reflecting on how he could better the lesson. Griffin understands the value of education and is a strong
advocate for all his students. He models fairness, compassion, integrity, and trustworthiness. Griffin loves teaching and wants to better himself
through experience and advice. His professionalism is impeccable. He is always on time, dresses professionally, and acts respectfully to
colleagues, parents, and students.
Griffin and I have spoke about ways he can increase his communication with the parents. He will start making positive phone calls to parents.
Griffin will also have a Mr. Lawsons Corner in the weekly newsletter.
University Supervisor: Not only is Griffin incredibly reflective after a lesson, but he is also reflective during the lesson. He modified his book
center a little bit each time. He recognized when he needed to simplify explanations and did so automatically and positively. Griffin is great at
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assessing himself and his lessons, but he is also great at informal assessments of his students. He seems to really know his students and has
identified the students needs and strengths. Teaching is not just going to be a job for Griffin, its his passion and Im confident hes going to
succeed.
I have no doubt that Griffin will get involved with the school community as the semester progresses. Im happy to hear he plans on making phone
calls to parents and have a section in the weekly newsletter.
Any interaction I have ever had with Griffin has been professional and he has continued to model that during his student teaching assignment.
Professional Responsibilities Goals:
Student Teacher: I will show up each day willing to learn from my cooperating teacher while working my hardest to help the children succeed
academically, but also to help them adjust to life in a school setting. Since the students are so young, it may take some time for them to make the
proper adjustments needed, but I will strive to help them feel comfortable and safe when they are here. As I mentioned previously, I also want to
make sure I develop a positive relationship with each child to show them that I care and that I am here to help them succeed in every aspect of
their education.
Cooperating Teacher: I fully support Griffins goals. Griffin understands the value of learning and teaching and is continually striving to be the
best teacher he can possibly be.
University Supervisor: I also support Griffins goals and think hes on the right track to helping the students succeed and feel comfortable in a
school setting. It was evident the students look up to him and enjoy having him in the classroom. In addition to Griffins goals, I encourage him
to make a phone call home to a parent once a week and attend two school activities a month.