Documente Academic
Documente Profesional
Documente Cultură
Advanced
Proficiently
Developing
Unsatisfactory
University of Phoenix
Name of
Student Teacher
9:40-10:35am
Observation
Time
Number of
Students
20
Observation
Date
Name of
School
Name of
Observer
Name of
UOP Supervisor
11/21/2014
Mabel Hoggard
Observation
Week #
Grade
Level
12
Deborah E. Franklin
Deborah E. Franklin
Domain One:
Planning and Preparation
No Chance
to Observe
Advanced
Proficient
X
X
X
X
X
X
X
X
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Developing
Unsatisfactory
Domain One:
Planning and Preparation
Science
Candidate knows, understands, and uses
fundamental concepts of physical, life, and
earth/science. Candidate can design and
implement age-appropriate inquiry lessons
to teach science, to build student
understanding for personal and social
applications, and to convey the nature of
science.
Mathematics
Candidate knows, understands, and uses
the major concepts and procedures that
define number and operations, algebra,
geometry, measurement, and data analysis
and probability. In doing so, they
consistently engage problem solving,
reasoning and proof, communication,
connections, and representation.
Social studies
Candidate knows, understands, and major
concept and modes of inquiry from social
studies-the integrated study of history,
geography, the social studies, and other
related area-to promote elementary
students abilities to make informed
decisions as make informed as citizens of a
culturally diverse democratic society and
independent world.
The Arts
Candidate knows, understand, uses-as
appropriate to their own understanding and
skills the content, functions, and
achievements of the performing art
dance, music, and theater- and the visual
arts as primary media for communications,
inquiry, and engagement among
elementary grades.
Physical Education
Candidate knows, understands, and uses
as appropriate to their own understanding
and skills human movement and physical
activity as central elements to foster active,
healthy life styles and enhanced quality of
life for elementary students
No Chance
to Observe
Advanced
Proficient
Developing
Unsatisfactory
Narrative:
Lesson plans for each content area were consistently prepared prior to delivery of instruction. Plans
included the elements of a good lesson, and were coded and aligned with the state standards.
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Domain Two:
Learning Environment
No Chance
to Observe
Advanced
X
X
X
X
X
X
X
Narrative:
ST maintained a classroom environment that was consistently conducive to the teaching/learning process.
ST was always prepared for instruction. Materials were found to be easily retrievable, and work was
provided for early finishers to ensure maximum on task behavior.
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Domain Three:
Instruction
No Chance
to Observe
Advanced
Proficient
Developing Unsatisfactory
X
X
X
X
X
X
X
Narrative:
Students came in from special ready for instruction. File folders were immediately put up for privacy during the
spelling test. ST said the number first, a word alone, then the word in a sentence, and once again alone. The ST
called the words at a rapid pace. Students were on task. ST told students to turn their papers over when the test was
done. Next, they were going to take a phonics test. She reminded students they worked on the sh sound/rule. ST
dictated words that started and ended with sh. ST circulated during the entire testing period. "Eyes up", attention was
refocused, and eight minute math test was going to be administered. ST gave directions prior to passing out the test.
Once the test was passed out to each student, ST encouraged students to do their best. She encouraged students to
check over there were if they were finished before the time ended. ST used a digital clock on her phone at the timer.
Some students tested rapidly without a, some use number lines that were on their desks, some use their fingers. ST
provided more for early finishers the worksheet was already on their desks. ST complimented students on strategies
used during the times math test. The next assessment dealt with drawing conclusions. There were three groups of
students, good differentiation of instruction. One group was led by a grandma helper, she read the test to those
needing assistance. A CCSD employee assisted another group, then there was an independent group that needed no
assistance. Next was an assessment or students identified information from the text (a Scholastic non-fiction book).
Students answered questions on the worksheet, and ST gave directions.
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Domain Four:
The Professional Educator
No Chance
to Observe
Advanced
Proficient
Developing Unsatisfactory
X
X
X
X
X
X
X
X
X
X
Narrative:
ST continued to perform her duties as a student teacher in a most professional manner. She established and
maintained a positive rapport with her CT and FS.
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