SPED Observation Notes for: Ashley two

Date: 2/5

Time: 7:50-

Observation #: two
Pre-observation: (plan in on time, detailed, state and local
standards, clear intent)
This observation took place in an inclusion classroom. The plan
was created by the regular classroom teacher. It was shared with
Ms. Mustaki who also shared it with me.
Ms. Mustaki is responsible for monitoring 12 students in a class of
about 20.
Planning: (measureable objectives, variety of strategies,
interdisciplinary, appropriate strategies to meet specific needs of
students, designed to advance learning)
Learner Development and Differences: (developmentally
appropriate instruction, meets soc/emot needs, activities are
meaningful and appropriately challenging)
The support that Ms. Mustaki provided for her students was
exactly what they needed to feel safe and successful.
Learning Environment: (positive and respectful, variety of
social engagement-individual and small group, safe, supports
students emotional well-being)
Students were provided help throughout the entire lesson. Ms.
Mustaki smiled at them often and guided them as needed.
Classroom Management: (clear rules communicated and
enforced, consistent and fair, low profile corrections, routines

established and maintained, appropriate praise, smooth

transitions, awareness of student behavior and engagement)
Ms. Mustaki treated each student gently and respectfully. She
praised them appropriately and often.
Assessing Student Learning: (use of a variety of formative
assessments, students review own progress, specific feedback,
modifies instruction as needed to meet students needs)
Ms. Mustaki approached each student with good questions to
guide them. She lead them toward correctness but did not give
them answers.
Instructing and Engaging Students: (active teacher and
student participation, adjusts instruction to meet immediate
needs, good questioning strategies, use of technology, variety of
grouping strategies, promotes student communication and critical
thinking and problem solving, encourages correct discipline
vocabulary)
Ms. Mustaki interacted with her students constantly throughout
the whole lesson. She quietly met the needs of her students with
no disruption of the lesson being conducted by the regular
classroom teacher.
Lesson Presentation: (clear start, prior knowledge, materials
ready, states objectives, high expectations, check for mastery as
lesson proceeds, moves about classroom, wait time, clear end
review, transition, homework)
Class began with a warm up problem on the front board.
Students began working right away. Ms. Mustaki and her HT, Ms.
Walker, moved about the classroom assisting individual students
and recording completed homework. Ms. Mustaki supported each
student and provided help without giving them the answer. She
encouraged them to think on their own. All three teachers worked

very well as a team to meet the needs of all students in this

classroom.
Homework checking was next on the agenda. The regular
classroom teacher then revealed the answers to the HW
assignment on the board and asked the students if any answers
were incorrect. She worked a few problems on the board. Ms.
Mustaki continued to monitor and assist her students.
As the regular classroom teacher continued her explanations of
the HW problems, Ms. Mustaki focused on her students. She
seemed to intuitively know when a student needed help and went
directly to him/her.
Some students needed help locating a worksheet that was
needed for the next problem. Ms. Mustaki helped a few students
locate theirs.
Quizzes from the previous day were distributed to the students.
The teacher focused on some problems that proved difficult for
many students. Ms. Mustaki moved to different sides of the room
to change her view of students faces.
Students were then expected to locate their Math notebooks and
put them on their desks. Ms. Mustaki helped some students
locate their notebooks and find the right page. She then
distributed some printed notes to all students. Ms. Mustaki
helped some students glue their pages into their notebooks. She
also worked constantly to refocus any students who were not
paying attention to the lesson being conducted on the board.
Students then got out Expo markers for the next part of the
lesson that involved identifying quadilaterals through riddles and
clues. Various quadilaterals were pictured on a sheet that was
covered by plastic. The first set of clues was presented. This level
of complexity was a struggle for some students. Ms. Mustaki and
her HT both immediately went to assist their students. They
helped the students get the correct answer. They moved to the
next riddle and the assistance continued. Help was often offered
in the form of repeating the clues a few times or restating them.
Ms. Mustaki worked constantly with her students and helped them
to figure out each step and arrive at the correct answer.

The students were then asked to create their own riddle using the
worksheet from the previous part of the lesson. This sheet
pictures a variety of quadrilaterals. The teacher projected clear
directions on the screen. This part of the lesson was very
complex and many students needed assistance. This activity took
the students to the very end of the period. Daily HW sheets were
distributed. Students were reminded to study for tomorrows quiz
then they were dismissed.
Content Knowledge: (accurate and appropriate knowledge,
explains skills logically and explicitly, prior knowledge and
experience connections, variety of examples, makes real world
connections, knowledge of SPED curriculum standards)
The help that Ms. Mustaki provided indicated a clear
understanding of the needs of her SPED students.
Additional Comments:
Ms. Mustaki works very effectively with her HT and the
regular classroom teacher. She is clearly a valued and
effective member of the team in this inclusion classroom.
She interacts constantly with her students and provides
them with encouragement and praise. She shows her
students a great deal of kindness.
Plan for next visit: Our next visit will be observation 3 and your
midterm conference. Ideally we should all 3 be together for the
conference. Ill return February 17 at 12:30.
Before you go to your next placement, pay another visit to your placement 2
teacher. Go at a time that you can speak to her and be introduced to her students
BEFORE you begin your placement.