Practicum student:

SUPERVISORS FORMAL OBSERVATION REPORT

Erin Alles
Date: 03/10/2015

School:

Arcade Elementary, Arcade, NY

Subject:

ELA

Grade Level: 2nd Grade ELA

Observation: 3

Lesson Topic: Phonics & Decoding

Teaching Model/Methodology: Small Group/ Explicit Instruction with Response Cards
Target
Good

PLAN

Acceptable
Satisfactory

Unacceptable
Minimally
Acceptable

Clearly written lesson plan codes with appropriate New York/common

X
core standards
Objectives are behavioral and measureable.
X
Lesson plan received by the University Supervisor at least 24 hours in
X
advance.
Lesson plan includes all essential components. It is appropriate to grade
X
and skill level of the students.
Lesson plan represents a logical sequence of instruction.
X
The assessment is directly correlated to the lesson objectives.
X
Lesson plan specifically cites differentiation in the form of tiering or
X
adaptations and modifications for individual students.
The practicum student addresses various learning modalities.
X
The practicum student exhibits appropriate expectations and academic
X
focus.
Comments: You did a great job planning and trying to address different learning modalities: visual, writing, auditory
The planned review/ anticipatory set was shortened due to behavior and time constraints (only 1 out of 7 words reviewed).

DELIVERY
It is evident that all materials are prepared at the beginning of the school
day in which this lesson is being taught.*
*Information provided to the University supervisor via conversations
with cooperating teacher.
The practicum student gains student attention.
X
The practicum student minimizes transitions and disruptions.
X
The practicum student demonstrates full knowledge of the content being
X
taught.
The practicum student uses proper grammar.
X
The practicum student communicates effectively.
X
All materials used during the lesson are grammatically correct.
X
Practicum student follows the lesson plan that was approved.
Materials used in lesson must support the lesson objectives.
X
The practicum student provides active participation and involvement for
X
learners.
The practicum student uses effective questioning strategies.
X
The practicum student models or demonstrates desired skill(s).
X
The practicum student provides guided and independent practice.
X
The practicum student uses positive reinforcement.
X
The practicum student uses good motivational strategies.
X
Practicum student brings lesson to appropriate closure.
X
Comments:
The first student you worked with completely shut down. The second student was very oppositional, and was allowed to escape demands, as
you reported her BIP allows. However, you missed many opportunities to provide positive reinforcement for appropriate/ desired behaviors.
You attempted to avoid escalation of the behaviors, and to avoid confrontation. You gave the student a choice to come back and work with
you or to take another break, which wasnt the best plan.

Target

Acceptable
Good

Satisfactory

Unacceptable
Minimally
Acceptable

MANAGEMENT
The teacher is flexible in adapting instructional plans to meet emerging
needs in the classroom

Practicum student demonstrates effective classroom management

techniques and safety.
Practicum student awareness and presence are observable.

X
X

Comments:
At one point, the student read six words in a row, and you did not provide any praise, but another task, and then she shut down again.
The student did not comply with the expectations of the lesson and refused to participate. You allowed her to go to counseling because the
time was up.
You and I discussed a possible token economy system to reinforce academically compliant behaviors, and minimize escape motivated
screaming and lying on the floor. I suggested a behavior plan where positive behavior is reinforced (DRA). We also discussed the need for
a classroom wide behavior plan/ token economy for all students. I suggested re-doing FBAs and BIP with the next IEP and to make sure
they are implemented consistently.

DISPOSITION/PROFESSIONALISM*
The practicum student establishes clear rules and procedures.
The practicum student prepares written and complete lesson plans for
every teaching episode and uses reflection to improve professional
practice.
The practicum student is here on time every day.
The practicum student is available before and after school hours for
planning.
The practicum student creates a positive environment within which
diversity is valued.
The practicum student is receptive to constructive criticism and
implements change based on feedback.
The practicum student is flexible in adapting instructional plans to meet
emerging needs in the classroom.
The practicum student consistently integrates technology into their
teaching.
Comments:

X
X
X
X
X
X
X
X

*Information provided to the University Supervisor via conversations with cooperating teacher.

LESSON STRENGTHS: You remained very calm and patient while both students pushed behavioral
boundaries. Nice job calmly stating expectations and avoiding escalations of behavior. You gave student a
break only when she asked appropriately the first time, and timed it accordingly. You did not time subsequent
breaks.

LESSON WEAKNESSES: You need to work on establishing clear expectations and behavioral
contingencies. If thisthenthis. When giving redirection back to work, dont say Maybe, be clear and
firm. Give lots of praise when the student does anything you ask, espescially with the level of noncompliance
you have. Perhaps a token economy, or consultation with a behavior specialist/ behavior analyst for both
students would be appropriate. I recommend the Tough Kid Book, and also Skillstreaming Social Skills
Curriculum.

University Supervisor:
Practicum student:
6-20-11

____

Date: March 10, 2015

Date: