STUDENT TEACHING SOLO VISIT #2 OBSERVATION FORM

Student: Lieren Peason

School: Wilson Elementary

CT: Erin Sayegusa

Grade/Subject: Grade 1

Supervisor: Bernice Kihara

Date: April 20, 2015

Directions:
Observations of the Student Teacher are intended to provide information and an evaluation of the
performance and dispositions of the student teacher in the classroom. The focus for the Solo Observation
#2 will be a summary ratings for all Ten Standards and will include the Observation, Commendations,
Recommendations, and Questions and Comments based on the Ten Standards. Please take into consideration the whole
picture of the classroom and the student teachers performance/dispositions.
In the observation notes section you can indicate the specifics of the visit which include, but are
not limited to, all Ten Standards and any other notes that you feel will add to the observation.
In the Commendations and Recommendations section please make reference to all Ten Standards
and feel free to elaborate and/or touch upon other areas of the student teachers performance.
Directions: Please evaluate the student teachers performance in each box using the following key:
(DM) - Does not Meet ; (A) Approaching; (M) Meets; (E) Exceeds

Explanation of scoring:
Does not Meet (DM)
Approaching (A)
Meets (M)
Exceeds (E)

Student is not meeting the specified performance proficiency or did not provide evidence
Student demonstrates with quality or provides evidence of performance proficiency less than 74% of the time
Student demonstrates with quality or provides evidence of performance proficiency 75 - 94% of the time
Student demonstrates with quality or provides evidence of performance proficiency 95% or more of the time

Summary Rating: The summary rating should be the average of the scores for each subheading.

Standard #1: Learner Development (Solo #1)

The teacher understands how learners grow and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and
physical areas, and designs and implements developmentally appropriate and challenging learning
experiences.

Summary Rating
(Please circle appropriate rating):
DM

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INTASC Standards

Standard #2: Learning Differences (Solo #1)

The teacher uses understanding of individual differences and diverse cultures and communities to
ensure inclusive learning environments that enable each learner to meet high standards.

Summary Rating
(Please circle appropriate rating):
DM

Standard #3: Learning Environments (Mini/Block)

The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Summary Rating
(Please circle appropriate rating):
DM

Standard #4: Content Knowledge (Block)

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s)
s/he teaches and creates learning experiences that make these aspects of the discipline accessible
and meaningful for learners to assure mastery of the content.

Summary Rating
(Please circle appropriate rating):
DM

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INTASC Standards

Standard #5: Application of Content (Block)

The teacher understands how to connect concepts and use differing perspectives to engage learners
in critical thinking, creativity, and collaborative problem solving related to authentic local and
global issues.

Summary Rating
(Please circle appropriate rating):
DM

Standard #6: Assessment (Mini/Block)

The teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to monitor learner progress, and to guide the teachers and learners decision making.

Summary Rating
(Please circle appropriate rating):
DM

Standard #7: Planning for Instruction (Mini/Block)

The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as
well as knowledge of learners and the community context.

Summary Rating
(Please circle appropriate rating):
DM

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INTASC Standards

Standard #8: Instructional Strategies (Block)

The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.

Summary Rating
(Please circle appropriate rating):
DM

Standard #9: Professional Learning and Ethical Practice (Solo #1)

The teacher engages in ongoing professional learning and uses evidence to continually evaluate
his/her practice, particularly the effects of his/her choices and actions on others (learners, families,
other professionals, and the community), and adapts practice to meet the needs of each learner.

Summary Rating
(Please circle appropriate rating):
DM

Standard #10: Leadership and Collaboration (Solo #1)

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student
learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Summary Rating
(Please circle appropriate rating):
DM

Observation Notes:
11:45 Students return from lunch and recess and enter the room quietly.
ST asks students to get a drink at their seats and sit on the floor.
ST informs students they will finish their math independently but provides feedback to
students on the math work completed before lunch. ST: Think of basic shapes and use the
shapes in your baggy and I want to see what your shapes make. Make a simple picture using at
least two shapes.
Students require additional support in completing a particular task independently and ST
clarifies task: Use pattern blocks to make a picture of a dog. Refer to the video we saw
earlier.
ST: When you are done, come on up and get two sheets of paper. One is larger than the other.
What am I doing? I am comparing the size of two sheets of paper. Take the paper shapes and
create a picture out of these two shapes. Imagine something out of your head. I have a
rhombus and a square. Students call out the names of the shapes. ST calls on a student to
check for understanding. You will be adding on to your shapes.
You may quietly go back to your desk to finish your worksheets independently.
11: 53 Students return to their seats. CT and ST confer at front of room. Students work
independently and are able to share geometric blocks respectfully. Classroom environment and
respect for one another is part of the culture of this classroom. PTT helps to monitor students.
ST and CT monitor students and review the directions and expectations with students.
11:57 Student goes up to ST and ST provides feedback to student. Student returns to seat.
Boys and girls on number 2, make sure it is a picture I can recognize. You have two squares
to make a bird house. Would it be possible for you to use a rhombus or triangle?
ST: Boys and girls, try moving or manipulating your shapes to make a picture. I have
someone who has made a robot. Students are tracing shapes and adding details to their
images.
12:03 ST: Hands off your pencils and I want to see your eyes. Some of us are having
difficulty with number 2 so Student 1, will you come up with your shapes? Student brings his
shapes up to visual presenter and manipulates the shapes until he gets what he wants. What
picture did he create? Student 2, what did Evan create? Student 2 responses with It looks
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like a head. ST: What picture does it look like? A person. A robot. I can look at his picture I
can see that he created a robot. Think of something other than a robot.
Second student goes up to the visual presenter and manipulates pattern blocks to come with an
object. ST: Any ideas on what object was created? Students respond with tree, house,
mountain. Student at visual presenter confirms that the object is a mountain.
ST: Ill call on one more student. As student is reproducing his picture with the pattern blocks,
students call out their prediction. ST reviews another problem. ST: Using these pattern
blocks, finish the flower by adding a leaf. Do I just draw? Should I should a pattern block?
What pattern block should I use? Student responds and ST clarifies her question. ST: You
need to practice drawing your shapes. Does that image mirror the image on the other side of
the stem? This is quality work, I want to see straight lines. For my petals, what shape is
missing? Student responds a triangle. Do I just draw an organic shape or should I use what is
on the picture as a model. I want to see nice triangles, nice hexagons. To add more petals, I can
extend more out to make more petals. These lines must meet the lines of your hexagon.
12:15 ST monitors the work of individual students as she walks around and provides
feedback about straight lines.
12:17 ST: Heres an example for number 5. Use your shapes to make your picture look like
a dog. Student creates a dog. ST: Would you say this looks like a dog. Very nicely done and
claps for students. Student has traced the pattern blocks and has added details so the object
looks like a dog.
ST ST explains the next task for students to complete independently after they have had their
work corrected by either the ST or CT. When you draw an object, use your pattern block
shapes. Can I draw a scene from outer space? Yes, I can draw a scene at the zoo. Be creative.
You can be organic for this work. When you get your bigger and smaller shape, manipulate
them so you get a picture you want.
12:23 ST begins to correct student work. Students are lined up to have their work corrected.
ST: Please leave your bag of shapes at your desk before you come up. CT helps with
correcting of student work. There are a few students who need to make corrections.
12:25 If you have had your work corrected, and your desk has been cleaned, you may come
up to get your small shape and your bigger shape.
12:27 There are a few students who are beginning their art work.
12:32 ST: Know what you are going to draw before you glue. ST is still correcting a few
more students work. Majority of students have moved on to the art work.
12:35 CT and ST confer about the student progress. ST is up monitoring students work
(math worksheet) and models the students thinking.
12:39 ST, Boys and girls, we need to move on. If you have not glued your shapes, I will
come around with a paper clip. Can you raise your name if you need a paper clip? I will come
around and please write your name of the paper. Make sure your work is in one pile. Who is
my classroom manager, could you collect all of the baggies with the pattern blocks.
ST: If your papers are in one pile, and your desk is clean, you may come to the floor. Thank
you for coming to the floor quietly. (CT helps with the cleanup.) I should see everyones two
eyes. Boys and girls, thank you for working and focusing on your math. Making pictures out
of shapes. But we do need to get right into art. There are some similarities between the math
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and geometry. Last quarter we worked on 3 D art, monsters; this quarter we will work on
cultural art. Does anyone know what culture is? Student response: different lands, different
islands, different people. ST: I may have a different culture from some of you. Student
responds with: language. ST: Please pay attention to this presentation and see the difference
of culture. ST has prepared a PowerPoint presentation with examples from different
countries.
ST: Hawaiian/Polynesian Cultural Art used their land and materials around them to create
their art. Do you know what this is? Eliciting student prior knowledge. So what we will be
working on today is making our own tapa cloth. What is printed on tapa? Student: we see
patterns. The pattern repeats itself. Video on tapa engages the students.
ST: The Polynesian culture lived off the land. Can you imagine making your own Wilson T
shirt? (ST explains the pattern.) What they drew represented things in their life. What do you
think triangle could represent? Student: It looks like a star. Maybe their pattern represented the
navigation of their ancestors. Student makes a connection to ahupua`a; a valley and CT
extends the students understanding. ST: Once the patterns are done along with details, then
we transfer to our tapa. When we transfer we use only two colors. Student: What will happen
if we need help? ST: We will help you. ST points out students who have patterns on their
clothing that can be used. Be creative to create patterns on your white paper. You may return
to your seats so I can bring you your paper. Students return. ST: If I wanted to do an animal,
what shape can I get out of an animal? Student: oval, rectangle. CT: so you are creating, use
a simple shape. What will I use for mountains? Student: triangle. ST: Lines, use different
patterns of lines. You will be duplicating, or repeating.
1:18 ST: Today, you will get your ideas down on paper. When you get your paper, what is
the first thing you will do? Students: Write your name. ST: We have only a few minutes.
ST: demonstrates how to fold paper.
1:23 Students begin to work independently. ST encourages students to look at the actual
patterns of the tapa shown on the PowerPoint. ST instructs students to put in details as quality
work is expected. Ends lesson with you have been introduced to kapa, how culture affects
artwork. CT: You can practice making patterns at home. Put your work in the center of the
table and organize your baskets. ST collects student work and students prepare to go to Social
Studies. As students lined up, ST asks, What did you learn about today? Students respond
with culture, patterns, tapa/kapa, we use nature in art.
1:28 Next group of students come in. ST greets this group outside of room and thanks
students for coming in quietly. ST: In quarter 3, we have been working on 3 D art, we built
playgrounds and 3 D art on our paper. This quarter we will be working on culture art.
Students further define culture with the following responses: culture quilts, all the different
states, islands, country like Korea. ST: My culture may be different from yours. ST goes
through her PowerPoint presentation. This presentation will highlight a few different
cultures. Student: I see Korea, Caribbean when a world map is shown. Another student shares
that her grandmother has been to Africa. ST: Note the different patterns on the kapa.
Students, you will have a chance to make your own patterns on paper. Shows video of kapa
making in Tonga. You have seen how tapa cloth was made. Was it hard work? What if we
had to make our own Wilson shirts? Kapa was used for clothing, rugs, etc. Student: I have
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seen kapa in the Hilton. ST points out the different patterns that meant something to whoever
was making it. Refers to chart created with first group. Refers to a sample made by a student
last year. Each of you will get a white sheet of paper and we will practice like our Picassos.
We will be creating different sections on our paper. We will use brown and black crayons. Can
you draw something to show the meaning of your name? Before you fold your paper, wait for
me to help you fold your paper. You may quietly go back to your desks. Write your name on
the paper. Pencils are under your desks. Please write your name with quality, dont rush. ST
models how to fold paper, walks around the room, and monitors. Now fold it one more time
to make a rectangle. ST: claps three times to get students attention. Each section will guide
you to make patterns. PowerPoint will remain on the screen and students can use for
examples. For the next three minutes, get an idea going of what you want. Create your own
pattern. If you see your name, turn your paper over. Daniel has created a large shape on his
whole paper and he will use his large shape to as guideline instead of the guidelines we
folded.
2:00 ST: Put the beginning of your tapa cloth in one pile. Show me which table is ready
with all of your tapa cloths in one pile. First I have collected your tapa cloth, you may line
up. 2:10 BELLS RINGS. ST reviews the learning target and activities with the students prior
to dismissing the students.
Homeroom students return to class and ST and CT engage students in end of
Commendations:
Standard 1: Learner Development The ST seeks information about appropriate learning
experiences for students through professional conversations and teaching resources. ST is
included in professional conversations with CT, parents, and other support personnel to support
student learning.
Standard 2: Learning Differences The ST incorporates multiple approaches to that engage a
range of learner preferences that incorporate individual, small group, and whole group
instruction. Lesson planning allows ST to prepare adequately for each childs learning
differences
Standard 3: Learning Environments Lessons open and close with learning targets to
communicate expectations. The ST promotes a respectful and responsible environment for all
students. Learning targets are printed on cards and found in the classroom environment.
Standard 4: Content Knowledge Concepts, processes, and knowledge in disciplines are
effectively communicated to learners. Multiple representations and explanations that capture key
ideas of various disciplines promote student achievement. Evidence of work in this area has been
observed in language arts, mathematics, and art. ST communicates concepts, processes, and
knowledge through modeling and guided practice.
Standard 5: Application of Content ST helps learners see the relationships across disciplines.
Observations noted how ST makes connections between language arts and mathematics such as
vocabulary, thinking skills, etc.

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Standard 6: Assessment ST reviews assessments from end of chapter or units to align

instruction to assessment items. After correcting assessments, ST reteaches skills and concepts
that require additional instructional support.
Standard 7: Planning for Instruction ST uses the schools adopted programs to plan for
instruction and links the programs learning objectives to the Common Core Standards.
Standard 8: Instructional Strategies Instructional strategies include working in pairs, small
group, and whole group that encourage oral language and critical thinking skills. ST incorporates
technology (PowerPoint presentations) in daily lessons.
Standard 9: Professional Learning and Ethical Practice ST has participated in the schools
professional development activities such as data team meetings, and classroom observations. As
a result, ST has developed an understanding of analyzing student work as a grade level team and
understanding the vertical alignment of the schools curriculum.
Standard 10: Leadership and Collaboration The ST makes practice transparent by sharing
lesson plans with Cooperating Teacher (CT) and University Supervisor (US) and asks for
feedback prior to the delivery of the lesson. ST seeks to improve practice through professional
conversations with CT and US.
Recommendations:
Standard 1: Learner Development / Standard 2: Learning Differences / Standard 3: Learning
Environments Continue to research and seek professional support in developing an
understanding of all learners with different learning styles. These understandings will contribute
the learning environment that meets the needs of all types of diverse learners.
Standard 4: Content Knowledge / Standard 5: Application of Content Continue to further
knowledge of different content areas for difference age groups and how the application of
content can be adjusted to different grade levels.
Standard 6: Assessment / Standard 7: Planning for Instruction / Standard 8: Instructional
Strategies Investigate how other schools and grade levels use assessment data to plan for
instruction and utilize different strategies to promote student learning.
Standard 9: Professional Learning and Ethical Practice / Standard 10: Leadership and
Collaboration Continue to learn professionally in different settings to guide ethical practice
behaviors.
Questions or Comments:
Lieren has a natural disposition and curiosity to extend her knowledge, skills, and understandings
as an educator. Time and effort has played a key role in the effective development and
implementation of Lierens lesson plans. Charts, PowerPoint presentations, and other visual aids
are included in lesson plans.
When describing Lieren, professionalism and being student centered come to mind as she is
serious about her work as a teacher and as a learner. Lieren has the skills and disposition to
become a successful teacher as she will not hesitate to put time and effort into her practice as
well as seek the support and assistance from other professionals.
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