Observation/Reflection Form

for Advanced Student Teachers

Rosa Castillo Beginning ST

Teacher Candidate: _____________________________________

Science
Subject: __________________________________________________

Observer of Lesson (check one):

Master Teacher

Peer Colleague

April 14, 2016

Date: ________________
TK
Grade: ______________

University Supervisor

Self/Candidate

DIRECTIONS: From your observation, please list the candidates strengths, improvements and
next steps in achieving the listed improvements (see sample observation comments on page 4).
Please give a copy of this form to your candidate for their reference.
Areas of Strength (Please collect evidence during lesson and connect it to the TPEs):

TPE 5: Before beginning the lesson, she first asked students what they need to grow then asked
what plants need to grow. Through out the lesson she was asking questions, eliciting responses,
asking students to expand on their answer or how they got their answer. When students talked
about their own gardens she connected their observations to her poster and to the video she
showed.
TPE 1: Science standard to which she taught: KLS2.
TPE 2: Through out the lesson she was asking questions, eliciting responses, asking students to
expand on their answer or how they got their answer. When they went to the table to complete
the picture of what a flower needs to grow, which was also the assessment, she constantly
walked around and monitored the students, asking questions of their drawings, guiding them to
reflect on their drawing if they needed to add or change what they drew.

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GRADUATE EDUCATION

Observation/Reflection Form
for Advanced Student Teachers

Areas of Improvement (Please collect evidence during lesson and connect it to the TPEs):

TPE 1: Science Standard KLS2 does not specifically refer to students knowing what plants need
to have in order to survive; it is inferred but not stated. However, it is in Volume 3 of the
Preschool Learning Foundation. In addition to air, sun, water and soil, she added space---room to
expand and grow. About a third of the students were able to grasp that concept and retain the
information because of prior knowledge and experience. They were able to demonstrate their
understanding of it with their drawings.
TPE 3: Rosa and I observed the students having difficulties understanding the assessment poster
Rosa developed because she used the same or similar color to represent soil and space.

Next Steps (With the candidate, create 1-3 action steps for the next observation based on the
TPEs):

1.TPE 3: Do to the age of the students, next time each of the assessment items will be in a
distinctly different color to prevent confusion.
TPE 1 and 8: Do a KWL chart to pre-assess student's knowledge a day or two before beginning
the lesson.

55 Fair Drive, Costa Mesa, CA 92626 vanguard.edu

GRADUATE EDUCATION

Observation/Reflection Form
for Advanced Student Teachers

Teaching Performance Expectations (TPE)

TPE 1: Specific Pedagogical Skills for Subject Matter Instruction Do all lesson activities reflect the
standard? Does the candidate utilize subject-specific pedagogical skills in the subject matter?
TPE 2: Monitoring Student Learning During Instruction - Describe how the candidate monitored
student learning during instruction.

TPE 3: Interpretation and Use of Assessments - Does the candidate have a performance
task/assessment tied to the learning objective by which to measure students progress toward achieving
standard? If results of students work are known, how well did students achieve understanding of the
content standard? How well does the candidate interpret the assessment results?
TPE 4: Making Content Accessible - Describe how the candidate explained the content, reinforced the
content, and helped students access the academic content/language (e.g., the use of written and oral
presentation, manipulatives, physical models, diagrams, visual and performing arts, non-verbal
communication, or technology).

TPE 5: Student Engagement - Describe how the candidate engages all students during the lesson (e.g.,
communicating the purpose of the lesson, extending students thinking with stimulating and challenging
questions, projects, discussions, debates, investigations, etc.).

TPE 6: Developmentally Appropriate Practices - Is the candidates lesson and instructional activity
challenging, yet developmentally appropriate, for students grade and skill levels? How so or how might it
be improved?

TPE 7: Teaching English Learners How did the candidate make adjustments in the lesson for English
learners? Can the candidate explain the differentiated strategies based on theory?
TPE 8: Learning About Students Does the candidate demonstrate a deep understanding of students
background knowledge, interests, strengths, and needs?

TPE 9: Instructional Planning - Does the candidate provide evidence of a lesson plan that is based on the
standards? Does the candidate include a plan for differentiation for students with special needs, English
learners, etc.?
TPE 10: Instructional Time - Do students have adequate time to practice and apply what they learned?
Describe the candidates use of instructional time (pacing and carrying out procedural tasks and
transitions).
TPE 11: Social Environment Describe how the candidate promotes a positive learning environment.
How does the candidates address positive and/or negative behavior?
55 Fair Drive, Costa Mesa, CA 92626 vanguard.edu

GRADUATE EDUCATION

Observation/Reflection Form
for Advanced Student Teachers

Sample Observation Comments

Areas of Strength (Please collect evidence during lesson and connect it to the TPEs)
Example:
Teacher Today, we are going to add two-digit numbers. Why is it important to know how to add
two numbers? Pair-share with your neighbor.
Student 1 Because when we go to the store and want to buy 2 toys, we know how much we owe.
Student 2 Ya. You can add it in your head and know how much money you need.
(TPE5; You are communicating the objective and asking the students to reflect on the purpose of the
lesson.)

Areas of Improvement (Please collect evidence during lesson and connect it to the TPEs)
Example:
Teacher What is your answer for #5? What is 66+23?
Student 89
Teacher Good job!
(TPE2; You can extend the students thinking by having him explain how he arrived at the answer)

Next Steps (With the candidate, create 1-3 action steps for the next observation based on the
TPEs)
Example:
Try to plan out specific adaptations for your English learners, such as sentence frames, visuals,
and/or graphic organizers (TPE7)

55 Fair Drive, Costa Mesa, CA 92626 vanguard.edu

GRADUATE EDUCATION