National University

School of Education

National University General Education Student

Teaching SSP Observation
Student Teacher: Williem,Elijah
Observation #2
Observation Date: 2016-04-28
Site Support Provider: Duke,Lorene G.

Domain A: Making Subject Matter Comprehensible to Students

Site support provider feedback:

Rubric level: Integrating
Evidence / Feedback / Next Steps:
Mr. Williem understands that students have prior knowledge of the subjects involving the Water
Cycle. He has developed a lesson that builds on that knowledge to enhance student understanding,
develop higher level communication skills through writing, drawing and debate.
Students have studied the Water Cycle, resources, and conservation of water. This lesson followed
a nature progression to the students' understanding of how weather affects the water cycle.
Mr. Williem integrated Science with Language Arts, Reading, Writing and responding to content.
Students were given handouts to read from and textbooks that were used as reference resources.
Class discussion lead by Mr. Williem was an informal assessment of student understanding.
Students were able to follow the lesson as it was presented on the InterWrite board. Students also
accessed information using Chromebooks as the lesson progressed to the writing component on a
Google Doc and a Kahoot lesson.
Mr. Williem moved through the room, checking on students as they worked, answering questions
from students who needed more support and direction. Several students needed repeated
instruction and support, which Mr. Williem provided on an individual basis.

Domain B: Assessing Student Learning

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Site support provider feedback:

Rubric level: Integrating
Evidence / Feedback / Next Steps:
Mr. Williem routinely checks for understanding as he is teaching through verbal discussion,
student written work, and Google Docs submitted. Students often need redirection in this class. He
checks student work regularly. When students do not have the correct response, Mr. Williem
guides them to better understanding and he requires that the work each student does is a reflection
of the very best work that student can do at his/her level.
Mr. Williem and I routinely check that student work is a reflection of student ability based on IEP
and EL (CELDT) levels. His course of instruction and lessons follow a natural progression of
student foundational skill sets, and builds upon prior knowledge while challenging individuals to
think and respond in higher level academics. He has implemented a rigorous vocabulary set in the
lesson for the Water Cycle that is above grade level. This has profoundly affected the discourse in
the classroom, students can discuss this topic using the vocabulary in a precise and scientific
manner.
Students participate in Think - Pair -Share activities, check with each other in a group setting to
determine if each student is able to discuss the topic of the Water Cycle, drought, and water
conservation. Students actively encourage each other under Mr. Williem's guidance.
Mr. Williem keeps a hard copy for record keeping, uses, Easy Grade Pro for report card
information, and a tracking sheet for homework assignments he has given. He regularly
communicates with students about their work. He informs parents, in person, regarding concerns
about academics or behavior issues. Mr. Williem has sent home weekly assignment sheets,
newsletters, parent permission slip regarding student involvement in classroom activities
(videotaping of class lessons and demonstrations). Mr. Williem has not discussed with parents
retention or promotion, he joined our class in mid trimester and this has already been determined.

Domain C: Engaging and Supporting Students in Learning

Site support provider feedback:

Rubric level: Integrating
Evidence / Feedback / Next Steps:
The students have a foundation in discussing their thoughts on the water cycle, drought issues, and
water conservation. They have experienced the worst drought in California history and have firsthand knowledge of water restrictions and conservation efforts in our community. This a 4th and
5th grade combination class, so it is vitally important that students are able to discuss topics of
importance in a clear and concise manner. Mr. Williem monitors these discussions for validity and
realistic discourse (informal assessment). Students work in pairs and small groups during
discussion. They work individually on Chromebooks and writing assignments. They are able to
assist each other when given directions to do so.
Mr. Williem reads with and to students to model fluency, vocabulary, and comprehension. This
activity helped supplement ELA (and special populations) by incorporating persuasive writing and
discussions into the science curriculum. Students understand the water cycle and its relationship
with water conservation. Students were able to demonstrate knowledge of the effects of water

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conservation through writing and public debate. Students were able to form a complete argument
about the benefits and negatives of regulating water usage in a drought using supporting details
and were able to share with the class. Students have a deeper understanding of argumentative and
persuasive writing by forming structured arguments supported by details they had to research
outside of the given textbook by searching for information from online sources, journals and other
text documents.

Domain D: Planning Instruction and Designing Learning Experiences for Students

Site support provider feedback:

Rubric level: Integrating
Evidence / Feedback / Next Steps:
Mr. Williem has been a part of our class for the past seven (7) weeks. He has built relationships of
trust and high levels of academic expectations. He knows which students (several IEP and EL
students) need extra support. He has developed a knowledge of what their abilities are and how to
motivate each student to the highest degree of success. He does this in a way that allows the
students to develop a sense of mastery and accomplishment at their level.
The students have a foundation in discussing their thoughts on the water cycle, drought issues,
and water conservation. They have experienced the worst drought in California history and have
first-hand knowledge of water restrictions and conservation efforts in our community. This a 4th
and 5th grade combination class, so it is vitally important that students are able to discuss topics of
importance in a clear and concise manner. Mr. Williem monitors these discussions for validity and
realistic discourse (informal assessment). Students work in pairs and small groups during
discussion. They work individually on Chromebooks and writing assignments. They are able to
assist each other when given directions to do so.
Mr. Williem reads with and to students to model fluency, vocabulary, and comprehension. This
activity helped supplement ELA (and special populations) by incorporating persuasive writing and
discussions into the science curriculum. Students understand the water cycle and its relationship
with water conservation. Students were able to demonstrate knowledge of the effects of water
conservation through writing and public debate. Students were able to form a complete argument
about the benefits and negatives of regulating water usage in a drought using supporting details
and were able to share with the class. Students have a deeper understanding of argumentative and
persuasive writing by forming structured arguments supported by details they had to research
outside of the given textbook by searching for information from online sources, journals and other
text documents.

Domain E: Creating and Maintaining an Effective Environment for Students' Learning

Site support provider feedback:

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Rubric level: Integrating

Evidence / Feedback / Next Steps:
Mr. Williem has developed a better understanding of the time perimeters that must be held to in a
classroom. He will continue to develop this skill as he sets his own pace for instruction.
He has integrated a routine which took the students some time to understand. However, students
came to implement that routine and I see them continue to adhere to it even though Mr. Williem
has completed his student teaching.
Me. Williem developed a group point system that rewqrded students for on-task behavior and
treating each other with respect and kindness. He often had to have students "take a minute" to
refocus. He conferenced with those individuals in a no nonsense manner. He was empathetic to
their needs, but held each student to the high standard expected for social behavior. He gave
students who were having a difficult moment the opportunity to meet with him to discuss what he
could do to guide them to having a better day, academically and/or emotionally.
He has shown caring and respect to the students and their families and often has informal meetings
with parents to apprise them of academic successes and behavior concerns. He has developed
working relationships with our staff, teachers and support, and all hold him in very high esteem.
He has taken the initiative to informally assess students and share that information with their
teachers. This has been very informative and well-received. He has attended trainings, staff
meetings, and collaborations.

Domain F: Developing as a Professional Educator

Site support provider feedback:

Rubric level: Integrating
Evidence / Feedback / Next Steps:
Mr. Williem has modeled ethical commitment, values and practices in his placement at Alta Mesa.
He reminds students frequently that they are capable individuals that can achieve at the highest
levels of behavior and academics.
He has made clear to the class that there are always more sides to an opinion and that is what
makes all of them special individuals. He reminds them that they are important and worthy of the
accomplishments they have experienced. This is not expressed in a false sense of accomplishment,
students are held to high academic standards by Mr. Williem. If they are not achieving at an
appropriate level, he spends time with these individuals (sometimes during break periods) so they
can master the skill he has presented.
Mr. Williem has modeled professionalism in his manner, communication and behaviors. He
welcomes constructive criticism and often asks for input on techniques and strategies to enhance
student understanding. he has implemented all district, state and federal laws regarding student
privacy and all other applicable laws.
Mr. Williem effectively communicates with parents through direct contact, phone calls, and
weekly newsletters.
Mr. Williem has learned how to interpret the numerous pieces of data gathered for student
learning. He has shown his commitment to student learning and the ability to discuss this
information with me in many forms that are easily understood and provided a enormous amount of
information. His skill in technology greatly improves his gift for discerning this information. This

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information has guided his lesson planning, so that those students who still need support are able
to revisit the information and, through remediation, are able to succeed at their level.
Mr. Williem has met with our counseling staff, Resource teacher, Speech teacher, Site Literacy
teacher, and our administrator to help discuss the needs of students in this class. He is able to
discuss these students' needs with valid informative data and/or logged behavior concerns.

Overall observation feedback:

Eli Williem conducted a lesson on the Water Cycle, Drought and Water conservation. Standards addressed
for Language Arts, Writing, Art, and Science for 4th and 5th grades. Students have been studying the Water
Cycle prior to this lesson.

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Integrating - The candidate provides clear, consistent, and convincing evidence demonstrating the
competency or competencies. Candidate's practices demonstrate a preponderance of appropriate,
relevant, accurate, and clear or detailed evidence. The evidence is purposefully connected and
reinforced across this TPE Domain.
Applying - The candidate provides clear evidence demonstrating the competency or competencies.
Candidate's practices demonstrate a preponderance of appropriate, relevant, or accurate evidence.
Evidence is connected across this TPE Domain.
Emerging - The candidate provides partial evidence demonstrating the competency or competencies.
Candidate's practices demonstrate a preponderance of minimal, limited, cursory, inconsistent, and/or
ambiguous evidence. Evidence is weakly connected across this TPE Domain and may be inconsistent.
Beginning - The candidate provides little or no evidence demonstrating the competency or
competencies. Candidate's practices demonstrate a preponderance of inappropriate, irrelevant,
inaccurate or missing evidence. Evidence is unconnected across the TPE Domain.

Report generated on: 2016-06-06-20.41.05.000000