Springfield College Pre-Practicum/Practicum Observation Form

Detailed Lesson Plan Available: YES__x__ NO_____

Candidate Oscar Esposito
I. Well-Structured Lessons (I.A.4)
- Develops well-structured lessons with
challenging, measurable objectives
- Uses appropriate student engagement
strategies that are motivational
- Pacing, sequencing, transitions good
- Uses appropriate materials, equipment,
resources and technology
- Uses thoughtful grouping strategies
II. Adjustment to Practice (I.B.2)
- Organizes and analyzes informal/formal
assessment results; determines progress
toward intended outcomes and implements
differentiated interventions and
enhancements (extensions) for students
(when planning & during lesson)
- Uses results of assessments to make
adjustments and provide appropriate
corrective/specific feedback
III. Meeting Diverse Needs (II.A.3)
- Uses tiered instruction/scaffolds based on
student needs, interests, levels of readiness
- Uses appropriate strategies for teaching
students with disabilities and ELLs
- Uses strategies/practices that affirm and
demonstrate respect for differences
- Responds appropriately to
misunderstandings based on differences in
backgrounds, languages and identities
Grade /9/10 Badminton Observer Bill Whigham Date 01/26/17
Lesson plan is ready with clear objectives. Activities are sequential from simple to
complex. Students arrive and begin the routine warm up. TC has students assist in
setting up equipment. TC has hall duty before class and is not able to set up gym before
students arrive. A section of Bleachers is open and cannot be closed causing a potential
safety risk. Nets are set up so it should not impact the lesson. Good voice. Objectives
are posted on white board. TC gives verbal presentation of objectives for the day and
clearly defines safety procedures. TC takes attendance in an efficient manner. No loss
of practice time. TC consistently uses students during instruction while he provides
verbal instruction. TC has good energy
TC works around safety issue with bleachers. TC uses students to demonstrate while
he walks through verbal instruction. Instruction is very clear. TC observes and
provides continuous instruction and corrective feedback. Skill specific feedback is
provided to many students. TC moves well throughout the gym, observes and provides
feedback as necessary. To maintain focus during instruction, TC consistently sits all
student during group instruction.
Visual and verbal presentation addresses the learning for all students. During general
instruction TC sits all students so all can see and hear. Objectives are reviewed. All
students are seated and focused on instruction. TC addresses inappropriate behavior
and a firm but civil manner. Skill specific feedback is provided to many students. TC
consistently provides students with visual and verbal presentation during instruction

IV. Safe Learning Environment (II.B.1)

- Uses rituals and routines that create and
maintain a safe physical and intellectual
environment
- Uses appropriate preventative strategies
and responses to address student behavior TC clearly frames safety rules. TC addresses student behavior in a timely manner.
- Fosters students taking academic risks
- Provides students opportunities to
learn/collaborate with diverse peers
V. High Expectations (II.D.2)
- Models and reinforces ways that students
can master challenging material
- Instruction, materials and assessments Constant feedback by TC encourages students to stay focused and on task to meet the
adapted to meet students where they are,
challenging all students to grow
objective.
- Challenges all to put forth strong effort

VI. Reflective Practice (IV.A.1)

- Reflects on the effectiveness of lessons
and interactions with students; improves
teaching that results in learning gains
- Uses ideas for improving practice from
resources, supervisors, and colleagues

White: Supervisor Yellow: Student Pink: Supervising Practitioner

 Strengths Excellent voice and movement. Good clear instruction with visual and auditory delivery. Good time
management. Nice rapport with students. Good content knowledge. Well organized. Good classroom management
Good review and closure covering objectives. Good general and skill specific feedback. Addresses behavior in a timely
manner.

Areas in need of improvement: Create drills to see how many hits they can get over the net. Be clear about the function
of each shot. Clear, Drop etc.
Give students a time limit to come in for instruction.
Suggestion: demonstrate a game with Mr. Sasser while asking questions to students. i.e. where should I be serving?
What is the score? What is wrong with this point/serve, etc.
Some are ready for extensions. (teach for understanding)
Hold them to the rules

White: Supervisor Yellow: Student Pink: Supervising Practitioner