SSHS MENTORSHIP OBSERVATION REPORT

NAME: Kristen Artero

DATE May 6, 2019

TIME 1:08 pm -1:28 pm

LOCATION SSHS Rm. 310

SUBJECT Algebra A

STUDENT LEARNING ACTIVITIES

☐Formative Assessment ☐Summative Assessment ☐Practicing

☐Student Demonstration ☐Teacher directed questioning ☐Student Discussion

☐Student Worksheet ☐Student writing response ☐Project

☐Laboratory/Studio sessions ☐Lecture ☐No Evidence

Comments

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CLASSROOM LEARNING ENVIRONMENT

☐Instructional Resources ☐Respectful Environment ☐Organized physical layout

☐Student work samples ☐Builds Rapport with Students ☐Rules & procedures evident

☐Appropriate Temperature ☐Agenda/Objectives visible ☐ Efficient Time management

Comments:

On the board:

I. Review slope-intercept form

II. In Class “When a giraffe….w.s.

III.I have, who has

LESSON DELIVERY
☐Appropriate Voice Projection ☐Use of Discussion & Inquiry ☐Resourcefulness of materials

☐Positive Reinforcement ☐Real world Connections ☐Teacher mobility during lesson

☐Constructive Feedback ☐Demonstrates Flexibility ☐Clear articulation of instruction

Comments:

3 examples on the board: a) 3x+y=2 b) -5x+3y=12 c) 3x-y=20 Isolated y and graphed.

Equation and slope color coded.
Equation: y=mx+b
Slope
NEG POS
up & left up & right
or or
down & right down & left

CLASSROOM MANAGEMENT/PROCEDURES

☐Classroom routines and procedures are taught and allow for minimal loss of instructional time.

☐Teacher response to student behavior is appropriate, respectful, and consistent.

☐Classroom behavior expectations are posted.

☐Schoolwide expectations, procedures, and systems are enforced in a consistent manner.

Comments

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STUDENT ENGAGEMENT – Students Actively Participate in Learning the Objectives

☐Students talk about the learning task.

☐Students ask questions of the teacher or other students about specific learning.

☐Students show effort that produces high quality thinking and products.

☐Students apply strategies to their own learning.

☐Teacher Directed Technology use

☐Student Centered Technology use

☐NO EVIDENCE OF STUDENT ENGAGEMENT

Comments:

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IDENTIFYING SIMILARITIES AND DIFFERENCES:

☐Students identify similarities and differences by comparing and classifying

☐Teachers help students recognize, use, and create metaphors to compare

☐Teachers help students recognize, use, and create analogies to compare relationships

☐NO EVIDENCE OF IDENTIFYING SIMILARITIES AND DIFFERENCES

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SUMMARIZING AND NOTE TAKING:

☐Students engage in the note-taking process

☐Students use summary frames or reciprocal teaching to summarize text

☐Teacher prepared notes are utilized

☐Teacher explicitly teaches a note-taking format/strategy

☐Teachers provides the opportunity to review/revise notes.

☐NO EVIDENCE OF SUMMARIZING AND NOTE TAKING

Comments:

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REINFORCING EFFORT AND PROVIDING RECOGNITION

☐Teacher helps students understand the relationship between their effort and achievement

☐Teacher uses rubric to define what effort means in class

☐Students track effort and achievement

☐Teacher recognizes accomplishments and links accomplishment to effort

☐Teacher provides recognition that is specific and aligned to expectations.

☐NO EVIDENCE OF REINFORCING EFFORT AND PROVIDING RECOGNITION

Comments:

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HOMEWORK AND PRACTICE

☐Teacher communicates a comprehensive and cohesive homework policy

☐Teacher design homework assignments that support academic learning

☐Teacher clarifies the purpose of each homework assignment.

☐NO EVIDENCE OF HOMEWORK

☐Teacher communicates the purpose of the practice task

☐Teacher designs practice session that was short and focused

☐Teacher provides feedback on the practice session

☐NO EVIDENCE OF PRACTICE

Comments:

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NONLINGUISTIC REPRESENTATIONS

☐Teacher utilizes a graphic organizer

☐Teacher utilizes physical models or manipulatives

☐Teacher helps create mental pictures

☐Teacher uses illustrations or pictographs

☐Teacher facilitates the use of kinesthetic activities.

☐NO EVIDENCE OF NONLINGUISTIC REPRESENTATIONS

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COOPERATIVE LEARNING

☐Teacher establishes and teaches cooperative learning structures and processes

☐Students are in groups of 2-5

☐Students have designated roles and responsibilities

☐NO EVIDENCE OF COOPERATIVE LEARNING

Students are on-task and completing assignment.

SETTING OBJECTIVES AND PROVIDING FEEDBACK

☐The objectives are posted or on a handout in clear sight.

☐Learning activities are aligned with learning objectives

☐Teacher references the learning objectives

☐Students use the objectives to monitor their own learning.

☐NO EVIDENCE OF SETTING OBJECTIVES

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GENERATING AND TESTING HYPOTHESIS

☐Teacher engages students in a variety of structured tasks for generating and testing hypothesis

☐Teacher engages students in structured tasks to help develop higher-order thinking skills

☐Teachers asks students to clearly explain their hypothesis and their conclusions.

☐NO EVIDENCE OF GENERATING AND TESTING HYPOTHESIS

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CUES AND QUESTIONS

☐Teacher activates prior learning

☐Teacher uses explicit cues

☐Teacher asks inferential questions

☐Teacher asks analytic questions.

☐NO EVIDENCE OF CUES/QUESTIONS

Noticed students had same questions regarding what was on worksheet as she went around. She had all students stop and
explained again what had to be done.

ADVANCE ORGANIZERS

☐Teacher utilizes an expository advance organizer prior to learning

☐Teacher utilizes a narrative advance organizer prior to learning

☐Teacher utilizes skimming as an advance organizer prior to learning

☐Teacher utilizes graphic organizer prior to learning.

NO EVIDENCE OF ADVANCE ORGANIZERS

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FINAL RECOMMENDATIONS:

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OBSERVATION CONDUCTED BY

Wendie Flores