UCLA Center X Teacher Education Program

MS/SS Observation Form

Novice/Apprentice/Resident Teacher Date

Observer School/Class

TPE 1: Pedagogical Skills Observer Commentary
Elementary Core Practices
Opening move
Questioning and responding
Secondary Core Practices
Engaging students in rigorous content
High Level Tasks, Concept Maps
Engaging students in discourse
Learning Cycle ?s, Think-Pair-Share
Providing Equitable Access to Content
Form. Assessment, Word Bank/Wall
Developing a positive classroom ecology
Opening/Closing Rout, Comm Circle

TPE 2: Monitoring Student Learning
Checking for understanding
Asking & answering relevant questions
Other
TPE 3: Use of Assessments
Use of criteria/rubric
Taking formal assessment
Completing projects
Student presentations
Other
TPE 4: Making Content Accessible
Accessing prior knowledge
Referencing lived experiences
Scaffolding
Other
TPE 5: Student Engagement
Student participation
Culturally relevant materials
Other
TPE 6: Developmentally Appropriate
Differentiation
Use of media & technology
Other
TPE 7: Teaching English Learners
SDAIE methodology
Academic vocabulary
Other
TPE 8: Learning About Students
Community building activities
Other
TPE 9: Instructional Planning
Lesson plans
Agenda communicated to students
Other
TPE 10: Instructional Time
Starting and ending class
Transitions
Other
TPE 11: Social Environment
Inviting and clean; safe
Student work displayed
Caring environment
Other
TPE 12: Professional, Legal, & Ethical
Classroom management
Teacher speech: clear, pace, warm, tone

TPE 13: Professional Growth
TEP portfolio
Daily reflections

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Novice Names Jenna Fishoff 5/8/14

Observer Name Susan Sato-Tenorio 3
rd
gr.


Observations/Commentary
Opening Movetable talk What do scientists do? SS have
good ideasdiscover, experiment, analyze rocks from the
moon, research. T. leads share out. T. We will be scientists
today, and talk about how matter can change. T. explains the
activity group work. Each table has post its with a question-
maybe a little more modeling here . How do scientists talk
about these questions? Or something to that effect. Tables
share out, they have a lot of information. What is the physical.
chemical change of matter? 3 forms of matter? SS very
engaged and responsive.
T. reviews vocabulary and SS choral read.
T. reviews experiment safety rules with SS.
T. passes out investigation worksheet. Reviews with ss on
screen. Guided practice. How can matter change? T. we
will mix 2 chemicals together what do you predict will happen
when we mix them together? SS have good responsesEX;
matter will not go back to its original matter, tt will get bubbly,
gooey. T. shows the ss the process. SS copy what is written on
the screen. T. models how to pick up materialsgood. One
SS models. T. guides SS through the properties before change.
Possibly a little more input about observation skills.
God vocabulary ss are using, clear, cloudy, 15 ml, unhealthy,
liquid. They can also do some table talk as they observe the
properties of matter.
T. leads experiment, mixing, then shows ss how to make it into
a ball. SS having a good time and have created the squishy
ball. T. refer to the rules of the experiment. T. has SS fill out
steps, maybe they should have done step 1 and 2 before, they
did the experiment. SS responsive and following directions
well.
T. leads table talk regarding properties of the new substance.
SS say squishy, it kind of makes a sound, solid, soft, warm,
bouncy, popping sound, room temperature.lots of good
academic language.
Conclusions: do independently and T. writes 2 questions on
board, then will discuss in groups or as a whole class.
Good questions with several types of language demands
explain, tell how your data supports your answer.
T. sees that SS having problems with question 1 . T. reviews
with SS how to refer to their investigation sheet. monitor and
adjust.
This is a type of formative assessment as y ou continue to look
at the student work.






Questions/Suggestions





UCLA Center X Teacher Education Program
MS/SS Observation Form
Novice/Apprentice/Resident Teacher Date

Observer School/Class

TPE 1: Pedagogical Skills Observer Commentary
Elementary Core Practices
Opening move
Questioning and responding
Secondary Core Practices
Engaging students in rigorous content
High Level Tasks, Concept Maps
Engaging students in discourse
Learning Cycle ?s, Think-Pair-Share
Providing Equitable Access to Content
Form. Assessment, Word Bank/Wall
Developing a positive classroom ecology
Opening/Closing Rout, Comm Circle

TPE 2: Monitoring Student Learning
Checking for understanding
Asking & answering relevant questions
Other
TPE 3: Use of Assessments
Use of criteria/rubric
Taking formal assessment
Completing projects
Student presentations
Other
TPE 4: Making Content Accessible
Accessing prior knowledge
Referencing lived experiences
Scaffolding
Other
TPE 5: Student Engagement
Student participation
Culturally relevant materials
Other
TPE 6: Developmentally Appropriate
Differentiation
Use of media & technology
Other
TPE 7: Teaching English Learners
SDAIE methodology
Academic vocabulary
Other
TPE 8: Learning About Students
Community building activities
Other
TPE 9: Instructional Planning
Lesson plans
Agenda communicated to students
Other
TPE 10: Instructional Time
Starting and ending class
Transitions
Other
TPE 11: Social Environment
Inviting and clean; safe
Student work displayed
Caring environment
Other
TPE 12: Professional, Legal, & Ethical
Classroom management
Teacher speech: clear, pace, warm, tone

TPE 13: Professional Growth
TEP portfolio
Daily reflections

Observation Focus:






Observations/Commentary/Scripting



Debrief:
Questions/Suggestions