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:
Sarah Patterson May 5, 2014
Observer Name School and Class/Period
Observations/Commentary/Scripting
Sarah begins her lesson by telling the students that it is her first time doing this type of lesson with them, but she expects them to act the way that they would if Mr. Salazar was teaching. A student starts to ask her a question, and Sarah reinforces her previous statement by telling the group that she expects them to raise their hands if they have something to say, because then she can see, and she them and call on them.
Sarah references the book, and asks the group to read the title, which is They Will Not Quit. They discuss the word quit, and then Sarah asks the group to close their books so they can go over the sight words together. After reviewing the sight words, Sarah asks the group to look at the cover of the book, and then make a prediction about what they think is going to happen in the book. Sarah asks the students to keep their prediction in their head, and then they turn the page to the title page, and they once again read the title together. On the first page, Sarah asks a student what they think is going to happen on that page. After the student offers a contribution, Sarah asks the group if everyone agrees that is going to happen. After they reach a group consensus, they turn a few more pages, and once again make a prediction. Sarah then tells the group that she doesn't want to spoil the story, so she asks them to put their books down and show her that they are ready to read. Before asking students to read the book, Sarah gives them the instructions for what she would like them to do when they are done, which is to look for their favorite page/part, and think about why. Students read the book out loud by themselves, and as they read, Sarah walks around to check in and offer support. After a bit of time has passed, Sarah checks in with the group, and asks them to give her a thumbs up if they are ready to discuss the story. Students begin to share their favorite parts preemptively, so Sarah claps to get their attention, and brings their focus back to her. Once everyone is focused, Sarah asks a student to share their favorite page, and the group begins to discuss this.
After discussing favorite parts, Sarah also asked the group if they found any words that they didnt know when they were reading the story. After going over those, Sarah tells the group that they are going to work with a partner and discuss their favorite page, and tell their partner about it. Sarah tells them that when they discuss, they are going to have to be really good listeners, because she is going to ask them to tell her what their partners favorite page is, not their favorite page.
Questions/Suggestions
TPE 12: Classroom management
TPE 4: Making content accessible TPE 6: Developmentally appropriate
TPE 1: Pedagogical skills
TPE 5: Student engagement
TPE 12: Classroom management
TPE 5: Student engagement
TPE 8: Community building activities
Debrief: In our debrief, Sarah shared with me that she hadnt been able to observe Mr. Salazar lead a language arts centers until the previous week because she had always run a center during rotations. She ended up changing things up from her lesson plan to model her instruction after what she saw Mr. Salazar do with another group that morning, which was going through site words and pictures with the students she was working with. Sarah said that she really liked that Vartan suggested to do the site words in a different order, and she liked that they were engaged. She also felt that independent reading went well, and that this decodable story was a bit more interesting than other ones that she had seen, and she felt that the students responded positively to that. Sarah felt like an area that she feels she needs improvement with is management. I encouraged her to continue to remind students of her expectations. I also suggested using finger pointers (like the kind they sell around Halloween) just to make reading a bit more fun. Also, I encouraged her to have students share their predictions in a TPS. We talked about how it is ok to assess student needs in the moment, and adjust if necessary/possible. For example, since her group was interested in sharing their predictions, asking them to engage in a TPS would allow everyone to speak, and they could get through that part of the lesson more quickly. Overall, Sarah is making great progress and the students seem to be responding well to her.