CLINICAL TEACHING OBSERVATION REPORT

SUPERVISED TEACHER
SCHOOL

Lauryn Maloney

Sinsheimer ES

SUBJECT

LESSON TYPE:
DIRECT INSTRUCTION
OBSERVATION:
EDUC 468
x

DATE
UNIVERSITY SUPERVISOR

ELA
X

EDUC 467

EDUC 478

INQUIRY

Richard Dorman
5

GRADE

COOPERATIVE LEARNING

Rubric Score
CSTP 1

SCHOOL-SITE SUPERVISOR

Jill Laursen

None used today

TECHNOLOGY USED

LESSON SUBJECT

California Standards for the Teaching Profession & Teaching Performance Expectations

02/03/16

Reading Comprehension with Narrative Biography

5

10

COMMENTS
Please give at least one constructive comment for each observation.

Engaging and Supporting All Students in Learning

TPE 4

Making Content Accessible

TPE 5

Student Engagement

Lauryn started off at 1:15 pm - Started off with a compliment and positive reinforcement

TPE 6

Developmentally Appropriate Practices

Modeled how to play the game explained the procedures

TPE 7

Teaching English Learners

CSTP 2

Creating and Maintaining Environments for Student Learning

TPE 10

Instructional Time

TPE 11

Social Environment

CSTP 3

Understanding and Organizing Subject Matter

I observed Lauryn teach a small group lesson consisting of 5 students from 1:15 pm 1:40 pm

Nice job being specific when giving praise

Nice adjustment made where Kaira reads from her own Dairy
Nice job designing an academic game for lesson students were engaged and enthusiastic about
game
Nice job giving feedback about the job students are doing
At 1:30 pm, two dairies have been read - another student begins reading her dairy (15 mins. into
lesson)

TPE 1

Specific Pedagogical Skills

It was nice to see how the students read their Dairy with such feeling and inflection
Lauryn determined that there was enough time to continue student finished last dairy at 1:37
pm
Made time for the summative assessment at the end of the lesson - 2/3 sentence dairy entry from
a short passage that was read to the students

TPE 8

Planning Instruction and Designing Learning Experiences for All

Students
Learning About Students

TPE 9

Instructional Planning

Assessing Student Learning

TPE 2

Monitoring Student Learning During Instruction

TPE 3

Interpretation and Use of Assessments

CSTP 4

CSTP 5

Conceptual Framework

X
X

SUGGESTIONS
Please give at least one constructive suggestion for each observation.
Consider asking students what they remember about a Diary and a Diarys characteristics
Communicate the learning standard / learning objective to the small group of students ie.,
communicate what you want students to learn today
Reinforce relevance and significance of todays learning objective and goal of activity ie., to
support with evidence what one writes

Caring

Leadership

Excellence

Consider ending lesson with a review and recap of learning ie., reviewing learning objective

Diversity
Key Assessments

X
1

Knowledge

Planning

Assessment
Technology
Rubric Score: 1 Not Present

2 Emerging 3 Competent 4 Exceptional

X
X

N/G Not Graded Due to No Technology Available

By marking the box to the right, I, the University Supervisor, listed above, verify and
acknowledge that I completed the above report and reviewed its contents with the student
teacher candidate.

Lesson Plan Observation

During the candidates teaching of the lesson, look for evidence of the following California Standards for the Teaching Profession (CSTP) and Teaching Performance Expectations (TPE) as well as the Universitys
Conceptual Framework, Key Assessments, and Technology.
CSTP 1
TPE 9
Engaging and Supporting all Student in Learning
Instructional Planning
Connecting prior knowledge

Teaching from a well-planned, standards-based lesson plan

CSTP 5
Teaching at the level of the students interests and understanding
Assessing Student Learning
Using multiple instructional strategies

Using multiple methods to assess student learning

Promoting interaction and choice by students

Allowing students to assess their own learning

Engaging students in problem solving and HOTS

Using assessments results to re-teach

TPE 4
Making Content Accessible

Communicating assessment results to students, family, others

TPE 2
Incorporating specific strategies, teaching/instructional activities, procedures, and experiences
Maintaining Student Learning During Instruction
TPE 5

Monitoring the class during guided practice, checking for understanding, and independent practice
Student Engagement
TPE 3
Communicating instructional objectives, ensuring active and equitable participation, monitoring
Interpretation and Use of Assessments
instruction, encouraging student participation

Using a variety of methods to CFU and assess learning

TPE 6
Developmentally Appropriate Practices
Conceptual Framework
Caring
Utilizing strategies that are age and skill level appropriate
TPE 7

Evidenced through planning; instructional strategies; clear, concise, thorough, complete instruction;
Teaching English Learners
compassion towards students
Leadership
Utilizing appropriate ELD activities
CSTP 2

Evidenced through planning, command of subject matter, command of instruction, command of

Creating and Maintaining Environments for Student Learning
classroom management
Excellence
Involving students

Evidenced through planning, instruction, classroom management

Valuing fairness and respect
Diversity
Promoting group responsibilities and social development

Evidenced through utilization of ELL instructional strategies, compassion for English learners,
Maintaining effective student behavior standards
command of ELD standards
Planning and implementing effective classroom procedures and routines
Key Assessments
TPE 10
Knowledge
Instructional Time

Evidenced by command of subject matter being presented

Using instructional time effectively
Planning
TPE 11

Clear, concise, thorough, complete planning to engage and support all students
Social Environment
Assessment
Using effective classroom behavioral standards

Evidenced by informal checking for understanding throughout the lesson, formal checking for
CSTP 3
understanding through formative assessment, summative assessment assessing students final
Understanding and Organizing Subject Matter for Student Learning
understanding of subject matter
Knowing subject matter well
Technology
Organizing the curriculum and presentation sequentially

Evidenced by appropriate technology to reinforce and engage students in learning

Interrelating ideas within and across subject matter areas
Rubric Score
Using appropriate instructional strategies
4 Excellent
TPE 1

Appropriate, accurate, relevant, clear, concise, detailed; lesson plan is purposefully connected
Specific Pedagogical Skills
3 Competent

 Identifying and effectively teaching the state academic learning goals

CSTP 4
Planning Instruction and Designing Learning Experiences for All Students
Planning lessons to meet student interests, background, and needs
Establishing short and long term goals and plans
Planning effective instructional activities and effectively incorporating technological resources and
outside materials
TPE 8
Learning About Students
Teaching to student learning needs

Appropriate, relevant, accurate; lesson plan is connected

2 Emerging

Minimal, limited, cursory, ambiguous; lesson plan is weakly connected

1 Not Present

Inappropriate, irrelevant, missing; lesson plan is not connected

N/G (Technology Only)

Not graded due to no technology available at school-site