CLINICAL TEACHING OBSERVATION REPORT

SUPERVISED TEACHER
SCHOOL

Jennifer Schneidewind

San Benito Elementary

LESSON TYPE:
DIRECT INSTRUCTION
OBSERVATION:
EDUC 468

SUBJECT

DATE
UNIVERSITY SUPERVISOR

Mathematics

COOPERATIVE LEARNING

EDUC 478

EDUC 467

Deborah Lewis
6th

GRADE

INQUIRY

5/4/16

Kathryn Holmes

Doc Camera, Projector, Laptop,c alculators

TECHNOLOGY USED

LESSON SUBJECT

SCHOOL-SITE SUPERVISOR

Describing a Distribution Displayed in a Histogram

10

Rubric Score
California Standards for the Teaching Profession & Teaching Performance Expectations
CSTP 1

Engaging and Supporting All Students in Learning

TPE 4

Making Content Accessible

TPE 5

Student Engagement

TPE 6

Developmentally Appropriate Practices

TPE 7

Teaching English Learners

x
x

CSTP 2

Creating and Maintaining Environments for Student Learning

TPE 10

Instructional Time

TPE 11

Social Environment

Understanding and Organizing Subject Matter

Specific Pedagogical Skills

Planning Instruction and Designing Learning Experiences for All Students

TPE 8

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 3
TPE 1
CSTP 4

CSTP 5

checking each students answer to give direct, immediate feedback

give yourself a pat on the back, Im proud of you this shows that you care
COMMENTS
about them
give at
leastthis
onetotal
constructive
comment
for each
Please
What
does
represent?
- getting
themobservation.
to think!

you are very mobile! listening to them as they work is so valuable!

your levels of questioning are varied - GREAT!

excellent modeling of your thought process

great job predicting and addressing possible common misconceptions

Conceptual Framework

x
1

Caring

Leadership

Excellence

Diversity
Key Assessments
Knowledge

x
1

4
x

SUGGESTIONS
Please give at least one constructive suggestion for each observation.

consider giving clear expectations for use of tools (calculators)

for many of your ecxpected choral responses only 1-2 students responded think about how you can use wait time to help them have time to think of their
response

dont forget to use your partner talk to engage all learners

math sentence frames & partner praise - I have something that is good for
this that I can share

how can you use a timer to keep your students on track and foused on the
task?

do we agree? consider a safe and physical response such as hands on head

if you agree, hand in the sky if you dont. This allows to to better target who is on
track and offer guidance to get them on track. It also forces ALL to take a stance.

Rubric Score: 1 Not Present

Planning

Assessment

Technology

2 Emerging 3 Competent 4 Exceptional

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
Teaching at the level of the students interests and understanding
from a well-planned, standards-based lesson plan
Using multiple instructional strategies
CSTP 5
Promoting interaction and choice by students
Assessing Student Learning
Engaging students in problem solving and HOTS

Using
TPE 4
multiple methods to assess student learning
Making Content Accessible

Allowing
Incorporating specific strategies, teaching/instructional activities, procedures, and
students to assess their own learning
experiences

Using
TPE 5
assessments results to re-teach
Student Engagement

Commun
Communicating instructional objectives, ensuring active and equitable participation,
icating assessment results to students, family, others
monitoring instruction, encouraging student participation
TPE 2
TPE 6
Maintaining Student Learning During Instruction
Developmentally Appropriate Practices

Monitori
Utilizing strategies that are age and skill level appropriate
ng the class during guided practice, checking for understanding, and independent practice
TPE 7
TPE 3
Teaching English Learners
Interpretation and Use of Assessments
Utilizing appropriate ELD activities

Using a
CSTP 2
variety of methods to CFU and assess learning
Creating and Maintaining Environments for Student Learning
Conceptual Framework
Involving students
Caring
Valuing fairness and respect

Evidence
Promoting group responsibilities and social development
d through planning; instructional strategies; clear, concise, thorough, complete instruction;
Maintaining effective student behavior standards
compassion towards students
Planning and implementing effective classroom procedures and routines
Leadership
TPE 10

Evidence
Instructional Time
d through planning, command of subject matter, command of instruction, command of classroom
Using instructional time effectively
management
TPE 11
Excellence
Social Environment

Evidence
Using effective classroom behavioral standards
d through planning, instruction, classroom management
CSTP 3
Diversity
Understanding and Organizing Subject Matter for Student Learning

Evidence
Knowing subject matter well
d through utilization of ELL instructional strategies, compassion for English learners, command of
Organizing the curriculum and presentation sequentially
ELD standards
Interrelating ideas within and across subject matter areas
Key Assessments
Using appropriate instructional strategies
Knowledge
TPE 1

Evidence
Specific Pedagogical Skills
d by command of subject matter being presented
Identifying and effectively teaching the state academic learning goals
Planning
CSTP 4

Clear,
Planning Instruction and Designing Learning Experiences for All Students
concise, thorough, complete planning to engage and support all students
Planning lessons to meet student interests, background, and needs
Assessment

 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

Evidence
d by informal checking for understanding throughout the lesson, formal checking for
understanding through formative assessment, summative assessment assessing students final
understanding of subject matter
Technology

Evidence
d by appropriate technology to reinforce and engage students in learning
Rubric Score
4 Excellent

Appropri
ate, accurate, relevant, clear, concise, detailed; lesson plan is purposefully connected
3 Competent

Appropri
ate, relevant, accurate; lesson plan is connected
2 Emerging

Minimal,
limited, cursory, ambiguous; lesson plan is weakly connected
1 Not Present

Inapprop
riate, irrelevant, missing; lesson plan is not connected
N/G (Technology Only)

Not
graded due to no technology available at school-site