National University

School of Education

National University General Education Student

Teaching USP Observation
Student Teacher: Frasier,Ian
Observation #8
Observation Date: 2016-01-11
University Support Provider: Sugimoto,Marilyn Annette

Domain E: Creating and Maintaining an Effective Environment for Students' Learning

University support provider feedback:

Rubric level: Applying
Evidence / Feedback / Next Steps:
Ian does a good job of handling disruptive issues such as: do a body check, waterfall, what does
effort mean, if your can hear me....,etc.
A suggestion: Set your expectation of how they should behave prior to the activity. If they
misbehave, you can give that student a warning and the next time do something, such as moving
them to another spot....whatever is your behavior plan.
Ian is highly organized and has all of his supplies ready for the instructional period. Class time is
used effectively. Mr. Frasier has established a good rapport with his students and is a good role
model for them.

Domain B: Assessing Student Learning

University support provider feedback:

Rubric level: Applying
Report generated on: 2016-06-13-09.36.32.000000

Evidence / Feedback / Next Steps:

There was an adequate amount of assessment including: informal discussion, Phonics Connect
Four game, decodable readings, spelling and phonics workbook pages.
Mr. Frasier frequently monitors instructions by wandering around the room checking on all
students to make sure they are correct with their answers.

Domain D: Planning Instruction and Designing Learning Experiences for Students

University support provider feedback:

Rubric level: Emerging
Evidence / Feedback / Next Steps:
There was a minimal level of differentiation of instruction for this lesson. Some suggestions are: If
students know and can read the decodeable book, have them read something at their grade level.
Ian always does a competent job of telling student what the objective of the lesson is. I suggest
you put it on the board for all to see. At your grade level, having it in kid friendly terms would be
helpful such as using some pictures. The reason to post the objective is for anyone who enters
your classroom, they would know immediately what you are teaching. You are not 'Just' playing a
game; you are teaching the long vowel "e".

Domain F: Developing as a Professional Educator

University support provider feedback:

Rubric level: Integrating/Innovative
Evidence / Feedback / Next Steps:
Mr. Frasier is self reflective and knows what part of the lesson went well and what he should have
done to make it better.
He dresses professionally and seeks out opportunities for professional growth. He is highly
respected by his peers, principal, and parents which means he works well as a team.
He communicates well with staff, parents,students and USP.

Report generated on: 2016-06-13-09.36.32.000000

Domain C: Engaging and Supporting Students in Learning

University support provider feedback:

Rubric level: Integrating/Innovative
Evidence / Feedback / Next Steps:
Mr. Fraiser does an exceptional job of connecting students' background knowledge, not only at the
beginning of the lesson, but reminding them of previous taught lessons throughout the period. He
continually connected previous lessons involving the long vowel "e".
An exceptional amount of instructional strategies were used: partner reading, oral reading,
highlighting vowels, students going to the board, games, individual reading and teacher reading.
All of those strategies were developmentally appropriate for his grade level.

Domain A: Making Subject Matter Comprehensible to Students

University support provider feedback:

Rubric level: Integrating/Innovative
Evidence / Feedback / Next Steps:
Ian's lesson was well organized by from the beginning by connecting to students' prior learning
about the spellings of long vowel "e". He had extensive use of examples and students giving the
spelling to them. They played a game of Phonics, 4 in a Row, dealing with the different sounds of
long vowel e. He purposefully chose a variety of students to go to the board - they had to spell it,
recognized the word and another student used it in a sentence. Ian explained clearly what the
students had to do when they got their decodeable books which was to listen to him read the page
then another student read it and the class read it and highlighted the long vowel e. Later students
were engaged in partner read and did independent practice on their own.

Overall observation feedback:

Continue to read about ways to differentiate instruction especially for the higher achievers.
Set your expectations regarding behavior.
As always, a well planned and organized lesson.
Good luck in your future plans!
Report generated on: 2016-06-13-09.36.32.000000

RUBRIC DESCRIPTOR LEVELS:

Integrating/Innovative - The candidate provides clear, consistent, and convincing evidence
demonstrating the competency or competencies. Candidate's practices demonstrate a preponderance
of appropriate, relevant, accurate, and clear or detailed evidence. The evidence is purposefully
connected and reinforced across this TPE Domain.
Applying - The candidate provides clear evidence demonstrating the competency or competencies.
Candidate's practices demonstrate a preponderance of appropriate, relevant, or accurate evidence.
Evidence is connected across this TPE Domain.
Emerging - The candidate provides partial evidence demonstrating the competency or competencies.
Candidate's practices demonstrate a preponderance of minimal, limited, cursory, inconsistent, and/or
ambiguous evidence. Evidence is weakly connected across this TPE Domain and may be inconsistent.
Beginning - The candidate provides little or no evidence demonstrating the competency or
competencies. Candidate's practices demonstrate a preponderance of inappropriate, irrelevant,
inaccurate or missing evidence. Evidence is unconnected across the TPE Domain.

Report generated on: 2016-06-13-09.36.32.000000