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:


Novice Names Sarah Patterson Date Jan 28, 2014

Observer Name Irene Villanueva School and Class/Period Rowan Elem., Ms. Carrillo 5
th
grade



Observations/Commentary/Scripting

Sarah stood in front of the whole class, while students sat at their
desks. She reviewed the viewing of the video they had watched of an
interview of the President.

She referred to her own interview of her mother, and asked students for
possible questions she could ask. She had written on board a tree
chart, indicating things she knows about her mom, i.e., hobbies:
baseball, math, knitting; her favorites: Dodgers, dogs, blue; and
questions she could learn.

She suggested and wrote on the board, what was it like when you
were a child?

Sarah prompted students to ask question to get a story. She
suggested, what if she says she likes pancakes, but doesnt like
waffles? A student suggested, why dont you like waffles? Sarah
accepted the question, and elaborated that type of question could elicit
a story from the interviewee.

She called students attention to the questions she had written on the
board, what do you notice? A volunteer noted, they all start with
what. Sarah prompted students to think about What does that tell
you? She continued guiding the students about types of questions,
recommending that they not ask yes/no questions, but ask questions to
get a story, longer answers. A student offered, What did you do for
fun when you were little? and What are your likes?

Sarah called attention to her notes while watching the interview. A
volunteer noted that she didnt write out the entire thing, just wrote
parts. Sarah reinforced his observation, commenting that she Took
out important parts from the interview because she didnt have time,
he was talking fast, and his answers were long, so just wrote key
parts. She also informed the group that they will have time to
practice note taking today.

She directed the students to think about your questions first, and
write 3-5 questions. She modeled on the white board,
recommending that students leave room to write your answers on
their interview question sheets. Students began writing their questions.
Sarah monitored students as they worked.

She called for students attention and asked if students were ready.
She asked students what is Mock interview. A student responded
that they could practice the interview. Sarah informed the group


Questions/Suggestions


TPE 1, 9 well prepared






TPE 5 modeled and
facilitated culturally
relevant instructionally
activity



TPE 2, 4, 5 monitoring
student learning during
instruction, scaffolding,
student participation


TPE 4 scaffolding







TPE 2, Q/A


TPE 4, scaffolding






TPE 4, 5 scaffolding,
student participation









TPE 2, 4 monitoring student
learning during instruction,
scaffolding






TPE 7 academic language





they would practice with a partner, asking questions, taking notes, and making a suggestion to the
partner, adding another interview question to ask the interviewee. Students actively engaged in the
interview practice with their partner, asking an interview question, writing notes on the interviewees
response, and taking turns conducting and responding to interview questions.

She asked for volunteers to model their interview in front of the class. Two students volunteered.
They modeled asking Why do you like fishing on the weekend? The interviewee responded, I like
fishing on weekends because I get fish and then we eat them. Sarah asked if they had an alternate
question, but they did not. She thanked the two volunteers and students applauded.

Sarah directed the students to take their interview question sheets home to conduct their interview at
home tonight, and tomorrow they will create a story from their interview



Observations/Commentary/Scripting

Debrief:
Sarah and I met to talk about her lesson presentation. She commented that she felt bad about the
classroom management, that she was not consistent about her expectations of student behavior and
participation. Sarah acknowledged that she needs to get students attention before she gives instruction.
We talked about possible strategies that Sarah feels comfortable using, to call for and maintain student
attention during her instruction. For example, she would like to try raising her hand, and have students
follow her example. We also talked about Sarahs use of her voice, intonation and modulation, to let
students know when shes serious.

Sarah noted that she could add a worksheet or handout for the interview questions and a prompt of an
alternate question from the peer. In addition, she would provide space on the handout for practicing their
note taking, include their questions for the mock interview with their partner, and the actual interview
questions with a family or community member. She also would like to provide a page of resources for
the students to use as references, ideas for questions, possibly after their initial writing of questions, and
prior to writing the final draft of the interview questions.

I mentioned that Sarah did a very good job providing a model for the students, demonstrating types of
relevant questions, emphasizing meaningful questions, inviting a story from the interviewee and
providing a culturally relevant instructional activity.

Overall, I felt that this was a successful lesson for Sarah. She was well prepared and reflective on how
things had gone in the lesson, as well as what she might do differently. This is an important quality in
becoming a caring, reflective teacher.















Questions/Suggestions

TPE 5 student engagement





TPE 2 monitoring student
learning



TPE 9, 10, closing the
lesson, transition, lesson pl