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Learning Disabilities Preservice Teacher Observation Form

Preservice Teacher: Anna Walsworth ` Evaluated by: Pam George

Grade/Subject: K - Math Date Evaluated: 10.21 @ Discovery Elementary (11:00-12:00)
Cooperating Teacher: Ainsley W
School: Discovery Elementary (Observation 2)

Ranking: Unsatisfactory = 1 point; Basic = 2 points; Proficient = 3 points; Distinguished* = 3 points

Directions: Please select a score in the space provided. The components being assessed are from Danielson Framework (2013) and InTASC
Standards.
Domain 1: Planning and Preparation 1a – Demonstrating Knowledge of Content and Pedagogy (InTASC 4) 1a. Score:_____
(1) Unsatisfactory (2) Basic (3) Proficient Comments
Pedagogy
You demonstrated lesson plan showed
effective strategies to help your student reach
In planning and practice, the teacher makes The teacher is familiar with the important The teacher displays solid knowledge of the their IEP goal. You used multi-sensory
content errors or does not correct errors concepts in the discipline but displays a lack important concepts in the discipline and how methods and a variety of ways for student to
made by students. The teacher displays little of awareness of how these concepts relate to these relate to one another. The teacher learn their numbers. Nice job!.
understanding of prerequisite knowledge one another. The teacher indicates some demonstrates accurate understanding of Since your student struggled to stay on task
important to student learning of the content. awareness of prerequisite learning, although prerequisite relationships among topics. The you incorporated a Behavior Intervention
The teacher displays little or no such knowledge may be inaccurate or teacher’s plans and practice reflect familiarity Plan (see below for suggestions on improving
behavior intervention)
understanding of the range of pedagogical incomplete. The teacher’s plans and practice with a wide range of effective pedagogical
approaches suitable to student learning of the reflect a limited range of pedagogical approaches in the subject.
content. approaches to the discipline or to the
students.

*If the student shows “Distinguished” related to any component, please provide evidence and an explanation in the General Comments.
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Domain 1: Planning and Preparation 1c – Setting Instructional Outcomes (InTASC 1) 1c. Score:_____
(1) Unsatisfactory (2) Basic (3) Proficient Comments

You had your lesson plan ready and sent-

The outcomes represent low expectations for
students and lack of rigor, and not all of these
outcomes reflect important learning in the
discipline. They are stated as student
activities, rather than as outcomes for
learning. Outcomes reflect only one type of
learning and only one discipline or strand and
are suitable for only some students.
Outcomes represent moderately high
expectations and rigor. Some reflect
important learning in the discipline and
consist of a combination of outcomes and
activities. Outcomes reflect several types of
learning, but the teacher has made no effort
at coordination or integration. Outcomes,
based on global assessments of student
learning, are suitable for most of the students
in the class.
A proficient lesson plan has your objectives,
Most outcomes represent rigorous and
alignment to state standards, and details on
important learning in the discipline and are
your lessons, so that a substitute teacher can
clear, are written in the form of student
pick up that lesson and be able to do it.
learning, and suggest viable methods of
assessment. Outcomes reflect several
Be more explicit in your writing.
different types of learning and opportunities
for coordination, and they are differentiated,
Communicate to your student why you are
in whatever way is needed, for different
teaching what you are teaching.
groups of students.

Domain 2: Classroom Environment 2c – Managing Classroom Procedures 2c.

Score:__2___
(1) Unsatisfactory (2) Basic
Much instructional time is lost due to
inefficient classroom routines and
procedures. There is little or no evidence of
the teacher’s management of instructional
groups and transitions and/or handling of
materials and supplies effectively. There is
little evidence that students know or follow
established routines, or that volunteers and
paraprofessionals have clearly defined tasks.
Some instructional time is lost due to partially
effective classroom routines and procedures.
The teacher’s management of instructional
groups and transitions, or handling of
materials and supplies, or both, are
inconsistent, leading to some disruption of
learning. With regular guidance and
prompting, students follow established
routines, and volunteers and
paraprofessionals perform their duties.
(3) Proficient
There is little loss of instructional time due to
effective classroom routines and procedures.
The teacher’s management of instructional
groups and transitions, or handling of
materials and supplies, or both, are
consistently successful. With minimal
guidance and prompting, students follow
established classroom routines, and
volunteers and paraprofessionals contribute
to the class.
Nice job explicitly teaching the behavior and
using a behavior chart to monitor. Your focus
was to rewarding students for being focused.
To increase motivation, every time student
was focused, reward her. For example when
you did your warm up, your student
responded to you well, that was a great
opportunity to reward and give those silver
stickers.
Be generous with your positive rewards.
You had a great plan, now you want to
implement it.
Is there a need for the red stars?
Be explicit on what you expect:
Eg. Would be SLANT visual to redirect your
student. After every chunk reward the
student. I would avoid the red stars and just
focus on earning the silver stars.

*If the student shows “Distinguished” related to any component, please provide evidence and an explanation in the General Comments.

Domain 2: Classroom Environment 2e – Organizing Physical Space
Score:___2.5__
(1) Unsatisfactory (2) Basic
The classroom environment is unsafe, or
learning is not accessible to many. There is
poor alignment between the arrangement of
furniture and resources, including computer
technology, and the lesson activities.
Domain 3: Instruction 3a. – Communicating with Students (InTASC 5)
Score:__2.5___
(1) Unsatisfactory (2) Basic
The instructional purpose of the lesson is
unclear to students, and the directions and
procedures are confusing. The teacher’s
explanation of the content contains major
errors and does not include any explanation
of strategies students might use. The
teacher’s spoken or written language contains
errors of grammar or syntax. The teacher’s
academic vocabulary is inappropriate, vague,
or used incorrectly, leaving students
confused.
*If the student shows “Distinguished” related to any component, please provide evidence and an explanation in the General Comments.
The classroom is safe, and essential learning is
accessible to most students. The teacher
makes modest use of physical resources,
including computer technology. The teacher
attempts to adjust the classroom furniture for
a lesson or, if necessary, to adjust the lesson
to the furniture, but with limited
effectiveness.
The teacher’s attempt to explain the
instructional purpose has only limited success,
and/or directions and procedures must be
clarified after initial student confusion. The
teacher’s explanation of the content may
contain minor errors; some portions are clear,
others difficult to follow. The teacher’s
explanation does not invite students to
engage intellectually or to understand
strategies they might use when working
independently. The teacher’s spoken
language is correct but uses vocabulary that is
either limited or not fully appropriate to the
students’ ages or backgrounds. The teacher
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2e.
(3) Proficient Plan to set up your instructional space ahead
of time. Think through student needs –
especially since your student is easily
distractible this is important. During your
The classroom is safe, and students have
lesson you created a block but move the table
equal access to learning activities; the teacher
toward the wall to make the instruction less
ensures that the furniture arrangement is
distractible. Therefore you adjusted your
appropriate to the learning activities and uses
instruction. Planning ahead would increase
physical resources, including computer
instructional time.
technology, effectively.
3a.
(3) Proficient When you are prepared ahead, it will help you
focus on instruction, so that instruction time
is not lost getting student to stay on task.
You kept repeating your instruction patiently
The instructional purpose of the lesson is
(eg. Find number 1)
clearly communicated to students, including
Your teacher came in and firmly clarified the
where it is situated within broader learning;
expectations and the student got back on
directions and procedures are explained
track.
clearly and may be modeled. The teacher’s
Use Firm voice – practice this.
explanation of content is scaffolded, clear,
and accurate and connects with students’
knowledge and experience. During the
explanation of content, the teacher focuses,
as appropriate, on strategies students can use
when working independently and invites
student intellectual engagement. The
teacher’s spoken and written language is clear
and correct and is suitable to students’ ages
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rarely takes opportunities to explain academic and interests. The teacher’s use of academic
vocabulary. vocabulary is precise and serves to extend
student understanding.

Domain 3: Instruction 3d. – Using Assessment in Instruction (InTASC 6) 3d.

Score:_2.5____
(1) Unsatisfactory (2) Basic (3) Proficient Comments

Students do not appear to be aware of the
assessment criteria, and there is little or no
monitoring of student learning; feedback is
absent or of poor quality. Students do not
engage in self- or peer assessment.
Students appear to be only partially aware of
the assessment criteria, and the teacher
monitors student learning for the class as a
whole. Questions and assessments are rarely
used to diagnose evidence of learning.
Feedback to students is general, and few
students assess their own work.
Students appear to be aware of the A graph and student awareness of her goal
assessment criteria, and the teacher monitors would give student more buy in on her
student learning for groups of students. instruction.
Questions and assessments are regularly used Provide details in your lesson plan
to diagnose evidence of learning. Teacher
feedback to groups of students is accurate
and specific; some students engage in self-
assessment.

Domain 4: Professional Responsibilities – 4f. Showing Professionalism (InTASC 9, 10) 4f.

Score:_2.5____
(1) Unsatisfactory (2) Basic
The teacher displays dishonesty in
interactions with colleagues, students, and
the public. The teacher is not alert to
students’ needs and contributes to school
practices that result in some students being ill
served by the school. The teacher makes
decisions and recommendations that are
based on self-serving interests. The teacher
does not comply with school and district
regulations.
(3) Proficient
The teacher is honest in interactions with
colleagues, students, and the public. The
teacher’s attempts to serve students are
inconsistent, and unknowingly contribute to
some students being ill served by the school.
The teacher’s decisions and recommendations
are based on limited though genuinely
professional considerations. The teacher must
be reminded by supervisors about complying
with school and district regulations.
The teacher displays high standards of
honesty, integrity, and confidentiality in
interactions with colleagues, students, and
the public. The teacher is active in serving
students, working to ensure that all students
receive a fair opportunity to succeed. The
teacher maintains an open mind in team or
departmental decision making. The teacher
complies fully with school and district
regulations.
Comments
Continue to grow in your dispositions –
confidence, taking responsibility for your
learning, You are at a point in your program
were you have to become an independent
learner. Initiate more, take on more, be
yourself – you have so much to give.
For example, your CT gave you an opportunity
to lead calendar time, she said she had to step
in and lead.

*If the student shows “Distinguished” related to any component, please provide evidence and an explanation in the General Comments.
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Key to Ratings
Unsatisfactory Basic Proficient Distinguished*
7-10 11-17 18-21 --

Summary Final Score: _______17 (out of 21)

General Comments: Write more detailed lesson plans, Include Common Core Goal, IEP Goal, Behavior Goal and your plans connected to this goal.
Behavior plan – Include this in your lesson plan. Focus on positive behavior reinforcement. Be generous in your positive reinforcement as your student
responds to it well and seems motivated. One suggestion is to be explicit on what behavior you are going to reward.

Strengths:
Anna you were very persistent with your student. You were patient and adjusted your instruction when needed to support behavior. You were patient and
repeated your directions.

You had a variety of creative ways of teaching the numbers, using all her senses – multi-sensory – Great work! You used jumping, starts, touch points, etc.
You also adjusted your instruction.

Areas for Growth:

Conversation with your CT: She is concerned that you should be further along, for example, being initiative, taking on more responsibilities and not waiting
for her to give you those opportunities.
Next steps: Grow in being assertive, initiate, be a learner
1. Ask questions – Ask for opportunities – For eg. Be in an IEP meeting, learning behavior plans. (Your CT is open to all your questions)
Advocate for yourself.
2. Initiate – Be assertive and not passively expect for teacher to tell you what to do.
3. Participate in as much as possible. Make the most of as many opportunities. If you are in a push in setting, ask your co-teacher if you can
teach. Ask for opportunities.

*If the student shows “Distinguished” related to any component, please provide evidence and an explanation in the General Comments.
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Next Observation: Based on our CT feedback, I would like to see you teach whole group, to support you in demonstrating assertiveness and
initiatives.

Evaluator’s Signature/ Position: P. George (Assistant Professor)

Candidate’s Signature: __________________________________________________________________

Please print one copy, review the ratings with your preservice teacher, and provide him/her with a signed copy.

*If the student shows “Distinguished” related to any component, please provide evidence and an explanation in the General Comments.