Teacher Education Program

Formative Observation of Classroom Teaching

Profile of Student Teaching Performance:
A CONTINUUM OF PROFESSIONAL DEVELOPMENT
Student Teacher: ________________________
Jessica Patton School: _______________________
Skyline Middle School Date: _____________
3/7/2017
Cooperating Teacher: ____________________ Time/Class/Period: _________________________________
Jerry Philp 7th Grade Band
Topics/Strategies: ________________________________________________________________________
Full Band Rehearsal

Observer:
Please, check the box to the left if the standard is observed.
Observation Focus:
A. Professional Knowledge | The student teacher
7th Grade Band: Original focus was to
A1. Demonstrates an understanding of appropriate content observe a full band rehearsal. Mr. Philp was
standards (sol/professional standards).
absent and 3/4 of the class was on a field trip.
A2. Demonstrates essential knowledge and skills of subject area.

A3. Demonstrates the link between the content and students past
and future learning experiences as well as related subject areas.

B. Assessment of and for Student Learning | The student

teacher Observation Data/Notes:

B1. Sets acceptable, measurable, and appropriate learning
outcomes and achievement goals for student learning.
B2. Plans formal and informal assessment of learning outcomes.
B3. Checks for understanding using a variety of assessment
techniques to enhance student learning.
B4. Uses formal and informal assessment evidence to identify
strategies to improve instruction.
C. Instructional Planning | The student teacher
C1. Is familiar with and uses relevant aspects of students
background, knowledge, experience, and skills.
C2. Plans differentiated instruction to address the unique
characteristics of individual students (e.g. tag/gt, esl, special
needs).
C3. Plans appropriate instructional strategies to meet the learning
outcomes.
You did a great job!! You had to completely
abandon your original lesson plan and
improvise a new lesson that was appropriate
for a small class. I was very impressed with
how comfortable you seemed in this situation.
You did a great job getting control of the
class. Within 5 minutes of the start of class
you had them in their seats, quiet, and doing
breathing exercises.
Good choice to let them sit wherever they
wanted. You set boundaries (front 2 rows) but
gave them the sense that they had a choice.

C4. Integrates instructional technology in planning.

C5. Integrates key content elements in planning.

C6. Plans time realistically for pacing and transitions for content
mastery.

D. Learning Environment | The student teacher

D1. Establishes a safe physical and psychological environment.

D2. Establishes a climate of trust and teamwork.

D3. Maintains consistent standards for positive classroom behavior.

D4. Demonstrates respect for and responsiveness to the cultural

backgrounds and differing perspectives of learners.

1

E. Instructional Delivery | The student teacher
E1. Presents procedures and outcomes clearly to students and
checks for student understanding.
E2. Presents content accurately and effectively.
E3. Engages and maintains students in active learning.
Observation Data/Notes:
Great job with the tuning. Teaching them all
about how the tuner works, and having them
all try it was a great exercise that they may not
have gotten in a large group setting. This got
them really thinking about their own tuning.

E4. Engages learners in a range of learning experiences using In answer to the question "Why do we have to
technology.
play today", you said "This is a chance to hear
E5. Facilitates students use of higher level thinking skills in
instruction.
yourself". Great answer! Make it about
E6. Differentiates instruction and provides appropriate
them...they like that! Not "so I can hear you",
accommodations to meet the needs of diverse learners. but "so YOU can hear you".
E7. Uses instructional and transition time for content mastery.
Good job getting them excited towards the
F. Reflection For Student Academic Progress | The end. They were genuinely excited about their
student teacher progress.
F1. Provides specific evidence to document student learning.

F2. Takes responsibility for student learning by using ongoing

analysis and reflection.
F3. Seeks and uses information from professional sources (e.g.
cooperating teacher, colleagues, and/or research) to improve
instruction.

G. Professionalism | The student teacher

G1. Demonstrates the expectations of the profession including

codes of ethics, professional standards of practice and relevant
law and policy.

G2. Takes initiative to grow and develop through interactions that

enhance practice and support student learning.
G3. Collaborates and communicates effectively through oral and
written language.
G4. Builds relationships and collaborates with families, communities,
colleagues, and other professionals to promote learner growth
and development.
G5. Accesses resources to deepen an understanding of cultural,
ethnic, gender and learning differences to build stronger
relationships and create more relevant learning experiences.
Areas of Strength:

Adaptability! You adapted to a really hard scenario and flourished. Great job!

Areas for Growth/Goals:

You need to be careful not to focus too much time on individuals or small groups for too long while
ignoring other parts of the band. I can imagine that this would be an even bigger problem with a larger
group. Find ways to focus on fixing a small group of people while still engaging everyone.

Jessica Patton
_________________________________________
4/01/17
_________
Christine Carrillo
______________________________________
3/7/17
_________
Student Teacher Date University Supervisor or Cooperating Teacher Date
Rev 6/16 2