Fillable Observation Form (Formative Assessment) (Peru State College)

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Observation Form (Formative Assessment) (Peru State College)

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7.24.18 Version
© Sunderman & Wilcoxen Page 1 of 3
Observation Form (Formative Assessment)
Teacher Candidate:
School: Grade/Topic:
Observation #: Date:
Supervisor:
(+)
Observed
with
defined
evidence
(/)
Observed
with ideas
for growth
(-)
Not
observed
or
evident
(N/A)
Not
applicable
to the
lesson
The Learner and Learning
Standard 1 Learner Development (Student Needs)
1. Connects lessons to students’ interests, personal experiences and prior knowledge by modifying,
adapting or adjusting instruction and materials for students
2. Collects data about student development and effectively uses the data to adjust teaching
Standard 2 Learner Differences (Differentiation)
3. Implements multiple developmentally appropriate and challenging learning experiences
4. Uses data gathered to differentiate instruction using flexible grouping, individualized instruction,
various teaching styles, and differentiated content
Standard 3 Learning Environment (Classroom Management)
5. Communicates, models, and positively reinforces or redirects clear task and behavioral
expectations through verbal and nonverbal signals (smiles, high fives, thumbs up, gives verbal
acknowledgement, praise, uses proximity, eye contact, attention getters, signals, etc.)
6. Uses strategies for transitions that minimize problems and maximize instructional time
7. Creates a positive learning environment through relationships, organization and routines through
an awareness of the classroom environment
Comments on the
Learner and Learning
Content Knowledge
Standard 4 Content Knowledge (Accuracy)
8. Uses the academic language of the content correctly and creates relevant opportunities for
students to practice and apply academic language and practice/demonstrate understanding
Standard 5 Application of Content (Critical Thinking)
9. Relates content to meaningful examples that provoke critical thinking and inquiry (within and
across content fields)
10. Uses questioning and activities to engage students to conjecture and discover key ideas
Standard 5 Application of Content (Communication)
11. Engages students in applying content knowledge and literacy skills to real world contexts by
gathering, organizing and evaluating information and ideas from a variety of resources and texts
12. Creates content appropriate learning opportunities to develop students’ communications skills by
providing opportunities for students to engage in dialogue, share ideas, and form positive
relationships
Comments on
Content Knowledge
Instructional Practice
Standard 6 Assessment (Classroom Assessment)
13. Implements multiple assessments that measure lesson objectives and check for student
understanding throughout the lesson
14. Uses assessments to engage student in his/her growth and decision making and implements
required accommodations as necessary
7.24.18 Version
© Sunderman & Wilcoxen Page 2 of 3
Standard 6 Assessment (Impact on Student Learning)
15. Provides students clear criteria and performance standards by which their work will be evaluated
16. Monitors student learning to guide instruction and provides ongoing feedback to engage learners
in their own progress (eg. goal setting, self-assessment, etc.)
17. Analyzes and uses assessment data to draw conclusions and describe patterns and/or gaps in
learning to guide planning and adjust instruction (within and after lessons)
Standard 7 Planning for Instruction (Written Lesson Plans)
18. Plans and sequences common learning experiences and performance tasks linked to learning
objectives aligned with state standards and/or district curriculum
19. Prepares necessary resources and materials
20. Modifies/adapts lesson plans based on student performance data and student needs
Standard 8 Instructional Strategies (Technology)
21. Provides learning opportunities by utilizing technology, when appropriate, that relate to the
lesson objective and forms connections between content and the real world
22. Offers student choice through technology to provide experiential opportunities to access,
interpret, evaluate and apply information
Standard 8 Instructional Strategies (Evidence-Based Strategies)
23. Incorporates a variety of evidence-based instructional strategies that match the intended
learning objectives
24. Utilizes gradual release of responsibility and pacing by varying roles within the instructional
process (e.g., instructor, facilitator, coach, audience)
25. Includes inquiry processes that are open-ended utilizing questions that give rise to critical
thinking versus absolute responses
Standard 8 Instructional Strategies (Engagement)
26. Provides content rich tasks that directly involve students in the learning using active engagement
strategies (e.g. partner work, pair share, performance tasks, Kagan strategies, Talk Moves, etc.)
Comments on
Instructional Practice
Professional Responsibility
Standard 9 Professional Learning and Ethical Practice (Accepting Feedback - Dispositions)
27. Seeks, positively accepts and implements feedback from a variety of sources including students
by executing goals for improvement
Standard 10 Leadership and Collaboration (Professional Demeanor - Disposition)
28. Provides ideas/input when working with colleagues, candidate seeks suggestions and strategies
from other professionals to improve practice
29. Contributes to a positive school culture within and beyond the classroom (eg. attends school and
community functions and activities)
30. Models professionalism through punctuality, dependability, preparedness, professional dress,
follow through, ethical and confidential practices
Standard 10 Leadership and Collaboration (Professional Communication - Dispositions)
31. Exhibits proper grammar, punctuation, sentence structure and spelling in all forms of
communication and is thoughtful before speaking and writing
32. Communicates clearly, honestly, respectfully and professionally with parents and families and is
ongoing throughout the experience
Comments on
Professional Responsibility
7.24.18 Version
© Sunderman & Wilcoxen Page 3 of 3
Guiding questions to reflect on post observation:
o What was the strongest part of your lesson? Explain.
o What would you change in your lesson? Why?
o How do you know your students learned? What evidence do you have?
o How do you plan to use what you learned about your students today to plan for the next lesson?
Goal(s): List 1-3 standard areas from above for candidate to focus prior to your next observation
TC Signature __________________________________________
CT / US Signature __________________________________________
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Observation Form (Formative Assessment) (Peru State College)

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Completed 25 August 2020

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