FIELD OBSERVATION REPORT

FORM B
The University of Montana - Missoula
Visit Number: 1 2 3 4 5 6 Date: 5/2/14
Teacher Subjects & Grade
Candidate: Mikel Hoffman Level: K-2 Special Education
Lesson: Kindergarten Math Recognizing and creating patterns
Directions: This form works well for student teaching field experience observations conducted after the
midterm. It is an abbreviation of The University of Montanas Teacher Education Performance-Based Learning
Outcomes.
Performance Outcomes Comments
1. Demonstrates knowledge of the disciplines and subject matter related
to curriculum.
- Uses accurate sources of information.
- Exhibits a depth of understanding of the content to be learned.
- Presents content in a way students can understand.
- Integrates history, cultural heritage, and contemporary status of Montana
Indians, and other diverse populations.
- Answers questions appropriately and correctly.
Mikel has demonstrated all the elements
under this performance outcome with the
exception of the highlighted text to the
left. I am sure, however, that she had
demonstrated this element during her
elementary student teaching placement.
2. Designs interdisciplinary and discrete subject area instruction to
achieve curriculum goals.
- Establishes clear and useful objectives.
- Provides for a logical progression of concepts and skills.
- Seeks opportunities to integrate learning from various disciplines.
- Considers the local community and events in class lesson plans.
- Seeks ways to integrate knowledge of history, cultural heritage, and
contemporary status of Montana Indians when appropriate.
Mikel has demonstrated all of the
elements under this performance outcome
the exception of the highlighted text to the
left. See note above.
3. Uses appropriate technologies and resources to enhance instruction
and student performance.
- Has knowledge of current technology and incorporates it in teaching.
- Matches appropriate technologies and resources to lesson objectives.
- Instructs students in use of technology and instructional materials.
- Uses technology and other resources for students, parents or guardians to
access course requirements and information.
Mikel uses technology where
appropriate; however, during this lesson
the technology was as simple as a set of
shapes that students could use to
establish patterns.
4. Selects and designs appropriate and authentic means of assessing
student learning and progress.
- Uses pre-assessments to determine students' background knowledge, and
reviews criteria with the cooperating teacher.
- Matches assessments with objectives.
- Uses multiple assessments, including performance-based assessments.
- Uses rubrics to help students understand grading policies and encourages
students to assess and monitor their own progress.
- Provides accurate feedback on academic performance.
- Keeps complete and accurate records of student progress.
- Returns graded assignments and exams promptly.
Mikel carefully monitors the students and
their activities. He gives appropriate
feedback to the students to ensure that
students are getting the concept. She
gives feedback to students on their
performance and assists when
necessary. Through questioning
strategies, she is able to help bring
students to understand the concept
being taught.
Performance Outcomes Comments
5. Implements instructional and behavioral management strategies to
promote a safe and positive learning environment.
5a. Instructional Management
- Presents plans in advance of the lesson to the cooperating teacher.
- Prepares for each lesson.
- Provides for a safe physical environment for students.
- Establishes a classroom environment that fosters student achievement.
- Uses class time effectively.
- Builds connections to students prior knowledge.
- Incorporates student responses or questions to direct curricular decisions.
- Engages all students equitably in discussions and activities.
All elements under this performance
outcome have been demonstrated.
During this small group instruction, it is
apparent that Mikel had analyzed the
standards and tailored her instruction to
meet those standards.
5b. Behavioral Management
- Defines and adheres to clear classroom policies and procedures.
- Establishes a classroom fostering a positive social environment for learning.
- Develops attitudes and work habits promoting responsibility and
respect for others.
- Engages and keeps students on task.
- Provides appropriate feedback for student behavior.
- Analyzes classroom problems and initiates appropriate solutions.
- Uses preventive behavior and intervention management strategies.
All elements under the standard were
demonstrated. This was a challenging
group. One student has definite
behavioral challenges; but constant
monitoring, constructive feedback, and
appropriate consequences were used in
order to get the student to perform the
task. She knows when to act and when
to ignore behavior to prevent the student
from escalating.
6. Engages students in learning activities that promote critical and
creative thinking.
- Uses varied questioning strategies.
- Uses "think" time for student responses.
- Helps students assess accuracy of information.
- Encourages students to use problem solving strategies.
- Helps students summarize and develop generalizations.
Mikel works well in small group
situations. She is able to accommodate
individual student needs and tailors her
instruction so that all students are
challenged and that all students are
learning.
7. Designs and organizes learning environments to accommodate
learners.
- Helps students to accept responsibility for learning.
- Uses a variety of materials, strategies, and activities.
- Creatively connects lessons with student experiences.
- Designs developmentally appropriate lessons.
Mikel effectively used the reward of
going outside and working on the lesson
after in class requirements were met.
Even the behaviorally challenged student
performed very well outside.
8. Communicates clearly, accurately, and professionally with students
and their families, colleagues, and community members.
- Communicates proactively with parents, other school personnel, and
community members.
- Seeks to establish cooperative partnerships with parents/guardians to support
student learning.
- Communicates with students, colleagues and others honestly and
appropriately.
- Emphasizes the value and importance of the lesson
content/activity.
- Communicates enthusiasm for learning and teaching.
- Uses effective listening skills to modify instruction.
- Uses humor appropriately.
- Speaks clearly and with appropriate voice inflection.
- Uses standard English.
- Models appropriate language for the maturity level of the students.
- Gives clear directions and explanations appropriate for the grade level.
I have not observed the parent
communication portion of the standard,
but all of the other elements have been
demonstrated by Mikel. She is a good
communicator and is not afraid to ask
questions when she needs information.
She explains and clarifies instructions
and tasks for the students so that they
are able to complete their lessons. The
parent communication portion of the
standard will be addressed during the
writing of an IEP and conducting an IEP
meeting.
Performance Outcomes Comments
9. Reflects on professional responsibilities and demonstrates
commitment to fairness and the ability of all to learn.
- Is punctual and reliable in meeting obligations.
- Reflects on teaching practice to improve performance.
- Protects the legal rights of students.
- Conduct is consistent with the Professional Educators of Montana Code of
Ethics.
- Observes policies, regulations and channels of communication.
- Maintains a professional appearance.
- Attends faculty meetings, in-service seminars, parent activities, student
teaching seminars and other opportunities for professional growth.
- Exhibits openness to new resources, ideas, suggestions and strategies.
- Consults with the cooperating teacher and various resource personnel.
- Demonstrates a familiarity with professional organizations and publications.
- Demonstrates understanding of and sensitivity to community/cultural
expectations.
- Demonstrates fairness by meeting the educational needs of all students in a
caring, non-discriminatory, and equitable manner.
- Lesson plans and student interactions demonstrate the belief that all
students can learn.
In conversations with Mikel, it is very
apparent that she is highly concerned
with being a professional. She strives to
be the most effective, professional and
cooperative teacher that she can be. It is
important to her to be very competent in
all areas of the professional teacher
realm.
In observing Mikel, it is very noticeable
that she believes that all students can
learn, and she adjusts her teaching to be
able to reach all students under her
tutelage.
Supervisor Signature: Date: 5/2/14
Mikel:
It is obvious that your passion in life is to teach. You have a "can-do" attitude that keeps you trying different methods so
that all students can learn. At present, I know your heart lies in being a classroom teacher in a regular education
classroom. Do not rule out the possibility of being a special education teacher. I know that there is a perception that
once a person gets into special education, it's difficult for them to get out; however, if you do start out in a special
education classroom and do an excellent job, most districts will see your talent and want to keep you as a teacher
whether it be in special education or in the regular classroom. If you should interview for a job in special education, do
not be bashful about mentioning your concerns. They are valid, and school districts will not be offended by that type of
question. Good luck in all you do.
Dave