Student Teacher Progress Report Form

Pennsylvania State University Capital College

Student Teacher Veronica OLeary

Observation Date March 2, 2015 Grade/Subject Grade 1/Reading-Math

School District Mechanicsburg School Shepherdstown Elementary School Cooperating Teacher Miss Ernst
University Supervisor

Hannah KS Sollenberger

Directions to Observer During the observation, describe below the evidences of the student teachers progress in the four
performance categories: I. Planning and Preparation; II. Classroom Environment; III. Instructional Delivery; and, IV. Professionalism.
Specific competencies within each category are listed on the reverse side of this form.
Category I: Planning and Preparation
Miss OLeary has turned in her lesson plans to her cooperating teacher and the supervisor on time. Miss OLeary always has
her binder in the same location, its well-organized and updated.
Category II: Classroom Environment
Upon arrival the supervisor learned that Miss OLeary did not have a cooperating teacher. She also was sharing the classroom
with a learning support teacher and her students (in lieu of having a substitute). Today was a two-hour delay so the schedule
had also shifted from the norm. Veronica demonstrated flexibility and remained professional while managing the classroom
by herself for the first time.
o There were several adults coming in and out of the classroom during the observation. Veronica stayed focused and
was able to keep the students focused during her lessons despite the disruptions.
Category III: Instructional Delivery
After completing the reading lesson from earlier, Veronica started with word problems for math. Mona has 20c. She buys
meat for 15c. How much money does she have left? All students have a white board to write their math sentence and
answer on the board. After hearing the answer Veronica asked How did you find that answer? Were you adding or
subtracting?
o Veronica is able to assess if all the students understand the word problem by looking at their white
boards.
o Why is it okay if you get an answer wrong? Yes, because we learn from our mistakes. It is
important for the students to know they can take risks and explore learning and do not always have to
be correct.
o What is your objective or essential question for this lesson? Can you tell the students what they will be
learning?
Miss OLeary modeled the desired outcome on the board by drawing the domino number equations and by writing the
turnaround facts so students could make observations about the equations. I see some confused faces so let me show you
another example.
o Can you start the equations and then let the students finish the turnaround facts or let them write the
fact on their white boards? This would give you information on who is grasping the concept and who
needs review.
Chat with your partnerHow do you know these number are important?
The students were able to answer your questions-- they understand the main concepts in the lesson.
At this point in the lesson the students return to their desks to do independent practice. The practice page looks exactly like
the example and students were able to complete the page by themselves.
Veronica moved about the room during the independent practice and complimented students I love the way some of my
friends sat down and got right to work. All of the students were engaged in the learning.
o To follow up from last weekany changes with the two students who have to sit at the table during carpet time?
Have you found any alternatives? Are they both engaged in the learning?
Category IV: Professionalism
Miss OLeary has demonstrated appropriate communication with teachers, parents and students.
**Great job being flexible today and you seemed like a natural being in charge. You handled the classroom with authority and taught
effective lessons. Well done!**
Observers signature

Student Teacher white copy

Student teachers signature

Cooperating Teacher pink copy

Supervisor/University yellow copy

Teaching Competencies
Category I: Planning and Preparation
1)
2)
3)
4)
5)
6)
7)
8)

Knowledge of content
Knowledge of pedagogy
Knowledge of Pennsylvanias K-12 Academic Standards
Knowledge of students and how to use this knowledge to impart instruction
Use of resources, materials, or technology available through the school or district
Instructional goals that show a recognizable sequence with adaptations for individual student needs
Assessments of student learning aligned to the instructional goals and adapted as required for student needs
Use of educational psychological principles/theories in the construction of lesson plans and setting instructional goals

Category II: Classroom Environment

1)
2)
3)
4)
5)
6)
7)

Expectations for student achievement with value placed on the quality of student work
Attention to equitable learning opportunities for students
Appropriate interactions between teacher and students and among students
Effective classroom routines and procedures resulting in little or no loss of instructional time
Clear standards of conduct and effective management of student behavior
Appropriate attention given to safety in the classroom to the extent that it is under the control of the student teacher
Ability to establish and maintain rapport with students
Category III: Instructional Delivery

1)
2)
3)
4)
5)
6)
7)
8)
9)
10)

Use of knowledge of content and pedagogical theory through his/her instructional delivery
Instructional goals reflecting Pennsylvania K-12 standards
Communication of procedures and clear explanations of content
Use of instructional goals that show a recognizable sequence, clear student expectations, and adaptations for individual student
needs
Use of questioning and discussion strategies that encourage many students to participate
Engagement of students in learning and adequate pacing of instruction
Feedback to students on their learning
Use of informal and formal assessments to meet learning goals and to monitor student learning
Flexibility and responsiveness in meeting the learning needs of students
Integration of disciplines within the educational curriculum
Category IV: Professionalism

1)
2)
3)
4)
5)

Knowledge of school and district procedures and regulations related to attendance, punctuality, and the like
Knowledge of school or district requirements for maintaining accurate records and communicating with families
Knowledge of school and/or district events
Knowledge of district or colleges professional growth and development opportunities
Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional Practice and Conduct for
Educators: and local, state, and federal laws and regulations
6) Effective communication, both oral and written with students, colleagues, paraprofessionals, related service personnel and
administrators
7) Ability to cultivate professional relationships with school colleagues
8) Knowledge of Commonwealth requirements for continuing professional development and licensure