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SUPERVISED TEACHER Emily Veeser UNIVERSITY SUPERVISOR Char Moon SCHOOL-SITE SUPERVISOR A. Pertusati
SCHOOL Victoria Groves Elementary SUBJECT English Language Arts GRADE 1st TECHNOLOGY USED Individual Books
Rea
LESSON TYPE:
DIRECT INSTRUCTION COOPERATIVE LEARNING INQUIRY LESSON SUBJECT Reading and Answering Questions (5 groups)
OBSERVATION:
EDUC 468 EDUC 478 EDUC 467 1 2 3 4 5 6 7 8 9 10
Rubric Score
COMMENTS
Teaching Performance Expectations aligned with the California Standards for the Please give at least one constructive comment for each observation.
1 2 3 4
Teaching Profession
TPE 1 Engaging and Supporting All Students in Learning
Check all elements appropriately observed:
After the Pledge Allegiance, the set-up for 5 groups was
discussed. Two reading groups, with two teachers.
Apply knowledge of students to engage them in learning
Maintain ongoing communication with students and families
Connect subject matter to student interests and real-life context The remaining students will be working on tasks such as
Use a variety of developmentally appropriate instructional strategies writing, completion of morning assignments and reading on
Promote students critical, reflective, and creative thinking
Provide supportive learning environments for students first and/ or second language
their own. They will be monitored by Ms. Pertusati.
acquisition
Incorporate visual and performing arts as appropriate for the content and context of
learning
Monitor student engagement during the lesson The reading groups are according to levels of actual reading.
There were three different books used; Apples - low perform-
Creating and Maintaining Effective Environments for Student
TPE 2
Learning
ing students, At grade level students read, From Pit to Plum,
Check all elements appropriately observed: and high performing students read The Story of a Rose.
Promote students social-emotional growth, development, and individual responsibility
Create culturally responsive learning environments that promote productive student
learning
Establish inclusive, healthy, and safe learning environments
Knowledge of how to access student support resources
Maintain high expectations for learning The differences between nonfiction (or fact) and fiction, which
Clear procedures, routines, and norms for individual and group behavior was pretend.
TPE 3 Understanding and Organizing Subject Matter for Student Learning
Check all elements appropriately observed:
Questioning of labels on pictures and details about the plants
Demonstrate knowledge of subject matter, standards, and framework
Use knowledge of students and learning goals to organize curriculum and make In the story were worked on.
modifications
Plan, design, and implement instruction consistent with current pedagogy
Individual and collaborative planning that uses multiple ways of engaging students
Adapt subject matter to support academic language acquisition for all students
Use and adapt resources, materials, technology, and assistive technology
Model and develop digital literacy
August 2016
Teaching strategies thoughtfully aligned with technology
August 2016