Professional Documents
Culture Documents
I. Professionalism
Teacher candidate will adhere to professional ethical standards and conduct her or himself in a courteous and professional
manner.
Rylee demonstrated her commitment to developing the highest education and quality-of-
life potential of her students with disabilities. This lesson was planned for a class of twelve
students, all who have IEPs. She has built a professional rapport with students. Throughout
the observation, Rylee checked in with individual students, encouraging them while
focusing on their strengths. She takes initiative, demonstrates self-motivation and follows
through on commitments.
III. Assessment
The teacher candidate will collect information on student backgrounds, learning characteristics and achievement that can be
used to determine students present level of performance and to guide instruction.
Rylee demonstrates knowledge and skill in observational procedures. She interacted with
students individually and in meaningful ways to gain insights that assisted in promoting
students growth and development of decimal parts. Throughout the observation, Rylee
evaluated her instruction and monitored the progress of her students. She used this
information to slow down the pace of instruction (instruction the previous week was
interrupted by a fire drill and the absence of several students) assuring her students
grasped the concepts of decimal place value before moving on.
Rylee co-teaches this math intervention class with another CC teacher, not her
Cooperating Teacher. She demonstrated preparedness for instruction (materials were
organized, learning target was evident). Rylee opened her lesson by checking in with them
as a group. She asked how Friday math class was different from other days of the week.
Students provided a variety of responses. She previewed what she hoped they would
accomplish for the lesson.
Rylee presented information sequentially and consistent with how her students learn. For
example, in defining decimals, students wrote a definition in their own words, provided an
example and drew a picture representing decimals. Students did the same when defining
addition and subtraction. Rylee provided opportunities for all of her students to participate,
verbally or visually (on the whiteboard). The majority of her students participated actively,
completing their Academic Language Practice sheet and volunteering to respond to
questions/requests.
Throughout individual work time, Rylee moved about the classroom, checking in with
individual students. I was impressed with the authentic way in which she interacted with
students; relating to their interests, learning styles and, most importantly, their strengths
(For example, Youre an artist. Id like you to focus on visuals.). In some instances, Rylee
needed to encourage her students to focus on starting their work. In others, she
encouraged them to Challenge yourself, to provide additional or more complex
examples.
Through her individual observations and student participation, Rylee noted several
students needed more practice to develop the concepts. She immediately incorporated
more questions and practice within the lesson. While she had to move off her plans for the
lesson, I was impressed by her focus on her students needs and her flexibility.
Rylees classroom management is largely based on her strong relationships with her
students. She structured the physical environment to provide optimal learning with most
students sitting individually at tables. Rylee treated all students fairly, equitably and
impartially and demonstrated empathy and positive regard for students needs and
interests. Additionally, Rylees interactions were frequent, positive, and emphasized
individual student strengths.
Summary of Performance
2
Commendations: I truly appreciated observing you in this classroom, Rylee. Im impressed
with the respect you show your students and their mutual respect in return. Your plans and
instruction not only accommodated individual learning styles, but emphasized their
strengths!
Things Id like to see during your next observation:
Students Comments: