Guidelines for developing Post-Observation Reflection are found on page 10 of the KTIP

Handbook
Post-Observation Reflection
Name:Rachael Seals Cycle:1
Guidelines for developing this Source of Evidence are found on page 10 of the KTIP Handbook.
This Source of Evidence must be completed within two days after each observed lesson.

1. Use the formative assessment data for each lesson objective/learning target to sort the students performance into three categories:

Objective / Learning Target 1 Objective / Learning Target 2

a) Below criteria 2 # of students 3 # of students

b) Meets criteria 5 # of students 4 # of students

c) Exceeds criteria 18 # of students 18 # of students

Attach a copy of the formative assessment with the criteria or rubric used to determine the students performance on each of
the lessons learning targets/objectives.

2. Based on the formative assessment data, how successful was the lesson? What commonalities did you identify from this data? Did
the students achieve the learning target(s)? What will you do for those students who did not achieve the learning target criteria? For
those students who exceeded the criteria? (4A)
This lesson was very successful.
Starting with the quiz quiz trade enhanced student success on the flashback. The activity allowed students movement and cooperative
engagement while reviewing content getting ready to be assessed on the flashback. The use of the nearpod quiz as an additional
formative assessment was helpful in identifying misconceptions and specific areas of concern before introducing the formal post-
assessment. From this data I determined that students are not quite ready to create/produce their own piece of writing with a specific
structure and purpose. However, they are able to analyze passages and determine structure and purpose. For those students who did
not meet criteria, we will continue to work on analysis of writing through station and small group teaching. We will continue to
"flashback" to that content during re-teaching stations throughout the unit and remainder of the school year. Students will also have
an opportunity to produce a formal writing piece at the end of the unit that conveys and specific purpose. The students that
exceeded the criteria will continue on in the lesson and receive extention activities in the small group or station teaching model
instead of a re-teaching of that material.

3. In addition to the student work witnessed by the observer, identify any other student work samples, evidence or artifacts that
assisted you in making your determination regarding student achievement. (4A)
The flashback proved that students had mastered the ability to identify text structure, but were ready to learn author's purpose. Student
work collected included participation in the nearpod activity via the chromebook as well as verbally responding to teacher questioning.
The quiz at the end of the nearpod provided me with immediate results to guide the duration of the lesson with before the formal
assessment. The formal post-assessment included a short answer response which provides me with work samples to analyze for student
ability creating/producing writing with a purpose and structure. The short answer response required a paragraph that is 5-7 sentences
long. Students needed correct punctuation, purpose, and structure to receive a 5/5.

4. To what extent did classroom procedures, student conduct, and/or physical space contribute to or hinder student learning? (4A)
Once normal morning classroom procedures were taken care of, students were ready to begin the class as usual. Students always start
the class with a flashback. In this class period however, the plan was changed and students were able to participate in an activity as an
anticipatory set. The quiz quiz trade activity allowed students kenestetic and cooperative engagement to begin the lesson as well as
refresh their memories after the weekend. This enhanced student performance on the flashback and students' overall achievement was
89% for identifying text structure from a provided passage.
 Guidelines for developing Post-Observation Reflection are found on page 10 of the KTIP
Handbook

5. Did you depart from your plan? If so, how and why? (3E)
I did not include a review of the nearpod quiz on my plans. During the lesson I did review the two most missed questions at the end of
the nearpod lesson. I felt as though students needed to be re-taught on those two questions, especially because one of them was a part
of the formal post-assessment about to be given. This also allowed students to receive immediate feedback on their progress in the new
content so far, before going to take an assessment on it.

6. What changes would you make if you were to teach this lesson again? What evidence informed the changes? (4A)
I would spend less time on the beginning of the nearpod. Those passages seemed to be easier for students to identify. I would spend
more time on identifying the structure in a more difficult passage, such as the last two on the nearpod. The quiz at the end of the
nearpod was evidence to me that students were not quite ready for such high-level questioning on higher level passages.
I would also leave the short asnwer question off of the formal assessment. I would teach the next lesson on producing and creating a
writing piece with prupose and structure, then assess only that separate than anlalyzing a passage for purpose and structure.

7. What do you see as the next step(s) in your professional growth for addressing the needs you have identified through personal
reflection? (4A) (4E)
I would like to grow in monitoring my time use and management during lessons. I would also like to work on questioning and higher
variety of students.