SummaryofTeachingPerformance

MaryS.
Writing:10:0011:00
111014
Domain1:PlanningandPreparation
1a:DemonstratingContentandPedagogy

Lessonobjectiveofusingprecisenounsandvividverbsinwritingisanimportantconceptinthe
writingcurriculumandgradelevelexpectationforfourthgradersasstatedinMaryspreobservation
planning.Maryseesthatthisobjectivefitsintothebroaderskillforherstudentsinordertobe
successfulatwritingapersonalnarrative.
Statedobjectivereflecthigh(gradelevel)expectationsofstudentsandskillstheywilllearnversus
activitiestheydo.

1d:DemonstratingKnowledgeofResources

Maryhadextraresourcesavailabletostudentsthatneededtheextrasupport.

1f:DesigningStudentAssessments

Maryplanstousewritingconferenceswitheachstudenttomonitortheirlearningandguidefuture
lessons.
Maryunderstandstheprerequisiteskillsneededinorderforstudentstobesuccessfulinthelesson.

Domain2:TheClassroomEnvironment
2a:CreatinganEnvironmentofRespectandRapport

Warmandcaringdemeanorwithstudents
Positivefeedbacktostudents
Peershelpedpeersduringsharingtime
Ignoresinterruptingstudenttomaintainorderinthelesson

2b:EstablishingaCultureforLearning

Marygavearemindertostudentsstatingwhyshewantedthemtorevise.Sheclarifiedthatitshould
notbeignoredbecauseitisaveryimportantpartofthewritingprocess.
Gavepositiveandconstructivefeedbacktostudentsduringthewholegroupsharingandconferencing.
Maryusedatimertohelpstudentsstayontask.

2c:ManagingClassroomProcedures

Marygavedirectionsbothorallyandbywritingthemontheboardforstudentstoseeastheyentered
theclassroom.
Maryhadstudentskeepmaterialsintheirdeskforquicktransitions.

2d:ManagingStudentBehavior:

Marygaveseveralremindersforstudentbehavior.Marywasrespectfulofstudentsinherredirections.
Maryignoredbehaviorsthatweredisruptive.

2e:OrganizingPhysicalSpace:

Studentscameintotheroomafterlunchandsatinthefrontoftheroominthecarpetedareatoseethe
bookMaryread.
Studentthentransitionedtotheirdesks,whichwerearrangedintogroupsoffour.
Maryconferencedwithstudentsatabacktable.

Domain3:Instruction
3a:CommunicatingwithStudents:

Directionsgivenprimarilythroughverbalcommunication.
Objectivewasstatedatbeginningoflessonbutinapassiveway,ratherthanwhatstudentswoulddo.
Later,studentsweregivendirectionsaboutaddingnounsandverbsintheirwriting.
Topicofthelessonwasstatedonthewhiteboard.
Areminderaboutrevisionwasgiventostudentspriortoindependentwritingtime.

3b:UsingQuestioningandDiscussionTechniques:

Maryusedquestioningtofacilitatestudentdiscussionduringthesharedreadaloud.
Studentswerenotrequiredtoraisetheirhandsduringthegroupdiscussion.
Later,whenstudentssharedtheirrevisionsinwriting,theyraisedtheirhands.

3c:EngagingStudentsinLearning

Marykeptstudentsengagedbyselectingatextthatwasinterestingtoherstudents.
Theopendiscussionstyleallowedforstudentstobeexcitedandengagedinthebook.
Maryusedthespaceinherclassroomtoengagestudentsbyallowingthemtocometothecarpetfor
thetext.
Duringindependentwriting,Marysupportedstudentsbywalkingthroughouttheroomandalso
conferencingindividuallywithstudents.
Duringengagementchecks,Maryhadhighengagementduringherlessons(1517studentsengaged
outof17)atallchecksexceptduringthe10minuterevision.Atthattime,12/17studentswere
engaged.

3d:UsingAssessmentsinInstruction:

Maryusedquestioningtechniquesasaformofformativeassessment.
Maryconferencedwithstudentstoformativelyassesstheirprogress.

3e:DemonstratingFlexibilityandResponsiveness

Maryhadpositiveresponsestoallstudentsanswersandcomments.
Maryhadaplaninplaceforstudentsthatfinishedearly.
Maryworkedwithstrugglingstudentstohelpthembeproductivewriters.

AreasNeedingImprovement:
Marygaveseveralreminderstostudentsduringthelessonfordistractinganddisruptivebehaviors.
Somequestionstoreflectontohelpwithmanagementforspecificstudentsmaybe:
o Howcanyouhave________beengagedonthelessonandactappropriately?(Julia,for
example.)
o Whatpositivereinforcementcouldbeusedtosupportbehavior?

Marydidnothaveapostedobjectiveorlearningtargetintheclassroom,butratherthetopicoragenda
fortheday.AreflectionquestionforMarytoimproveherinstructionusingobjectivesorlearning
targets:
o Howcouldyouusealearningtargetorpostedobjectivetoguideyourinstructionandallow
forstudentstochecktheirownunderstandingofthelearningtarget?

Suggestions/NextSteps
WestLincolnisworkingonhavingpostedLearningTargets/Objectivesasaschoolwideinitiative.I
wouldsuggestthatMarypostsanobjectiveontheboardtosupportherinstructionandtheengagement
ofthestudents.