National University

School of Education

National University General Education Internship

USP Observation
Student Teacher: Shoemaker,Sarah
Observation #1
Observation Date: 2016-01-28
University Support Provider: Fernandes,Sharon Ann

Domain A: Making Subject Matter Comprehensible to Students

Domain A: Making Subject Matter Comprehensible to Students
TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
Candidates demonstrate the ability to teach the state-adopted academic content standards and instruct in
ways within a learning environment that develops knowledge, skills, and abilities.
* Demonstrates knowledge of subject matter content and student development (TPE 1)
* Organizes curriculum to support student understanding of subject matter (TPE 1)
* Organizes curriculum and instructional strategies to develop deeper student learning (TPE 1)
* Uses materials, resources, and technologies to make subject matter accessible to all students (TPE 1)
* Demonstrates individual and cultural sensitivity when developing subject matter (TPE 1D)

University support provider feedback:

Rubric level: Applying
Evidence / Feedback / Next Steps:
Domain A: Making Subject Matter Comprehensible to Students
To make subject matter comprehensible to students, Sarah
--appropriately demonstrates knowledge of dance and the literacy required for all students to
achieve the standards for P.E.Dance. She previously taught all dance styles in privately owned
studios.
--competently organizes curriculum to enable all students to learn and use the knowledge, skills,
and abilities for Dance 2. She begins by effectively communicating the goal: students will learn
essential adagio positions/skills of arabesque, attitude, and promenade, and be able to perform
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these skills with proper ballet technique; and by successfully continuing with foundational
material (proper dance posture for the style) and systematically building on steps, positions,
combinations of steps, and practice) through to mastery.
--successfully use a variety of materials both visual and auditory: still photos projected using
desktop computer projector, and screen; physical demonstration; and music played from phone
through sound system.
Suggestions:

Domain B: Assessing Student Learning

Domain B: Assessing Student Learning
TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretations and Use of Assessments
* Uses assessment results to guide instruction (TPE 2)
* Collects and uses multiple sources of information to assess student learning (TPE 3)
* Involves and guides students in assessing their own learning (TPE 3)
* Communicates with students, families, and school personnel about student progress (TPE 3)

University support provider feedback:

Rubric level: Applying
Evidence / Feedback / Next Steps:
Domain B: Assessing Student Learning
To assess student learning, Sarah
-- appropriately pre-assessed her students: they had to pass a placement audition to be admitted
into the class and most students have had at least one year of dance experience. In addition, she
pre-assessed for the specific skills of the lesson at the beginning of class during the barre warm up.
Using school records and observation, Sarah determined there are no ELD or IEP students in the
class.
--repeatedly checked for understanding throughout the lesson by observing students in the full
wall of mirrors, observing them individually, listening to partner discussion of photos for correct
or incorrect positions and reasons for their judgment of the position, and monitoring students
during all practice periods.
Suggestions:

Domain C: Engaging and Supporting Students in Learning

Domain C: Engaging and Supporting Students in Learning
TPE 4: Making Content Accessible
TPE 5: Student Engagement
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TPE 6: Developmentally Appropriate Teaching Practices

TPE 7: Teaching English Learners
* Connects students' prior knowledge, life experience, and interests with learning goals (TPE 4)
* Uses instructional strategies to ensure students understand subject matter (TPE 4)
* Engages students in problem solving, critical thinking, and other activities making subject matter
meaningful (TPE 4)
* Promotes self-directed, reflective learning for all students (TPE 4)
* Uses a variety of instructional strategies and resources in responding to students' diverse needs (TPE 5)
* Provides developmentally appropriate practices to assigned grade level(s) (TPE 6)
* Applies pedagogical theories, principles, and instructional practices (TPE 7)
* Values student background and language (TPE 7)

University support provider feedback:

Rubric level: Applying
Evidence / Feedback / Next Steps:
Domain C: Engaging and Supporting Students in Learning
To engage and support learners, Sarah
--frequently connects students prior knowledge, and life experiences with the learning goal by
reminding students of where they have seen or done similar skills previously in ballet or other
genres throughout the term. She adequately reminded students about neutral alignment for
balletweight on the ball of the foot; chest lifted; shoulders down; abdominals in; tailbone pointing
to the floor, and legs turned out from the hips.
--successfully engaged students using a variety of methods: asking questions, having students
share their viewpoints with a partner (and the class, at times), and working collaboratively.
--effectively provides developmentally appropriate practices supporting all students by: modeling
through description, lecture, and physical demonstration; using photo visuals; partner
collaboration and feedback, individual and group practice of physical skills; extra time to prepare
responses and practice skills, modified physical movement; and opportunity to choreograph
movement pattern.
Suggestions:
Sarah, making your voice more audible would be beneficial for your students. If the department
has a voice amplification device that you can comfortable wear all period while moving, please
use it for my next observation.

Domain D: Planning Instruction and Designing Learning Experiences for Students

Domain D: Planning Instruction and Designing Learning Experiences for Students
TPE 8: Learning about Students
TPE 9: Instructional Planning
* Draws on and values students' background, interests, and developmentally appropriate learning needs
(TPE 8)

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* Modifies instructional plans to adjust for student needs (TPE 9)

* Establishes and articulates goals for student learning (TPE 9)
* Develops and sequences instructional activities and materials for student learning (TPE 9)
* Designs short-term and long-term plans to foster student learning (TPE 9)

University support provider feedback:

Rubric level: Applying
Evidence / Feedback / Next Steps:
Domain D: Planning Instruction and Designing Learning Experiences for Students
In planning instruction and designing learning experiences for students, Sarah
--repeatedly uses student and pedagogical factors in designing a comprehension program to
support all students achieving the academic standards by including listening, speaking, writing,
and reading as appropriate for learning activities in P.E.Dance 2;
--successfully designs and articulates short and long-term learning goals to foster student learning
Students will be able to identify arabesque, attitude, and promenade by sight; execute arabesque,
attitude in each direction, and promenade with appropriate Dance 2 technique; demonstrate
arabesque, attitude, and promenade as part of a choreographed adagio pattern. Sarah relates the
goals to the students prior to teaching that part of the goal.
--effectively develops/adapts and sequences Dance 2 subject matter in thoroughly organized and
successfully sequenced lesson plans that include adaptions for all students, explicit teacher
instructions, guided practice learning activities, independent practice (all with checking for
understanding), assessment/evaluation, and closure in the form of an exit slip that ensures students
have translated what their brains know to what their bodies do.
Suggestions:

Domain E: Creating and Maintaining an Effective Environment for Students' Learning

Domain E: Creating and Maintaining an Effective Environment for Students' Learning
TPE 10: Instructional Time
TPE 11: Social Environment
* Handles curricular issues to ensure maximum time for student learning (TPE 10)
* Uses instructional time effectively (TPE 10)
* Creates a physical environment engaging all students (TPE 10)
* Manages disruptive student behavior effectively (TPE 11)
* Establishes a climate promoting fairness and respect (TPE 11)
* Promotes social development and group responsibility (TPE 11)
* Establishes and maintains standards for student learning and management (TPE 11)
* Plans and implements classroom procedures and routines supporting student learning (TPE 11)
* Understands and promotes a safe learning environment (TPE 11D)
* Generally generates enthusiasm for learning and a belief that all can learn (TPE 11D)

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University support provider feedback:

Rubric level: Applying
Evidence / Feedback / Next Steps:
Domain E: Creating and Maintaining an Effective Environment for Student Learning
In creating and maintaining an effective environment for student learning, Sarah
-- effectively manages instructional time within the block schedule by starting on time, efficiently
reading the school bulletin, and frequently checking her watch to optimize timing for each part of
the lesson: physical warm-up, instruction, guided practice, independent practice, and assessment.
--competently establishes procedures for routine tasks to optimize instructional time: scheduled
times for dressing out for the class and reporting for roll and the reverse process at the end of the
period; procedures for: students unable to dance, bulletin reading, line up and performance of
steps across the stage, and borrowing dance shoes.
--appropriately establishes, communicates, and maintains clear standards for effective student
learning and appropriate class behavior by publishing class policies and procedures in the course
syllabus and holding students accountable for adhering to them.
Suggestions:

Domain F: Developing as a Professional Educator

Domain F: Developing as a Professional Educator
TPE 12: Professional, Legal, and Ethical Obligations
TPE 13: Professional Growth
* Models the highest ethical practices including, but not limited to, a strong work ethic that demonstrates
exceptional initiative, organization, reliability, follow-through, punctuality, and professional dress. (TPE
12D)
* Balances professional responsibilities and maintains motivation (TPE 12)
* Understands and implements all state and federal laws regarding educating students in a K12 classroom
(TPE 12)
* Demonstrates professional and ethical conduct by portraying a professional image, modeling appropriate
behavior, welcoming feedback, accepting constructive criticism in positive ways, and adhering to the ethics
and moral principles of the profession (TPE 12D)
* Works with colleagues to improve professional practice (TPE 12)
* Models and exhibits effective communication using clear, grammatically correct language, listening
skills, and collaboration in the classroom and/or school (TPE 12D)
* Engages and promotes appropriate communications with staff, students, and parents via internet,
telephone, text messages, social media networks (MySpace, Facebook, etc.) (TPE 12D)
* Reflects on teaching practice (TPE 13)
* Establishes professional goals and pursues opportunities for growth professionally (TPE 13)
* Actively seeks out opportunities for professional growth (TPE 13)

University support provider feedback:

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Rubric level: Applying

Evidence / Feedback / Next Steps:
Domain F: Developing as a Professional Educator
In developing as a professional educator, Sarah
--successfully models ethical commitment, values, and practices dedicated to all students can
learn at high levels. Her word choice, voice tone, and mannerisms communicate a sincere and
positive knowing that all of the students are improving and will to continue improve as they
practice. Sarah shows she is happy to work with all students equally and treats them with respect.
--individually and collaboratively with colleagues, effectively examines and reflects on their
teaching practices and student learning evidence in department meetings and because their desks
are side by side, they can easily communicate at any time.
Suggestions:

Overall observation feedback:

Continue with your high level teaching. Relate to me about parents contact.

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RUBRIC DESCRIPTOR LEVELS:

Integrating/Innovative - The candidate provides clear, consistent, and convincing evidence
demonstrating the competency or competencies. Candidate's practices demonstrate a preponderance
of appropriate, relevant, accurate, and clear or detailed evidence. The evidence is purposefully
connected and reinforced across this TPE Domain.
Applying - The candidate provides clear evidence demonstrating the competency or competencies.
Candidate's practices demonstrate a preponderance of appropriate, relevant, or accurate evidence.
Evidence is connected across this TPE Domain.
Emerging - The candidate provides partial evidence demonstrating the competency or competencies.
Candidate's practices demonstrate a preponderance of minimal, limited, cursory, inconsistent, and/or
ambiguous evidence. Evidence is weakly connected across this TPE Domain and may be inconsistent.
Beginning - The candidate provides little or no evidence demonstrating the competency or
competencies. Candidate's practices demonstrate a preponderance of inappropriate, irrelevant,
inaccurate or missing evidence. Evidence is unconnected across the TPE Domain.

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