Observation of Field Performance Feedback 2018-19

Teacher Candidate: Mr. Darius Wimby Observer: Ms. Ratreisia Ferguson Date: Sept. 27, 2018
School: Dr. Ronald E. McNair High School Subject/Lesson Topic: Understanding Characterization
Grade Level: Ninth Grade Reading Enrichment
Directions: This rubric is aligned to INTASC and TAPS Standards. The first page provides opportunity for an overall
summary of Observed Strengths/Improvement/Comments. In the feedback section, please write specific evidence
and/or comments observed for each indicator throughout the lesson. The Rubric is included for reference. Mentor
Teachers may use this rubric to observe and provide regular feedback. University Supervisors use this rubric to
observe, provide feedback, and enter final practicum and student teaching observation scores on the electronic rubric
via LiveText. The Teacher Candidate should scan the handwritten documents, or upload word-processed copies of
each observation to LiveText.

Overall Observed Strengths:

The overall strengths that I observed during Mr. Wimby’s observation were as follows: Mr. Wimby’s use of technology
in the classroom was exemplary. During his lesson, he was able to engage students while integrating current and
relevant technology (computer/cell phone apps) to facilitate learning. Each learner had an opportunity to work
interactively with the lesson as Mr. Wimby taught a standards-based lesson. Another of Mr. Wimby’s strengths
observed was his mode of activating prior knowledge and making students aware that they already had knowledge to
bring to the table as it related to a new lesson, standard and learning concept. This empowered students and made
them buy in to what could be added to their knowledge bank. Overall, learner engagement was very visible. Students
were eager to participate in the lesson as they gained new insights and skills as it related to the standards that were
being taught and addressed in lesson. The lesson called for active learning and challenged student’s critical thinking
and allowed a safe space for students to showcase their diverse perspectives and experiences.

Overall Suggestions for Improvement:

Overall suggestions for improvement during lesson are as follows: in teaching single gender classes, upon entry of
students in classroom, students need to be guided on how to assist in promoting a positive learning environment
from bell- to – bell. More strategies need to be implemented in facilitating all learners in self-regulation and conflict
resolution. Although, after the lesson began, students then became settled and engaged, this needs to look the same
in the beginning of class and as they are working independently on their bell ringer activities. Also, I’d like to suggest
some improvement in classroom facilitation as it relates to your timing in the 3-part lesson framework and some
minor adjustments in organizing material and the sequence in which materials and graphic organizers are presented.
In materials being presented in the appropriate sequence, it will assist in minimizing learner confusion during the
independent work period, while being able to minimizing disruption during work period as well.

General Comments:

I thoroughly enjoyed observing you and the learners interact during this very well-planned lesson.

___________________________________ ____________
Observer’s Signature

Teacher Candidate Signature

 Observation of Field Performance Feedback 2018-19
INDICATOR Observation Notes
PROFESSIONAL KNOWLEDGE
1-PK: 1-PK (Proficient): Mr. Wimby used the technology application Nearpod to integrate the lesson objectives
Knowledge of the with the cultural/community experiences of the learners. Learners utilized the interactive application in a
Learner think aloud format that used visual texts (Visual Literacy strategy) to practice skill of drawing inferences
and making observations for S.T.E.A.L. strategy that was taught later in lesson.
2-PK: Content
Knowledge 2-PK (Proficient): Mr. Wimby used a video clip from a popular and current television sitcom to allow
students practice with the standard of Citing Textual Evidence, demonstrating accurate and current content
knowledge in authentic contexts; facilitating whole class use of academic language and practice in
mastering the standards in the lesson.
3-PK: Pedagogical
Content Knowledge 3-PK (Proficient): Mr. Wimby reviewed the R.A.C. E. Writing Strategy with students in order to make a
connection between students drawing inferences, citing textual evidence and writing concisely which
allowed for the development learner conceptual understanding and for Mr. Wimby to resolve learner
misconception.
INSTRUCTIONAL DELIVERY
1-ID (Proficient): Active learning and creative thinking was evident by student engagement with the many
1-ID:
different modes of technology being infused with the lesson. Students were able interactively exchange
Learner Engagement
their thoughts and engage in academic discussion in both teacher and facilitated and student centered
learning which promoted a safe space for students to share their diverse perspectives and experiences as it
2-ID: related to the active and engaging lesson prepared by Mr. Wimby.
Use of Technology
2-ID (Advanced): Mr. Wimby was able to integrate multiple modes of technology in one lesson for the
students to be involved in this very (inter)active lesson. All parts of the lesson allowed for the learners to
be the main users of technology and thoroughly engaged.
3-ID:
Adaptation / 3-ID (Proficient): To provide differentiated learning experiences Mr. Wimby allowed students to work at
Modification / individual pace while he and the co-teacher gave specific students individual assistance. Students that were
Differentiation self-guided were able to demonstrate this by advancing independently on their work period task. This
model of co-teaching provided the appropriate adaptations and modifications for individual learners with
IEP and 504 needs.
ASSESSMENT OF AND FOR LEARNING
1-AL: 1AL (Proficient): Mr. Wimby embedded a variety of assessments for students while checking for
Assessment for understanding. A formative assessment on the R.A.C.E. Writing Strategy was given at the beginning of class.
Learning Students were able to use prior knowledge of this writing strategy, while, Mr. Wimby clarified
misconceptions about the strategy so that all students were clear on the steps involved. Students also
received practice time to work collaboratively in responding to questions provided by Mr. Wimby utilizing
the R.A.C.E. method. Students also reviewed what the learned about inferences and practice drawing
inferences from a visual literacy standpoint. Mr. Wimby probed students on their findings by asking
students to cite/provide evidence. As a summative assignment, students modeled the taught S.T.E.A.L.
strategy by Mr. Wimby. Students were able to work to complete a S.T.E.A.L Graphic Organizer which
reinforced students use of inferences and citing evidence. Mr. Wimby demonstrated appropriate use of
2-AL: both formative and summative assessments to document learners prior knowledge and new learning for
Provides / Models students in class.
Feedback
2-AL (Developing): Most students struggled completing the S.T.E.A.L. Graphic Organizer. Mr. Wimby did
provide individual assistance. It would have worked better to model the feedback in order to address the
needs or strategies for improvement so that the same questions that were being addressed by individual
students could have been cleared up. The model would have acted as a guide for students while working
individually. For example, although, Mr. Wimby provided a template of what needed to be included; He
could have extended this by him modeling a character that wasn't assigned to any students with the class
so that it was clear how to complete the task.
LEARNING ENVIRONMENT
1-LE: 1-LE (Developing): Mr. Wimby was a very positive teacher during this lesson. Students were engaged
Positive Learning using all of the strategies and technology provided by the well planned out lesson by Mr. Wimby. More
Environment strategies need to be established around the area of learner-learner interactions and self- regulation.
 Observation of Field Performance Feedback 2018-19
2-LE: Although the students were excited about the lesson, a lot of time was spent prompting students to be
Classroom respectful of peers and each others opinions as the lesson progressed.
Facilitation
2-LE (Proficient): Mr. Wimby reinforced classroom expectations and responded to disruptions. More non
verbal communication would work better in moving lesson forward and being able to close out all parts of
the 3 part lesson.
3-LE:
Classroom Safety 3-LE (Proficient): Mr. Wimby's classroom was conducive to learning and felt safe for all learners in
classroom.

STRENGTHS:

NEED:

STRATEGY:

INDICATOR
1 Knowledge of the Learner:
- builds upon learners’ existing
P academic, developmental,
Klinguistic, personal,
cultural/community strengths, linguistic, AND
needs, and experiences. *
*Including, but not limited to, race, experiences.
ethnicity, religion, socioeconomic
status, gender, sexual
orientation/expression, national
origin, or exceptionality.
2 Content Knowledge:
- Demonstrates accurate and
P current content knowledge in
Kauthentic contexts; facilitates
learners’ use of academic
language to access content.
3 Pedagogical Content
- Knowledge:
P Develops learner conceptual
Kunderstanding; anticipates
and resolves learner
misconceptions.
1 Learner Engagement:
- Engages learners in active
I learning by developing higher
Dorder, critical/creative
thinking through inquiry-
based learning promoting
diverse
perspectives/experiences.
2 Use of Technology:
- Integrates technology to
I facilitate learning; involves
Dlearners in use of technology;
provides rationale if
technology is not used.
3 Adaptation / Modification /
- Differentiation:
I Provides appropriate
Dadaptations and/or
modifications for individual
learners with language needs,
IEP, EIP, 504; employs
principles of Universal Design
for Learning (UDL)/whole
group differentiation and
those who require
remediation or challenge.
Observation of Field Performance Feedback 2018-19
Advanced
PROFESSIONAL KNOWLEDGE
Maximizes learner’s prior
knowledge by integrating
lesson objectives with
learners’ academic,
personal, developmental,
cultural/community
strengths, needs, AND
Demonstrates accurate
AND current content
knowledge in authentic
contexts; facilitates whole
class, group, and individual
use of academic language to
access content.
Develops learner
conceptual understanding;
AND anticipates AND
resolves learner
misconceptions.
INSTRUCTIONAL DELIVERY
Engages learners in active
learning by developing
higher order,
critical/creative thinking
through inquiry-based
learning AND promotes
diverse
perspectives/experiences.
Integrates innovative
technology to facilitate
learning; AND involves
learners in the use of
technology OR provides
rationale if technology is
not used.
Provides appropriate
adaptations and/or
modifications for individual
learners in the class with
language needs, IEP, EIP,
504; AND employs
principles of UDL including
students who require
remediation/challenge.
ASSESSMENT OF AND FOR LEARNING
Proficient
Uses learner’s prior
knowledge by integrating
lesson objectives with
learners’ academic,
personal, development,
AND linguistic, OR
cultural/community
strengths, needs, AND/OR
experiences.
Demonstrates accurate
AND current content
knowledge in authentic
contexts; facilitates whole
class/group use of
academic language to
access content.
Develops learner
conceptual
understanding; AND
anticipates OR resolves
learner misconceptions.
Engages learners in active
learning by developing
higher order,
critical/creative thinking
through inquiry-based OR
teacher-facilitated,
student-centered learning
AND promotes diverse
perspectives/experiences.
Integrates appropriate
technology to facilitate
learning; AND involves
learners in the use of
technology OR provides
rationale if technology is
not used.
Provides appropriate
adaptations and/or
modifications for
individual learners in the
class with language needs,
IEP, EIP, 504; AND
employs principles of UDL.
Developing
Uses learner’s prior
knowledge by integrating
lesson objectives with
learners’ academic,
personal, AND
developmental, AND
linguistic OR
cultural/community
strengths, needs, OR
experiences.
Demonstrates accurate
content knowledge AND
presents academic
language.
Develops learner
acquisition of
knowledge/skills.
Directs learners to acquire
knowledge OR skills
through teacher-directed
learning AND/OR
promotes diverse
perspectives/experiences.
Employs the use of
appropriate technology to
support instruction; OR
provides rationale if
technology is not used.
Provides appropriate
adaptations and/or
modifications for
individual learners in the
class with language needs,
IEP, EIP, 504; does not
employ principles of UDL.
Insufficient
Does not use learner’s
prior knowledge by
integrating lesson
objectives with
learners’ academic,
personal,
developmental,
linguistic, OR
cultural/community
strengths, needs, OR
experiences.
Demonstrates
inaccurate OR
outdated content
knowledge; does not
present academic
language.
Does not develop
learner acquisition of
knowledge/skills.
Directs learners to
acquire knowledge OR
skills through teacher-
directed learning OR
promotes diverse
perspectives/experien
ces.
Does not employ
technology to
support instruction;
OR does not provide
rationale if
technology is not
used.
Does not provide
appropriate
adaptations and/or
modifications for
individual learners in
the class with language
needs, IEP, EIP, 504;
does not employ
principles of UDL.

1 Assessment for Learning:
- Uses assessment tools for both
A formative and summative
L purposes to guide and to
adjust instruction.
2 Provides/Models Feedback:
- Provides feedback to learners;
A models use of feedback to
L address strengths, needs, and
strategies for
improvement/extension of
learning.
1 Positive Learning
- Environment: Promotes
L positive learning environment
E by encouraging learner self-
regulation and maintaining
high expectations for all
learners in a trusting, caring,
and respectful learning
community.
2 Classroom Facilitation:
- Maximizes learning by
L organizing, classroom
E community expectations, time,
space, and materials; and by
responding to disruptions in
an equitable, timely manner
using appropriate verbal/non-
verbal communication.
3 Classroom Safety:
- Establishes and maintains a
L safe classroom environment.
E visual, AND oral
Observation of Field Performance Feedback 2018-19
Uses appropriate formative
AND summative
assessment tools to
document learners’ prior
knowledge AND new
learning to facilitate
learning AND guide
instruction for the whole
class, groups of learners,
AND individuals.
Provides feedback to
learners AND models use of
feedback to address
strengths, needs, AND
strategies for improvement
/ extension of learning.
LEARNING ENVIRONMENT
Promotes a respectful
learning community by
facilitating all learners in
self-regulation AND conflict
resolution, positive teacher-
learner AND/OR learner-
learner interactions; by
establishing rapport with
all learners AND holding
high expectations.
Maximizes learning by
organizing classroom
community expectations,
time, space, AND materials;
AND by responding to
disruptions in an equitable,
timely manner AND using
appropriate verbal/non-
verbal communication.
Enforces classroom, school
AND community safety
rules AND policies relevant
to the content with written,
procedures.
Specific to science
classrooms: enforces
required OSHA safety
standards.
Uses appropriate
formative AND/OR
summative assessment
tools to document
learners’ prior knowledge
AND/OR new learning to
guide learning AND/OR
adjust instruction for the
whole class, groups of
learners AND/OR
individuals.
Provides feedback to
learners AND models use
of feedback to address
strengths, needs, OR
strategies for
improvement / extension
of learning.
Promotes a respectful
learning community by
facilitating all learners in
self-regulation, positive
teacher-learner AND/OR
learner-learner
interactions; by
establishing rapport with
all learners, AND/OR
holding high expectations.
Maximizes learning by
organizing classroom
community expectations,
time, space, AND/OR
materials; AND by
responding to disruptions
in an equitable, timely
manner AND/OR using
appropriate verbal/non-
verbal communication.
Enforces classroom, school
AND/OR community
safety rules AND/OR
policies relevant to the
content with written,
visual, AND/OR oral
procedures. Specific to
science classrooms:
enforces required OSHA
safety standards.
Uses appropriate
formative AND/OR
summative assessment
tools to document
learners’ prior knowledge
OR new learning to guide
learning OR adjust
instruction for the whole
class, groups of learners
OR individuals.
Provides feedback to
learners OR models use of
feedback to address
strengths, needs, OR
strategies for
improvement / extension
of learning.
Promotes a learning
community by facilitating
learners in self-regulation
OR positive-teacher
AND/OR learner-learner
interactions; OR by
establishing rapport with
learners, OR holding high
expectations.
Directs learning by
organizing classroom
community expectations,
time, space, AND/OR
materials; AND/OR by
responding to disruptions
in an equitable, timely
manner AND/OR using
appropriate verbal/non-
verbal communication.
Enforces classroom, school
OR community safety
rules OR policies relevant
to the content with
written, visual, OR oral
procedures. Specific to
science classrooms:
enforces required OSHA
safety standards.
Uses inappropriate
formative AND/OR
summative assessment
tools OR does not
document learners’
prior knowledge OR
new learning to guide
learning OR adjust
instruction for the
whole class, groups of
learners OR
individuals.
Provides superficial /
insufficient feedback
to learners AND does
not model use of
feedback to address
strengths, needs, OR
strategies for
improvement /
extension of learning.
Promotes a learning
environment that does
not facilitate learners
in self-regulation OR
positive-teacher OR
learner-learner
interactions; OR does
not establish rapport
with learners, OR hold
high expectations.
Does not organize
classroom community
expectations, time,
space, OR materials;
AND/OR does not
respond to disruptions
in an equitable, timely
manner AND/OR uses
inappropriate
verbal/non-verbal
communication.
Does not enforce, OR
ineffectively enforces,
classroom, school OR
community safety
rules OR policies
relevant to the content
with written, visual,
OR oral procedures.
Specific to science
classrooms: enforces
required OSHA safety
standards.