Student Teacher Observation by Field Instructor With Dossier Check

STUDENT TEACHER OBSERVATION BY FIELD INSTRUCTOR
WITH DOSSIER CHECK
Preservice Teacher’s Name: Shiva Goli Date: 2017-12-07

Grade/Subject: 5/6 math-division 3-digit by 1-digit School: Huntington Hills ES
Based on the Teaching Quality Standard (Draft, 2016) competencies and indicators associated with this course.
PREPARING TO TEACH
EVIDENCE:
 Demonstrates the ability to plan collaboratively and individually to provide students with lessons that are meaningful and incrementally
progressive.
 Reflects on her/his instructional practices and incorporates reflection in instructional planning.
 Locates and incorporates material, resources and talents of other people in planning and instruction. (Consider a range of instructional
strategies including technology and the learning needs of students.)
 Demonstrates the ability to structure relevant concepts and skills that engage diverse learners.
 Demonstrates knowledge of relevant curriculum documents and resources.
 Engages in a variety of appropriate forms of assessment to support learning.
OBSERVATIONS:
Exceptional lesson plan for Goli and Marek (and Mr. Dedemus); each taught the same lesson but for a different audience thus their approaches
differed. Goli taught the advanced group, Marek taught the middle group, and Dedemus the struggling group.
This lesson plan is missing a plan for differentiation and time estimates. Please add differentiation for legal purposes and children in need.
Mr. Wasend was the teacher assistant for Goli’s class.
Math bingo game prepared if they finish early.
INSTRUCTIONAL STRATEGIES
EVIDENCE:
 Demonstrates a strong yet caring and respectful command of the classroom through voice and interaction with students.
 Uses instructional strategies to engage students in meaningful learning activities, based on a knowledge of how students develop as learners
and their prior knowledge
 Opens and closes lesson with clear lesson objective; assessment(s) matches lesson objective.
 Explanations and directions are clearly expressed and reiterated for students. Expectations are stated and modeled. Transitions are evident.
 Uses effective questioning techniques that employs higher order thinking skills such as evaluation and supporting with evidence; provides
wait time for students to process.
 Engages students with thought-provoking activities, effective grouping, and demonstrates appropriate pacing.
 Assesses students’ understanding throughout the lesson through formal and informal feedback, such as student self-assessment, graphic
organizers, and/or monitoring group conversations.
 Shows flexibility and the ability to adjust the lesson with the intention of meeting diverse learner needs.
OBSERVATIONS:
Teacher opens lesson with announcements of how they will be splitting the class today.
Materials needed for class are on the board. (Classroom management)
Students are given a picture of everyday things to look at to estimate the objects. Students are asked to write “why” they are estimating the way
they are making their learning explicit.
Teacher transitions to long division on the overhead since Smartboard isn’t working.
Teacher asks one student to move seats to avoid talking. (Classroom management)
Teacher shares a challenging example of division with chocolates being divided into three. She extends this to a bigger number asking how to
solve the equation.
Teacher uses the above example to show students how you can divide a smaller number by a bigger number. (fractions)
Teacher uses presentation paper-dividing smaller number by larger number and teaching students where the decimal goes.
Teacher shares the acronym Cheeseburgers as a memory device
Students work through division with teacher scaffolding, identifying the steps along the way; one student works with Mr. Wasend.
Teacher invites a student solve the division equation at the board; reminds students to use their estimation skills.
Teacher gives everyday examples of remainders (dividing 5 cookies between two people; dividing $5 between two people)
Teacher hands out independent work for students to practice.
Teacher extends lesson objective to include dividing decimals by decimals.
At the bell, teacher gives directions and then dismisses class. For consideration: a number of student teachers are using their phone timers to beep
at ten minutes before the end of class. Leave enough time at the end of class to allow for closure, pulling all the pieces of the lesson together.
E. McNeilly 2017
FOLLOW-UP
Strengths of this lesson Areas to consider (1-2 is recommended)
This lesson flowed incrementally from review, new Add differentiation to lesson plan and implement in
concept, class practice, group practice, and finally class.
individual practice. The examples through visuals
and stories were an excellent example of authenticity Monitor time to allow for closure and directions at
or connecting to real life examples. end of class.
DOSSIER
The Dossier can be virtual or in a binder or a combination of both. If you choose to make part or all of the Dossier virtual, you must negotiate this
with both the Partner Teacher and Field Experience Instructor and be willing to make all documents available at any time, in hard copy, at their
request.
Does the Field Experience Dossier include the following sections/information?

 Personal Professional Assessments - place at the beginning.
 Information about the school and community.
 Curriculum information - for the time of the experience.
 Planning - notes, support materials, etc.
 Teaching - lesson and unit plans, Student Teacher reflections on these, Partner Teacher notes and comments, Field Experience Instructor notes
and comments.
 Student assessment - class lists, anecdotal notes, assessment on the work students have done while you are responsible for their learning.
 Anything else the Student Teacher chooses to include
 Is the binder neat, organized and clearly written with ideas well expressed?
NOTES:
COMMENTS
Ms. Goli taught a fine lesson smoothly transitioning through the stages of the lesson, providing examples, working
through the problems together, and then independently. Leaving time to close at the end of the lesson will help students
recap what was covered.
E. McNeilly 2017

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STUDENT TEACHER OBSERVATION BY FIELD INSTRUCTOR

WITH DOSSIER CHECK

Preservice Teacher’s Name: Shiva Goli Date: 2017-12-07

Does the Field Experience Dossier include the following sections/information?

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