National University

School of Education

National University General Education Student

Teaching USP Observation
Student Teacher: Frasier,Ian
Observation #2
Observation Date: 2015-10-05
University Support Provider: Sugimoto,Marilyn Annette

Domain F: Developing as a Professional Educator

University support provider feedback:

Rubric level: Applying
Evidence / Feedback / Next Steps:
Ian does research on the computer regarding lesson plans. Because I continually ask him about
differentiation, he is reading books and articles about how to implement that in his classroom.
Mr. Fraiser is dressed appropriately for his class assignment. He comes to school well prepared
and communicates effectively with his SSP and USP.
He can adequately reflect on his lessons and knows the next steps.

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

University support provider feedback:

Rubric level: Applying
Evidence / Feedback / Next Steps:
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Ian is well prepared for his lessons by having all the materials needed organized and ready to go.
He has classroom helpers and students know the routine and adhere to his instructions such as
getting out notebooks, white boards and working in groups. By promoting a good climate of
fairness and respect, Mr. Frasier has little discipline problems. He welcomed students with a "good
morning," and talked respectfully to all of them.
He uses techniques such as, "Show me with your hands how much time you need."

Domain D: Planning Instruction and Designing Learning Experiences for Students

University support provider feedback:

Rubric level: Applying
Evidence / Feedback / Next Steps:
Mr. Frasier gave extra time for a student who was on a 504 plan to finish the exit ticket. He also
regularly checked on her progress. This helped to modify the lesson for her and to ensure her
success.
He adequately informed the students of today's goal which was to solve equations.
One was able to tell that there are long and short term plans in place since Ian routinely refers to
past lessons and to what they will be studying in the future dealing with equations.

Domain C: Engaging and Supporting Students in Learning

University support provider feedback:

Rubric level: Applying
Evidence / Feedback / Next Steps:
Ian told the class that yesterday they were working on expressions and today they would be
moving to equations. This helped to effectively connect students' prior knowledge.
Mr. Frasier began the with a warm-up and had some examples on the board. He stated the
objective of the lesson and had ample examples for expressions and equations. He passed out
candy and students were able to solve algebraic equations such as 3 + x = 9. Students collaborated
in groups for this activity. After they had made their equations, they reported out to the class. This
was an effective way of measuring student progress and it also engaged students in their math
lesson.
Students were frequently engaged in critical thinking exercises throughout the lesson by Mr.

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Frasier asking questions diligently about the algebraic equations.

Domain B: Assessing Student Learning

University support provider feedback:

Rubric level: Applying
Evidence / Feedback / Next Steps:
Ian did a good job of assessing students throughout the lesson starting with a warm-up activity as a
preassessment. He effectively used group response and working in groups. He asked how many
got 100 percent. By routinely walking around the classroom, he was able to monitor students'
work throughout the lesson. Using white boards is an effective means of knowing immediately if
students know how to solve the problems and he did that thoroughly. Mr. Frasier asked many
questions throughout the lesson and finished the lesson by giving students a short quiz.

Domain A: Making Subject Matter Comprehensible to Students

University support provider feedback:

Rubric level: Applying
Evidence / Feedback / Next Steps:
Ian effectively used a variety of materials for this lesson including candy, notebooks, overhead
projector and individual white boards.
He adequately organized the lesson from using a warm up as a preassessment and worked on
expressions and equations.
Ian encouraged meta-cognitive thinking by asking students how to figure out if it is true and how
to solve algebraic equations.
Suggestion:
Have the objective written on the board in kid friendly terms.

Overall observation feedback:

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1. Post the objective on the board.

2. Continue asking for the correct answer until you get it. If a student says it partially, go to another one to
elaborate on it until the answer is complete.
3. Rather than asking, Do you understand?" Check for understanding. EX: Put your name on the left side,
the date on the right side and the topic in the middle. Ask, What side is your name? What side is the date?
etc.
You improved on using wait time and calling on a variety of students. Continue to monitor those two areas.

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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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