Kutztown University Elementary Education Department

Clinical Experience In-Progress Formative Observation Instrument

____X___ Lesson Observation _______ General Assessment
Student teacher _____Sarah D’Amore__________________________ Cooperating Teacher & School Susan
Coffey___________________________
Subject__________ELA and SEL__________ Time _1:00________ Date _____11/4______ KU
Supervisor_________Weiler_____________________
Not Met Acceptable Proficient N/A Evidence
Planning and Preparation – used for evidence before the lesson
1a. Displays knowledge of content in plan X The teacher candidate displays
solid knowledge of the important
concepts in the discipline and
how these relate to one another.
The teacher candidate
demonstrates accurate
understanding of prerequisite
relationships among topics. The
teacher candidate’s plans and
practice reflect familiarity with a
wide range of effective
pedagogical approaches in the
subject
2a. Displays knowledge of pedagogy in plan X Outcomes reflect several
different types of learning and
opportunities for coordination,
and they are differentiated, in
whatever way is needed, for
different groups of students
b. Displays knowledge of students through X The teacher candidate
accommodations/differentiations in plan understands the active nature of
student learning and attains
information about levels of
development for groups of
students. The teacher candidate
also purposefully acquires
knowledge from several sources
about groups of students’ varied
approaches to learning,
knowledge and skills, special
needs, and interests and cultural
heritages.
c. Sets instructional outcomes evident in plan X Most outcomes represent
rigorous and important learning
in the discipline and are clear, are
written in the form of student
learning, and suggest viable
methods of assessment.
d. Use of resources, materials, technology, etc available and X Great idea of using
evident in plan screen shots in case
technology fails!
e. Designs coherent developmentally appropriate X Use of scaffolding in
instruction apparent in lesson plan
and teaching.
f. Designs measurable student assessment that aligns to X Journal entry is a great
standards, objectives, and instruction tool for assessment.
The Classroom Environment – used for evidence during the lesson
a. Establishes and maintains respect and rapport for X “Thank you for asking,
students but right now we are
working on English and
Language Arts-we can

Supervisor / Mentor Teacher Signature____________________________ Student Teacher Signature_______________________

 talk about Halloween
during Proud Time.
b. Creates an equitable culture for learning along with high X Remember to call in the
expectations COPS.
c. Uses and maintains classroom procedures, including X Great job in reminding
appropriate transitions the students which
materials they will be
needing, and allowing
enough time to gather.
d. Sets behavioral expectations, monitors behavior, and Great use of praise during
uses positive classroom management techniques X live instruction and
written work.
e. Organizes a safe and equitable physical learning space X Always prepared and
juiced up for instruction.
Instruction – used for evidence during the lesson
a. Communicates effectively with students X Clear and concise
instructions-“Does
anyone have any
questions?”
b. Uses a variety of critical thinking questions and promotes X Constant use of socratic
questions and discussion questioning.
c. Engages students in challenging learning tasks X Remember to turn the
supported by scaffolding; pacing is appropriate question around-TTQA.
d. Integrates/records formative assessments throughout Feedback is timely and specific
lesson and gives student feedback on what students did well and
X what they need to do to
improve. Assessment is used
regularly by teacher candidate
and/or students during the
lesson through monitoring of
learning progress. Students
appear to be aware of the
assessment criteria; some of
them engage in self-assessment
e. Demonstrates flexibility and responsiveness by X Sarah demonstrates flexibility
teaching to student needs in differentiation to meet the
needs and interests of students
including students with IEPs,
English-language learners, and
other individual students,
accommodating students.
Professional Responsibilities– used for evidence before or during the lesson
a. Reflects accurately on teaching X Sarah makes an appropriate
assessment of a lesson’s
effectiveness and the extent to
which it achieved its instructional
outcomes and can cite general
references to support the
judgment. The candidate
regularly discusses teaching
approaches and student learning
outcomes with mentor teacher.
The teacher candidate reflects on
ways to build on successes and
makes a few specific suggestions
of what could be tried another
time the lesson is taught.
b. Communicates effectively with families X Red Ribbon Week
Supervisor / Mentor Teacher Signature____________________________ Student Teacher Signature_______________________
c. Participates in building a supportive professional X Contributes to weekly
community PLC-go to for the latest on
technology.
d. Displays high standards of professionalism –PA code X Sarah displays high
(dress & demeanor, communication, relationships etc. are standards of honesty,
integrity, and
professional), including punctuality & daily attendance
confidentiality in
interactions with
colleagues, students,
and the public. The
teacher candidate
demonstrates full
commitment to
teaching and a
willingness to take on
responsibilities.

Give evidence for the scores.

Sarah’s lessons are written and taught with the student’s individual and group strengths and needs. At this point in
the school year, Sarah has observed each child’s ability to access the curriculum and tailors her instruction to reach
them at their academic level. Her ability to coax a child to participate is evident, and she makes everyone feel safe
and secure enough to make a mistake. Her lesson emphasizes teacher-student, student-student interactions and
collaboration. This lesson indicates specific connections to other subject areas and the real world. It helps students
take responsibility for their own learning and thinking by having them justify their greediness with Halloween
candy. Your teacher voice is strong, clear, consistent, and caring.

Supervisor / Mentor Teacher Signature____________________________ Student Teacher Signature_______________________

Supervisor / Mentor Teacher Signature____________________________ Student Teacher Signature_______________________