Professional Documents
Culture Documents
Formal Oberservation 2 - Jamie Martinez
Formal Oberservation 2 - Jamie Martinez
Student Name: Jill Boyle Date: October 19, 2020 Semester Spring Year 2019
Name of School: Elizabeth Ide School Full Name of Observer/Evaluator Jessica Evans & Jamie Martinez (cooperating
teacher)
City and State: Darien, IL Subject(s) General Education Grade Level(s) Kindergarten
In a single formal observation, candidates can have a maximum score of 2 because evidence is formative
and limited by being collected in only one lesson.
0 1 2 3 4
Not Observed Unsatisfactory Developing Meets Standard Exceeds Standard
0 Not Observed: No evidence related to the standard is provided.
2 Developing: Limited or inconsistent evidence to support meeting the standard; approaching the level of
performance for the standard but has not yet reached the standard. In a formal observation,
developing indicates the student has met the expectations for what they can demonstrate
in a single lesson. However, they still need to demonstrate they can do this consistently in
multiple observations.
The scores below are used in the final evaluation.
3. Learning Environments
3a. Works with others to create environments that support Evidence:
individual and collaborative learning. Jill provides a diverse, respectful, and positive learning environment. Jill delivers
instruction to students that are participating in a whole group in person setting
3b. Works with others to create environments that include while others are participating remotely. Jill manages the delivery of synchronous
teacher and student use of technology. learning with natural transitions between instructional activities. Jill provides
3c. Works with others to encourage positive social interaction, hands-on learning using technology for students to share the skills in which they
active engagement in learning, and self-motivation. are learning.
Jill maintains a positive approach with students by redirecting to use prideful
choices, encouraging participation, and showing excitement for learning.
Key elements: Managing instructional groups, transitions,
materials/supplies, non-instructional duties; supervision of
volunteers/paraprofessionals; expectations,
monitoring/responding to student behavior, interaction with
students, student interaction with other students;
expectations for learning/achievement; student pride in
work; safety; accessibility to learning; use of physical
resources/space; classroom procedures
Category 2:
CONTENT KNOWLEDGE
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4. Content Knowledge
4a. Understands the central concepts, tools of inquiry, and Evidence:
structures of the discipline(s) he or she teaches. Jill provides thorough detail to her lesson plans by identifying the specific learning
standards in which students will be learning. Jill identifies learning objectives and
4b. Creates learning experiences that make the discipline targets in which students will learn throughout the lesson. Jill builds off of prior
accessible and relevant for learners to assure mastery of the skills learned throughout the ELA curriculum to enhance learning skills and
content and provides opportunities for literacy experiences introduces new skills for continued learning.
across content areas.
5. Application of Content
5a. Engages learners through the creation of interdisciplinary Evidence:
lessons and facilitates the examination of issues from Jill provides valuable instruction that includes rigorous and developmentally
multiple perspectives through varied communication modes. appropriate curriculum content.
Jill challenges students to think critically by asking students to share thoughts,
5b. Facilitates learning opportunities involving critical and explain their reasoning, and provide evidence to support their thoughts.
creative thinking. Jill applies real world problem solving and thinking strategies to her lesson and
5c. Incorporates learning opportunities that involve solving discussion with students. Jill guides students to apply skills learned into real
authentic, real world problems independently and world applications in the classroom and the community.
Jill integrates social emotional learning skills into her ELA curriculum providing
collaboratively through concept-based teaching. an integrated curriculum approach.
Category 3:
INSTRUCTIONAL PRACTICE
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6. Assessment
6a. Understands how to use multiple measures to monitor and Evidence:
assess individual student learning. Jill uses formative assessment strategies with the use of technology in SeeSaw to
6b. Understands how to engage learners in self-assessment. collect data on whether students understood the concept taught in the lesson. She
uses the Seesaw Technology to provide feedback and guide them in
6c. Understands how to make informed decisions. self-assessment strategies. Jill uses assessment data to understand the skills of
her students to provide differentiated instruction throughout her lessons.
Key elements: Congruence with instructional goals, criteria/
standard, design of formative assessment, use for planning,
quality feedback, monitoring progress, self-assessment,
student involvement in creating assessment criteria
8. Instructional Strategies
8a. Understands and uses a variety of instructional strategies to Evidence:
encourage learners to develop deep understanding of content Jill designed and implemented valuable instructional practices for the ELA
areas and their connections. curriculum.
Jill has adapted lesson plans to a technology based learning experience to meet
8b. Understands and uses a variety of instructional strategies to the needs of both in person and remote learners synchronously.
encourage learners to build skills to apply knowledge in Jill utilizes whole group instruction while allowing students to independently
relevant ways. practice skills.
Category 4:
PROFESSIONAL RESPONSIBILITY
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9. Professional Learning and Ethical Practice
9a. Engages in ongoing professional learning. Evidence:
9b. Uses evidence to continually evaluate his/her practice, Jill participates in building/district provided professional development
opportunities.
particularly the effects of his/her choices and actions on Jill is reflective to her practice. She states elements that go well in the classroom
others (learners, families, other professionals, and the and areas in which she would like to improve.
community) and adapts practice to meet the needs of each Jill takes the initiative and full responsibility in the classroom in the teacher role.
learner.
Category 5:
DISPOSITIONS
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11. Values Learning and Professional Development
Dedicated to acquiring and applying new ideas about Evidence:
content, pedagogy, and students. Jill is eager to learn and continues to collaborate with colleagues. Jill
participates in professional development opportunities provided by the school
district.
Successful elements: Jill takes the role of the classroom teacher seamlessly and responsibly. Jill
exhibits a positive attitude at all times that creates a welcoming and caring
learning environment for all students. Jill proactively plans for appropriate
instructional activities for her students and provides an engaging learning
experience. Jill is very reflective and values feedback and mentoring advice.
Targets for growth: Jill continues to focus on classroom management with reinforcing behavior and
learning expectations including redirecting students as well as gaining more
classroom engagement. Jill plans to work on step-by-step directions when
instructing multi-step learning experiences for students such as crafts and
technology-based learning.