Model Observation Protocol: Pre-Conference Planning Form
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Model Observation Protocol: Pre-Conference Planning Form
Observation Details
Date: 10/4
Content Topic/Lesson Objective:
x Whole Group
Element(s) to be Observed (circle)
1.A.1: Subject Matter Knowledge
1.A.3: Well- Structured Lessons
1.B.2: Adjustments to Practice
2.A.3: Meeting Diverse Needs
2.B.1: Safe Learning Environment
2.E.1: High Expectations
Time (start/end): 10:04/10:52
Symbolism and “The Scarlet Ibis”/Identifying and explaining personal symbols
Small Group One-on-One Other
Comments
1. I will give a PowerPoint presentation on symbolism and be able to verbally
explain the literary element of symbolism, and give examples from the stories
we’ve read
2. We will read “The Scarlet Ibis” and I have a guided notes worksheet that details
literary elements, plot, characters and themes—I will ask for students to answer
questions and expand on them as we fill out the guided notes
3. I will be able to succinctly explain symbolism and give examples while speaking
to students
1. The lesson agenda will be posted on the board: 1. Activator 2. Symbolism notes
3. Symbolism Activity 4. “The Scarlet Ibis”
2. I will use a timer to pace out the activity part of the lesson
3. There are 3 clear objectives (content, SEL, language).
1. I will spot check understanding of content, activities, and reading as we go and
adjust to focus on misunderstood aspects
2. I am prepared to spend less time on “The Scarlet Ibis” and move it to the next
class if my formative assessment (spot checks) indicate that the class needs more
time to understand symbolism as a concept or needs more time to understand
the activity.
1. I have a visual PowerPoint, a video, verbal explanations, hands-on activities and
eventually reading as ways to approach the content
2. I will incorporate choice and autonomy (UDL 7.1) into the activity with a digital
option or a collage option; I will also incorporate personal value and authenticity
(UDL 7.2) by emphasizing that students are really thinking about themselves and
their personality, personal values, likes, and strengths in this activity.
3. Students with IEPs requiring reading and writing supports get completed notes
(via the special ed teacher in the room) at the end of the lesson
1. The activator will focus on the creation and idea of community, emphasizing
‘us’ as the Ludlow Lions.
2. I am using an activity that values and celebrates students as individuals; I will
also model acceptance and value of students as individuals by first modeling
sharing my work and then by purposefully complementing student ideas during
the activity.
3. I am modeling a safe environment to share work by showing my own
completed personal crest
1. There is a clear rubric and I will tell students that they will be able to do well on
this as long as they put in the necessary effort
2. We will be beginning a longer short story than we’ve ever read, with more
complex and challenging content that we’ve ever read. I will tell students this and
also tell them that I believe that they are up for this challenge.
 Model Observation Protocol: Pre-Conference Planning Form
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Element(s) to be Observed (circle) Comments

1. My previous observation notes (from Stephanie) suggested that I work on
pacing so I will be using a timer to help me watch my pacing.
4.A.1: Reflective Practice
2. Classroom management is a big concern of mine, so I will be circulating and
monitoring closely.

Refinement areas previously identified

Pacing (identified from my pre-practicum observation with Stephanie) especially in an inclusion classroom.
Classroom management and behavior management.

Questions to ask in pre-conference

I am struggling to communicate high expectations while still being mindful that students are behind academically,
developmentally, and socially due to COVID and online schooling. What are some ways I can incorporate high expectations
for my students while being sensitive to the fact that they are struggling academically, socially, and emotionally?
Model Observation Protocol: Pre-Conference Planning Form
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