Name: Carrie Couretas ID #: MI1066780 Subject: Meia Center 4th Grade

District: Troy School District Campus: Wass Elementary School

Date: 5/5/2022 Start Time: 9:30 AM End Time: 10:15 AM
Observation Number: Third Observation

Overall Impression
Carrie successfully completed her 3rd observation. She taught a 4th grade class a lesson on engineering that was based on literature. After sharing a
story, she had students participate in logic stations for an opportunity to problem solve. The lesson was enjoyed by students and highly successful.

Overall Assessment
Proficient - 3

Conference
PRE-CONFERENCE: 0022-03-10 POST-CONFERENCE: 2022-05-05
START TIME: 9.00 AM END TIME: 9.15 AM START TIME: 9.30 AM END TIME: 10.00 AM
FIELD SUPERVISOR: Tonia Shoup CONTACT INFO: Tonia.Shoup@teachersoftomorrow.org
Field Supervisor Observation Form
Carrie Couretas MI 1066780
CANDIDATE NAME:______________________________________ ID#:__________________________

INTRODUCTION: The Field Supervisor observation form is designed to accurately measure a candidate’s development throughout the
duration of the Internship Year while on a valid Interim Teaching Certificate. This evaluation is aligned with the Michigan Interstate
Teacher Assessment and Support Consortium (MI-InTASC) and is adapted from Charlotte Danielson’s Framework for Teaching
evaluation instrument. Components are selected to provide a well-rounded and complete assessment of the development of the
teaching intern in regards to performance, essential knowledge, and critical dispositions. These components are designed to assess
both short-term and long-term depictions of growth that are measurable within the scope of an observation.

Please use the following scale to identify your assessment of the level at which the teaching intern is currently performing. Please feel
free to collaborate with the campus principal and mentor for indicators that are not readily observable during the observation.

Level 4: Highly Effective | Level 3: Effective | Level 2: Developing | Level 1: Needs Improvement

CLUSTER 1 | CLARITY OF INSTRUCTIONAL PURPOSE AND ACCURACY OF CONTENT

COMPONENT 1.1 ○ Level 4 NOTES/EVIDENCE:

Clarity of instructional outcomes, Carrie prepared a detailed lesson plan that identified 3- 4th grade goals that she
reflecting not only knowledge of content ○ Level 3 was addressing in the lesson. Students were exposed to information and also

and of standards or other high-level ○ Level 2

participated in a hands on activitiy. The lesson was of high interest for a 4th
grade group.
standards and practices, but also ○ Level 1
suitability for the students in the class

COMPONENT 1.2 ○ Level 4 NOTES/EVIDENCE:

Planned resources and activities aligned
○
Start of lesson- Informal chatting about M-Step as Carrie brought up the book
Level 3 “Rosie Revere, Engineer” so it was displayed for the whole group on the
to the instructional purpose
○ Level 2 screen. The picture book allowed Carrie to share information about how some
childhood experiences and skills relate to engineering along with historical
○ Level 1 references to Rosi the Riveter.

COMPONENT 1.3 ○ Level 4 NOTES/EVIDENCE:

Expectations for learning, accuracy of
content, clarity of explanations, and use of
academic language
Anticipatory questions were asked about what an engineer does, many students
○ Level 3 offered answers. Carrie then offered information about the many different types
of engineers. Carrie emphasized that we were probably all connected with an
○ Level 2 engineer.“At the end of the book, you will all get a chance to be an engineer!
○ Level 1 We will use logic centers that will make us think like an engineer". Then
Carrie offered an explanation of who Rosie the Riveter was in history. Many
students recognized that they had seen many visual references to Rosie the
Rivetor.

MICHIGANTEACHERS.ORG • 866.411.7076 • TEACH@MICHIGANTEACHERS.ORG

CLUSTER 2 | SAFE, RESPECTFUL, SUPPORTIVE, AND CHALLENGING LEARNING ENVIRONMENT

COMPONENT 2.1 ○ Level 4 NOTES/EVIDENCE:

Carrie is warm and welcoming to the students. They engage enthusiastically
Language of caring and respect between
teacher and students and among ○ Level 3 with her as she starts the lesson and asks questions during instruction. Carrie

students, and teacher’s awareness of
students’ interests in and beyond school
○
modeled comprehension strategies as she read through the book. The lesson
Level 2 begins in the media center presentation area then progressed to sharing
○ Level 1
information on the logic centers that they would complete in small groups..

COMPONENT 2.2 ○ Level 4 NOTES/EVIDENCE:

A safe environment for student risk taking
○ Level 3 Students were willing to answer question that included personal information (Do

COMPONENT 2.3
High expectations for students’
capabilities for learning
○
you know any engineers?, What an engineer does?)
Level 2
○ Level 1 During the portion of time when students were working on an activity, Carrie
gave specific instructions on how to be inclusive if other students wanted to join
a group. Addressing that issue, should have reduced some of the "risk"
○
students would feel as they approached an already established group.
NOTES/EVIDENCE:
Level 4
Expectations were set for how to participate in the centers. Students were able
○ Level 3 to choose the centers they wanted to complete, but she reminded students that

○
they needed to include all the students that were interested. She quickly
Level 2 reviewed the options for students. The activities were selected so students
○ Level 1
could manage without adult assistance.

COMPONENT 2.4 ○ Level 4 NOTES/EVIDENCE:

Productive student engagement in small
group work
Students worked on logic activities in small groups that were self selected.
○ Level 3 Carrie had provided students with guidelines for working in groups. She worked
with a group to get them started and also monitored other groups. Students
○ Level 2 were successful in completing the activities and most did not need adult support.

○ Level 1

CLUSTER 3 | CLASSROOM MANAGEMENT

COMPONENT 3.1 ○ Level 4 NOTES/EVIDENCE:

Efficient procedures for non-instructional
activities: taking roll, distributing
○ Level 3
The class had a familiar structure for students. Carrie also gave students a
description of the activities and at the end she provided a warning for the end of
and collecting materials, making ○ Level 2 class.

transitions, etc. ○ Level 1 End of calss- clapped hands to signal clean up. Prior to the centers Carrie has
shown students what she expected the kits to look like after the activity.

COMPONENT 3.2 ○ Level 4 NOTES/EVIDENCE:

Evidence of clear standards of conduct,
understood by the students, monitored by
the teacher, corrected successfully (when
○
Students were familiar with the routine as they entered class. After the read
Level 3 aloud, Carrie gave specific instructions for how to work on logic centers. The
○ Level 2 instructions included how to self select groups, while being inclusive.

necessary) by teacher or students, or both ○ Level 1

COMPONENT 3.3 ○ Level 4 NOTES/EVIDENCE:

The media center is inviting for students. It is bright, colorful and well organized.
Physical environment supportive of
learning activities
○ Level 3 There is ample space for different activities. Carrie's varied structure for the

○
class allows students some time for less structured interaction, which is helpful
Level 2 when they return to their classrooms after their “special” class.
○ Level 1
CLUSTER 4 | STUDENT INTELLECTUAL ENGAGEMENT

COMPONENT 4.1 ○ Level 4 NOTES/EVIDENCE:

Content is presented in a manner that
engages students in thinking ○ Level 3 The book that was read aloud was very apporpriate for 4th grade, it allowed for
good discussions and extended their knowledge about engineering and also
and reasoning ○ Level 2 WWII. The follow up hands on activity also emphasized that engineering has

○
many facets and that some puzzles and logic games are "pre-engineering "
Level 1 activities.

COMPONENT 4.2 ○ Level 4 NOTES/EVIDENCE:

Learning tasks require students to engage
intellectually, to think; some may involve
productive struggle
○ Level 3 The book discussions engaged students and helped them to make connections
○ Level 2 to the story. The hands on activity required students to use problem solving
skills and to work with other people to complete a logic task.
○ Level 1

COMPONENT 4.3 ○ Level 4 NOTES/EVIDENCE:

Questions/discussions involve higher-
order cognitive activity; students have ○ Level 3 Students readily offered answers to anticipatory questions and to
comprehension questions during reading. They were eager to share
time to develop their ideas and productive ○ Level 2 connections with the class.
habits of mind ○ Level 1

CLUSTER 5 | SUCCESSFUL LEARNING BY ALL STUDENTS

COMPONENT 5.1 ○ Level 4 NOTES/EVIDENCE:

The teacher monitors student learning
○
Carrie designed the lesson to include frequent "touchpoints" to engage students
Level 3 in the topic. During the read aloud, there was planned stops to highlight
during the lesson (individuals and groups)
through a variety of means ○ Level 2
information. Carrie also circulated and interacted with students during the group
work, while also checking out books.
○ Level 1

COMPONENT 5.2 ○ Level 4 NOTES/EVIDENCE:

Students receive specific feedback on
their work from the teacher, the activities
themselves, or other students
○
During the logic centers, Carrie encouraged students, by largely letting them find
Level 3 solutions with help from peers. She focused on aiding students at the start to
○ Level 2 make sure the task was clear, but she did not rescue them if they experienced a
challenge. Students did receive positive, specific feedback during this time.
○ Level 1

COMPONENT 5.3 ○ Level 4 NOTES/EVIDENCE:

If necessary, the teacher modifies the
lesson to ensure that students “get it,”
drawing on other resources as needed
○
Carrie focused on one group at the start of the logic cneters to make sure that
Level 3 they were clear on the activity. This may have been due to a particularly
○ Level 2 challenging activity or the group of students that chose the activity. It was clear
that she was aware of group needs as they started the activity.
○ Level 1
Carrie had also planned activities that students could perform with minimal adult
support so that the book check out time could be managed.
 CLUSTER 6 | PROFESSIONALISM

COMPONENT 6.1 ○ Level 4 NOTES/EVIDENCE:

Collaboration with colleagues for joint
○
Principal shared feedback on observation #2. Carrie is a successful member of
Level 3 the school community.
planning, and school/district and
community initiatives ○ Level 2
○ Level 1

COMPONENT 6.2 ○ Level 4 NOTES/EVIDENCE:

Active engagement in workshops, courses,
and activities to improve practice
○ Level 3
Principal shared feedback on observation #2. Carrie is a successful member of
the school community.
○ Level 2
○ Level 1

COMPONENT 6.3 ○ Level 4 NOTES/EVIDENCE:

Integrity and honesty in dealing with
colleagues and parents on behalf
○ Level 3
Principal shared feedback on observation #2. Carrie is a successful member of
the school community.

of students ○ Level 2
○ Level 1

5/2/22
Field Supervisor Signature: ________________________ ____________________Date: ____________________________