Stage 4 Student Teaching Observa on Form

Modeled on Danielson’s Framework for Teaching (Danielson, 2011) and PDE Field Competencies

Pre-Service Teacher: Nicholas Morder Date of observa on: November 29, 2023
Coopera ng Teacher: Mrs. Deb Wood School/Grade: Grade 4 - Hershey Intermediate School

5 = Exemplary/Dis nguished; 4 = Pro cient; 3 = Emerging; 2 = Needs Improvement; 1= Unsa sfactory

Planning and Prepara on

5 Links content to related research-based pedagogy based on sound educa onal psychology principles
in short and long-term instruc onal plans.
5 Constructs all instruc onal plans to align with PA PreK-12 Academic Standards.

5 Plans instruc on that is responsive to the age and/or related characteris cs of their students.

5 Uses mul ple forms of forma ve and summa ve assessments to adapt learning goals that match
individual student needs.
5 Plans short and long-range instruc on using appropriate resources, materials, technology and
ac vi es to engage students in meaningful learning, based on their instruc onal goals.
5 Assesses exis ng resources and creates and/or accesses addi onal instruc onal resources
appropriate for learners under their responsibility.
Notes:
Lesson plans are complete and alignment between the E.Q. and student learning objec ves is consistently
measurable. Appropriate teaching resources were selected to use with fourth grade students.

Classroom Environment

5 Maintains and promotes a culture which values the development of meaningful, caring, and
respec ul rela onships between teacher and students, and among students.
5 Creates and maintains a prepared classroom environment as a necessary element to support op mal
learning opportuni es.
5 Uses classroom resources to support equity and maximize learning opportuni es, which are age-,
gender-, individually-, culturally-, and ability-appropriate.
N/O Assesses classroom resources in order to make adapta ons and accommoda ons required to
di eren ate instruc on for all learners.

Rev. 8/8/22
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 N/O Engages in proac ve communica on with families and community contacts.

5 Develops and/or supports systems for student transi ons, as well as procedures and rou nes for
instruc onal and non-instruc onal responsibili es.
Notes: The classroom environment is organized with all teaching materials ready to go including individual
student learning packets and social studies textbooks for each student. Transi onal mes were minimal and
student learning me was maximized. Students were on task and engaged. The students were respec ul of their
teacher and anxious to volunteer during the lesson. Students were mee ng success with the new content
material being taught. No student management issues were observed.

Instruc onal Delivery

5 Uses e ec ve verbal and non-verbal communica on techniques.

5 Uses e ec ve ques oning and discussion techniques.

5 Uses a variety of age-, gender-, individually-, culturally-, ability- and skill-appropriate instruc onal
strategies which re ect evidence of student engagement, new learning and assessment.
5 Uses instruc onal technology and assesses its impact on student learning.

5 Provides appropriate progress feedback to students in a mely manner.

5 Uses ac ve student engagement during instruc onal delivery.

5 Uses a variety of formal and informal assessments to measure student responsiveness to instruc on.
5 Constructs a though ul and accurate assessment of a lesson’s e ec veness and the extent to which
learning goals were achieved and can o er alterna ve ac ons if necessary.
5 Ac vely seeks, and is responsive to, construc ve feedback o ered by the coopera ng teacher and
university supervisor.
5 Clearly communicates instruc onal goals, procedures and content.

N/O Accesses communica on technologies to communicate with families regarding student progress.

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 Notes: The pace of your delivery was excellent! You had a strong opening to your lesson plan that got the
students thinking and sharing immediately by introducing key vocabulary words and having students guess what
those words might mean. The pre-test was a great vehicle for ge ng students immersed in the new content, as
well. Although this was a social studies lesson, you did an excellent job of reminding students about u lizing the
comprehension strategies they had learned in reading such as heading clues, vocabulary, how to look for key
words in the text that might answer a pre-test ques on, etc. At the close of the lesson you brought their new
learning into focus by asking such insigh ul ques ons as “Do people migrate today? “If so, how and why might
they do that today?”
As we discussed a er your lesson today you might want to think about making similari es versus di erences
charts between the me period you are reading about in the textbook and how it is in modern day. This is a
helpful way for students to learn how to organize their thoughts.
Your student management was excellent and you con nue to do a ne job of teaching students how to organize
their papers, le folders, etc. so they can easily retrieve said materials when needed again.
Lots of auditory teaching today — don’t forget those visual learners!
Excellent execu on of your lesson plan.

Professionalism

5 Communicates with the coopera ng teacher regarding instruc onal and non-instruc onal record
keeping, procedures and rou nes, and melines; including, but not limited to, grading, a endance,
lesson plans, parent communica on, and inter-school needs and assumes these responsibili es as
permi ed.
5 Par cipates in district, college, regional, state and/or na onal professional development growth and
development opportuni es.
5 Exhibits integrity, ethical behavior and professional conduct as states in the “PA Code of Professional
Prac ce & Conduct for Educators,” as well as local, state and federal laws and regula ons.
5 Cul vates appropriate rela onships, conduct and contact with students.

5 Applies safety precau ons and procedures.

5 Complies with school policies and procedures regarding professional dress, a endance, punctuality
and the use of technology.
5 Cul vates professional rela onships with school colleagues, families and the broader community;
and avoids inappropriate rela onships, conduct, and contact with colleagues, families and the
broader community.
Notes: You have been busy subs tute teaching over the past few weeks and visi ng other classrooms for
observa onal purposes at various grade levels. All good experiences for you!
Furthermore, your coopera ng teacher reports that your rapport with the other professionals in the building is
excellent.

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 Assessment

5 Uses various kinds of assessments in instruc on, including forma ve, summa ve, benchmark,
behavioral, diagnos c, cogni ve, a ec ve and psychomotor.
N/O Makes norm-referenced and criterion-referenced interpreta ons of assessment results.

5 Applies interpreta ons to inform planning and instruc on for groups and individual students.
N/O Applies interpreta ons of status (PSSA) and growth (PVASS) assessment models to inform planning
and instruc on for groups and individual students.
5 Constructs assessments to match cogni ve, a ec ve, behavioral and/or psychomotor curricular
goals.
5 Constructs assessments to match curricular goals along a con nuum of complexity (e.g. Bloom’s
taxonomy).
5 Assesses their own professional growth through focused self-re ec on.

Notes: Assessing of students was ongoing throughout the delivery of today’s lesson plan via teacher
observa on, quality of student work products produced by students in their packets and the level of student
oral par cipa on. Asking “why” when students gave oral responses to teacher posed ques ons assisted you in
making changes to the delivery of the lesson, as needed.

Knowledge of Diverse Learners

5 Appropriately responds to the unique characteris cs and learning needs of diverse learners (age,
gender, culture or ability) in the classroom.
5 Promotes a posi ve learning environment that values and fosters respect for all students.

5 Di eren ates instruc on to meet the needs of diverse learners that promotes successful educa onal
performance.
5 Supports the growth and development of all students, par cularly those tradi onally underserved.

N/O Communicates with and engages families, caregivers and the broader community.

Notes:

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 Addi onal Notes:

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