Stage 4 Student Teaching Observa on Form

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

Pre-Service Teacher: Hannah Popejoy Date of observa on: Nov. 2, 2023

Coopera ng Teacher: Mrs. Vicki O’Hara School/Grade: Linglestown Middle School - Emo onal
Support

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 were complete and designed to maximize instruc onal me for students. Student learning
objec ves aligned with the E.Q. Appropriate teaching materials were selected to enhance student success with
the new learning content. Ongoing assessments were designed throughout the plan’s delivery system so adjusts
to student learning ac vi es could /would occur.

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.
5 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 was organized with materials ready to go. The teacher greeted students as
they entered the classroom to establish rapport. The teacher an cipated what students might need during the
lesson upfront, so instruc onal me would be maximized (I.e. - pencils, etc. ) Lots of earned posi ve comments
were made to individual students ( i.e. -“I heard you did a good job on your science test” )

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: Lots of student par cipa on in the lesson was observed. Classroom management of students
throughout the dura on of the lesson’s delivery was outstanding ,as evidenced by carefully selected verbiage
used by the teacher, student movement opportuni es ( basketball, working at board, etc.,) teacher clues given
to students who needed help with the assigned math problems, limi ng the number of assigned problems to be
completed during independent prac ce me, special treats/rewards, and giving students choices such as
working with a partner or individually.
During the lesson’s delivery it was also observed that the teacher had planned for mee ng the needs of both
the auditory and visual learners. Way to go!
Excellent coaching was provided by the teacher to speci c students in order to help them process the choosing
of a good choice rather than being a follower of another student’s o task behavior during the lesson’s delivery.
You really did a great job with the lesson and were able to meet all of your student objec ves as planned,
Hannah!

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: Miss Popejoy is professional in demeanor and dress. She is developing a good working rela onship with
her new coopera ng teacher and the other adult workers within the classroom.

Assessment

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 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.

N/O 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: Ongoing assessment of student success was designed into today’s lesson plan. As you get more
comfortable in your new teaching assignment you will want to seek out ways to learn about the kinds of
assessments that might be helpful for you to use to monitor student growth in both the a ec ve and academic
areas over me.

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: The lesson plan designed for today’s observa on certainly detailed all the special considera ons you
thought about to ensure success for all students.

Addi onal Notes:

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