Teacher Observation University Supervisor and/or Cooperating Teacher

Observation & Feedback Form

Date: _April 4, 2017 Candidate: Mary Anna Garifo Observer: _Mae Hey
Purpose
Supervisor: This purpose of this observation and feedback tool is to provide a place to capture your observations and areas of specific
development during your on-site visits. Please type your observations and developmental feedback in the areas indicated. Feel free to
use the General Note-taking space to capture your observations to be entered in the appropriate areas prior to your post-observation
conference.
Candidate: You will receive a succession of observations and feedback throughout your field experience and student teaching. Please
understand that you are not expected to be perfect in all of these areas, but you are expected to accept and reflect on the feedback in
order to enable your own professional growth. This feedback should be considered formative to support your development.

Category: Observation & Feedback Notes:

Creating an environment of respect and
rapport to establish a culture of learning
How did the candidate create an environment
of respect and support?
Observations: Ms. Garifo is encouraging and supportive to her students and they
reflect this in their treatment of her and each other.
Developmental Feedback: Cooperative learning could have been more strategically
orchestrated into the learning opportunity.

CAEP Standard 1.1

Managing classroom procedures and student
behavior
What actions did the candidate take to
optimize efficiency and fluidity of procedures, Developmental Feedback: The activities lacked fluidity in their connection.
to engage students, and to minimize
distraction?
CAEP Standard 1.1
Demonstrating knowledge of content and
pedagogy; Asking appropriately leveled
Observations: The instructions were clearly thought out; the anticipation guide and
the rubric provided specifics for the students to manage their time well and need or
exceed Ms. Garifos expectations. Having the students use the rubric to self-assess
their assignments was a great strategy for encouraging student accountability.
Strategies for orchestrating stronger connections between material could be used to
make learning more organic. Also, allowing the students to work in cooperative
groups could help them to naturally jigsaw what they were learning; this could
integrate a social aspect into the learning as well as reduce the need to make formal
presentations to the entire class.
Observations: The integration of rubrics and technology enhanced the effectiveness
and the efficiency of the learning experience.
 Teacher Observation University Supervisor and/or Cooperating Teacher
questions/prompts and discussion
In what ways does the candidate demonstrate
competency in the content area?
How did the candidate orchestrate questioning
and discussion to promote content learning?
CAEP Standards 1.1 & 1.4
Communicating with students instructional
purposes & procedures are clearly
communicated
In what ways were the purpose and
procedures communicated to students to
support participation and learning?
CAEP Standards 1.1
Demonstrates flexibility and responsiveness
How did the candidate maintain flexibility and
responsiveness to support learning? (e.g.
diversity, assessment, willingness to adapt if centered and inquiry-based knowledge construction will enhance opportunities for
lesson is not going well)
CAEP Standard 1.1
Observation & Feedback Form
Developmental Feedback: Providing more opportunities for open-ended
questioning and inquiry-based learning would increase opportunities for
differentiation and engagement.
Observations: Ms. Garifo is clear in her delivery of instructions. Additionally, her
rubric provided clearly articulated aspects for which students should attend to meet
or exceed her expectations to complete the assignment.
Developmental Feedback: Stronger connections between content could be
orchestrated to enhance understanding and engagement. Looking at the verbs used
in the SOLs essential understanding, processes, and skills will help guide the
planning of focus activities.
Observations: Ms. Garifo was open to considering all student comments and
questions. The evaluation was a generative and open-ended assignment.
Developmental Feedback: Orchestrating situations to encourage more student-
differentiation and informal assessment.
 Teacher Observation University Supervisor and/or Cooperating Teacher
Observation & Feedback Form
General Notes:
Structure of the Lesson:
When the students came into the class, they sat in table groups and completed a review activity on their laptops.
Ms. Garifo showed a brief video. Ms. Garifo stopped the video a few times to focus student attention on a few details related
to both activating prior knowledge as well as engaging interest.
Ms. Garifo distributed a notes sheet for the students interactive notebooks. There were diagrams and slotted notes on the
sheet. The students filled in the blanks as they participated in an interactive discussion on the SmartBoard. She showed a few
more short videos to explain concepts.
Ms. Garifo had an anticipation guide on the board to help the students manage their time and complete all the assignments
required during the class.
Ms. Garifo numbered the students so that they would each be doing different research on a volcano. Next, she distributed an
activity sheet with a rubric to guide the students in meeting or exceeding her expectations on the assignment.
Although seated in table groups, the students were assigned different volcanoes. They were to work independently on their
own assignment.
The students completed a geographic assignment to find the location of their specific volcanoes and earthquakes. After, they
worked on their research and completed their Padlet assignment. These assignments would be presented to the class during
the subsequent class period.
Teacher Candidate Focus Areas:
1. Classroom ManagementMs. Garifo has a pleasant and supportive demeanor. The students reflected this attitude in their
treatment of each other and Ms. Garifo as a mentor. The sheet guided students in noting key vocabulary.
2. Good Answers to QuestionsMs. Garifo was attentive to student comments and questions. Earth science is a broad topic;
Ms. Garifo did her best to respond to highly specific comments/ questions without misleading the students into believe that
knowledge in the discipline can be complete or perfect.
3. Ability to handle time within the periodUsing the anticipation guide helped the students manage their time. Also,
providing a rubric was helpful in guiding the students in what ways they should focus their time and effort. Perhaps the
mapping activity could have been done more efficiently, so the focus of the lesson could have been more on the science
content rather than this geography skill that is not specifically required of the science SOLs. Looking at the verbs used in the
SOLs under understanding, processes, and skills will help identify activities that meet science SOL requirements.
Additionally, a stronger connection between earthquakes and volcanoes could have been established prior to completing the
assignments.
4. Ability to differentiate instruction to both lower and high performing studentsencouraging the students to work more
through a process of inquiry-based, student-centered activity will allow for greater opportunity to differentiate instruction
 Teacher Observation University Supervisor and/or Cooperating Teacher
Observation & Feedback Form
and motivate individual students.
5. Ability to motivate students unwilling to do anythingI believe the strategy outlined in number 4 would also work to
motivate students based on their interest. The inclusion of interesting facts on the rubric was a good strategy for engaging
individual interests. Additionally, focusing engagement on activating prior knowledge would help motivate students; even
though there are not active volcanoes in the area, most students would have volcano knowledge from media sources.