GW observation

1. THE GEORGE WASHINGTON UNIVERSITY
TEACHING INTERN OBSERVATION FORM
Name: Emily Bond School: Winterfield Elementary
Observer: Natalie LaRusch Cooperating Teacher:
Date: 2/4/22 Number of Students: 5 F: 2 M: 3 LEP: 5 IEP: 5 504: 0
Course Title: Time: 9:15 Period:
Danielson’s Framework for Teaching©
Domain 1 – Planning and Preparation Domain 3 – Instruction
Domain 2 – Classroom Environment Domain 4 – Professional Responsibilities
Focus of the Lesson:
1st grade math lesson: adding numbers within 20
Performance Indicators
Exceeds Standard – Distinguished - = exceeding expectations
Candidate exceeds the standard at the preparation level or is performing above what would be
expected for a candidate preparing for initial licensure. *This indicator will not be included in
assessments for CAEP.
Meeting Standard – Proficient*- = meets expectations
Candidate performance meets the standard at the preparation level. Candidate is performing at a
level expected of one who is preparing for initial licensure. * This is the level that our candidates must
achieve in order to be eligible (recommended) for licensure.
Developing Toward Standard - = below proficient
Candidate performance is below the standard in some areas identified in the components and is
moving toward meeting the standard in some areas identified in the critical attributes. Candidate is
exhibiting an acceptable level of performance in some areas identified in the component but not all
areas.
Below Basic- = needs improvement
Candidate performance does not meet the standard at the preparation level. Candidate not showing
growth or initiative in working toward acceptable levels of performance in standards identified for
improvement.
Evidence
Copyright © 2014 Charlotte Danielson. All rights reserved
November 7, 2019
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2. Domain 1: Evidence gathered BEFORE and AFTER classroom observation
a. Demonstrating Knowledge of Content and Pedagogy
b. Demonstrating Knowledge of Students
c. Setting Instructional Outcomes
d. Demonstrating Knowledge of Resources
e. Designing Coherent Instruction
f. Designing Student Assessments
Proficient
Evidence
Students begin lesson practicing sentences: I can read ___
Switches to math. Calls on a student to pick a number (20) Asks students how to write number
(needs help) Asks students for “strategy to build the number.” What’s my equation? (2 + 18 = 20)
Who has another strategy to make 20?
Just like the one we did with the stars, what do you think we’re going to do first (write our name,
count) First we are going to count, then write the number, then color. Pencils first. No colors yet.
Colors at the end. Gives feedback to students as needed (don’t press so hard, good job, count the
numbers now, look you wrote 6 correctly! You are so smart). Teacher continues to check in with all
students as needed and provides support/feedback. 3 plus ___ (3) equals how many? Good, write it
right here.
Comments/Questions:
Ms. Bond is very knowledgeable of content and expectations for students. She has clear IEP goals
set, and works during each class period to help students achieve their individualized IEP goals. In this
observation, Ms. Bond worked more closely and offered more support with one particular student who
needed more teacher support. She consistently checked in on all students to provide feedback on
their work. She appropriately differentiated the instruction for each student.
Copyright © 2014 Charlotte Danielson. All rights reserved
November 7, 2019
Page 2 of 7

3. Domain 2 Evidence gathered in the classroom during the lesson
a. Creating an Environment of Respect and Rapport
b. Establishing a Culture for Learning
c. Managing Classroom Procedures
d. Managing Student Behavior
e. Organizing Physical Space
Distinguished
Evidence
Ensures all students are participating to help count. Teacher stops when students lose focus. Asks a
student to come up to touch to help count the items.
We need to move our bodies; we’re getting wiggly. Pulls students to the table with folders already
placed for students.
Gives feedback to students as needed (don’t press so hard, good job, count the numbers now, look
you wrote 6 correctly! You are so smart). Teacher continues to check in with all students as needed
and provides support/feedback. 3 plus ___ (3) equals how many? Good, write it right here. S, she is
doing a great job and so are you. You need to focus on you.
Comments/Questions:
Ms. Bond manages behaviors well on a consistent basis. In this observation, she noticed students
were having trouble focusing while on the carpet, so she quickly changed activities to the table to
refocus students. She corrected behaviors immediately and gently.
Copyright © 2014 Charlotte Danielson. All rights reserved
November 7, 2019
Page 3 of 7

4. Domain 3 Evidence gathered in the classroom during the lesson
a. Communicating with Students
b. Using Questioning and Discussion Techniques
c. Engaging Students in Learning
d. Using Assessment in Instruction
e. Demonstrating Flexibility and Responsiveness
Distinguished
Evidence
Calls on a student to pick a number (20) Asks students how to write number (needs help) Asks
students for “strategy to build the number.” Ensures all students are participating to help count. Asks
a student to come up to touch to help count the items. What’s my equation? (2 + 18 = 20) Who has
another strategy to make 20?
Just like the one we did with the stars, what do you think we’re going to do first (write our name,
count) First we are going to count, then write the number, then color. Gives feedback to students as
needed (don’t press so hard, good job, count the numbers now, look you wrote 6 correctly! You are so
smart). Teacher continues to check in with all students as needed and provides support/feedback. 3
plus ___ (3) equals how many? Good, write it right here. S, she is doing a great job and so are you.
You need to focus on you.
Comments/Questions:
Ms. Bond is quick to react to in-the-moment teacher moves based on student feedback. For example,
she noticed that students were losing focus as one student was counting, so she kept her eyes on
students and encouraged them to count along. She also called on a variety of students to engage
them in the lesson. When at the table, she quickly moved from one student to another as needed to
offer feedback and the appropriate amount of support.
Copyright © 2014 Charlotte Danielson. All rights reserved
November 7, 2019
Page 4 of 7

5. Domain 4 (see indicators for each component)
a. Reflecting on Teaching
b. Maintaining Accurate Records
c. Communicating with Families
d. Participating in a Professional Community
e. Growing and Developing Professionally
f. Showing Professionalism
Distinguished
Evidence
Comments/Questions:
Ms. Bond is knowledgeable about each students’ individual goals and where they are in their learning
trajectory. She holds well-run IEP meetings involving families and all stakeholders. Ms. Bond is
consistently reflective and acts quickly upon feedback.
Copyright © 2014 Charlotte Danielson. All rights reserved
November 7, 2019
Page 5 of 7

6. Reflection (Please reflect on this lesson in terms of planning, classroom environment, implementation of instruction and professional responsibilities
then submit your responses to your university supervisor electronically.)
Respond to the following:
To what extent were the learning objectives met?
● During this lesson I felt I strongly met lesson objectives. Students understood the goal of the lesson and were practicing skills to achieve this
goal.
How did your classroom environment support student learning?
● The classroom environment is set up to meet students' needs. We transition from the carpet to a small group table that allows for a movement
break and increases engagement. The small group table allows for the teacher to engage with each student during the lesson.
In what ways were your teaching methods, activities, materials, and resources effective?
● The activities were effective because they were differentiated to meet the various needs of all learners. I think I could increase the difficulty of
the activity for some of my students who need extension activities.
What information did you gain from your assessment methods that will help you plan for the next lesson/ unit?
● The continuous progress monitoring allows me to see students' mastery of IEP goals. These observational notes allow me to track
percentages toward accuracy on multiple goals at a time. Each student is tracked in our IEP recording system by percent accurate where
trend lines are clear to see. If a student is not making progress this allows me to change the method of instruction or provide more support to
that student at their goal level.
Post observation conference (optional and may include responses to the following from the intern in person or in writing)
Describe your system for tracking student completion of assignments and their progress toward reaching instructional outcomes.
● We use a system called ECATS for progress monitoring. Each day I track 1 student in the group formally in the system throughout the duration
of their IEP. This program allows me to see progress and trend lines at each goal level. During this lesson I was monitoring 2 students on thier
accuracy in completing 10 addition problems within 10. This allowed me to check for accuracy and not if the instruction had been effective. If
students are not making adequate progress toward goals, instruction is then modified.
Describe the contact you have with your students’ families (the form and reason for such communication).
● I have consistent communication with families via phone calls and text messages. I also use a daily folder that allows me to send notes home
with students in the “Notes” section, however due to the language barrier with most of the families I typically use a text message for immediate
communication.
Describe the professional relationships you have established with the school community beyond your cooperating teacher.
● I have given 3 PD sessions throughout this semester that support teacher understanding of Special Education at our school I consistently
collaborate with teachers to help them address the needs of all learners in their classroom.
● As the Lead EC teacher I am responsible for holding and planning PLC meetings for the EC team.
● In addition to being the special education teacher I am also the compliance facilitator at my school In this role I am required to maintain all
documentation and paperwork associated with IEPs and the evaluation process. I am also responsible for Title 1 and EC funding.
Describe any school or district-based professional development activities in which you have participated.
● I am currently taking LETRS Training which is an in depth study over the course of 2 years that allows for teachers to study the development of
the brain in alignment with reading.
● I also have taken the Orton Gillingham training and certification course through IMSE.
Describe some of the ways in which you actively address students’ needs and regularly comply with school/district policies.
● I address student needs through differentiation, flexible grouping of students based on need, and consistent data collection to drive instruction.
I monitor students' progress both in the EC setting and in the general education classroom.
Copyright © 2014 Charlotte Danielson. All rights reserved
November 7, 2019
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7. Copyright © 2014 Charlotte Danielson. All rights reserved
November 7, 2019
Page 7 of 7