Observation 3

1. THE GEORGE WASHINGTON UNIVERSITY
TEACHING INTERN OBSERVATION FORM
Name: Emily Bond School: Winterfield Elementary
Observer: Natalie LaRusch Cooperating Teacher:
Date: 4/1/22 Number of Students: 9 F: 5 M: 5 LEP: 8 IEP: 10 504: 0
Course Title: Time: 9:35 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:
3rd grade reading lesson: e (short e, long e, magic e)
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
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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
Evidence
All students on the carpet in flex seating (on carpet, in carpet chair, on wobble stool- all student
choice) Discussion of e (short, long, magic). Sort words into different e categories. Students share a
word and group/student determine which sort the word falls into. Reviewed different spelling patterns
(e, ea, ee, ei, ie) Reviews three times- students get it on third time. Now we’re going to read our
nonsense words. (Tap out sounds and blend together) I heard some people say short e and some say
long. Which one do you think it is? Let’s do that one again. Do several as a whole group and some
words calls one student to tap and blend.
Does everyone still have their brown e’s (brownies)? Would you like to trade them in for an actual
brownie (April Fools trick)
Students transition to a table.
Comments/Questions:
Ms. Bond is extremely skilled with knowing what her students need according to their goals as well as
the content. She asks different questions of different students depending on their needs.
Copyright © 2014 Charlotte Danielson. All rights reserved
November 7, 2019
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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
Evidence
Eyes on me. Our story is called If You Give a Mouse a Brownie. Who can make a prediction, what do
you think is going to happen next? Oh I have a question… C, what was the first thing the mouse got?
Let’s look back for the first thing he got. G, what was the next thing he got after the brownie? Look at
the picture. M, what was the next thing he got? Teacher continues to read and ask questions.
Provides appropriate wait time and asks questions to a variety of students to keep them all engaged.
As a student is observed off task: G can you help me? Do you want to hold my letters?
Eyes on me. Oh, I have just the front row of people. I need a few more eyes.
Comments/Questions:
Ms. Bond manages behaviors effectively in her classroom. She provides students with flexible
seating. When she sees a student begin to disengage, she jumps on it quickly and effectively without
shaming the student. For example, she had a student sit next to her to “help hold the letters” during a
group activity.
Copyright © 2014 Charlotte Danielson. All rights reserved
November 7, 2019
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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
Evidence
All students on the carpet in flex seating (on carpet, in carpet chair, on wobble stool- all student
choice) Discussion of e (short, long, magic). Sort words into different e categories. Students share a
word and group/student determine which sort the word falls into. Reviewed different spelling patterns
(e, ea, ee, ei, ie) Reviews three times- students get it on third time. Now we’re going to read our
nonsense words. (Tap out sounds and blend together) I heard some people say short e and some say
long. Which one do you think it is? Let’s do that one again. Do several as a whole group and some
words calls one student to tap and blend.
Does everyone still have their brown e’s (brownies)? Would you like to trade them in for an actual
brownie (April Fools trick)
Students transition to a table.
Eyes on me. Our story is called If You Give a Mouse a Brownie. Who can make a prediction, what do
you think is going to happen next? Oh I have a question… C, what was the first thing the mouse got?
Let’s look back for the first thing he got. G, what was the next thing he got after the brownie? Look at
the picture. M, what was the next thing he got? Teacher continues to read and ask questions.
Provides appropriate wait time and asks questions to a variety of students to keep them all engaged.
Comments/Questions:
Ms. Bond works extremely well with her small groups, making sure that she is gathering data on each
student and maintaining high expectations for each student. She is responsive to each child’s needs
and is aware of what needs to be done for the students to meet their goals.
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
Evidence
Comments/Questions:
Ms. Bond is in constant communication with her students, their teachers, and their families. Even in
challenging situations, Ms. Bond remains professional and always keeps in mind what is best for the
students. She is always seeking out feedback on her performance and implementing any and all
suggestions given.
Copyright © 2014 Charlotte Danielson. All rights reserved
November 7, 2019
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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.
● This lesson had 2 key components; phonological awareness and reading comprehension. This lesson was effective in both parts because of
its pace and engagement.
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?
● This lesson was highly engaging because students were interested in the “April fools” joke. The visuals used in the anchor chart to review “e”
sounds were clear and students were able to engage with the activities.
● The read aloud was familiar to students but was not the same and most students understood the structure of If You Give a Mouse A Brownie
which allowed for a high level of student engagement.
What information did you gain from your assessment methods that will help you plan for the next lesson/ unit?
● Through observational assessment I was able to note students' level of understanding with vowel patterns. I noted that students need more
practice with the vowel teams than with e and e_e. These sounds were far more familiar to them.
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.
Additional Observations or Comments:
● This lesson was highly engaging due to the fun nature of the “hook” however, students were off task more frequently than desired. In the future
I would like to have a smaller group of students with less diverse levels. The high flyers in this group grasped the lesson successfully but the
Copyright © 2014 Charlotte Danielson. All rights reserved
November 7, 2019
Page 6 of 7

7. students who require more support need far more scaffolding to understand the lesson. Next time I will chunk the lesson and make the groups
smaller this would help with attention and focus.
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November 7, 2019
Page 7 of 7