Christina Harding taught a lesson on surface area and volume to a 7th grade pre-algebra class. Her guiding teacher, Jessica McDaniel, observed and evaluated her performance. According to the evaluation, Christina engaged students through hands-on activities, group work, and modeling. She effectively monitored student learning by circulating and asking questions. Christina also made the content accessible by relating it to prior lessons, scaffolding discussions, and ensuring struggling students understood. Overall, Jessica rated Christina at the developing level or higher on all ten teacher performance expectations based on her thoughtful, effective, and reflective teaching practices observed during the lesson.

1. UCLA TEACHER EDUCATION PROGRAM
Final Report of Student Teaching
To be completed by Guiding Teacher
Novice/Intern Teacher: Christina Harding Class: Pre-Algebra BCLAD __________
GT: Jessica McDaniel Date: July 24, 2013 Grade Level: 7th School: The Accelerated School
Please rate & circle 1-3 for each area
Teacher Performance Expectations
Commentary
(Additional comments can be added on the back of page)
TPE 1:
Teaching Skills (Subject
Skills)
3
o Think-Pair-Share
o Group discussions
o Hands on activities – construction of 3D model
o Reflection and peer feedback occurred throughout the lesson
TPE 2:
Monitoring Student
Learning
3
o Walking around the room to monitor during independent
practice and group activities time
o “How is surface area different from volume?”
o It was a great strategy to ask a student a question, but come
back to him/her if they didn’t get the answer after they heard
several other students give the correct answer.
o Also having a student directly repeat the correct answer that
another student said
o During the discussion question time – good strategy to use the
post-it tokens to monitor who has answered or not. Go one step
further and have them write the answer on their post it (not just
their name) so you can read what they think about the answer
to the question being posed to them.
TPE 3:
Interpretation & Use of
Assessments
3
o Pre-Assessment “What is surface area?” Good opening question
to see what they already knew.
o Completing the project – construction of 3D model from a net
that they have created on their own.
o Student presentations of the surface area of their individual 3D
models.
TPE 4:
Making Content Accessible
3
o “What is surface area?” – accessing prior knowledge
o Relating finding area to multiplication with tile spacers –
excellent way to connect a prior lesson to a new lesson. Students
are able to connect to the lesson better when they have
something to relate to.
o Scaffolding the discussion to having other groups answer the
questions before the group that was struggling, they going back
to the struggling group. Great way to keep them accountable.
TPE 5:
Student Engagement
3 o Students created their own netting – excellent activity to get
them engaged and interested in what you are going to teach
them.
o Suggestion: cut and trace your netting as a model for the
students so they know what you are expecting. And do that
before you distribute materials because you will lose their
attention as soon as they have paper and scissors in front of
them.
o Excellent mix of independent work, group discussion, etc. keeps
students involved and engaged for longer periods of time.
o Good flow of direct instruction, modeling, independent practice
and group work.
o I like how you gave them the discussion questions, and they
seemed to be disengaged and not wanting to answer, but you

2. didn’t just give in and answer your questions for them, you
restated the questions and had them come up with the answers
themselves…even the groups that were obviously struggling.
TPE 6:
Developmentally
Appropriate Practices
3
o Timer
o Document camera
o Construction activity
TPE 7:
Teaching English Learners 3
o High level academic vocabulary was used throughout the
lesson.
o Hands on activity with creating the 3D cube to introduce and
teach surface area and volume.
TPE 8:
Learning About Students
3
o Relating surface area to real life experiences and having
students discover these through the group discussion.
TPE 9:
Instructional Planning
3
o Lesson plan provided
o Agenda posted on board for students to reference
o Lesson objectives posted on board for students to reference
TPE 10: Instructional Time
3
o Direct instruction with access to prior knowledge
o Modeling occurred throughout the lesson – and was used as a
scaffold to assist struggling students.
o Independent practice
o Closure – “What did you learn? What was the point of the
lesson?”
1 = Beginning Level: Demonstrates entry-level competence
2 = Emerging Level: Demonstrates beginnings of thoughtful and effective practice
3 = Developing Level: Demonstrates consistent progress of thoughtful, effective and reflective practices
n/a = not applicable to the candidate OR has not demonstrated this indicator sufficiently to be evaluated
____________________________ ____________________________ ____________________________
Faculty Advisor Signature Guiding Teacher Signature Novice Teacher Signature