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Deja Observation 1 Redacted

1) This document is an observation form for a teacher candidate named Deja Witte who is teaching a math lesson to 3 students. 2) The observer used the Idaho Teacher Candidate Evaluation rubric to rate Deja Witte's performance across 4 domains: planning and preparation, classroom environment, instruction, and professionalism. 3) In the classroom environment domain, Deja Witte received high marks for respect and rapport with students, establishing a positive culture for learning, and managing classroom procedures. Areas of growth included organizing the physical space.

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135 views1 page

Deja Observation 1 Redacted

1) This document is an observation form for a teacher candidate named Deja Witte who is teaching a math lesson to 3 students. 2) The observer used the Idaho Teacher Candidate Evaluation rubric to rate Deja Witte's performance across 4 domains: planning and preparation, classroom environment, instruction, and professionalism. 3) In the classroom environment domain, Deja Witte received high marks for respect and rapport with students, establishing a positive culture for learning, and managing classroom procedures. Areas of growth included organizing the physical space.

Uploaded by

api-405196113
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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BYU-IDAHO TEACHER CANDIDATE FORMATIVE OBSERVATION FORM

Teacher Candidate: Deja Witte # of Students: 3 Obs. # 1 BYUI Course Code: SPED 435
School Name: Mountain Valley Grade Level: Subject: Math
Mentor Teacher: Amy Werner Supervisor: Pulsipher Date: 10/7/19
Print form
DIRECTIONS: Using the Idaho Teacher Candidate Evaluation (rubric), place the appropriate number to represent the candidate’s level of performance.
Evaluation Criteria: (1) Emerging (2) Basic (3) Proficient (N/O) Not Observable

Domain 1: Planning and Preparation Domain 2: Environment Domain 3: Instruction Domain 4: Professionalism

1a: Knowledge (Content/Pedagogy) 2a: Respect and Rapport 3a: Communication 4a: Reflecting
3 3 2 N/O
1b: Knowledge of Students 2b: Culture for Learning 3b: Questioning / Discussion 4b: Maintaining Accurate Records
3 3 2 N/O
1c: Setting Outcomes 2c: Managing Procedures 3c: Engaging Students 4c: Communicating with Families
N/O 3 3 N/A
1d: Knowledge of Resources
2 2d: Managing Behavior
3 3d: Using Assessment 2 4d: Participating (Prof. Community)
N/O
1e: Designing Coherent Instruction
2 2e: Organizing Space
N/O 3e: Flexibility/Responsiveness 3 4e: Growing/Developing Professionally
N/O
1f: Student Assessments
2 4f: Showing Professionalism N/O

Evidence: Domain 1 Evidence: Domain 2 Evidence: Domain 3 Evidence: Domain 4


Students have materials available
knows student names, knows procedures already in place DW works one on one with 4 students
DW uses calm tones giving option to work out math problems
materials positive feedback with manipulatives: white boards, domino
tiles
students record information on worksheet
Note: room has 4 other groups all working at same domino addition
time. Busy atmosphere, students working and
engaged. Difficult to hear at times (DW's group did well offers choices
in spite of this)

Growth Opportunities: Domain 1 Growth Opportunities: Domain 2 Growth Opportunities: Domain 3 Growth Opportunities: Domain 4

Evaluated by:
Jeff Pulsipher
Danielson Group, 2013 Framework for Teaching Evaluation Instrument: https://www.danielsongroup.org/download/?download=448

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