Support Provider Observation Form (B-3)
Collection of Evidence: CSTP Standards
PT Name:
Josh Anderson
SP Name: Lynn Okenwa
Date of observation: 11/19/14
Lesson: Cell Organelle Analogy ThingLink App Collage
Directions: Using this form the SP will collect
evidence of the CSTP elements observed as the PT
teaches a lesson
1.1 Using knowledge of students to
engage them in learning
1.2
1.3
CSTP 1
Engaging and Supporting All Students in Learning
1.4
1.5
1.6
Collection of Evidence
1.1
Connecting learning to students’ prior
knowledge, backgrounds, life
experiences, and interests
1.2
Connecting subject matter to
meaningful, real--life contexts
1.3
Using a variety of instructional
strategies, resources, and
technologies to meet students’
diverse learning needs
1.4
Promoting critical thinking through
inquiry, problem solving and
reflection
Lesson duration: 38 min.
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Activity using iPads, specifically the app called
ThingLink
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Students chose a topic of interest to compare it to cell
organelle functions (analogy)

Compared cell organelle functions to a real life interest
(ex. classroom or city)
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SmartBoard for announcements
iPad for activity
Thinking Maps for planning
Haiku for sharing

Students compared a cell organelle to another topic of
choice ( Ex. The cell nucleus is like a city library,
because it holds important information)
Students planned analogies and created a ThingLink
using a plant or animal cell image.(see activity
requirements)
1.5
Monitoring student learning and
adjusting instruction while teaching

1.6
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CSTP 2
Creating and
Maintaining Effective
Environments for
Student Learning
2.1
2.2
Promoting social development and
responsibility within a caring
community where each student is
treated fairly and respectfully
Creating physical or virtual learning
environments that promote student
learning, reflect diversity, and
encourage constructive and
productive interactions among
Josh moved around the room to answer questions and
to guide the students in using the ThingLink app.
Acted as a facilitator
o Three students throughout the 38 minute
session told Josh tips on how to navigate
through ThingLink app.
o Josh stated, “Anna found out that you can link
an image from the internet if you hold your
finger to the image and select copy.”
Josh paused the group after 10 minutes of work and
had them look at the SmartBoard for clarification on
placement of images.
2.1

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Josh said “hello” to every student as they entered the
room.
He requested everyone to take out their homework for
stamping and congratulated a group for following
directions:
o Ex. “Shout-out to table four for following
directions.”
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Directions: Using this form the SP will collect
evidence of the CSTP elements observed as the PT
teaches a lesson
students
Collection of Evidence
2.3
2.3
Establishing and maintaining learning
environments that are physically,
intellectually, and emotionally safe
2.4
Creating a rigorous learning
environment with high expectations
and appropriate support for all
students
2.5
Developing, communicating, and
maintaining high standards for
individual and group behavior
Employing Classroom routines,
procedures, norms, and supports for
positive behavior to ensure a climate
in which all students can learn
2.6
2.7
Using instructional time to optimize
learning

Used a soft voice when explaining expectations of the
assignment.

Students made an analogy for each organelle,
comparing it to something they were interested in. After
the planning stage, the students downloaded the app
called ThingLink and watched a tutorial video on how to
use the app. The students uploaded a cell with labeled
organelles and tagged each organelle with media, the
analogy and description. They included images, videos
and hyperlinks that connected the relationship of the
analogy. This was a 2-day activity

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Greeted the class at the entrance of the room,
Took attendance,
Had agenda on SmartBoard,
Students took out iPads and planning pages within the
first 2 minutes of class
Homework was stamped within the first 5 minutes of
class
Expectations were explained to the students within the
first 10 minutes of class.
2.4
2.6
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2.7
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CSTP 3
Understanding & Organizing Subject Matter for Student
Learning
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3.1 Demonstrating knowledge of subject
matter, academic content standards, and
curriculum frameworks
Facilitated class rather than direct teaching. Students
had to troubleshoot to work through learning curve of
app.
Students asked questions as needed
Students responded to other students and helped each
other troubleshoot.
3.3
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Students used their Cornell Notes based the cell
organelles to plan their analogies. Deep thinking was
needed to form a relationship between the organelle
and the comparison. All students had access to prior
lesson activities in order to complete this assignment
and help with their learning.

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Lesson objective was clearly stated on the SmartBoard
Interactive lesson using Thinking Maps and iPad.
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Josh used proximity throughout work time.
SmartBoard use benefited visual and auditory learners.
SDC student was partnered with a class leader who
could guide the student in the activity.
iPad use provided equitable access to the content.
3.2 Applying knowledge of student
development and proficiencies to ensure
student understanding of subject matter
3.4
3.3 Organizing curriculum to facilitate
student understanding of the subject
matter
3.4 Utilizing instructional strategies that are
appropriate to subject matter
3.6
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Directions: Using this form the SP will collect
evidence of the CSTP elements observed as the PT
teaches a lesson
3.5 Using and adapting resources,
technologies, and standards--aligned
instructional materials, including adopted
materials to make subject matter
accessible to all students
Collection of Evidence
CSTP 4
Planning Instruction and Designing Learning Experiences for All Students
3.6 Addressing the needs of English
learners and students with special needs to
provide equitable access to the content
4.1 Using knowledge of students’
academic readiness, language proficiency,
cultural background, and individual
development to plan instruction
4.2 Establishing and articulating goals for
student learning
4.2
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Learning objective clearly stated on SmartBoard in
daily agenda and in the activity handout.
Rubric was attached to the activity handout.
4.5
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Josh stated to the class, “If your iPad will not paste the
image correctly in ThingLink, let me know and I will
have you upload it to a wikipage instead.”
4.3 Developing and sequencing long--term
and short--term instructional plans to
support student learning
4.4 Planning instruction that incorporates
appropriate strategies to meet the learning
needs of all students
4.5 Adapting instructional plans and
curricular materials to meet the assessed
learning needs of all students
CSTP 5
Assessing Students for Learning
5.1 Applying knowledge of the purposes,
characteristics, and uses of different types
of assessments
5.2 Collecting and analyzing assessment
data from a variety of sources to inform
instruction
5.3 Reviewing data, both individually and
with colleagues, to monitor student
learning
5.4 Using assessment data to establish
learning goals and to plan, differentiate,
and modify instruction
5.5 Involving all students in self-assessment, goal setting, and monitoring
progress
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Directions: Using this form the SP will collect
evidence of the CSTP elements observed as the PT
teaches a lesson
5.6 Using available technologies to assist
in assessment, analysis, and
communication of student learning
Collection of Evidence
5.7 Using assessment information to share
timely and comprehensible feedback with
students and their families
CSTP 6
Developing as a Professional Educator
6.1 Reflecting on teaching practice in
support of student learning
6.3

6.2 Establishing professional goals and
engaging in continuous and purposeful
professional growth and development

6.3 Collaborating with colleagues and the
broader professional community to support
teacher and student learning

Josh has a digital coach this year. They are working on
integrating technology in the classroom to support the
diverse learning needs as well as promoting deeper
thinking into the science lessons.
Josh’s Haiku page has multiple resources for every unit
including practice quizzes, videos and diagrams to help
extend the learning at home and to reinforce what is
learned in class.
Josh plans weekly with Lynn Okenwa and together
they implement the same lessons and reflect on it
through email and planning sessions.
6.4 Working with families to support
student learning
6.5 Engaging local communities in support
of the instructional program
6.6 Managing professional responsibilities
to maintain motivation and commitment to
all students
6.7 Demonstrating professional
responsibility, integrity, and ethical conduct
Support Provider Observation Form
Initial Classroom/Assignment Observation (B-3) Continued
Date: 11/19/14
Collection of Evidence: Induction Program Standards (IPS) and the Common Core Standards 4’C’s
Submitted documentation must reflect graduate level work.
IPS 5: Pedagogy
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Learning Environment
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Assessment
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Multi-tiered Intervention
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Technology
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Established a strong routine with the start of
class, involving:
o Agenda on SmartBoard
o Stamping homework
o Going over expectations for class period
ThingLink App allowed for engagement with
students
On task groups were recognized publicly
Josh walked around the room as the students
IPS 6: Universal Access: Equity for all Students
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Equitable Learning Opportunities
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Culturally Responsive Pedagogy
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Communication
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Classroom layout is set up to be collaborative
and to minimize distractions (academic and
behavior-specific seating chart)
Josh kneeled to discuss student work at their
seated level.
Students used their iPad to develop a
ThingLink presentation
Students planned their analogies on a premade Bride Map analogy page
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were developing their ThingLink.
Josh paused the class every 10 minutes to show
a new feature on ThingLink and to check for
understanding
Learning objective was clearly stated on
SmartBoard.
IPS 6a: Universal Access: English Learners
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Assessment
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ELD Instruction
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Differentiated Instruction
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IPS 6b:
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Used SmartBoard for agenda and lesson
demonstration
Students worked in collaborative groups for
support
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Universal Access: Special Populations
Collaboration
Modifications/Accommodations
Behavioral Support Strategies
Used SmartBoard for agenda and lesson
demonstration
Students worked in collaborative groups for
support
SDC student was partnered with a strong
leader for guidance
Accommodated special populations by
modifying work
o Ex. SDC student used the sample
analogy for the planning page and
developed a wiki page on it.
o Gate students were able to extend
their activity by developing a complex
analogy for their ThingLink.
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Notes: Documentation/Evidence Specific to Common Core – The 4 C’s
(For example, leveled questioning, project based learning, depth and complexity prompts, open ended student samples, etc.)
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Communication
Students communicated
their ideas by sharing their
ThingLink on Haiku and
presenting it to their table.
Students also left a
positive comment for 3
ThingLink creations and
reflected on it.
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Collaboration
Evaluating peer’s
ThingLink creation
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Supporting table
groups
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Creativity
Use of ThingLink app
Sharing on Haiku
wikiproject
Developing a
comparison based
on interest
Locating images that
pertained to their
information
Critical Thinking
 Creating Analogies

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comparing a cell
organelle to another
topic.
Connecting media to
their topic
Complete a final
product using
Thinking Maps and
ThingLink app
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