SAMPLE OBSERVATION AND ASSESSMENT ASSIGNMENT
STEP ONE: CHOOSE A STUDENT TEACHER (ST)
Indicate which option you chose. If it is the second option, briefly describe your ST and the
learning environment. (level of experience, grade level, content area, students, classroom
arrangement, etc.)
I chose to observe a student teacher in a traditional second grade classroom in a rather
large, suburban elementary school. She was a white female in her early 20s and came from
a small town in northern Michigan. This was her second student teaching placement but
her first experience in a regular classroom of primary students. My student teacher was
responsible for teaching the entire curriculum; there were no grades switched or mixed in
any content area. The classroom arrangement was fairly typical with a whiteboard at the
front of the room, desks in four long rows of six desks each facing the front board, the
teacher's desk in the back of the room, a carpet area for large group instruction, and
materials/resources easily accessible by the students. Her classroom consisted of 24,
mixed ability students.
STEP TWO: OBSERVATION NOTES
These do NOT need to be posted.
STEP THREE: CONFERENCE NOTES
Review your OBSERVATION NOTES in terms of what you would share with the ST during
an observation conference. List at least:
 3 areas of strength you observed that will serve as a foundation for future success,
 1 area of challenge you would like to see the ST consider or improve upon
 and 1 specific approach and/or strategy, you might use during this conference
(brainstorming, problem solving, role playing, etc) in order to make this a
collaborative, learning opportunity for your ST.
STRENGTHS
The student teacher is not
afraid to “step out of the
box” in her instruction. (I
thought the idea of being a
fortuneteller with a “crystal
ball” was a brilliant way to
introduce the concept of
prediction. A vocabulary
matching game was played
during the social studies
lesson.)
The student teacher was
able to actively engage the
students in their learning.
CHALLENGES
APPROACHES/STRATEGIES
I am most concerned by her
fluency and clarity when
giving directions. I know she
plans thoroughly on paper
but I think talking through
her lessons aloud would
help in this area.
I think I would like to
videotape a lesson so that
when talking about the
fluency issue, there would be
something to back up my
concern. We could view the
videotape together and then
discuss the importance of
taking planning further by
thinking through, and maybe
practicing, a lesson.
Although I am impressed
with her initiative in getting
the students up and active
in lessons, I am concerned
with the noise level of the
students and would like to
see her be timelier in her
I would bring up the idea of
student engagement and
create a T chart with her to
(Many students joined her in
being fortunetellers by
choosing a scarf to wrap
around their heads or a
shawl to wrap around their
shoulders. In social studies,
small groups were utilized to
find items on authentic
maps.)
management.
all the strategies she had
used in the lessons to engage
students so she could build
on these for future lessons.
This could easily lead into a
conversation about managing
these activities.
The student teacher did a
good job of questioning
throughout her lessons.
(Before, during, and after
reading the book, she asked
questions that kept the
students engaged. The social
studies questions were
varied with more challenging
questions available if a
group was ready.)
The student teacher
attempted to use established
procedures for managing the
classroom and reinforced the
rules when redirecting
students.
Her pacing of lessons was
excellent. She “hooked” the
students at the beginning of
the lesson, had a good
balance in instruction and
activity and had a closure at
the end of the lesson.
STEP FOUR: ASSESSMENT PRACTICE
Using the WI Standards (copied from the COEHS Field Experience Evaluation Form), you are
to choose and assess the ST on at least two of the standards using your OBSERVATION/
CONFERENCING NOTES. (Some standards, such as #9 and #10 will be difficult to observe
in the context of this assignment.) Copy and paste your chosen standards here.
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Rank the ST, using the 1-5 ranking scale, on each chosen standard. Look for
repeated strengths, concerns or insights from your notes to assist you in making this
decision. (Remember this is a tool for growth, not a hiring credential.)
Highlight, change the text color or underline the defined descriptors that
illustrate characteristics/skills you observed in the lessons.
Add bullet point comments/specific examples that support the ranking and
highlighted descriptors. (Cutting and pasting items from your Observation Notes
and/or Conferencing Practice is a quick way to accomplish this.)
STANDARD 5. Teachers know how to manage a classroom. The teacher uses an
understanding of individual and group motivation and behavior to create a learning
environment that encourages positive social interaction, active engagement in learning, and
self-motivation.
Ranking: 3 PROGRESSING Student has demonstrated some skills, but is not yet
proficient.
Examples: Creates a positive learning environment; Uses positive and proactive behavior
management techniques; Models appropriate behavior through effort, enthusiasm, attitude
and initiative; Implements motivational strategies for individual students; Uses functional
behavioral analysis in classroom management; Organizes and monitors independent and
group work
Dispositions: Demonstrates positive regard toward students and their families and takes
responsibility for establishing a positive climate in the classroom
Comments:
The student teacher:
 was able to actively engage the students in their learning.
 attempted to use established procedures for managing the classroom.
 reinforced the rules when redirecting students.
 is beginning to effectively use phrases to redirect student’s attention.
 ignores some inappropriate behaviors.
 needs to be timelier in follow-through when behavior starts to escalate.
STANDARD 6 –Teachers communicate well. The teacher uses knowledge of effective
verbal, nonverbal, and media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom.
Ranking: 2 EMERGENT Student has demonstrated initial understanding, but further work
is needed.
Examples: Responds appropriately to student feedback; fosters collaboration between
students; Demonstrates professional oral and written skills; Uses multimedia
communication tools and assistive technology; follows confidentiality regulations;
Stimulates effective classroom discussions
Dispositions: Recognizes the power of language for fostering self-expression, identity
development, and the role of language in learning and encourages many modes of
communications in the classroom
Comments:
The student teacher
 did a good job of questioning throughout her lessons.
 utilized small groups to find items on authentic maps.
 stumbled in her fluency and clarity when giving directions.
 needs to lessen her use of slang.