Student Teacher Progress Report Form

Pennsylvania State University Capital College

Student Teacher Veronica OLeary

Observation Date March 26, 2015 Grade/Subject Grade 1/Math

School District Mechanicsburg SD School Shepherdstown Elementary Cooperating Teacher Miss Ernst
University Supervisor

Hannah KS Sollenberger

Directions to Observer During the observation, describe below the evidences of the student teachers progress in the four
performance categories: I. Planning and Preparation; II. Classroom Environment; III. Instructional Delivery; and, IV. Professionalism.
Specific competencies within each category are listed on the reverse side of this form.
Assessments of student learning aligned to the instructional goals and adapted as required for student needs
Feedback to students on their learning
Use of informal and formal assessments to meet learning goals and to monitor student learning
Flexibility and responsiveness in meeting the learning needs of students
I think we are getting confused when I say shape so I am going to say block. What is an example of an attribute for this
block?
o Veronica changed her word choice when she assessed that some children did not understand the concepts she was
teaching. Since some of the children misunderstood shape as an attribute. It was a positive response to change the
instructional approach when students experienced difficulty. Veronica demonstrated that she is always assessing
students understanding and adjusting her lesson accordingly. The students were then able to discuss the attributes of
the shape.
We can tell a lot about our bocks by looking at the attributes. Lets be more specific, we use the shape to describe an
attribute. What else can we use? Attributes are a way to sort blocks by shape, color or size.
Clear standards of conduct and effective management of student behavior
Appropriate interactions between teacher and students
Effective classroom routines and procedures resulting in little or no loss of instructional time
Veronica used paw prints to reward positive behavior from students on the carpet. Positive behavior received recognition
and praise without interrupting the lesson.
o Be consistent with the distribution of the paw prints. Remember the children who always demonstrate positive
behavior.
o Students did have to lose a letter on the board due to talking during instruction. After a letter was removed the
students seemed to take more care in their volume level.
o One of the students who usually sits apart from the group was back on the carpet today. He was paying attention
and participating. What a positive change. Remember to compliment the positive changes you see and share the
opportunity to receive a paw print for this young man. Acknowledge the good behavior.
Engagement of students in learning and adequate pacing of instruction
Students were on the carpet for the majority of the lesson. Students were then able to select their own partner before finding
a spot in the room to work with their partner. Miss OLeary made her way around the classroom to meet with individual
students while they worked together. She asked them questions about their progress. Questions were also asked to
encourage them to think independently about the attributes or to challenge their thinking.
It was interesting to see how the students approached the activity. Some went through each different attribute in an organized
fashion and then wrote down the answer when they figured it out. They would do this prior to moving on to the next
attribute. For example, is it yellow, is it red. Others would guess yellow circle, yellow square, etc

Observers signature

Student Teacher white copy

Student teachers signature

Cooperating Teacher pink copy

Supervisor/University yellow copy

Teaching Competencies
Category I: Planning and Preparation
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Knowledge of content
Knowledge of pedagogy
Knowledge of Pennsylvanias K-12 Academic Standards
Knowledge of students and how to use this knowledge to impart instruction
Use of resources, materials, or technology available through the school or district
Instructional goals that show a recognizable sequence with adaptations for individual student needs
Assessments of student learning aligned to the instructional goals and adapted as required for student needs
Use of educational psychological principles/theories in the construction of lesson plans and setting instructional goals

Category II: Classroom Environment

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Expectations for student achievement with value placed on the quality of student work
Attention to equitable learning opportunities for students
Appropriate interactions between teacher and students and among students
Effective classroom routines and procedures resulting in little or no loss of instructional time
Clear standards of conduct and effective management of student behavior
Appropriate attention given to safety in the classroom to the extent that it is under the control of the student teacher
Ability to establish and maintain rapport with students
Category III: Instructional Delivery

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Use of knowledge of content and pedagogical theory through his/her instructional delivery
Instructional goals reflecting Pennsylvania K-12 standards
Communication of procedures and clear explanations of content
Use of instructional goals that show a recognizable sequence, clear student expectations, and adaptations for individual student
needs
Use of questioning and discussion strategies that encourage many students to participate
Engagement of students in learning and adequate pacing of instruction
Feedback to students on their learning
Use of informal and formal assessments to meet learning goals and to monitor student learning
Flexibility and responsiveness in meeting the learning needs of students
Integration of disciplines within the educational curriculum
Category IV: Professionalism

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5)

Knowledge of school and district procedures and regulations related to attendance, punctuality, and the like
Knowledge of school or district requirements for maintaining accurate records and communicating with families
Knowledge of school and/or district events
Knowledge of district or colleges professional growth and development opportunities
Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional Practice and Conduct for
Educators: and local, state, and federal laws and regulations
6) Effective communication, both oral and written with students, colleagues, paraprofessionals, related service personnel and
administrators
7) Ability to cultivate professional relationships with school colleagues
8) Knowledge of Commonwealth requirements for continuing professional development and licensure