Revision Date 6-21-16

Danielson Field Observation Form

Candidate: Rebecca Hurth ID#:

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Course: EN406 Semester: Sp2018 Obse
rved Unsatis
Evaluator (print): Carol Glanville
factory
School: River City Scholars Grade/Subject: 1st Basic
Observation Date: 1-30-18 Visit
Start Time: 8:45 - End Time: 9:30 Class size: 4 Proficie Master
nt Teacher:

Distingui
Domain 1: Planning and Preparation shed Comments
3 Becca worked with a select group of students
1a Demonstrating Knowledge of Content and Pedagogy 1 2 3 4
during intervention time, so there was little
2 variation to the lesson or accommodations. The
1b Demonstrating Knowledge of Students 1 2 3 4
outcomes were appropriate to the task but could
2 have been broken out a bit more. The outcomes
1c Setting Instructional Outcomes 1 2 3 4
basically restated the standard although in
2 teaching she incorporated a number of formative
1d Demonstrating Knowledge of Resources 1 2 3 4
benchmarks and skills. i.e. eliciting and
3 connecting to prior knowledge/personal
1e Designing Coherent Instruction 1 2 3 4
experience and quality of penmanship)
2
1f Designing Student Assessments 1 2 3 4

Domain 2: The Classroom Environment

4 From full-class good news small group lesson,
2a Creating an Environment of Respect and Rapport 1 2 3 4
every aspect of class procedure was rich with
3 genuine affection and respect on the part of both
2b Establishing a Culture for Learning 1 2 3 4
students and teacher. Becca does not speak
3 down to her students. yet is warm in her
2c Managing Classroom Procedures 1 2 3 4
interactions. She gets eye-level with them and
3 gently redirects behavior without disrupting the
2d Managing Student Behavior 1 2 3 4
learning process or embarrassing the student.
3 The kids respond to her in kind.
2e Organizing Physical Space 1 2 3 4

Domain 3: Instruction
3 Becca made skillful use of questioning and
3a Communicating with Students 1 2 3 4
engagement. She encouraged students to share
3 their thinking and helped them assess their
3b Using Questioning and Discussion Techniques 1 2 3 4
work, guiding individuals with hints as needed
4 and prompting others to expand their thinking.
3c Engaging Students in Learning 1 2 3 4
The lesson was very specifically designed for
3 this small group, so there was no real need for
3d Using Assessment in Instruction 1 2 3 4
flexibility or adjustment.
x
3e Demonstrating Flexibility and Responsiveness 1 2 3 4

Domain 4: Professional Responsibilities

4 Becca’s reflection and assessment of the lesson
4a Engages in meaningful self-evaluation and reflection 1 2 3 4
was accurate and honest. She noticed that the
4 students were a little more ‘wiggly’ than usual
4b Maintains accurate and organized records/work 1 2 3 4
and we discussed possible reasons for that
4 (observer in the classroom?). She was
4c Uses mature and sensitive communication 1 2 3 4
professional in dress, behavior, and attitude.
Collaborative, respectful, maintains positive 4 She exhibits enthusiasm and easily works within
4d1 1 2 3 4 the expectations of her environment. Her CT
relationships and demonstrates sensitivity to diversity.
x reported that colleagues and admin are
4e Grows and develops professionally 1 2 3 4 impressed with how smoothly she’s become a
x part of the community and the quality of her
Maintains confidentiality and adheres to professional
4f1 1 2 3 4 work.
ethics
Arrives on time and is well-prepared; manages time 4
4f2 1 2 3 4
well
4
4f3 Maintains a professional appearance 1 2 3 4
4
4f4 Exhibits a positive and professional attitude 1 2 3 4
4
4f5 Displays confidence and enthusiasm 1 2 3 4

(Danielson Field Evaluation Form, page 2)

 Notes Page

Notes:
River City Scholars is an urban school with a high percentage of students who have traumatic
backgrounds. Many students have behavioral and academic challenges related to this. It is imperative
that teachers establish trust with the students through consistency and genuine affection. Becca has
integrated wonderfully into this setting. Her handling of the students is calm, consistent and respectful.
She shows genuine interest in their comments and stories. Her disciplinary style is gentle and effective.
She maintains composure in the face of challenge and redirects in such a way that behavior issues do
not escalate and student learning is not disrupted. She utilizes both positive reinforcement and
accountability reminders. The lesson started with the whole class sharing good news. Students
followed the routine respectfully and with little prompting. They then split into designated intervention
groups. Becca designed and led a reading lesson with 5 students. She started with a visual hook to
elicit prior knowledge and personalize the content for each student. She led them in the ‘I can’
statement and challenged them to explain it so that they weren’t just reciting an irrelevant outcome. As
they worked through the lesson, Becca set benchmarks and differentiated her support of students to
reach them. Some worked without help, some got hints (look for 7 instances) others she helped to
count out and finish the work. Great use of formative assessment in that students and teacher both
were actively engaged in the assessment and learning. Some students were also encouraged to
expand their thinking with evidence while others stopped at just identifying the main topic. Students
also got to display their knowledge orally, in writing and visually with a drawing.

What specific suggestions can you offer for this student's growth?
When creating your lessons, be more detailed in the outcomes (the how & why). You did a great job of
incorporating those elements in the lesson, but if you have them detailed in your lesson plan, it will help
you recognize specific trouble areas as they arise.
Also, don’t forget the little things. For example, spacing of words. You and the students were assessing
that in their writing, (fantastic!) but it wasn’t in the outcomes. Sometimes these things seem obvious so
we don’t add them, but as you get into more complex lessons it helps you keep tabs on them.

What do you perceive as this student's strengths as a teacher?

You’ve done a fantastic job of assimilating to the school’s culture and environment. The relationship
you have with students and staff is wonderful.

Additional Comments:
Here’s a link to a chart of Bloom’s taxonomy verbs. There are a ton of these out there. I always find it
useful to refer to when writing up those outcomes. This one is aligned with higher order thinking skills
so I thought it would support how you use that language with the kids.