UCLA Center X Teacher Education Program MS/SS Observation Form

Novice/Apprentice/Resident Teacher Date

Lauren & Jose

2.19.14
School/Class

O. Navarro
TPE 1: Pedagogical Skills Elementary Core Practices Opening move Questioning and responding Secondary Core Practices Engaging students in rigorous content High Level Tasks, Concept Maps Engaging students in discourse Learning Cycle ?s, Think-Pair-Share Providing Equitable Access to Content Form. Assessment, Word Bank/Wall Developing a positive classroom ecology Opening/Closing Rout, Comm Circle TPE 2: Monitoring Student Learning Checking for understanding Asking & answering relevant questions Other TPE 3: Use of Assessments Use of criteria/rubric Taking formal assessment Completing projects Student presentations X Other TPE 4: Making Content Accessible Accessing prior knowledge Referencing lived experiences Scaffolding X Other TPE 5: Student Engagement Student participation Culturally relevant materials Other TPE 6: Developmentally Appropriate Differentiation Use of media & technology Other TPE 7: Teaching English Learners SDAIE methodology Academic vocabulary Other TPE 8: Learning About Students Community building activities Other TPE 9: Instructional Planning Lesson plans Agenda communicated to students Other TPE 10: Instructional Time Starting and ending class Transitions Other TPE 11: Social Environment Inviting and clean; safe Student work displayed Caring environment Other TPE 12: Professional, Legal, & Ethical Classroom management Teacher speech: clear, pace, warm, tone TPE 13: Professional Growth TEP portfolio Daily reflections

Augustus Hawkins Per 2

Observations/Commentary/Scripting L Lauren J Jose T Teacher S - Student L - Have a seat wherever T Okay, hold on. Class has started. Put your phones away. L Today is an important day because your going to be presenting Im going to give you about 5 10 minutes to prepare were going to split you up I know it is a little chaotic but were going to set you up L is giving directions. Some small talk by the students. She is talking over students. L Can I have your attention please. Students quite down. Question of the day: How do people use counter narratives as forms of dcolonization & humanization? L - think about this question (above) during the presentation. T I think theres an important question. S Can we have thirty minutes? S I work at subway L Working you working during class? S - Yeah Discussion on presentation, students who are not done will have time during lunch and afterschool to finish. L and J are walking around assisting students. T is passing out paper. S Can you remind me what assimilate means? J Let me look it up. J walks back and gives her the definition. T Whats your sense of completion? L Most are not done? They are having a discussion on whether to extend the time. Students are working on their presentations. L You have one more minute.

Questions/Suggestions

I recommend that you have the class set up before you start. It confuses students.

Can you reward the students who are done? For example, those students who are done will receive extra credit and will present first. Those who are not done

How were the groups/teams decided?

Observation Focus:

Observations/Commentary/Scripting
Questions/Suggestions

Most students are working on their presentations. Students are: coloring, looking up images on the internet, typing, writing on paper, talking with group members, etc. L is giving instruction, students are talking. She is talking over students. L If you look up at the screen Presenting groups are called over to a side of the classroom (close to the teachers desk). L Shayla can you go over there. Students are being moved. L The other people who are presenting are Martha come over here. Youre going to be watching. S Miss, where do we sit? A group of students are standing up talking during the transition. T is trying to sit the group down. T Okay, if youre presentingyour waiting. If youre sitting quietly. L is giving instruction to a group of students. T and J are next to the group in the back. There are two groups of presentors and audience. S This is my paper. T This group is going to be presenting to you. T They are going to start is that okay. T Mr. Ortiz do you want to tell them start. He will be grading you. Student in Ls group, reads a poem. S Transformative resistance is the best way to go. L Transformative resistance is one of the best ways to resist. It avoids violence. L gives student a high-five. Student in Ls group, presents. S Thats call internalized oppression but oppression is something that keeps you down. S - I mean Africa could get lucky and defeat Germany just like I beat mindcraft cause games take over your life. Like imperialism game is like life. J and Ts group. S She didnt present and she didnt present. S Okay these three presented and these T - can you just present what your ideas are going to be. S It doesnt matter what side were on miss. T It doesnt, okay S Dont say nothing over here. T I want your paper S Miss I dont even have that paper. S You cant pas me a pencil. S - Why you so rude (toward student). S Its a pencil. T You dont wan to share. I want a one-pager telling me what your project is aboutif your not going to present. T Robert I need that one pager. S Miss I need that page with the boxes.
Why are there two students against the wall, working alone? A lot of time spent on transitioning.

What is Joses role in this activity? Im noticing that T is doing most of the leading.

Was Lauren taking the lead today? If so, what was Joses role in supporting Lauren? There are three of you in the classroom, how do you plan on working together to support the lessons learning goals?

Questions/Suggestions

Ls group. S I would build a exactly how they live. S I like that. T So finish the graphical organizer. If you have any blanks than ask Studetns are talking in their groups. They seem to be off task. T Listen up. I need you to sit up, here at the front. Put your laptops away were going to come together. The class is moving the chairs and seats. T Okay, were waiting for so I need your attention I need us to go ahead and think about were going to reflect as a class. that makes it harder, because half of the class knows whats going on and the other so, listen up. Ms. Lauren has some reflection questions students who are writing their one-pagers, to write your last two sentences.

Did you plan on doing this or was this impromptu?

L I know theres a lot of questions, you dont need to answer each one. S Whats todays date? L Everyone got a worksheet? L I really like each presentation if you were not able to finish the projects Ms. Ortiz want we want It seems like only a couple to offer, today during lunch and after school to be here. of students are disrupting L explains instructions. the lesson, how do you L You can converse afterwards, but let me finish. plan on addressing this? L As you reflect, please be quiet I know that your tired but this will be the last L Okay the volume level is up here, you need to be here. T Listen up, you need to be reflecting. L puts on music. S this is the type of music that puts me in a groove. L The worksheet is your exit slip. Students are working on the assigment. L You have five more minutes. L (talking to Latino student) Can you write one strenth and one L we will be here during lunch and afterschool can I have your graphic organizers and sheets. Debrief
You dont need to apologize for the assignment, I know that youre tired but. This assignment is beneficial, so treat it like it is.

Lauren and Jose had their students present on their imperialism culminating task. They mention that the class had some success and struggles. The following worked well: use of graphic organizer, scaffolding of activity, reflection worksheet, and quality of some of the presentations. However, not all of the presentations were complete. They mentioned that they couldve better scaffolded and supported students in the lesson. Additionally, there some disconnection and miscommunication between the teachers. At one point, Ms. Moran told the students to write a 1 page assignment when they had not decided on that activity. Also there was time lost in transitions.

In our debrief, we also had a discussion on group selection. Specifcally, on students selecting their own groups. I mentioned that at times they may want to have students organized by ability or separate certain students. We also discussed the need to have clearly defined roles with the other teachers in the classroom. There are three teachers in the class at one time and they can play a more supportive role. They will continue to discuss how to better support eachother and team teach. The last conversation we had was about creating a safe learning environment. Throughout the class, there were moments of disruption and disrespect. They will continue working on addressing this issue. They are considering have a community circle and reminding students of class norms and rules.