Practicum student:

SUPERVISORS FORMAL OBSERVATION REPORT

Samantha McStraw
Date: 11/12/15

Supervisor: R. Hauser
School:

OIMS

Subject:

Science

Grade Level: 6
Observation: 1, 2, 3, __, __

Lesson Topic: Digestive system

Teaching Model/Methodology

Science lab, guided discovery

ST. BONAVENTURE UNIVERSITY SCHOOL OF EDUCATION MISSION STATEMENT

The St. Bonaventure University School of Education prepares highly qualified, effective educators at the graduate and undergraduate levels. The Franciscan
commitment to social justice through respect for diversity and the dignity and worth of the individual provides the foundation for our work with university
students and school communities. Our state and nationally accredited programs integrate theory with practice and meet rigorous academic and professional
standards. Our collaborative and highly qualified faculty members guide candidates on their journey of professional and personal discovery.

Competence Professionals a) use reflective research models to improve professional practice and consistently apply professional standards for content and
pedagogy within their disciplines; b) use and incorporate a variety of tools and strategies, including technology and communication formats; c) demonstrate
professionalism in interactions, appearance, and behaviors; d) construct learning environments and experiences using data-driven decision making; and e)
demonstrate culturally-responsive practice.
Experience Professionals a) are accepting of feedback and engage in reflective practice; b) create learning environments based on research and best
practice; and c) work as an active part of a learning community.
Social Justice Professionals a) demonstrate respect for the diversity, dignity and worth of individuals, and b) create effective learning environments that
recognize commonalities while affirming diversity in all its forms.

1:Learner Development and Individual Learning Differences

Beginning special education professionals understand how
exceptionalities may interact with development and learning and use
this knowledge to provide meaningful and challenging learning
experiences for individuals with exceptionalities

Target

Acceptable

Unacceptable

Target: consistently demonstrates a respect for

Good
Satisfactory
and understanding of learner differences through
use of respectful person-first language and
development of appropriate learning experiences.
Good: May need some support to consider learner
X
Key elements:
differences in the development of learning
1.1 Beginning special education professionals understand how
experiences.
language, culture, and family background influence the learning of
Satisfactory: requires occasional reminders to
individuals with exceptionalities
consider learning characteristics during lesson
X
1.2 Beginning special education professionals use understanding of
design and occasional reminders to use respectful
development and individual differences to respond to the needs of
person-first language.
individuals with exceptionalities.
Unacceptable: requires consistent reminders to
consider learner characteristics during lesson
development and implementation and to use
respectful person-first language.
Comments: This lesson is designed with high levels of structure and activity to facilitate engagement. Language and social demands are integrated into the lesson to meet the special
behavioral learning needs of this group of students.

Target: Clearly expects and values differences

among students. Materials, examples, and tasks
are differentiated as needed prior to lesson
delivery to address various dimensions of
student diversity. Planning incorporates
opportunities for socialization and sefldetermination.
Good: Values differences among students,
modifies materials after the fact to address
various dimensions of student diversity.
Satisfactory: Is accepting of individual
differences among students and allows some
variability in the teaching and learning
environment.
Unacceptable: Does not accept different types
of performance from students. There seems to
be a one best way approach to learning. There
is little acknowledgement of student cultural
family, and educational differences.

2: Learning Environments
Beginning special education professionals create safe, inclusive,
culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop
emotional well - being, positive social interactions, and self determination.

Target

2.1 Beginning special education professionals through collaboration

with general educators and other colleagues create safe, inclusive,
culturally responsive learning environments to engage individuals
with exceptionalities in meaningful learning activities and social
interactions.

2.2 Beginning special education professionals use motivational and

instructional interventions to teach individuals with exceptionalities
how to adapt to different environments.

2.3 Beginning special education professionals know how to intervene

safely and appropriately with individuals with exceptionalities in crisis.

Acceptable
Good

Unacceptable

Satisfactory

Comments: Students are highly motivated and engaged, largely due to the scaffolding and use of technology and the active, student-centered learning environment established by
Samantha.

Target: Lesson design and delivery reflect

strong understanding of curricular content as
well as pedagogical content knowledge.
Candidate demonstrates a depth of
understanding beyond that needed for lesson
delivery
Good: Lesson design and delivery reflect
strong understanding of curricular content as
well as pedagogical content knowledge.
Satisfactory: Lesson content is error-free and
candidate demonstrates good pedagogical
content knowledge
Unacceptable: Lesson plan and delivery
contain foundational errors in content

3: Curricular Content Knowledge

Beginning special education professionals use knowledge of general
and specialized curricula to individualize learning for individuals
with exceptionalities.

Target

3.1 Beginning special education professionals understand the central

concepts, structures of the discipline, and tools of inquiry of the
content areas they teach , and can organize this knowledge, integrate
cross-disciplinary skills, and develop meaningful learning
progressions for individuals with exceptionalities

3.2 Beginning special education professionals understand and use

general and specialized content knowledge for teaching across
curricular content areas to individualize learning for individuals with
exceptionalities

3.3 Beginning special education professionals modify general and

specialized curricula to make them accessible to individuals with

Acceptable
Good

Satisfactory

Unacceptable

exceptionalities
Comments:
Samantha demonstrates a clear understanding of the lesson content as well as pedagogical content knowledge.

Target: Spontaneously utilizes appropriate

assessment techniques for students with ELN.
Good: Needs occasional reminders to utilize
appropriate assessment techniques for students
with ELN.
Satisfactory: Needs consistent reminders and
support to utilize appropriate assessment
techniques for students with ELN.
Unacceptable: Assessments are often
inappropriate for students with ELN

4: Assessment
Beginning special education professionals use multiple methods of
assessment and data-sources in making educational decisions.

Target

4.1Beginning special education professionals select and use

technically sound formal and informal assessments that minimize
bias.

4.2 Beginning special education professionals use knowledge of

measurement principles and practices to interpret assessment results
and guide educational decisions for individuals with exceptionalities.

4.3 Beginning special education professionals in collaboration with

colleagues and families use multiple types of assessment information
in making decisions about individuals with exceptionalities.

4.4 Beginning special education professionals engage individuals

with exceptionalities to work toward quality learning and
performance and provide feedback to guide them

Acceptable
Good

Unacceptable

Satisfactory

Comments: Lesson objective is assessed, as are two IEP goals targeted in this lesson. Assessment is clear, meaningful and relevant.
5: Instructional Planning and Strategies
Beginning special education professionals select, adapt, and use a
repertoire of evidence-based instructional strategies to advance
learning of individuals with exceptionalities.

Target: Utilizes appropriate technologies,

modeling, and guided practice to consistently
address the needs of students with ELN; adjusts
teaching based on evaluation of students
learning progress.
Good: May need occasional support in
determining appropriate uses of technology or
utilization of special or general education
curricula.

Target

5.1 Beginning special education professionals consider an

individuals abilities, interests, learning environments, and cultural
and linguistic factors in the selection, development, and adaptation
of learning experiences for individual with exceptionalities.

5.2 Beginning special education professionals use technologies to

support instructional assessment, planning, and delivery for
individuals with exceptionalities.

5.3 Beginning special education professionals are familiar with

Acceptable
Good
Satisfactory

Unacceptable

Satisfactory: Occasionally utilizes appropriate

technologies; may or may not provide
sufficient modeling and practice for students
with ELN; needs occasional reminder to utilize
student learning progress with designing
instruction.
Unacceptable: Does not consistently utilize
appropriate models, practice and technologies
in designing lessons and activities to meet
student needs; does not consider students
learning progress when developing instruction.

augmentative and alternative communication systems and a variety

of assistive technologies to support the communication and learning
of individuals with exceptionalities.
5.4 Beginning special education professionals use strategies to
enhance language development and communication skills of
individuals with exceptionalities

5.5 Beginning special education professionals develop and

implement a variety of education and transition plans for
individuals with exceptionalities across a wide range of settings and
different learning experiences in collaboration with individuals,
families, and teams.

5.6 Beginning special education professionals teach to mastery and

promote generalization of learning.

5.7 Beginning special education professionals teach crossdisciplinary knowledge and skills such as critical thinking and
problem solving to individuals with exceptionalities.

Comments This lesson combined very high levels of structure and engagement, not an easy task. Students were highly engaged throughout the lesson which allowed for formative
assessment to guide instruction. Techologyusewas skillfully integrated into lesson delivery, not as an add-on

Target: Consistently and appropriately

practice. Demonstrates an understanding of
evidence-based practice. Works to support
others in a professional manner.
Good: Engages in professional and ethical
practice. May need support to engage in
professional activities or to use data and
research to facilitate work with learners with
ELN.
Satisfactory: Occasionally requires reminder to
engage in professional and ethical practice,
with no major violations of code of ethics.
Unacceptable: Major violation of code of
ethics or needs consistent reminders of
professional and ethical practice.

6: Professional Learning and Ethical Practice

Beginning special education professionals use foundational
knowledge of the field and the their professional Ethical Principles
and Practice Standards to inform special education practice, to
engage in lifelong learning, and to advance the profession.

Target

6.1 Beginning special education professionals use professional

Ethical Principles and Professional Practice Standards to guide
their practice.
6.2 Beginning special education professionals understand how
foundational knowledge and current issues influence professional
practice.

6.3 Beginning special education professionals understand that

diversity is a part of families, cultures, and schools, and that
complex human issues can interact with the delivery of special
education services.

Acceptable
Good
Satisfactory

Unacceptable

6.4 Beginning special education professionals understand the

significance of lifelong learning
and participate in professional activities and learning communities.

6.5 Beginning special education professionals advance the

profession by engaging in activities such as advocacy and
mentoring

6.6 Beginning special education professionals provide guidance and

direction to paraeducators, tutors, and volunteers.

Comments Samantha is always well-prepared for teaching her lessons. She is dedicated to meeting the needs of her students across domains and is the consummate professional
inher interactions with students, faculty and staff.

Target: Consistently engages in professional oral

and written communication with students,
teachers, parents, and other stakeholders.
Good: Occasionally lapses into colloquial
speech or commits grammatical errors in written
work.
Satisfactory: Often commits grammatical errors
in written and oral language. Errors do not often
interfere with meaning.
Unacceptable: Frequently produces unclear
communication for students, teachers, parents,
and other stakeholder

7: Collaboration
Beginning special education professionals collaborate with families,
other educators, related service providers, individuals with
exceptionalities, and personnel from community agencies in
culturally responsive ways to address the needs of individuals with
exceptionalities across a range of learning experiences.

Target

7.1 Beginning special education professionals use the theory and

elements of effective collaboration.

7.2 Beginning special education professionals serve as a

collaborative resource to colleagues.

7.3 Beginning special education professionals use collaboration to

promote the well-being
of individuals with exceptionalities across a wide range of settings
and collaborators

Acceptable
Good

Comments Samantha collaborates with the host teacher and the paraprofessional to meet the needs of these students in multiple settings.

Satisfactory

Unacceptable