Formal Classroom Observation #: 3

Post-Conference (Planning Conference) Questions

Teacher Candidate: Siera Camacho School: Lincoln Elementary Date: October 12th , 2022

Questions for reflection and discussion:

1. In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you
know?
I think that the lesson went really well. It was a little long for the students and they were very talkative, but they learned what I
wanted them to learn. It was also nice to see them working with one another and presenting because that is not something that
they typically do. I do know that the students learned what I intended them to because when they shared in front of the whole
class, they had the correct habitats and were able to recite the definition to me.

2. If you were able to bring samples of student work, what do those samples reveal about those students’ levels of
engagement and understanding?
I do not have samples of the students work, but I do have pictures while they were presenting. This shows me that the students
understood what the definition of a habitat was because that is what they had to draw. It also shows that they were very
engaged and understood what they were asked to do as well as what it truly meant.

3. Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these
contribute to student learning?
The procedures that are in place have been in place for the entire school year. Voice levels are another procedure that we have
been doing throughout the school year, and students are aware of them by now. All of this made it easy for students to know
what was expected and did not cause any confusion that would disrupt their learning. The physical space made it quick for
students to get their materials and move on which allowed the students to move quickly and begin their work in a timely
manner. Although they have been in place for the whole year, the students still struggle with talking and being respectful
listeners; which in turn does impact their ability to learn.
4. Did you depart from your plan? If so, how and why?
I did not depart from my plan a lot. I think that the only thing that was different was the bubble noise level monitor, which
helped keep the noise down for a short period of time. I used it because it is a chatty group and I needed something to help
them be quiet and let others work and be able to learn.

5. Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials and
resources). To what extent were they effective?
The group of students were random. I thought that it would be better for them and during this lesson I felt that there did not
really need to be any sort of specific grouping. I thought the random grouping worked well though and was ultimately
effective. The activity was also hands-on and involved talking, all of which this group of students love. It also helped them
better understand different habitats for different animals rather than just talking about it, they were able to create it. The
materials were also effective because the students did not have to think about the animals that they were supposed to draw they
already had them and just had to glue them. It allowed them to focus more on the habitats.

 If you had an opportunity to teach this lesson again to the same group of students, what would you do differently?
I do not think that I would do anything differently with the lesson other than split it into two lessons because it was just a lot
for those students. I would also make sure that they kept a level 0 and 1 voice level so that all the students could learn properly
and as best as possible.

 Please identify at least one piece of evidence for each of the categories in domain four, so we can score that section
accurately.
Simply type them in bullets at the end of this document. Thank you!

4a:
The teacher candidate provides accurate and objective description of lesson, citing specific evidence. The teacher
candidate also makes suggestions as to how the lesson may be improved upon. The teacher candidate demonstrated this by
citing resources.
4b:
The teacher candidate provides and maintains instructional and non-instructional records. When students complete their
work, she fills it in the grade book. She also often takes attendance and provides materials for students that are absent.
4c:
 The teacher candidate communicates with families and successfully engages them in the instructional program. The
teacher candidate communicates with parents via Class Dojo such as newsletters and individual messages.
4d:
The teacher candidate maintains cordial relationships with colleagues to fulfill duties that the school or district requires.
The teacher candidate participates in the school’s culture of professional inquiry when invited to do so.  The teacher candidate
participates in school events and school and district projects when specifically asked to, such as staff meetings.
4e:
The teacher candidate participates in professional development activities that are convenient or are required and makes
limited contributions to the profession.  The teacher candidate accepts feedback from supervisors and colleagues. The teacher
candidate works with the other first grade teachers to learn new applications, instructional strategies, as well as to go through
new learning materials. She also goes to professional development provided by the school and staff meetings.

4f:
The teacher candidate displays a high level of ethics and professionalism in dealings with both students and colleagues
and complies fully and voluntarily with school and district regulations.  The teacher candidate is professional to everyone
within the building. She also follows regulations put in place by the school and district.