Provide formative ratings for the candidate on each of the indicators using the Performance Definitions in the Framework for Teaching rubric (The Danielson Group). For ratings of Distinguished (D), Unsatisfactory (U) or Not Observed (NO), a rationale must be included. For ratings of Unsatisfactory (U), clear recommendations for growth must be in the SUGGESTIONS section on page 2. Write a description of the lesson context including any extenuating circumstances. In the SUGGESTIONS section, indicate any specific suggestions that should be addressed prior to or during the next observation, which should include those related to ratings of NO.
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 Clinical Practice/Internship Observation Form
Candidate: Danielle Del Buono
Supervisor: Susan J. Moricca
School/District: Berlin Community School
Content Area & Grade Level: Social Studies/Character Ed. Grade 1
Collaborating Teacher: Sara Browne
Lesson Duration: 60 minutes
Lesson Date: 11/18/2014
Please select one:
Long Observation
Short Observation
Pre-Observation Date & Time: 11/18/2014 10:00 AM
Post-Observation Date & Time: 11/18/2014 12:20 PM
Instructions: Provide formative ratings for the candidate on each of the indicators using the Performance Definitions in the Framework for Teaching rubric (The Danielson Group). For ratings of Distinguished (D), Unsatisfactory (U) or Not Observed (NO), a rationale must be included. For ratings of Unsatisfactory (U), clear recommendations for growth must be in the SUGGESTIONS section on page 2. Write a description of the lesson context including any extenuating circumstances. In the SUGGESTIONS section, indicate any specific suggestions that should be addressed prior to or during the next observation, which should include those related to ratings of NO.
Pre-Observation
PLANNING/ PREPARATION
Criterion Performance Rating
  Distinguished Proficient Basic Unsatisfactory Not Observed Score
1a. Knowledge of Content and Pedagogy 3 
2
1 
0 
 
2
1b. Knowledge of Students 3
2 
1 
0 
 
3
1c. Instructional Outcomes 3 
2
1 
0 
 
2
1d. Knowledge of Resources 3 
2
1 
0 
 
2
1e. Designing Coherent Instruction 3
2 
1 
0 
 
3
1f. Designing Student Assessment 3 
2 
1
0 
 
1
Program-specific (SPA) Planning/Prep Indicators 3 
2 
1
0 
 
1
          Rubric Score 14.0
          Rubric Mean 2.0
Rationale (Required for D, U or NO)

The reason for the Distinguished rating for knowledge of students is that Danielle acquires knowledge from several sources about the levels of development, the styles of learning that work best for her students, and their interests. Knowing her students as well as she does helps her develop coherent sequence aligned to instructional goals. I have observed a lot of differentiation in the classroom, and have seen it included in her lesson plans. This is the reason for the rating of Distinguished.
Classroom Observation
CLASSROOM ENVIRONMENT /INSTRUCTION
Criterion Performance Rating
  Distinguished Proficient Basic Unsatisfactory Not Observed Score
2a. Creating an environment of respect/rapport 3
2 
1 
0 
 
3
2b. Establishing a culture for learning 3
2 
1 
0 
 
3
2c. Managing classroom procedures 3
2 
1 
0 
 
3
2d. Managing student behavior 3 
2
1 
0 
 
2
2e. Organizing physical space 3 
2
1 
0 
 
2
3a. Communicating with students 3 
2
1 
0 
 
2
3b. Questioning and discussion techniques 3 
2
1 
0 
 
2
3c. Engaging students in learning 3
2 
1 
0 
 
3
3d. Using assessment in instruction 3 
2
1 
0 
 
2
3e. Demonstrating flexibility/responsiveness 3 
2
1 
0 
 
2
Program-specific Environment/Instruction Indicators 3 
2
1 
0 
 
2
          Rubric Score 26.0
          Rubric Mean 2.3636363636363638
Rationale (Required for D, U or NO) Ms. Del Buono has established a classroom of mutual respect amongst teacher and students. The students have no fears in answering questions as Danielle always values their answers. She has high expectations for her students, and teaches them the importance of completing quality work, by editing, adding detail, and working with a neighbor. Classroom procedures are well-defined and little time is lost when transitioning from one activity to another. Students are rewarded for time on task, and kept engaged by the creative activities/tasks presented by Ms. Del Buono.
Post-Observation
PROFESSIONAL
Criterion Performance Rating
  Distinguished Proficient Basic Unsatisfactory Not Observed Score
4a. Reflecting on teaching 3 
2
1 
0 
 
2
4b. Maintaining accurate records 3 
2
1 
0 
 
2
4c. Communicating with families 3
2 
1 
0 
 
3
4d. Participating in a professional community 3 
2
1 
0 
 
2
4e. Growing and developing professionally 3 
2
1 
0 
 
2
4f. Showing professionalism 3 
2
1 
0 
 
2
Program-specific Professional Indicators 3 
2
1 
0 
 
2
          Rubric Score 15.0
          Rubric Mean 2.142857142857143
Candidate: Danielle Del Buono
Date: 11/18/2014
Basic Lesson Context, Extenuating Circumstances and Narrative (use additional sheets if necessary) The lesson was introduced by a "thank you" to students for a wonderful Thanksgiving celebration. The students also shared a song about Thanksgiving that Danielle taught her students.

Today's lesson was a writing lesson on being thankful, which is part of the social studies/character education discipline. It was very well-structured, by beginning with the brainstorming of what we are thankful for. All ideas elicited from students were written on large poster paper in a graphic organizer. The entire writing process was explained and illustrated in a simplified manner, including writing topic sentence, 3 details supporting the main topic, use of transitional phrases (First, next, finally), and the concluding sentence. The entire process was modeled on the SmartBoard for all students to see. She even included mistakes in spelling and punctuation to illustrate editing and making revisions. She explained that the rough copy could be a "sloppy copy", in which you can cross out mistakes and add new words. The teachers would go through each paper and make corrections for the final copy. Danielle modeled what the final product would look like and motivated her students by telling them that this writing would be a "published piece".

Discipline was handled very well; much growth in this area has occurred since Danielle became a full-time teacher. She did remove a student from the group and quietly asked him to move after a warning had already been given. There was an incident on the carpet, which was handled well by the candidate. There seemed to be an issue of a student touching another student. Ms. Del Buono said, "Accidents happen. Let's get back to the task at hand". And, the problem was over!

Many skills were addressed in this lesson; spelling, vocabulary, punctuation, creative writing, and editing. She wrote all sentences on SmartBoard and had students read aloud while she was writing, increasing reading fluency.

Differentiation of instruction was used: students who are a little weaker in writing skills went to back table to work with Danielle. She worked with three students and was very patient and explained the skills with clarity to the students. While she worked with these students the cooperating teacher worked with the other students if needed. Technology is used for differentiation as well; students come up to the Smart Board and "check in" for their "Daily 5". The students have a variety of tasks to do; read to self, word work, teacher time, work on writing, and reading eggs.

Transitions and pacing are excellent; a timer is used by Danielle to keep activities moving along.

Danielle has made a real effort in contacting parents and keeping them abreast of the happenings in the classroom. She is sending home a weekly eNewsletter. A letter was sent home and it included a permission slip for inclusion of student photos. Another letter was sent home regarding an upcoming slumber party. There was feedback; parents wished her good luck; told her how much their child loves both her and her cooperating teacher. A Parent Communication log is also kept by the candidate. Danielle is keeping accurate records; comments about student performance, strengths and weaknesses of students etc.

Professionally, Danielle is a member of the ASDC, student chapter. She has attended 2 faculty meetings, 6 PLC meetings, an articulation meeting, and 2 inservices. She is learning about SGO's, the PARCC Test, benchmarks (F and P)
Suggestions Suggestions:

1. When student said he was thankful for community it was a "teachable moment " to talk about the community and the important people in the community (police, firemen, trash collectors...) This is an important theme in 1st grade.

2. This lesson was a good time to introduce synonyms: other words for thankful (grateful, appreciate...)You could introduce the thesaurus as a tool to help them find new words for their writing. Even if not all students are ready for this, some are.

3. Save time at the end of your lesson for closure. You need to see if the students learned what you wanted them to learn.

4. All lessons, even block ones, need to have standards written. I did go through your plans for last week and this week and felt that they were too brief. Include essential question, standards, and assessment in each plan.
If needed, please upload your file here: No file attached
 
Total Score 55.0
Total Mean 2.2