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 Moricca
School/District: Berlin Community School/Berlin Borough
Content Area & Grade Level: Math & grade 1
Collaborating Teacher: Sara Browne
Lesson Duration: 50 minutes
Lesson Date: 12/08/2014
Please select one:
Long Observation
Short Observation
Pre-Observation Date & Time: 12/08/2014 11:00 AM
Post-Observation Date & Time: 12/08/2014 12:00 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 
 
3
1b. Knowledge of Students 3
2 
1 
0 
 
3
1c. Instructional Outcomes 3
2 
1 
0 
 
3
1d. Knowledge of Resources 3
2 
1 
0 
 
3
1e. Designing Coherent Instruction 3
2 
1 
0 
 
3
1f. Designing Student Assessment 3 
2
1 
0 
 
2
Program-specific (SPA) Planning/Prep Indicators 3 
2
1 
0 
 
2
          Rubric Score 19.0
          Rubric Mean 2.7142857142857144
Rationale (Required for D, U or NO)

The reason for the D ratings:

Ms. Del Buono researches all content thoroughly before teaching it. A variety of resources are used. All worksheets, assessments, and tasks are created by the candidate, not relying on already prepared material. She adapts them for her students based on their needs, abilities, and interests. The tasks match the learning outcomes, and are developed sequentially. Differentiation of instruction is used as the candidate knows her student's abilities well. She keeps records of student progress, writing comments about her observations of her students.
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 
 
2
2d. Managing student behavior 3
2 
1 
0 
 
3
2e. Organizing physical space 3 
2
1 
0 
 
2
3a. Communicating with students 3
2 
1 
0 
 
3
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 27.0
          Rubric Mean 2.4545454545454546
Rationale (Required for D, U or NO) The reason for the D ratings

Because Danielle's lessons are well-planned, creative, and require thought the students are engaged in the lessons. This in turn keeps her students focused and on-task, without having to deal with discipline issues. When discipline issues do arrive, Danielle is sensitive to her students by not raising her voice, but discussing it with them privately. This is explained in more detail in the narrative below.
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 
 
3
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 16.0
          Rubric Mean 2.2857142857142856
Candidate: Danielle Del Buono
Date: 12/08/2014
Basic Lesson Context, Extenuating Circumstances and Narrative (use additional sheets if necessary) Domain 1 & 3:

Danielle's lesson was about adding doubles in math. She posed the question asking why this skill is important; "talk to your neighbor". In order to get her class back on track she counts backwards, "5,4,3,2,1", which they immediately respond to. Then the students sang "Doubles Rap", with the words on the SmartBoard. It was evident that the students were excited about this song and were eager to show off for me. The song was a great review of their math facts (8 + 8 = 16 etc).

The lesson was structured from simpler addition facts and progressed to word problems. She broke up the word problems into smaller questions, and drew an illustration to help students who may not know their math facts as well as others. Danielle always makes sure that the students are with her, and consistently checks for understanding. For example, she says, "put your finger on number 11", and makes sure that they are on the correct problem. To check for understanding, she has them use "thumbs up" or "raise your hand" if they agree, and asks "Does everyone hear that?", asking another student to tell the answer and process again to reinforce the skill.

Danielle is extremely proficient in her technology skills. She uses the Smartboard for grouping, "Daily 5", and lessons. All graphics she selects are age-appropriate and help enhance the lesson. For example when doing her lesson on using doubles, she wrote the numbers and also used graphics of snowmen and mittens.

Students are kept involved in the group activity by reading the word problems aloud in unison, "skywriting" the numbers as the problems are being completed. During the independent work component of the lesson the students could use counters to help them find the answers.

Domain #2:

During the beginning activity when students were on the carpet by the Smartboard, a student purposely touched the screen. Ms. Del Buono handled it very calmly and professionally. She asked the boy, "Did you touch the Smartboard without asking?'; he replied "no", although we all saw him do it. She proceeded by asking him to go back to his seat, and "think about this". She talked to him privately, not drawing attention to him from the rest of the class, and then let him back to the group.

Ms. Del Buono handles student behavior with skill, reminding students not to talk when someone is speaking and reminding them to raise their hands. No time in this class is lost due to behavioral issues. Mutual respect is shown by teacher to students and students to teacher. Compliments are given for correct answers and when a student gets an answer wrong, she says "you are so close..", so the student does not feel embarrassed about answering incorrectly.

Directions for each activity are clear, and modeled by Danielle. Transitions from one activity to another run smoothly as the students know what is expected of them.

Domain #4

The Elementary Education Binder was prepared extremely well. She definitely reflects on her plans and writes notes about additions or reminders for each lesson. It is evident that she has made so much progress in her professionalism. The most impressive contribution made by Ms. Del Buono is the newsletters she has been sending home to parents to keep them aware of what is going on in the class. She also makes calls home or writes notes to parents for "positive" news about their child.

The bulletin boards created have been creative and meaningful. The "Otter", "Being Thankful", and the "Gingerbread Man" are three that she has completed.
Suggestions There is nothing about today's lesson that I would change. The pacing and structure of the lesson was appropriate. The candidate was well-prepared and presented the material very clearly.
If needed, please upload your file here: No file attached
 
Total Score 62.0
Total Mean 2.48