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Essay Instructions: Topic: classroom observation in the 8th grade math classroom

Note:1.It is an 8th grade math classroom, including 20 kids and having heterogeneous grouping.
2. Answer and focus on the following questions.
a. What does the teacher understand about the mathematics? What evidence is there that the teacher has a long-term mathematical agenda?
b. How does the teacher work with the sense the children are making? What are instances of productive ways in which the teacher works with students' confusions?
c. How does the teacher show that he/she understands that students' ideas develop over time? How does the teacher appear to adjust he/she teaching on the basis of the mathematical ideas that he/she hears from students?
d.In What ways does the teacher support students in showing respect for each other ideas? What evidence is there that the teacher is setting the tone for students to see each other as resources for mathematical thinking?
e.What is teacher's style? Tone of class? Objectives was clearly stated? What type of objectives were in evidence?(coverage, activities, involvement, thinking skills) What strategies and approach are used?
f.How effective was this lesson? What suggestions would you make?

Essay Instructions: Topic: classroom observation (math class)

Note: Setting:middle school,7th or 8th grade, 20 students in the math classheterogenerous grouping

Note:You should answer the following questions.
1.What does the teacher understand about the mathematics?
2.What evdience is there that the teacher has a long-term mathematical agenda?
3. What does the teacher understand about the development of children?s ideas in this lesson? (Are the objectives clearly stated? What types of objectives were in evidence? What strategies used? What approach used?)
4. How does the teacher work with the sense the children are making?
5. What are instances of productive ways in which the teacher works with students? confusions?
6. How does the teacher show that she understands that students? ideas development over time?
7. How does the teacher appear to adjust her teaching on the basis of the mathematical ideas that she hears from students?
8. What evidence is there that the teacher is setting the tone for students to see each other as resources for mathematical thinking?
9. What intervention does the teacher make to ensure that students? engagement has a focus on mathematical ideas?

Essay Instructions: This needs to be a Classroom Observation. Double Spaced and 12 font. APA style.

SECTION I: PROFILE: ESTABLISHING THE CONTEXT AND CHARACTERISTICS
Narratives: Profile of the teacher for whom the plan is being developed. Include such information as: Number of years in teaching (beginning teacher, etc.); number of years at this school setting; highest degree held; staff development activities over the past two years; views about supervision in general. Profile of the supervisory procedures in place in the setting. Include a district or school description of the supervisory/evaluation process (appendix) and a copy of the evaluative forms used (appendix). Profile of the school setting. Identify the type of school (urban, suburban, rural, high school, elementary, middle school, public, private, parochial, military), and school demographics (size, number of students, number of teachers) and other areas that make the school context unique (e.g., theme school, charter school, block schedule, teacher attrition rates, socioeconomic status).

SECTION II: PRE-OBSERVATION CONFERENCE AND THE CLASSROOM OBSERVATION
1. Pre-observation: Conduct a pre-observation conference with the teacher you are working with. Use a standard format, either the one provided in class OR the format used by your district. In writing, identify the teacher’s instructional concerns. Also, identify the supervisory focus and the data collection tools you will be utilizing during the observation.
2. Observation: After conducting the pre-observation conference, observe the teacher. The classroom observation should be at least forty-five (45) minutes long.

SECTION III: The POST-OBSERVATION CONFERENCE

1. You will conduct a post-observation conference with the teacher you observed. This conference should be held in the classroom in which the teacher you observed taught the lesson. You will present the data in such a way that the teacher can begin to orally reflect upon his/her instruction. Remember to show data by utilizing the tools that we learned in class AND to address the teacher’s concerns (which were to be teased out during the pre-observation conference).
2. The writing component. You are to submit a formal report of your observation. Treat this report like one you would be handing in for placement in a personnel file. Please refer to the form we will be using in class.


SECTION IV: THE PROFESSIONAL GROWTH PLAN



Based upon the pre-observation conference (area of focus), the observation, and the discussion in the post-observation conference, you are to develop a DETAILED professional growth plan WITH the teacher. Include areas for the teacher to explore, ways in which the teacher can explore these areas, and any other mutually agreed upon aspect (e.g., what artifacts to include). Include how you and the teacher will mutually monitor the plan (e.g., markers of completion, time frame). Negotiate how you and the teacher will communicate about the plan once it is in place.



SECTION V: SUMMARY



What insights have you gained about the process of working with teachers and your role as a supervisor? What have you learned? What are the “rough” spots? How does a supervisor overcome the rough terrain of working with teachers?



Submit all sections together in a packet.



Highlight of what to include in this packet:



Profile of the teacher and the school context.

Pre-observation

Discussion of what data collection tool (s) you used and why (include raw notes).

Post-observation conference ( formal narrative report).

Detailed professional growth plan.

Reflections on the process and Summary.

Essay Instructions: You are an English (Literature) Education Major at a University. You are required to complete 20 hours of fieldwork before your begin student teaching. Your fieldwork should consist of classroom observations. Write a report describing your fieldwork and your reactions to it. Your report should consist of two parts:

1. A description of your experience (for instance, the lesson, the nature of the behavior of the students, the teacher's role and interaction with the students, and so forth.)

2. Your personal reactions, comments, and recommendations.
Use this website as a guideline for your reactions.

http://www.dpi.state.nc.us/pbl/pblintasc.htm