DIRECTIONS: Support providers gather evidence related to the focus question, selected CSTP, State-adopted Academic Content Standard(s).
Participating Teacher / Date:
Support Provider / State-adopted Academic Content Standard(s):
Focus Question(s):
What evidence might your Support Provider collect in relation to your focus question?
CSTP(s) Focus: / Time Observation Begins: / Time Observation
Ends:
Observation Data:
Check the box(es) indicating each CSTP that was observed during the lesson.
Engaging and Supporting All Students in Learning / Planning Instruction and Designing Learning Experiences for All Students
Creating and Maintaining Effective Environments for Student Learning / Assessing Student for Learning
Understanding and Organizing Subject Matter for Student Learning / Developing as a Professional Educator
The Induction Program Standards (Pedagogy, Universal Access: Equity for All Students, Universal Access: Teaching English Learners, and Universal Access: Teaching Special Populations) are embedded with observations of the California Standards for the Teaching Profession (CSTP).
Inquiry Observation Record (C-6) Part 2
DIRECTIONS: Support providers gather information related to focus student participation, behavior, and differentiation of instruction. (These are observations recorded over a 5 day lesson series.)
Focus Student 1- English Learner:
David:
As an ELL student the teacher identified David in need of many opportunities to share his learning.
______
As part of classroom instruction the teacher selected David to respond to learning:
1. Oral response to teacher questionsChecking for Understanding (Sticks) (9-12 times)
2. Response to follow-up questions from teacher (2 times)
3. Share written response on white board with group/class (3 times)
4. Teacher check in with partnership while students did pair and group share (1 time)
David fully participated in the lessons at all times.
Focus Student 2-Special Populations:
Jackie: ______
As part of classroom instruction the teacher selected Jackie to respond to learning:
1. Oral response to teacher questions Checking for Understanding (Sticks) (17 times)
2. Jackie as a resource student needs much support to develop concepts. As part of this the teacher uses multiple modalities to support her learning. (visual, auditory, kinesthetic, verbal, written, modeling, examples, academic speaking frames, scaffolding learning, and repetition.)
3. The teacher’s careful use of Checking for Understanding throughout the lesson benefits all her students but especially students like Jackie so the teacher knows if there is confusion or understanding.
4. Teacher visited Jackie’s group at least 5 times during the lesson series to hear and see work.
Focus Student 3- Choice:
Julissa:
______
As part of the classroom instruction the teacher selected Julissa to respond to learning:
1. Oral response to teacher questions Checking for Understanding (Sticks) (10 times)
2. Teacher closely monitored pair share and whole group discussion to make sure Julissa was talking and giving correct responses…and thoughts.
3. Student fully participated during choral response, pair/share and random calling.
4. Teacher checked in 3 times with group to monitor work product and discussion.
Copyright © Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT) – 2011
Inquiry into Teaching and Learning: Inquiry Observation Record Page 1 of 2