Clinical Supervision Template

Coding

Description of Activity

P1

Learning target(s) connected to the standards.

Learning targets posted on the screen aligns to the grade level standard. On the screen, Scott lists: “What are we going to do today/” and the “Why’s?”

Scott connects the activities to the learning targets.

P2

Lessons connected to previous and future lessons, broader purpose, and transferable skill.

Scott has the students take out the SQ3R notes from yesterday and talks with them about how they can improve their study habits.

P3

Design of performance task

Scott talks more about what the students are going to do today and gives some pointers for the lesson. Scott talks about the end of the period and then talks again about the purpose for the day’s activity.

P4

Communication of learning target(s)

On the board, Scott has the week’s activity. On the screen, Scott has learning targets and detailed descriptions of what they are doing for the day.

Scott talks about today being “bacteria day” and reviews what students did yesterday. Scott transitions into what the goal is for today and how to move forward. Scott goes studying strategies and how to do better.

P5

Success criteria

Scott grabs a student’s three-column notes and shows it as an example of how they could do notes.

SE1

Quality of Questioning

Scott probes the students’ ideas about how they take notes. Scott goes over how to write down the questions on one side and how he did his notes. Scott talks about the importance of touching their notes many times.

SE2

Ownership of Learning

In preparation for lab activity, Scott reviews again what students need to do. Scott assigns 3 o’clock partners and then to pair up with another group. Scott allows students to choose what they are going to test.

SE3

Capitalizing on students’ strengths

Scott starts playing the success hotline.

At the completion of the success hotline, Scott recaps the main idea from the success hotline.

Scott talks with students about giving up one thing to ensure they are successful in other places.

Scott states real-life examples and connects it to learning targets.

SE4

Opportunity and support for participation and meaning making

Scott sets up elbow partners and assigns numbers. Scott has one elbow partner and talks about what prokaryote is.

Scott polls the students on how many had questions about prokaryotes. Scott models how they may highlight their notes.

SE5

Student Talk

Students are released to turn and talk. Scott moves to a student that does not have a partner and talks with them.

Scott has the #2 partner share out the answer to the question.

Scott has the #2 tell #3 parts. Scott encourages students to look at their notes if they need.

Student-to-student talk is evident. On one table, elbow partners are comparing notes and providing clarifications and evidence (from notes) to support thinking.

CP1

Alignment of instructional materials and tasks

Scott shows the students the petri dish and gives information on what the students will be doing.

CP2

Teacher knowledge of the content

Scott discusses the difference between eukaryotic and prokaryotic cells through comparison and contrast.

Scott has students call out other information they know. Students get called on by raising their hands.

Scott teaches how to use keywords (prefixes) to figure out the meaning of the word.

Prior to lab work, Scott talks about what the students are going to do and lets them know that the assignment is on Canvas but all the information they need is on the screen. Scott goes over the procedure and some key information.

CP3

Discipline-specific teaching approaches

Scott has the students take out the SQ3R notes from yesterday and talks with them about how they can improve their study habits.

Scott breaks down a key term on the notes.

Scott starts going over the characteristics of the Y-shaped diagram on the notes.

CP4

Differentiated instruction for students

Scott continues to model how to go over and review notes.

Scott talks about how he could add more information.

Scott puts up possible different locations they test.

Scott is checking with groups about what they are doing and making sure they are getting things labeled correctly.

CP5

Use of scaffolds

Scott goes over the next part of the assignment and how he highlighted the information in two different colors.

As Scott is writing down information from the students, he is switching colors - common is red. The Characteristics of Eukaryotic are blue and Prokaryotic is purple.

Scott tells the students this is a great list and something they might want to study for the Friday’s quiz. Scott has the students take out their SQR3 notes and has the students get a highlighter.

A1

Student self-assessment

Scott polls the students on how many had questions about prokaryotes.

A2

Students use of formative assessment over time

A3

Quality of formative assessment methods

A4

Teacher use of formative assessments

A5

Collection system for formative assessment data

CEC1

Classroom arrangement and resources

As students walk in, the screen is up with today’s learning targets.

Instructional materials are easy to find and accessible to students (worksheets for absent students, highlighters)

Scott arranged the classroom to accommodate whole and small group teaching on one side of the room. On the other side of the room, lab tables are ready to go (Materials set up per table for lab activity).

Scott circulates through the classroom to monitor, observe, and talk to student(s)

Students know where to find materials and resources.

`CEC2

Learning routines

Scott acknowledges a student that uses different colors in their notes.

Scott continues to go over the questions and calls on the students to give the answer. Scott uncovers the answers on the screen when students give the correct answer.

Student takes a picture of the screen to complete his own notes.

Student comes in from the bathroom and independently follows the routine during the lesson and completes her notes as soon as she got on her seat.

CEC3

Use of learning time

As Scott is greeting students in the hallway, students are getting into their seats and getting ready for the period.

Scott efficiently configured the room to support different groupings beforehand.

Students starts moving around the classroom and helps finds groups find other groups.

Smooth transitions: Scott instructs students to put away their notes and return highlighters up front. While students are putting away materials, Scott projects on the screen a picture of a petri dish, goes over the instructions and procedures for the next activity. Students are closely paying attention. Lab stations are ready to go.

CEC4

Student status

Prior to class starting, Scott is greeting students in the hallway.

Scott addresses students by first name.

Scott gives positive praise as he completes the four questions.

Scott acknowledges other things he has seen students do and talks to students about what they can try.

CEC5

Norms for learning

Scott goes over what the students need to have out again and checks to see who was absent yesterday. Scott hands out notes to the students that were gone.

Most students independently follow classroom routines and behavior expectations.