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Placement

I encourage all students to take an active role in their placement process and establish a clear understanding of their expectations and roles. Regular communication with your associate teacher, principal, administrative team, or other involved parties is critical to ensure that everyone is on the same page. I am here to share my experience and give you the support and tools you need to succeed, so please don't hesitate to reach out if you have any questions or concerns.

Outlines

Observation Notes

Exemplary Notes

Highly specific, analytical, and reflective; links to broader teaching strategies:

  • “AT used differentiated questioning in science (e.g., asking factual recall questions to some students and open-ended prediction questions to others). This allowed all students to engage at their own level while still feeling successful. I realize this strategy balances classroom inclusion with rigor — something I will try when I lead my own lesson.”

  • “During transitions, AT consistently used a calm tone and clear visual cues (hand signals). Students responded quickly without repeated verbal reminders. This demonstrates how consistency and non-verbal cues can create smooth routines. I wonder how I might develop my own non-verbal signals for classroom management.”

  • “Observation of a guided reading group: AT prompted students to make text-to-self connections (‘Have you ever felt like the character?’). This deepened comprehension and engagement. I see how connecting texts to student experiences supports equity and inclusion, aligning with Ontario curriculum expectations for literacy.”

👉 Excellence: Detailed, professionally worded, and shows reflection on how you might apply strategies.

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📒 FE Observation Notes Template (Categorized)

Date: ____________________
Course/Grade Observed: ____________________
Lesson/Subject Focus: ____________________

1. Context & Setup

  • Time of Day: ____________________

  • Lesson Goals (if shared): _____________________________________

  • Classroom Setup (seating, grouping, technology, materials): _____________________________________

2. What I Observed (by Scenario)

A. Classroom Management Strategies

  • ​

  • (e.g., signals, routines, tone of voice, proximity, use of rewards/praise, transitions)

B. Instructional Strategies

  • ​

  • (e.g., direct instruction, inquiry, group work, scaffolding, differentiation, modeling)

C. Assessment Practices

  • ​

  • (e.g., formative checks, questioning, exit tickets, rubrics, peer/self-assessment, feedback)

D. Equity & Inclusion Moments

  • ​

  • (e.g., representation of diverse voices, student choice, accessibility accommodations, differentiation for learning needs)

E. Techniques / Pedagogical Moves

  • ​

  • (e.g., use of questioning, think-pair-share, anchor charts, manipulatives, visual aids)

F. Classroom Routines & Transitions

  • ​

  • (e.g., entry/exit routines, attendance, handing in work, moving between activities)

3. Professional Insights (Analysis)

  • Which strategies seemed effective? Why? _____________________________________

  • What impact did I notice on student engagement/learning? _____________________________________

  • How does this connect to my course readings, theories, or prior knowledge? _____________________________________

4. Reflection & Next Steps

  • What could I try in my own teaching? _____________________________________

  • What questions do I still have? _____________________________________

  • How might I adapt this for another grade/subject? _____________________________________

5. Attachments (if applicable)

  • Screenshots of schedules or resources

  • Photos of classroom displays (if permitted)

  • Handouts, diagrams, or my quick sketches

✅ Why this version works:

  • Each observation category (classroom management, assessment, inclusion, etc.) aligns with the rubric’s focus on organization, professionalism, and thoughtful noticing.

  • It prevents surface-level notes by prompting you to look for specific kinds of teaching practices.

  • It sets you up for Exemplary-level binder notes because it captures both breadth (different scenarios) and depth (reflection/analysis).

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📒 FE Observation Notes – Sample Entry

Date: September 19, 2025
Course/Grade Observed: Grade 7 Science
Lesson/Subject Focus: Introduction to Ecosystems

1. Context & Setup

  • Time of Day: Morning, 9:00–9:50 a.m.

  • Lesson Goals (shared by AT): Students will be able to identify biotic and abiotic factors in an ecosystem and explain their interactions.

  • Classroom Setup: Desks arranged in groups of four to support collaboration. Teacher used projector and a slide deck with visuals of ecosystems. Whiteboard had the agenda and success criteria written (“I can identify factors in ecosystems” / “I can explain how factors interact”). Students had science notebooks and Chromebooks.

2. What I Observed (by Scenario)

A. Classroom Management Strategies

  • AT used a hand signal (raised hand) to get attention — students responded within 10 seconds.

  • Clear transition routine: timer projected on screen counted down 2 minutes for group discussion, which kept students on task.

  • Proximity was used effectively — AT walked around during group work, pausing near students who were distracted, which re-engaged them without verbal interruption.

B. Instructional Strategies

  • Lesson began with an activating prior knowledge question: “What do you notice in this picture of a forest ecosystem?”

  • Students worked in groups to sort pictures of “biotic” vs. “abiotic” components, followed by a class discussion and teacher-led debrief.

  • Differentiation: some groups were given sentence starters (“A plant is biotic because…”) to support ELL students.

C. Assessment Practices

  • AT asked targeted, open-ended questions (“How might removing sunlight affect these organisms?”) to check conceptual understanding.

  • Circulated with a clipboard to jot down notes about student contributions during group work (formative assessment).

  • Exit ticket: students wrote down one biotic and one abiotic factor and described how they interact.

D. Equity & Inclusion Moments

  • AT ensured diverse voices were heard by calling on volunteers from different groups, including quieter students.

  • Visuals included ecosystems from different regions (rainforest, desert, Arctic tundra) so students from varied cultural backgrounds could see relevance.

  • Instructions were read aloud and displayed on slides to support accessibility needs.

E. Techniques / Pedagogical Moves

  • Effective wait time: AT paused 5–7 seconds after questions to give all students a chance to think.

  • Used think-pair-share before whole-class discussion, which increased participation.

  • Anchor chart was created collaboratively with student input (“Biotic vs. Abiotic Factors”) and posted on the wall for future reference.

F. Classroom Routines & Transitions

  • Clear entry routine: students immediately copied agenda into notebooks and prepared Chromebooks.

  • Smooth transition from group work → whole class discussion → exit ticket, guided by timer and verbal countdown.

  • Dismissal was orderly — students only packed up after the teacher gave the signal.

3. Professional Insights (Analysis)

  • The combination of visuals, group work, and whole-class debrief supported different learning styles (visual, auditory, kinesthetic).

  • The timer and hand signals reinforced consistency and minimized wasted time, showing how non-verbal cues can improve efficiency.

  • Differentiation strategies (sentence starters, visuals) aligned well with inclusive education principles — these allowed all students to access the content without being singled out.

  • The exit ticket provided a quick but effective formative assessment, allowing the teacher to immediately check for understanding and adjust next lesson.

4. Reflection & Next Steps

  • I would like to try using think-pair-share in my own lessons because it created a low-risk way for students to practice ideas before sharing publicly.

  • I am curious how the AT will use the exit ticket data — will it shape tomorrow’s lesson? I should ask in my debrief.

  • If I adapt this for Grade 9 science, I might increase the complexity by asking students to model an ecosystem interaction (e.g., draw a food web) rather than only list factors.

5. Attachments

  • Photo of anchor chart (with AT’s permission).

  • Copy of exit ticket template.

  • Screenshot of slide showing “Biotic vs. Abiotic Factors.”

✅ This entry is Exemplary because it:

  • Includes rich detail across all categories (management, instruction, assessment, inclusion, routines).

  • Analyzes why the strategies worked, not just what happened.

  • Reflects on personal learning and next steps.

  • Shows professionalism and clear organization.

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