School of Education
Coaching Visit Guide
This guide is to be completed by the Student Teacher to reflect on the coaching visit. Student
Teacher will send the completed form to College Supervisor via email if the lesson is taught
Coaching Visit #1
Date 10/7/22 PK 1 2 3 4 5 6
Meghan 7 8 9 10 11 12 Other
[Check all that apply for this particular observation]
Science Other: Health
1. If ONLINE visit, please
provide Video Clip Link
Video was uploaded to Taskstream
2. What Co-Teaching
strategy or strategies
were used during your
lesson? (Refer to p.9 of
There are no co-teachers in Health including classes with ICT
and ENL students.
3. Describe what you feel WENT WELL on 1-2 of the following Student Teacher/Intern
Evaluation Form (STEF) AREAS.
III Planning for Instruction The lesson had activities that were aligned to the learning
outcomes in the lesson. The application and analysis provided
opportunities for engagement and high level thinking. The
students have an opportunity for reflection at various points in
the lesson, including the value of mathematical skills required
to be proficient in reading a nutrition label.
IV Learning Environment The students were respectful to me and each other during
instruction. Students were able to work collaboratively and help
each other during small group work. Students were aware of
class routines and were able to transition in and out with ease.
Students were using 1-1 technology and arranged at tables to
V Application of Content Students have access to a program that simulates a grocery
store where they are required to make healthy decisions
independently. Students also have access to a challenge task to
plan meals for a party where they are required to take into
account allergies and number of people attending, while
having to plan a well balanced meal within a budget. Students
would need to know the key nutrients and day within limits for
sodium, fat, and calories. This will also allow for infusion of each
student's culture, if they choose, based on the type of meal
they are planning.
VI Instructional Strategies Students are encouraged to use lesson specific vocabulary in
their writing and discussions. Vocabulary, with pictures, has
been given to students prior as a reference as needed.
Students used a graphic organizer to help compare essential
characteristics of food labels. Students were given a model of a
food label to refer back to for clarification. There was also
limited lecture time to allow for student discussions, questions,
and application in activities.
VII Assessment I was able to gauge current understanding through student
questioning and questioning techniques. Students also
completed a google form which required them to compare
food labels and choose the healthier snack by justifying their
4. Describe what you feel DID NOT GO WELL on 1-2 of the following Student
Teacher/Intern Evaluation Form (STEF) AREAS.
III Planning for Instruction I think that instead of whole group instruction on reading a
food label, I could rely on the students with a high level of
background knowledge to teach peers in a small group setting.
These students were identified at the beginning of the lesson
which made it difficult to arrange seats in the moment so I
would probably gather this information in the lesson prior. I
think that I needed more time for students to apply what they
learned. It is difficult when we only have health once a week so
picking up where we left off a week can be challenging in itself.
IV Learning Environment While most students show the ability to independently show
positive behaviors, there are some students who still need
prompts and reminders to adhere to the class created charter.
Class Dojo is still used to reinforce positive behaviors in the
classroom. In addition, students are able to use supports given
but they are not consistent with identifying the supports they
need on their own or advocating for themselves as needed.
V Application of Content Students that did not have mathematical reasoning skills to
calculate additional servings, especially half servings, struggled
to make inferences about how that would affect the total daily
values. There was not enough data from the math teacher or
diagnostic assessments, like iReady, to draw conclusions for
this specific area at this point in the year. This information
could be reasoned out but that also requires a certain skill set. I
think there should have been a more explicit model with a
quick assessment and then I could have pulled a small group
to work more intensively with.
VI Instructional Strategies When it comes to the challenge activity of party planning, I
think it would have been beneficial to add group roles to focus
their collaboration efforts so that they are able to progress
VII Assessment Students were aware of the rubric that was being used to
assess, however students did not contribute to the
development of the rubric. I don’t think there is time to allow
students to help create a specific rubric for each individual
assessment but perhaps we could develop a more general
rubric to use for certain tasks.
5. How would you build on
the areas you did well to
Focus: Planning on Instruction
Action Steps: Give more specific pre-assessments to plan for
students who have a strong depth of knowledge to lead small
groups, as well as be able to target students who need more
6. What are your
immediate next steps for
strengthening the areas
that did not go well?
Action Steps: In order to improve assessments, I would take
time to go over specific components for an activity and have
the students self-assess their progress based on the rubric, and
then also peer-assess to gain a wider range of feedback than
just from the teacher.
7. What questions do you
have for your supervisor?
How can I incorporate more community involvement in the
Nutrition unit? What are specific organizations that would
volunteer their time?
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