Formative Observation Data Analysis (FODA) Teacher Name: _Ima ...

Formative Observation Data Analysis (FODA)
Teacher Name: _Ima Sample__ Date/Time Observed: _3/11/02; 10:15 to 10:45am_
Observer/Evaluator Name: _Bee A. Model_ Date of FODA Conference: 3/22/02
Based on your observation, address each function using statements that accurately reflect the performance
documented by your data.
MANAGEMENT OF INSTRUCTIONAL TIME
Ms. Sample had all materials ready when students arrived. Students were working with phone
books, TTYs, and worksheets. She began class quickly and used all of the available time for
student learning.
MANAGEMENT OF STUDENT BEHAVIOR
Ms. Sample has established procedures for classroom management. Students follow the rules
for the most part. One student did not bring her pencil to class, but she was able to borrow one.
Ms. Sample monitors all students’ behavior and works with students and her teacher assistant
to manage behavior.
INSTRUCTIONAL PRESENTATION
Ms. Sample began the lesson by reminding students of the work that they had done yesterday
on using the TTY and the Relay system. She emphasized why it was important for students to
know how to use this system and not to rely on others. She used a story as the backdrop for
students’ work and encouraged them to relate this to things that had happened to them. She
moved students along at a brisk pace. However, the directions were not clear to students as
some of them were copying materials onto their worksheets that they were supposed to create
themselves.
Technology was used that will be critical to the success of hearing impaired students as they
begin to work and function in society. Students were engaged and interested.
INSTRUCTIONAL MONITORING
Ms. Sample circulated around the room as she taught and as the students worked. She
answered questions individually and adjusted her lesson to assist students in filling out the
worksheet. She also adjusted by providing more examples than she had originally planned to
use.
INSTRUCTIONAL FEEDBACK
Ms. Sample provided clear and appropriate feedback to her students. She used their questions
to find ways to explain information more clearly. She checked students’ work as she circulated
around the room. She also prompted students when they gave incorrect answers so that they
could figure out the correct answer. She encouraged students to ask questions. Her wait time
was appropriate.
FACILITATING INSTRUCTION
The TTY/Relay activity was very appropriate for students. The information aligns directly with
their life skill needs and supports the Occupational Course of Study which most of these
students will follow next year. Ms. Sample used a variety of resources to support the lesson.
DHHS FORMATIVE OBSERVATION DATA ANALYSIS (FODA) FOR BEGINNING TEACHER TPAI p.1 of 2

COMMUNICATION WITHIN THE EDUCATIONAL ENVIRONMENT
Not observed
NON-INSTRUCTIONAL DUTIES
Not observed
From the classification of raw data on this sheet, list the strengths observed during this
cycle and prioritize the areas for improvement.
STRENGTHS:
• You planned and taught a strong lesson which provided high student interest and direct
correlation to students’ needs.
• You do creative work with your students that is applicable to real life.
• You provide hands-on learning experiences for students.
• The classroom procedures and rules are in place.
• You are knowledgeable about your subject matter.
• You adjusted the plans to spend more time reinforcing student learning.
• Students were not allowed to just answer. They had to provide explanations of how they
knew the correct answer.
• Student responses were praised.
AREAS FOR IMPROVEMENT:
• Your students would benefit from step-by-step directions. These would be easier to follow
and could even be written on the board to help keep everyone on the right path.
• Enforce your classroom rules. If students are to bring their pencils to class, do not allow a
student just to borrow a pencil. This does not teach about consequences.
• Continue to work on behavior management. Some of the students were talking to each other
while you were putting things on the board for them to see. Also, be more sensitive to Scotty.
Keeping him at the table seems to be very important to him. Automatically assigning him
away will not solve the problem. Let him stay at the main table until he proves he can’t. You
and his assistant should track how long that is each day and share that information with him.
We can discuss more ways to handle this so that the burden is more on him for his own
behavior.
Observer/Evaluator Signature: ______________________________________________ Date: _____________
Teacher Signature: ________________________________________________________ Date: _____________
_____I have asked for and received a copy of the raw data from this observation.
_____I have not asked for a copy of the raw data from this observation.
Please Initial: _____ I agree with this data analysis. _____I do not agree with this data analysis.
(The teacher may provide written feedback within 30 days.)
DHHS FORMATIVE OBSERVATION DATA ANALYSIS (FODA) FOR BEGINNING TEACHER TPAI p.2 of 2