Appendix D

Towson University

Classroom Observation
Intern: Elana Kanter

Date: March 4, 2015

Time: 9:30
Class
Grade: 7/8
Size: 20

School: Thomas Johnson Elementary/Middle School

Subject:LanguageArts

Mentor: Mr. David B. Baum

Observed

Planning
Lesson is aligned with appropriate content standard and indicator.
Lesson is aligned with appropriate InTASC principle.
Lesson objective identifies intended learning.
Lesson objective is worded in student terms.
Formative assessment is directly aligned with the objective.
Instructional materials are attractive and readily available.

In
Progres
s

Not
Observed

N
A

X
X
X
X
X
X

Comments: Ms. Kanter was well prepared, wrote a solid lesson plan with a clear objective and delivered her lesson with expertise. The students
were engaged throughout and the lesson objective was met. Very nice job.

ContextforLearning
Students demonstrate adequate prior knowledge to be successful learners.
Grouping techniques are appropriate for intended learning.

X
X

Comments: Ms. Kanter successfully used students prior knowledge on the topic to build upon the lesson and the objective. Students have been
introduced to researching and citing sources this year (for the first time). Very effective.

MotivationforLearning
Connections are made between students experiences and the new learning.
Strategies are used to promote excitement and stimulate thinking.
Positive reinforcement is used when appropriate.

X
X
X

Comments: Ms. Kanter did an excellent job hooking the students so that they would be engaged and learning throughout the lesson. Using
technology (researching on the laptops) is an excellent attention getter and a very effective way to engage and keep a students attention. Ms.
Kanter circulated throughout the lesson, giving positive feedback and asking/answering questions that were academic-based, insightful, and
meaningful and that enriched the research activity.

ImplementingtheLesson
An appropriate review/drill/warm-up/motivation is conducted.
Objective is posted, shared with students, discussed and clarified as needed.

X
X

Instructional activities are meaningful and relate to the objective.

Instructional activities are appropriately sequenced.
Instructional activities are varied to address different learning styles.
There is a balance between teacher-directed and student-centered learning experiences.
Students are actively engaged during instruction.
Teacher/student modeling sequence is appropriate to intended learning.
Expectations/standards for student work are clearly communicated.
Class begins and ends on time.
Pacing is appropriate and adjusted based on student feedback.
Transitions between activities are efficient and effective.
Levels of questions are varied and support the objective.
Content is accurate.
Instruction makes cross-curricular connections (as appropriate)
Instruction integrates the use of technology (as appropriate).

X
X
X
X
X
X
X
X
X
X
X
X
X
X

Homework assignment is appropriate.

Comments: Ms. Kanters lesson flowed smoothly. Her warm up was exciting and hooked the students. The lesson was student centered and
students were in appropriately in control of their pacing. The objective was clear. All students understood the objective and the objective was
met.

Observed

In Progress

Not
Observed

NA

Assessing Student Learning/Differentiation

Student data (as available) is used to inform instructional decisions.
Informal assessment strategies are utilized throughout the lesson.

X
X

Instruction is adjusted based on informal assessments of student understanding.

Instructional modifications (interventions/enrichment) are provided and based on needs of
students.
Students practice new learning independently.
Formative assessment is completed during the class period.

X
X
X
X

Future instructional planning is based on formative data (Post observation discussion).

Comments: Ms. Kanters lesson was based on data provided her from the mentor and from informal observations in the classroom setting
during regular instruction time. Ms. Kanter checked for understanding with each student and provided assistance when necessary. No
modifications were needed during the lesson as support was provided to meet the needs of any student who was unclear. Most students
understood the objective and the expectation and demonstrated the ability to work independently with very little assistance.

SummarizingtheLesson
Summary provides connections to past and/or future lessons.
Students demonstrate, reflect and evaluate attainment of the objective.

X
X

Comments: Ms. Kanter did an excellent job making connections to past lesson that students have been taught and built upon those skills
effectively. Students understood objective and had an opportunity to reflect during their exit ticket.

ClassroomManagement
Student behavior is managed effectively.

X
X
X

A positive and supportive atmosphere is maintained.

Classroom routines and procedures are evident.

Appropriate feedback and reinforcement are used consistently.

X
X

Instructional space, equipment, and materials are organized.

Comments: Ms. Kanter is very effective in all these areas. These are her strengths, and she demonstrates an almost natural ability to manage a
classroom and create a positive atmosphere for learning.

Professionalism
The intern uses correct English.
The intern demonstrates knowledge of instructional strategies.
The intern appears sensitive to individual needs and differences.
The intern uses AV materials and technology appropriately.
All written materials are clear and legible.
The intern uses a clear voice, which is appropriately adjusted in volume and inflection.
The intern uses non-verbal communication effectively.

X
X
X
X
X
X
X

Comments: Ms. Kanter excels in these areas. Her ability to read students and address individual needs is a gift. She is able to do this without
doing the work for the struggling student. She is able to motivate and encourage a student to do his or her very best.