PSU

Supervisor
Visit # 2 Evaluation
Visit Date:

09/28/2016
Visit Time:

03:15 PM
Classes Observed:

MS Tech
General Comments:

Lesson Plan: Today, the lesson centered on four clear objectives connected to state standards STL8.G STL8E, STL12H, and STL
12K.. The lesson plan also contained material to be used in the lesson, a brief description of the instructional activities, and
evaluation strategies to check on objective coverage. It passed the simple test of whether a substitute could easily follow the plan
to effectively teach the lesson. It also showed how the objectives would be sufficiently covered.
Classroom Observations: At the bell, all 11 Intro to Engineering and Robotics students were seated in the shop classroom and
ready as the roll was taken silently and entered into the computer. Gaining the attention of all students, the lesson began with an
overview of the days activities. They were then moved to the wood shop where three groups retrieved their previously built robots.
Here, Melissa reviewed robot driving skills and explained the days competition rules. Students first finished checking their
clawbots to make sure all was operational. Here, they checked and installed batteries. One group did not have a charged battery.
While waiting for the battery to charge, Melissa had students get their engineering notebooks, and they took a brief 10 question
T/F quiz getting them ready for the post test. (This showed great flexibility because the batteries should have been charged
yesterday.) Here, all students were on task and attentive. During this first half instructional episode, Melissa moved from group-togroup helping them complete the clawbots. Correctives and positive feedback were noticed. Though most students were on task
during instruction, scanning the shop to check each student would help her in redirecting students who were briefly off task.
The three groups then started the competition. They had to navigate a maze without crossing the borders marked on the floor,
retrieve a plutonium block (a ball) without damaging it, and return it to the base camp (starting line) without causing an explosion.
Each group was timed! This was a great episode with all students showing positive competition dispositions! Students were even
using their cell phones to record the navigation. With a brief closure, the class ended with students cleaning the shop and leaving
at the dismissal of the teacher. Overall, the lesson plan, which contained clear objectives, detailed instructional procedures, and
evaluation techniques, was effectively implemented.
The classroom atmosphere seemed to be pleasant, task-oriented, and conducive to learning. Voice projection, articulation,
appropriate vocal speed, and grammatically correct language were witnessed throughout the lesson. Speaking in complete
sentences, few vocal segregates (OK, you know, uh) were noticed as the lesson was taught. Overall, good start! It is evident
students see and respect Melissa as the teacher.
Targets: As targets for next visit, it is suggested she increase scanning of the shop to catch off-task behaviors.
Melissa is to be commended for participating a several preschool staff meetings and extra-curricular activities. Also, to continue to
expand her professional knowledge base, she is reading various texts and watching numerous videos on a range of instructional
and management techniques by using CANVAS, the online learning management system.
Seminar Activities: During the opening month of her student teaching experience, Melissa has laid the foundation for a very
successful teaching experience through her course work. First, she has thoroughly explored the policies and procedures of the
school by completing a 200-item orientation checklist. She knows most students by name, and has explored various procedures to

open, conduct, and end his classes. Second, she has developed a written philosophy where she believes that all her students will
learn the curriculum, that she is the one responsible for that learning, and that individual student achievement is a matter of time
and providing opportunities where success breeds success. Third, she is acquiring a legal knowledge base that will help her to
perform the daily classroom responsibilities in a professional manner. Here, she will complete a comprehensive law exam that
covered the judicial basis for education, basic legal terminology, teacher hiring and dismissal, and general classroom legal
responsibilities towards such topics as child abuse, sexual harassment, suicide, drugs, weapons, personal searches, locker
searches, corporal punishment, student evaluation, first aid, medication, slander, field trips, equal opportunity in sports, home
schooling, religious and political opinions, creationism, prayer, and special education. Next, in a special training session, she
achieved Blood Borne Pathogen Certification. Fifth, in the seminars, she has explored lesson planning, objective writing, and
presently has the knowledge to construct an effective Hunter lesson plan. Sixth, she is exploring various management strategies,
developing a Management Plan, and is working on consistency in enforcing her classroom rules using a discipline hierarchy.
Finally, she is in the process of conducting a Shadow Study where she will shadow a student for a day and explored how the time
of day, room artifacts, class atmosphere, class procedures, instructional strategies, questioning, teacher dispositions, peer
actions, seating position and general physical characteristics affected the students behavior. Overall, she is very busy individual
and has handled the time demands well.
Cooperating Teacher: Early evaluations from the field also show a positive start. In pre-conference discussions, Mr. Sullivan was
pleased with her general professional development. He mentioned her control of the class, her rapport with students and staff, and
her mature perspectives towards working with students. Other than common beginning characteristics, no major concerns were
expressed. She is continuing to develop rapport with students, exploring curriculum, and making plans to gradually assume the
remainder of the classes. Early lessons have gone fairly well. Attendance and punctuality have been good and a positive
impression has been made with her enthusiastic demeanor. She is to be commended for her quick orientation and assimilation
into the schools culture. Overall, a great start!
Reminders for next visit:
1. Develop and implement a plan to improve on each of the targets listed above.
2. Keep up-to-date on class assignments.
3. In planning your future lessons, continue to explore using various instructional techniques. If possible, next time, show me how
you are varying instruction.
4. Keep expanding your management skills such as increased scanning and consistency in redirection and saying what you
mean, and meaning what you say.
Conference Held:

Conference: A conference was held with the cooperating teacher, Mr. Stevenson, and the student teacher, Melissa, to first check
on program questions, review teaching load, and assess progress so far. Using a clinical supervision model, a pre-conference was
held to review the lesson plan and class characteristics. Using the computerized report, a post conference covered the class
observations, commendations, and suggested targets. A written report was given to the student teacher at the next seminar. A
digital picture was taken with the cooperating teacher and loaded on to the GUS evaluation system so she can use it in her
website portfolio. Several short videos were also taken of her teaching.
A. The Learner and Learning
#

Ratings

Current Standing: 3
Indicator

COMPETENT Plans and delivers developmentally appropriate instruction

N/A

Consults a variety of sources (e.g., student records, counselors, resource specialists, parent conferences, test results, and
other diagnostic tools) to determine the learning needs and capabilities of individual students

N/A

Differentiates instruction appropriately for specific needs of learners

N/A

Persists in helping all students achieve success

N/A

Brings multiple perspectives to the discussion of content, including attention to learners' personal, family and community
experiences and cultural norms

N/A

Designs instruction to build on learners' prior knowledge and experiences

COMPETENT Displays consistency in dealing with behavior in the least disruptive manner, utilizing appropriate positive and negative
consequences

COMMEND

Demonstrates positive rapport with a diverse student population

N/A

Understands and respects a diverse student/parent population and helps all students learn respect for the traditions and
cultures of others

10

COMMEND

Uses appropriate nonverbal communication

11

COMMEND

Provides a learning environment which includes high time-on-task and active engagement

12

COMPETENT Promotes a classroom environment that is caring and supportive to all students

13

COMPETENT Organizes and maintains the physical environment of the classroom in a pleasant and orderly manner conducive to student
learning and safety

14

IMPROVE

15

COMPETENT Handles multiple tasks, intrusions and distractions while maintaining the flow of the lesson

Monitors students' behaviors and activities in the classroom at all times

16

COMPETENT Teaches and reinforces classroom expectations, rules, routines and procedures fairly

B. Content
#

Current Standing: 2

Ratings

Indicator

17

COMMEND

Demonstrates content area knowledge

18

N/A

Keeps abreast of new ideas and understandings in the field

19

N/A

Effectively uses multiple representations and explanations that capture key ideas in the discipline, guides learners through
learning progressions and promotes each learner's achievements of content standards

20

N/A

Engages students in learning experiences in the discipline(s) that encourage learners to understand, question and analyze
ideas from diverse perspectives using standards of evidence

21

COMMEND

Creates opportunities for students to learn and practice content language

22

COMMEND

Provides a real world context for lesson content

23

COMPETENT Demonstrates pedagogical knowledge relevant to the discipline

C. Instructional Practice
#

Current Standing: 2

Ratings

Indicator

24

N/A

25

COMPETENT Develops clear lesson plans which include objectives, materials, activities, adaptations/modifications and evaluation

26

N/A

Develops clear long-term instruction plans (e.g. units and/or modules) which include objectives, materials, activities,
adaptations/modifications and evaluation techniques based on the curriculum

27

COMMEND

Selects materials and activities consistent with the objectives of the lesson and students' diverse abilities resulting in
appropriate adaptations and modifications

28

COMMEND

Applies the appropriate scope and sequence of objectives for teaching the curriculum (national, state and/or local standards)

29

COMMEND

Uses available educational technologies for effective instruction

30

COMMEND

Provides opportunities for all students to successfully apply or practice knowledge and skills learned

31

COMMEND

Designs assessments that align with learning objectives

32

N/A

Effectively uses multiple and appropriate types of assessment data to identify each student's learning needs and to develop
differentiated learning experiences

33

N/A

Maintains clear and reasonable work standards and due dates

34

N/A

Makes changes in instruction based on feedback from multiple classroom assessment sources

35

COMPETENT Gives constructive and frequent feedback to students on their learning

36

N/A

37

COMPETENT Accomplishes smooth and orderly transitions between parts of the lesson

38

N/A

Communicates clearly to all students the objective and purpose of each lesson

39

COMMEND

Conducts class with poise, confidence and enthusiasm

40

COMPETENT Maximizes instructional learning time by working with students individually as well as in small or whole groups

41

COMMEND

Gives clear directions

42

N/A

Provides focus on important points and checks for understanding

43

N/A

Uses a variety of effective and appropriate instructional strategies and resources

44

N/A

Encourages participation from all students through effective questioning strategies (e.g., equal distribution, level variation,
adequate wait time, probing and clue giving, and appropriate correctives and feedback)

45

COMPETENT Presents lessons in a clear, logical and sequential manner

Creates lessons that encourage students to think creatively and critically and to solve problems

techniques based on the curriculum

Balances the use of formative and summative assessment as appropriate to support, verify and document learning

D. Professional Responsibility
#

Ratings

Current Standing: 3
Indicator

46

N/A

Models and teaches safe, legal and ethical use of information and technology

47

N/A

Demonstrates maturity and accepts constructive criticism in a positive manner

48

COMMEND Knows and follows school policies and shares in the general responsibilities and duties associated with teaching (e.g.,
attendance, discipline, hall duty)

49

COMMEND Listens carefully to all students then responds in a professional manner

50

N/A

Practices self-evaluation and reflection

51

N/A

Maintains confidentiality at all levels

52

N/A

Implements the recommendations from evaluations of professional performance

53

COMMEND Demonstrates effective interpersonal skills

54

COMMEND Maintains a consistently positive and professional demeanor

55

COMMEND Communicates effectively, appropriately and professionally in all forms and to all audiences

https://go.pittstate.edu/...oe.supr?cFlza5APLDNdu&FORM=VIEW.EVALUATION&VISIT=2&STUDENT.ID=VTJTYWx0ZWSkq5lAkoHQJNUUw0LLHILK_d_[12/10/2016 12:06:31 PM]