Supervisor

Visit # 2 Evaluation
Visit Date:
03/10/2015
Visit Time:
09:15 AM - 11:00 AM
Classes Observed:
American History
General Comments:
Lesson Plan: Today, the lesson centered on one clear objective connected to two standards
State Standard 2: Benchmark 2.1 and 2.2. TSWBT analyze and comprehend the meaning
behind the Preamble and understand its implications for the Judicial branch. The lesson plan
contained objectives connected to Kansas Standards, material to be used in the lesson, detail in
the description of the activities, and evaluation strategies to check on objective coverage. It was
written nearly well enough that a substitute could teach the lesson.
Classroom Observations: Before the bell, many students were greeted as they entered the
classroom. All material and technology was ready for use. At the bell, all 12 students were seated
and rather quiet as the roll was taken and announcements made. For the 10minute board work,
students read two pages in the text and answered the two questions that followed. All were quiet.
(You could here a pen drop.) The lesson began with most attention being gained and the lesson
and objectives over viewed. Here, he put both the objectives on the board. Super!
As an introduction, Zach asked, What do you think of when you think of the judicial branch?
After 4 responses, he connected each to the word law. Asking, What do you think of when
you hear the word, law? Three responses led to a discussion of laws that ended with a
discussion on the Constitution. This was well done! Zack then put students in five groups of
two/three students by reading off names. Here, students read the Preamble and underlined the
words that didnt make sense. Using a worksheet, students then had to rewrite their section of the
Preamble hotdog style. He checked for understanding on the three directions. Super! He put
them on a 5-minute clock. He counted down the minutes but went a total of 7 minutes. Here, it is
suggested he cut down his chatter with students and talk in a softer voice. Bringing the
spokesperson to the front of the room, the students then reported using their yellow cards to
display their paraphrase. Super! Here, he questioned each on specific works. Well done!
As a transition, he then displayed some crazy illegal laws in Kansas and moved into the lecture
on Colonial America and the establishment of laws. This was well done with a well-displayed
PowerPoint including pictures. This he developed himself.
During the instructional episode, Zach asked over 21 whole class and 4 student directed
questions with probing questions following incomplete responses. Little positive feedback (Let
me know when you are running for Congress.) was noticed for questions; however, there was
appropriate wait time used to give students time to think. Excellent transitions and checks for
understanding were used during the direct instruction episode. Though most students were on
task during instruction, scanning the classroom to check each student would help him in
redirecting students who were briefly off task. There were several good redirections, these low

level redirection strategies could be increased to keep more on task: All eyes up here Mr.
Johnson When youre all talking, I cant hear One at a time. With recapitulation used as a
closure, the class ended with students leaving at the dismissal of the teacher.
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 (you
know, uh) were noticed as the lesson was taught. OK is Zacks favorite word and was used
over 40 times as transitions and checks for understanding. Overall, good start! It is evident
students see and respect Zach as the teacher.
Zach is to be commended for participating a several preschool staff meetings and extra-curricular
activities. Also, to continue to expand his professional knowledge base, he is reading various
texts and watching numerous videos on a range of instructional and management techniques by
using CANVAS, the class online learning management system.
Targets: As targets for next visit, it is suggested he: 1) strive for equal distribution questioning
and use of student names; 2) increase positive feedback and take out OK in speech; 3) increase
scanning of the classroom to catch off-task behaviors, especially when working with a group.
Seminar Activities: During the opening month of his student teaching experience, Zach has laid
the foundation for a very successful teaching experience through his course work. First, he has
thoroughly explored the policies and procedures of the school. He knows all students by name
and has explored various procedures to open, conduct, and end his classes. Second, he has
developed a written philosophy where he believes that all his students will learn the curriculum,
that he 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, he has acquired
a legal knowledge base that will help him to perform the daily classroom responsibilities in a
professional manner. Here, he has passed 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,
he achieved Blood Borne Pathogen Certification. Fifth, in the Thursday seminars, he has
explored lesson planning, objective writing, and presently has the knowledge to construct an
effective Hunter lesson plan. Fifth, he has explored various management theories, developed a
Management Plan, and is working on consistency in enforcing his classroom rules using a
discipline hierarchy. Finally, he conducted a Shadow Study where he shadowed 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, Zack is very busy
individual and has handled the time demands well.
Cooperating Teacher Evaluations: Early evaluations from the field also show a positive start. The

Initial Evaluation from Mr. Tignor, completed after the first several weeks of the experience,
show ratings of Highly Competent (4) and above on the seventeen indicators under Professional
Characteristics and Student Relationships (the only two areas evaluated in the first evaluation). A
number of strengths were identified and no major concerns were mentioned in the first formative
assessment. Also, in pre-conference discussions, the cooperating teacher was pleased with his
general professional development. Other than common beginning characteristics with classroom
management, no major concerns were revealed. He 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 with Mr. Tignor praising him for his innovation.
Attendance and punctuality have been good and a positive impression has been made with his
enthusiastic demeanor 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 how you are varying instruction.
4. In planning for student evaluation, make sure you build in multiple avenues for students to
meet the objectives. If possible, next time, show me how you are using different assessments
techniques to reach a grade.
5. Keep expanding your management skills such as increased scanning and consistency in
redirection. Practice saying what you mean, and meaning what you say.
Conference Held:
Conference: A conference was held with Mr. Tignor, the cooperating teacher, and the student
teacher, Zach, 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, indicator 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
will be given to the student teacher to be used in his professional portfolio website.
A. Professional Characteristics
Current Standing: 4
#

Ratings

Indicator

COMMEND

Is dependable, flexible, and punctual.

COMMEND

Maintains a consistently positive and professional demeanor.

COMMEND

Believes that all students can learn and teachers can make a
significant contribution to learning.

N/A

Understands and respects a diverse student/parent population

and helps all children learn respect for the traditions and
cultures of others.

COMPETENT Promotes a classroom environment that is caring and supportive

to all students.

COMMEND

Complies with confidentiality laws and policies regarding

students, parents, and personnel.

7

COMMEND

COMPETENT Establishes two-way communication with colleagues and

students.

IMPROVE

10 COMMEND

Knows and follows school policies and shares in the general

responsibilities and duties associated with teaching (e.g.,
attendance, discipline, hall duty).

Communicates fluently using appropriate and grammatically

correct oral and written language.
Look at taking OK out of speech
Sets goals or demonstrates a desire to continually acquire
knowledge and skills especially in emerging educational
technologies.

11 COMPETENT Seeks to implement the recommendations from evaluations of

professional performance.
12 COMPETENT Practices self-evaluation and reflection to enhance instructional
effectiveness.
13 COMMEND

Maintains ethical behavior with all students and colleagues.

B. Relationships with Students

#

Ratings

Current Standing: 4

Indicator

14 COMPETENT Conveys high expectations that all students will succeed and
learn.
15 COMMEND

Models an enthusiastic behavior and a caring attitude towards

all students.

16 COMMEND

Demonstrates positive rapport with a diverse student population.

17 COMMEND

Listens carefully to all students then responds in a professional

manner.

C. Instructional Planning
#

Ratings

Current Standing: 3

Indicator

18 COMPETENT Understands the appropriate scope and sequence of objectives

for teaching the curriculum (national, state, and/or local
standards).
19 COMPETENT Develops clear short and long-term instruction plans (e.g. lesson
plans, units, and/or modules) which include objectives,
materials, activities, adaptations/modifications and evaluation
techniques based on the curriculum.

20 COMPETENT Has an up-to-date knowledge of the subject matter and attempts

to incorporate diverse and practical illustrations, examples and
applications in lesson material and activities.
21 COMMEND

Selects materials and activities consistent with the objectives of

the lesson and students' diverse abilities resulting in appropriate
adaptations and modifications.

22 N/A

Has knowledge of and plans developmentally appropriate

instruction.

23 COMMEND

Uses available technologies for planning and integration with

other disciplines.

24 N/A

Structures lesson planning to allow for interventions, such as

individualization, reteaching, and alternative assessment, so all
students can meet the objectives.

25 COMMEND

Creates lessons that encourage students to think creatively and

critically, to solve problems, and to develop skills needed in a
global society.

D. Instruction
#

Ratings

Current Standing: 4
Indicator

26 COMMEND

Conducts class with poise, confidence and enthusiasm.

27 COMMEND

Presents lessons in a clear, logical, and sequential manner.

28 COMMEND

Insures that lesson materials and information are professionally

displayed and accessible to all students.

29 COMMEND

Communicates clearly to all students the objective and purpose

of each lesson.

30 COMMEND

Reviews or provides an anticipatory set in an effort to gain the

interest of the student.

31 COMMEND

Provides a real world context for lesson content.

32 COMMEND

Utilizes various instructional strategies appropriate for the

objectives of the lesson.

33 N/A

Incorporates differentiated instruction to meet the academic

needs of all students.

34 COMMEND

Uses available educational technologies for effective

instruction.

35 IMPROVE

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).
36 COMMEND

Responds to student questions in a concerned and effective

manner

37 COMMEND

Provides opportunities for all students to successfully apply or

practice knowledge and skills learned.

38 COMMEND

Facilitates instructional strategies which provide opportunities

to work individually and collaboratively in groups.

39 COMMEND

Conducts lessons at an appropriate pace and maximizes time on

task.

40 COMPETENT Provides focus on important points and checks for

understanding.
41 COMPETENT Accomplishes smooth and orderly transitions between parts of
the lesson.
42 COMPETENT Gives clear directions.
43 COMMEND

Effectively achieves closure to each lesson and/or class period.

E. Classroom Management
#

Ratings

44 COMMEND

Current Standing: 3

Indicator
Believes in and communicates a well-defined classroom
management system.

45 COMPETENT Organizes and maintains the physical environment of the

classroom in a pleasant and orderly manner conductive to
student learning and safety.
46 COMPETENT Establishes, teaches, and reinforces classroom expectations,
rules, routines, and procedures fairly.
47 N/A

Teaches tolerance by example and by design, striving to develop

a classroom atmosphere which recognizes the value of all
people regardless of their uniqueness.

48 N/A

Monitors students' behaviors and activities in the classroom at

all times.

49 COMPETENT Displays consistency in dealing with behavior in the least

disruptive manner, utilizing appropriate positive and negative
consequences.
50 COMPETENT Handles multiple tasks, intrusions, and distractions while
maintaining the flow of the lesson.

51 COMMEND

Understands how to handle unexpected classroom incidents and

emergency procedures.

52 COMMEND

Provides a learning environment which includes high time-ontask and active engagement.

F. Evaluation
#

Ratings

53 N/A

Current Standing: 3
Indicator
Develops and communicates to students and parents a fair
evaluation system which respects the legal right of all involved.

54 COMPETENT Uses available technologies to post and communicate students

progress in a timely manner.
55 COMPETENT Maintains clear and reasonable work standards and due dates.
56 COMMEND

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.

57 N/A

Uses multiple methods of assessing and evaluating student

knowledge and performance.

58 N/A

Makes changes in instruction based on feedback from multiple

classroom assessment sources.

59 COMPETENT Gives timely and specify oral and/or written feedback on all
assignments and provides corrective action so all students can
succeed.
60 COMPETENT Has knowledge of the referral and intervention process and can
use specialized services as students needs arise.