Educator

Name:
Evaluator
Name:

Ms. Emily

Subject(s):

Reading

Mrs. Henline

Date:

July 20, 2016

Domain 2: The Classroom Environment

Component 2a: Creating an Environment of Respect and
Rapport (Standard 6)
Elements of Focus:

Grade
Level(s):
Time:

2-3
1:30-1:50

Observations

Thats a good prediction.

You got it.
Yes!
Guilty! Thats a really good answer!
Ms. Emily responded to students when they were able to
answer the question. She encouraged students to respond
even if they were unsure of the answer. Her responses
motivated the students to keep trying. You got it! Yes!
Positive reinforcement helped the students throughout the
lesson and the students felt confident in their answers.

Teacher interaction with students

Profient-3
Even though you didnt know the students, you showed
them respect and you were willing t help struggling
students.

Student interaction with other students

Component 2b: Establishing a Culture for Learning (Standard
6)

What are the objectives for the lesson? (characters, setting,

problem, solution, sequencing, retelling)
How do the students know?
What is the specific outcome of the lesson? The students
should be able to restate the outcome by the end of the
lesson. This was more evident with the exit ticket.

Elements of Focus:
Ocean Animals-Minnows and Sharks
shark teeth
fish
whales
sea plants
saltwater

Importance of content

Proficient-3
Students understand expectations and the exit ticket.
Students were using grade appropriate language when
answering questions. They communicated in a way that
was appropriate to the text and were able to respond to the
questions asked from the text.

Expectations for learning and achievement

Student pride in work
Component 2c: Managing Classroom Procedures (Standard 6)
Elements of Focus:

So I am going to pass these out to you. Just hold them.

Students were allowed to share ideas and teacher wrote
the answers on the board. Her co-teacher introduced the
text and told the students that they would respond by
holding up the minnows and sharks. One side of the class
would hold up the minnows and one side would hold up the
sharks.
Ms. Emily monitored the room throughout the lesson by
checking what character the student was holding up.
(Fang and Nugget)

Management of instructional groups

Management of transitions
Management of materials and supplies
Performance of non-instructional duties

Allow the students to pass out materials or papers to

minimize transition times. This will allow for smooth
transitions and you can use your students as your helpers.
Less that you have to do. Your students will feel like leaders
in the classroom.
Supervision of volunteers and paraprofessionals

Component 2d: Managing Student Behavior (Standard 6)

Elements of Focus:

Basic-2
Great job with allowing them to use both characters. At the
end let them share out something with a partner about the
character that they had. Always use students to your
advantage with passing out papers or materials. It makes
them feel like leaders and lets them take initiative in the
classroom.
Listen closely
Ms. Emily modeled how to hold up the minnow and shark
for the students. This also helped the students with their
behavior and engagement.
Checked in with students throughout the read aloud.
Proficient-3
Modeled for students
No student behavior issue concerns evident.
Consistently checking in with questions-engaged students!

Expectations
Monitoring of student behavior
Response to student misbehavior
Component 2e: Organizing Physical Space (Standard 6)
Elements of Focus:
Safety and accessibility

All students came in and sat at the tables. Students were

able to access the book and materials. The promethean

board was accessible by the students in the front of the

classroom. Ms. Emily wrote on the promethean board so
that all students could read her writing. Allow students to
respond on the board and even ask questions that they
may have about the text. Make predictions and record the
predictions.

Arrangement of furniture and use of physical resources

Domain 3: Instruction
Component 3a: Communicating with Students (Standard 2)
Elements of Focus:

Basic-2
I loved how you used the technology.
Students can respond and write on the board. Allow them
to take the lead. Students in the back of the room may
have not been able to see some of the responses on the
board. Students may also have predictions that they could
share out about the text. What questions or predictions do
you have by just looking at the cover of the text?
Observations
Ms. Emily started the lesson off by reminding the students
that they have been learning about Ocean Animals. Today
they will begin by brainstorming about ocean animals.
What are some animals that live in the oceans? Today when
they read the text, there will be two animals that live in the
ocean in the book.
What was the actual outcome for the students? What were
the objectives? Be Specific-What was the focus? (Character
& Setting, Text structure, Sequencing)
Expectations for the minnows and sharks were clear and
students were able to follow along with Ms. Emily. (Using
the minnow and shark and holding them up in the air when
they hear the character names)
We are going to play a game while we are reading today.

Lets see if you can keep up with us. (Hold up yours when
you hear it.)

Expectations for learning

Directions and procedures
Explanations of content

Basic-2
Expectations were clear but need to justify specifically what
the focus is (characters-setting, text structure, sequencing,
etc)

Use of oral and written language

Component 3b: Using Questioning and Discussion Techniques
(Standard 6)
Elements of Focus:

Have you ever been knocked over by a wave?

Can anyone guess what we are reading about today?
Can you tell me, who do you think that surprise visitor
was?
What do you think he is going to do?
Did you want to add anything to that?
What happened to the minnows?

Quality of questions
Discussion techniques
Student participation

Basic-2
Good text-dependent questions
Allow for some open-ended questions that lend to
discussion such as how or why questions.

Component 3c: Engaging Students in Learning (Standard 6)

Elements of Focus:

Activities and assignments

Grouping of students
Instructional materials and resources
Structure and pacing

Before the lesson, Ms. Emily handed out the materials

(minnow and shark pictures) for the students to use during
the lesson.
Exit tickets were distributed to students after the text was
read in order for students to respond.
Questioning throughout the read-aloud
Proficient-3
Exit tickets
Shark and Minnows-Self Assessing
Questioning for Students throughout

Component 3d: Using Assessment in Instruction (Standard 5)

Elements of Focus:

Assessment criteria

Students were able to self-assess during the lesson by

holding up the minnow and shark pictures.
Ms. Emily asked questions throughout the text in order to
see if students were listening to the text and able to
understand what she was reading.
At the end of the text, they handed out an exit ticket that
asked, What changes the minnows minds about Fang?
Draw or write a response to this question?

Monitoring of student learning

Feedback to students

Proficient-3
Students self-assessed throughout the lesson while the
teacher modeled. -Character cards
Expectations were clear at the beginning
Exit ticket-Did the students understand what the minnows
wanted to do? How did they respond?

Student self-assessment and monitoring of progress

Component 3e: Demonstrating Flexibility and Responsiveness

(Standard 2)
Elements of Focus:
Lesson adjustment
Response to students

Persistence

Ms. Emily was flexible throughout the whole lesson with

timing. She was also flexible because this was her first time
meeting the students. She adjusted the lesson to fit the
needs of the students when she felt they needed it.
Basic-2
Teacher adjusted timing for the lesson in order to fit
student needs.
This was challenging with this group because most of the
students were in their regular classroom. The teacher did
not have to change anything other than timing. Had to
adjust time for the exit ticket at the end.