Teacher: Title: Subject: Grade:

Laughlin, James Live Observation with NCTCS N/A N/A

Observation date: Mar 10, 2017 - 7:57 AM

Submitted by: Hartman,

Mar 10, 2017 - 9:15 AM
Shana

Date Confirmed: N/A

Focus:
Additional instructions:

Scores and Evidence

1a. Teachers lead in their classrooms

Hartman, Shana Score: 2

Summary

I'd like to hear you reflection more on students "data," naming it as evidence and how that is shaping your
next lesson.

1b. Teachers demonstrate leadership in the school.

Hartman, Shana Score: 3

1c. Teachers lead the teaching profession.

Hartman, Shana Score: 3

1d. Teachers advocate for schools and students

Hartman, Shana Score: 3

1e. Teachers demonstrate high ethical standards.

Hartman, Shana Score: 3

2a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults

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 Hartman, Shana Score: 3

2b. Teachers embrace diversity in the school community and in the world.

Hartman, Shana Score: 3

Summary

Discussion today embraced this very well.

2c. Teachers treat students as individuals.

Hartman, Shana Score: 3

Summary

Much better job of tending to all students, even though some still were more quiet than others.

2d. Teachers adapt their teaching for the benefit of students with special needs.

Hartman, Shana Score: 2

2e. Teachers work collaboratively with the families and significant adults in the lives of their students.

Hartman, Shana Score: 3

3a. Teachers align their instruction with the North Carolina Standard Course of Study.

Hartman, Shana Score: 3

3b. Teachers know the content appropriate to their teaching specialty.

Hartman, Shana Score: 3

3c. Teachers recognize the interconnectedness of content areas/disciplines.

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 Hartman, Shana Score: 3

Summary

Really strong today! How did you feel about Mrs. Brown commenting a few times.

3d. Teachers make instruction relevant to students.

Hartman, Shana Score: 3

4a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and
emotional development of their students.

Hartman, Shana Score: 3

4b. Teachers plan instruction appropriate for their students

Hartman, Shana Score: 3

4c. Teachers use a variety of instructional methods.

Hartman, Shana Score: 2

Summary

I think making a pointed task for when students aren't talking (like writing on a sticky note or mixing groups so
some are inside circle and some are outside) could change it up a bit. Also, always remember to think about
how you can hold them accountable.

4d. Teachers integrate and utilize technology in their instruction.

Hartman, Shana Score: N/A

4e. Teachers help students develop critical-thinking and problem-solving skills.

Hartman, Shana Score: 3

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4f. Teachers help students work in teams and develop leadership qualities.

Hartman, Shana Score: 3

4g. Teachers communicate effectively.

Hartman, Shana Score: 3

4h. Teachers use a variety of methods to assess what each student has learned.

Hartman, Shana Score: 2

Summary

I know there will be a reflection today, but again, some daybook work during discussion would be helpful.

5a. Teachers analyze student learning.

Hartman, Shana Score: 2

Summary

Pointing back to the data piece, I'd like to see you point to this more in your reflection and show how that
leads into your lesson plan choices.

5b. Teachers link professional growth to their professional goals.

Hartman, Shana Score: 3

5c. Teachers function effectively in a complex, dynamic environment.

Hartman, Shana Score: 3

Notes

Hartman, Shana

Mr. L in the haul greeting students and monitoring the hallway; students filing in "sitting anywhere" in the circle prepared for them.
7:57 am

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 Students still figuring out where they want to sit. Mr. L at the door (ME: since you are worried about keeping the order, it might be
good to still have some kind of WID on the board or something they can be looking over while they wait)
7:59 am

Mr. L walks in an asks students to get out their daybooks and ask them to do some more thinking/writing about the discussion they
are going to have today (ME: Perfect! Next time, just have this on the board as usual since they are used to this. Most have their
daybooks, but none are writing. Many are talking during announcements as well. Friday maybe? How might you snap them back
into attention? Maybe just a "Thank you for listening to the announcements quietly..."
8:00 am

After the announcements, Mr. L reminds them to write down questions or answers to their questions from notes on the previous
day's notes/work/writing.
8:02 am

More students have their daybooks, but none are writing, most still talking; Mr. L asks if they are just ready to get started. (ME:
You may feel this is a "bad" or "disruptive" moment, but it's normal and they are coming "back to you" as soon as you start
talking/instructing them)
8:03 am

Students getting textbooks b/c they didn't realize they needed it (ME: Again, could be part of the WID or instructions on the board
for today)
8:05 am

Mr. L gives instructions on how the Socratic Seminar will work---will use an app to randomly select students to ask a question, give
an opinion, use a statement they've discussed; students need to raise their hands if they want to respond; explains that his main
job is to acknowledge those who have raised their hand, decide when the conversation on a topic has ended and will call a new
name; Mr. L reminds the class about respect and cited the "agree/disagree" and how well they did; Mr. L reminds them how they
can use their daybook to jot down thoughts while others are talking (ME: All great explanations. Again, this is an easy way to
differentiate--have these on the smart board to share from for those who like to read along; or it could be a daybook handout as
well for continued reference)
8:05 am

First student poses question, Mr. L repeats it, first student responds (after asking a clarifying questions); Mr. L taking notes;
students talking to you (ME: how can you remind them and encourage them not to talk to you?)
8:08 am

Mr. L asks a question (ME: Hmmm...not sure what I think about that. I like the idea of you extending ideas, but does that take away
from the student-led goal here? I don't think there is a right answer to this, just something I thought of)
8:09 am

Next student, reading from daybook; Shea talks so Mr. L calls on her to respond, though she wasn't quite ready; she references
the levels on the wall; another student asks about the idea of being guilty of multiple sins and she speaks to you (ME: Again, a
great moment to turn this to the class; you could say, Does anyone remember a character/person who fell into this category?)
8:10 am

Another student had a response to this; Mr. L asks Kendall a questions and then Ethan (ME: are you asking them b/c you are
avoiding the silence?)
8:12 am

Mr. L poses questions to keep the conversation going (ME: So, I like how this helps students think of things to say, BUT if you
really want them to lead, you'll have to try 1. sitting outside the circle 2. let students call on each other OR make sure they know
not to speak over each other, which they will usually regulate amongst themselves)
8:17 am

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 "Let's see who is my next victim" (Me: This is funny! And prob ok, just recognize that it implies that this is not fun as an activity and
that they surely can't enjoy this, when I think the exact opposite is ok. I'm being picky, but just keep it in mind. You know your
students better than I do, of course!)
8:24 am

Discussion flowing well now, several students hands are up for the discussion related to punishments and age (ME: Cool to see! I
continue to see them responding to you, but I see you putting your head down trying to deter them from doing that. If you don't
want them to speak to you, you might have to name this specifically as part of the instruction)
8:36 am

Lots of discussion continues; Mr. L praises some strong connections students are making to societal issues, ideas of sin in
Christian religion, etc. (ME: I think this is good example of what you mentioned regarding the background information on EdTPA
about your students, knowing your students, etc. Are you recording this? Might have been a good one to record)
8:36 am

Mr. L announces that he will summarize this last long discussion topic so that "everyone can have a chance to ask a question."
One student asks Mrs. Brown if she has something to say.
8:38 am

Mr. L trying to call on other students who aren't raising their hands on their own (ME: Many times they are repeating what others
are saying. I never know how to extend that/them, do you?)
8:44 am

Student called on but felt her questions had already been asked. Mr. L walked her through that and new questions came up, led to
other student posing a new question. Would sins change today?
8:48 am

Mr. L points to the text for additional examples (ME: Good! This might be some daybook work needed; wondering what students
should be responsible for during discussion? I know they will do a reflection, but do they know that? ) Mrs. Brown asks if there is a
new sin in modern day? Students respond.
8:50 am

Mr. L brings up other perspectives via other religions; one student getting out another textbook (ME: Whoa! So cool!); Mrs. Brown
asks about Dante's intended audience; Chloe talks about diffs in believe of Heaven and Hell in Muslim religion (ME: Great job
bringing this up and provision this perspective/discussion)
8:55 am

Students doing a really good job of taking different sides/perspectives and pointing to, connecting, and or disagreeing respectfully
to each other (ME: Cool to see!)
9:00 am

Mrs. Brown prompts Mr. L to ask "a really good question about modern day parenting..." Casey begins. (ME: She has talked the
most. How can you encourage others or set up a system that if one is talking each time, they have to wait until at least one other
has spoken etc.)
9:05 am

Hartman, Shana

Areas of Strength:

Clear guidelines and set up for discussion. No issues with students wanting to share (for the most part). Clear that they were

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prepared, etc.

Areas for Growth:

Turning over leadership to the students. If you do this again, you can guide them toward this so that you aren't in the center, they
can call on or let each other talk, etc. But, everything seemed to go just fine!

Recommendations:

Think about the accountability piece during discussion--notes, daybook work, reflection prep, etc.

Additional Comments:

Really cool to see this discussion! Great work!

Report exported on Apr 21, 2017 - 9:17 PM

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