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Evaluation Results

Mary Kelly

12/12/2019 09:28:52 AM (EST)

Student Teaching Fall 2019

Student Teaching Fall 2019

Using Form

Detailed Results ( Form used : Stockton Student Teacher Observation Form (as of Fall19))

Response is required

Stockton Student Teaching Formal Observation Form

This form should be used for all formal observations of the student teacher. A separate midterm & final evaluation form are used after
the 3rd and 6th observation by the college supervisor. Contact information is provided at the end of the document if you have any
questions or concerns.

Observation #

* College supervisors- m i n i m u m o f 6 f o r m a l o b s e r v a t i o n s ( 3 p r i o r t o m i d t e r m e v a l u a t i o n & 3 p r i o r t o f i n a l e v a l u a t i o n )

* Cooperating teachers- m i n i m u m o f 4 f o r m a l o b s e r v a t i o n s ( 2 p r i o r t o m i d t e r m e v a l u a t i o n & 2 p r i o r t o f i n a l e v a l u a t i o n )

Observation 6

Date of Observation

Thursday December 5, 2019

Mentor Teacher

Ms. Elizabeth Ingargiola

Student teacher

Enter name of student teacher

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 Enter name of student teacher

Mary Kelly

Student Teacher Z number

Enter Z number of student teacher

00266934

Name of K - 12 School

Name of school of student teacher

North Main Elementary

Grade/Subject

Grade 1, Mathematics

Number of Students in Classroom

15 Students

Semester

Fall 2019

Student Teaching Placement Level

Elementary

Educators in the Room

This considers all professionals in the room beyond the student teacher. Many times there may be multiple professionals in the
room such as para-professionals, inclusion teacher, one-on-one aide, etc. Professionals are all employees of the school that are
active in the classroom at the time of observation. Please check of any that were present when you observed. Use "other" for any
not listed.

Other: Mentor Teacher

Observation Details
Refer to your personal hard copy of The Framework for Teaching Evaluation Instrument, 2013 Edition by Charlotte Danielson when
completing this form. You may also seek additional resources at the Supervisor's website, http://tinyurl.com/TEDUSupervisor.

Date Tasktream lesson plan submitted

December 4, 2019

Topic of Lesson

Mathematics:

What student teaching model is being used?

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 Traditional vs. Co-teaching. If co-teaching team has not been trained by Stockton, they should be using a student teaching
traditional model.

Co-teaching Model

If you are co-teaching, please select which of of the seven models is being used in this lesson.

Station Teaching

Domain 1: Planning and Preparation

Domain 1 is judged by any pre-conferencing and the lesson plan reviewed in advance of the lesson.

DOMAIN I: Planning and Preparation

1a. Knowledge of content and pedagogy

-Knowledge of content and structure of the
discipline
-Knowledge of prerequisite relationships
-Knowledge of content-related pedagogy
1b. Knowledge of students
-Knowledge of child and adolescent
development
-Knowledge of the learning process
-Knowledge of students’ skills,
-Knowledge and language proficiency
-Knowledge of students’ interests and
cultural heritage
-Knowledge of students’ special needs
1c. Selecting instructional goals
-Value, sequence and alignment
-Clarity
-Suitability for diverse students
-Balance
1d. Demonstrating knowledge of resources
-Resources for classroom use
-Resources to extend content knowledge and pedagogy
-Resources for students
1e. Designing coherent instruction
-Learning activities
-Instructional materials and resources
-Instructional groups
-Lesson and unit structure
1f. Designing student assessments
-Congruence with instructional
-Criteria and standards
-Design of formative assessments
-Use for planning

Details on each component can be found at:

Danielson Framework Reference

Ms. Kelly submitted a lesson included a moderately connected objective that referenced to the CCCS. It
stated that the students would be able to add within 20. No strategies included in the indicators were
addressed but the lesson itself reflects some of these indicator points in general alignment with the
standard. Ms. Kelly attended to the prerequisites of addition by expecting the students to add up to 20
using the strategies they knew (number line, counting up, etc) All learning stations addressed addition
with one also including subtraction. Ms. Kelly demonstrated her knowledge of the structure of
Mathematics which includes considerable practice of facts for fluency. The plan included some
knowledge of the students and included the chosen ability groups. Both Ms. Kelly and the Mentor would
be present at stations to ensure that the students were able to work on the practice problems. The
assessment plan does include general information about how the worksheet activities will be

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 examined. There was no mention of a rubric or proficiency but there was remediation mentioned as an
option in a smaller group. (1a-c, f)

Ms. Kelly identified her resources and they were included in the lesson plan. The students would be
working on paper, scissors and crayon activities. During the observation the students were able to do
one lengthy time period and part of the next stations before stopping for Spanish class. They would be
continuing stations after that class. The learning activities would be timed and this was adhered to
during the observation. Materials would be at the stations and the instructional groups were
determined by data. The lesson fits into the structure of Mathematics where practice is crucial to fluency
of facts. These all point to a appropriately coherent lesson. (1d-e)

DOMAIN 2: The Classroom Environment

During observation of instruction, note areas of interest and specific evidence to assist you in completing the student teacher
evaluation protocol.

DOMAIN 2: The Classroom environment

This domain should address each of the following components:

2a. Creating an Environment of Respect and Rapport
-Teacher interaction with students, both words and actions
-Student interaction with other students, both words and actions
2b. Establishing a Culture for Learning
-Importance of the content and of learning
2c. Managing Classroom Procedures
-Management of instructional groups
-Management of transitions
-Management of materials and supplies
-Performance of non-instructional duties
2d. Managing Student Behavior
-Expectations
-Monitoring of student behavior
-Response to student misbehavior
2e. Organizing Physical Space
-Arrangement of furniture and use of physical space
-Safety and accessibility

Details on each component can be found at:

Danielson Framework Reference

Ms. Kelly created an environment that was welcoming to her class. She brought the students together
to work on calendar activities which started the day. She interacted with the students effectively during
this part of the lesson using content vocabulary throughout so that all students had a chance to
participate. Students also used whole class answering during some parts of this activity, for instance
when counting the total number of days in school using tens and ones. Ms. Kelly also used both words
and actions that stimulated learning by offering positive comments and bringing about excitement to
begin their learning stations. As a result Ms. Kelly was successful in offering a classroom environment
and culture that stimulated learning. (2a-b)

Ms. Kelly managed the classroom effectively. Students had places on the learning carpet, knew how to
sit in small groups and work and when she called them to attention they stopped and listened to her
directions. The transitions were consistently smooth and the students needed little prompting to get
into their groups. Both teachers helped to get them started at their stations and then worked with
students at a station for support. Ms. Kelly managed behavior from her place at the station but also
monitored students at other stations to ensure compliance. Ms. Kelly used the full classroom for her
lesson. (2c-e)

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 DOMAIN 3: Instruction
During observation of instruction, note areas of interest and specific evidence to assist you in completing the student teacher
evaluation protocol.

DOMAIN III: Instruction

This domain should address each of the following components:

3a. Communicating with Students
-Expectations for learning
-Directions for activities
-Explanation of content
-Use of oral and written language
3b. Using Questioning/Prompts & Discussion Techniques
-Quality of questions/prompts
-Discussion techniques
-Student participation
3c. Engaging Students in Learning
-Activities and assignments
-Grouping of students
-Instructional materials and resources
-Structure and pacing
3d. Using Assessment in Instruction
-Assessment and criteria
-Monitoring of students learning
-Feedback to students
-Student self-assessment and monitoring of progress
3e. Demonstrating Flexibility and Responsiveness
-Lesson adjustment
-Response to students
-Persistence

Details on each component can be found at:

Danielson Framework Reference

Ms. Kelly communicated her expectations for the learning stations through her directions. She showed
the students each station area materials and explained what they needed to do while they were there.
Some students required additional help getting started at each station and this was provided by both
teachers. While working with her small group Ms. Kelly asked some timely questions about the
strategies students might use to solve their problem. She worked through the chosen strategy with the
student until they understood. Most of the questions related to this kind of inquiry. Although basic t h e
discussions with individual students were of good quality and on level with their needs. The questioning
w a s consistently the same with each child as she worked through problems with them. (3a-b)

Ms. Kelly engaged the students in a genuinely active learning environment. Students had to actively
engaged with each station using their skills at addition. Every student participated and some were
more able than others to work alone. The grouping was effective so that Ms. Kelly could focus on the
students who needed help in one setting/small group. The stations are designed to be visited once
during the Mathematics class and the observed portion of this lesson had one and one half of those
stations visited punctuated by Spanish class. However, the pacing was appropriate in order to complete
the tasks. Ms. Kelly will examine the worksheets after the students finish cutting, pasting and
completing their stations. She mentioned in her lesson that she uses the information to gauge who
needs additional support. She did not mention when these students would be addressed. Ms. Kelly was
flexible in this lesson so that she was available to all students. There was no adjustment to the lesson
beyond the support she offered at one station. (3c-e)

DOMAIN IV: Professionalism

This domain should address each of the following components:

4a. Reflecting on teaching

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 -Accuracy
-Use in future teaching
4b. Maintaining accurate records
-Student completion of assignments
-Student progress in learning
-Non-instructional records
4c. Communicating with Families
-Information about the instructional programs
-Information about individual students
-Engagement of families in the instructional program
4d. Participation in a Professional Community
-Relationships with Colleagues
-Involvement in a culture of professional inquiry
-Service to the school
-Participation in school and district projects
4e. Growing and Developing Professionally
-Enhancement of content knowledge and pedagogical skill
-Receptivity to feedback from colleagues
-Service to the profession
4f. Showing Professionalism
-Integrity and ethical conduct
-Service to Students
-Advocacy
-Decision Making
-Compliance with school/district regulations

Details on each component can be found at:

Danielson Framework Reference

Ms. Kelly reflected at length about her lesson but beyond the established time frame for submittal
(student teacher handbook). She listed many areas that she felt brought about true learning
opportunities for her students. She also offered some support for her choices and actions during the
lesson. In addition she mentioned some changes she would make. Ms. Kelly communicates with parents
during dismissal on a daily basis along side her Mentor. In relations to data Ms. Kelly stated that she
collects and files work so that she can keep a collection of their work to support changes to instruction
and grouping. (4a-c)

Ms. Kelly participates in the professional community. She works closely with her Mentor and offers
assistance to another first grade teacher during this two week period Ms. Kelly attended a staff
meeting on a recent school crisis, attended an intervention meeting and a PLC period where they
worked on Science and Social Studies lessons. Ms. Kelly also created a video so use with the Apple tech
people who visited. She also attended parent conferences beyond the school day along side her
Mentor. All these are genuine examples of her dedication to the school and students. Ms. Kelly is
respectful to her students and colleagues. She is in compliance with the District rules and regulations.
(4d-f)

Accomodations (Describe)

Please describe accommodations made in planning or that took place during instruction.

Ms. Kelly included grouping information she stated was based on academic needs. She also described
the needs of each group to be addressed during the lesson.

Technology Integration (Describe)

P l e a s e i d e n t i f y a n y t e c h n o l o g y u s e d b y t h e s t u d e n t t e a c h e r including detail on how it was utilized. ( * I f s o f t w a r e , p l e a s e p r o v i d e

name.) If used during instruction, please indicate how it was used to engage learners.

Ms. Kelly did not use technology during her lesson but if students finished their station they worked on
iPads practicing their skills while they waited to change.

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 Conferencing Notes with the Mentor Teacher

In the area below, provide a summary of conversation with the mentor teacher regarding student teacher progress including
observations regarding improvement/change since the last visit.

We conferred with Ms. Kelly after the end of the lesson. We discussed some of the things that
happened in the lesson, the extended time Ms. Kelly will be in the class (3 make-up days) and the final
Mentor evaluation.

School of Education
Please direct any questions, concerns, or technical issues to:

Stockton University
School of Education
101 Vera King Farris Drive, Galloway, NJ 08205
Phone: (609) 652-4688 Fax: (609) 626-5528
E-mail: Jeanne.DelColle@stockton.edu

Form Information
Danielson, Charlotte (2014). The Framework For Teaching Evaluation Instrument, 2013 Edition. Princeton, NJ: Charlotte Danielson
Group.

Revised 12/2015

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