Teacher:

Edwards, Taylor

Title:
Live Observation with NCTCS

Observation date:

Mar 12, 2015 - 11:50 AM

Submitted by: Hartman,

Shana

Mar 12, 2015 - 12:57 PM

Date Confirmed:

N/A

Subject:
N/A

Grade:
N/A

Focus:
Additional instructions:

Scores and Evidence

1a. Teachers lead in their classrooms

Hartman, Shana

Score: 3

1b. Teachers demonstrate leadership in the school.

Hartman, Shana

Score: 3

Summary
I actually heard you reference school policies frequently today; talked about collaborating with other teachers
to figure things out, etc.

1c. Teachers lead the teaching profession.

Hartman, Shana

Score: N/A

Summary
Not observed today

1d. Teachers advocate for schools and students

Hartman, Shana

Score: 3

1e. Teachers demonstrate high ethical standards.

Hartman, Shana
Observation of Edwards, Taylor: Live Observation with NCTCS

Score: 3
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2a. Teachers provide an environment in which each child has a positive, nurturing relationship with
caring adults
Hartman, Shana

Score: 3

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

Score: 3

2c. Teachers treat students as individuals.

Hartman, Shana

Score: 2

Summary
I still since that there is a focus on some students over others, but I know you are aware of this.

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

Score: 3

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

3d. Teachers make instruction relevant to students.

Hartman, Shana

Score: 3

Summary
Very much today!

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: 3

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

Hartman, Shana

Score: N/A

Summary
Besides one group pulling up images for inspiration on your computer, I didn't see any use for tech today.

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

Hartman, Shana

Score: 4

Summary

Observation of Edwards, Taylor: Live Observation with NCTCS

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I think this was at the core of the main activity today!

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: 3

5a. Teachers analyze student learning.

Hartman, Shana

Score: 3

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

Hartman, Shana

Score: N/A

Summary
Not observed today

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

Hartman, Shana

Score: 3

Notes
Hartman, Shana
Students filing in. Mrs. M checking in on graduation project stuff with students. Ms. E in monitoring hall.
11:50 am
On board: vocabulary #6; Frankenstein reading pages; Dates for Story Project and Frankenstein UT; "I can relate chancre's
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Canterbury Tales to contemporary characters"

11:54 am
Bell rang, students quizzing each other for quiz
11:56 am
Mrs. M asks to speak with Sabrina; Ms. E walks in and asks how everyone is doing. Students complain about vocab test, Ms. E
asked they had studied;
11:56 am
Ms. E asked if someone will remind her to pass out vocab sheets; students asked what else they will be doing and she said
"something fun...a fun activity!" student: I heard it was fun; Ms. E: you did?
11:57 am
Ms. E asks students to clear the desks (good that you do this consistently; do they know what to do after they are finished? Can't
hurt to remind them)
11:58 am
Ms. E passes out tests and students begin working
11:58 am
Ms. E takes attendance and monitors students; Talking in the hall is easily audible
12:00 pm
Mrs. M and student return from hall
12:01 pm
Teacher in hall working with a student; Ms. E at front of room (you aren't moving around as much as you did last time I observed a
quiz)
12:03 pm
As soon as Mrs. M left you began walking around (interesting! Probably just coincidence)
12:04 pm
Ms. E continues to walk around and monitor; first students begin to turn in their test
12:05 pm
Some students still testing (do they know what to do/have something to do after?)
12:13 pm
(Teacher in hall is pretty loud; how are you feeling about this?)
12:14 pm
All finished with test; Ms. E, "how did you guys feel about this one?" Students responded that they felt good
12:17 pm
Ms. E passes out next week's vocab, no new stems, just review; Ms. E reminds that in a few a weeks the stems are all up for
grabs on the tests; one student requests that all the stems be on the test rather than just a few at a time. Ms. E says she'll talk to
Mrs. M and get back (I would just say "Let me know think about that a bit..." that way it shows that you are in charge and not reliant
on Mrs. M...even though you do/should talk with her, make sense?)
12:18 pm
Ms. E "Chad just asked if I'm taking up HW...and that is a great segue into the activity we are going to do" Ms. E passes out
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handouts with instructions

12:20 pm
Ms. E explains the process and how they will use the character sheet they did last night in HW--goal is to modernize the
characters, provides an example and asks the students some questions to point back to the text.
12:21 pm
"you see how I took something from Chaucer's time and translated it into the present..." Ms. E continues to explain; girls closest to
me are chatting a bit, but they are also nodding they're head as though they are listening (I like that you didn't call them out; I think
they self-regulate well)
12:22 pm
Ms. E "Does that make sense so far? Does anyone have any questions about that?" Instructs that they need to create a visual
representation of one of the characters that makes sense and has reasons behind the visual.
12:24 pm
"When is this due?" Ms. E hesitates but says, "If you are working hard...then we can extend it to tomorrow." (I like this choice, but I
think I would just say end of class and then make it a big deal to extend at the end of class once folks are still working)
12:25 pm
Ms. E says they can get in groups on their own, choose their own and trust that they will make good choices. Students move and
begin talking about what they are doing (side, side, very side note: I "notice" the swinging of your keys/lanyard a lot; it is prob just
me, but I wanted to point it out)
12:26 pm
Ms. E walking around to groups; announces that they need to get out their character sheets so she can check them
12:28 pm
Ms. E walks around to check HW; ones student's hand is up, but Ms. E is talking with another student (I usually just say, "I see
you, Jessica, and I'll be right there..." so they can put their hand down); you wound up saying, "One second..."
12:29 pm
One student asks about what exactly would be turned in--one piece of paper with all the group members' names on it. (It's not
clear on the handout what they will actually write down besides the visual representation)
12:30 pm
Students talking an discussing ideas; many have the book out; some are talking about other things at the same time (like their
driver's license)
12:33 pm
Ms. E asks students "So, did you decide where these guys are going?" and addresses questions (good job to keep folks on pace
and working)
12:35 pm
Student asks "What is a pardoner?" and Ms. E turns question back and points students to the text to help. Student reads and Ms.
E continues to talk them through and helps modernize it (what I hear you doing is really taking the language--"honey tongue"--from
Chaucer and helping them see what that might mean/how we might understand it for today's time)
12:36 pm
Ms. E "What textual basis are you making that claims...?" (LOVE that question. Great job, but this particular group did seem to
have their textbook out that I could see)
12:39 pm

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My notes: you seem to be interacting well, the groups seem to be moving along well; they drift off at times, but they regulate easily
and get back on track. This activity definitely sparks conversation and discussion, which is great to see.
12:40 pm
Ms. E continues to walk around and pointing to parts of the Tales text and helps students think through connections..."So, that
would be like..."
12:42 pm
One student in one group divides up the work among her peers; Ms. E advises them to work through each character one-by-one,
but that it's fine to break it up and encourages the group to work collaboratively (I like how you talked them through this)
12:43 pm
That group is still a little lagging in their work/process, but one student raises their hand for help; "One second..." Group closest to
me is progressing fine; group closest to front/middle of room seem to exaggerate some of the story lines/characteristics but seem
to be moving forward; 3 girls and 1 boy group--boy seems to be drawing and girls are talking through things; group of guys on far
side from me are talking, but hard to tell if they are moving forward
12:47 pm

Hartman, Shana
Areas of Strength:
This was a lively day! Well-planned and seemed to help achieve standards and meet "I can" statement.
Areas for Growth:
Work on clarity in instructions. I think at times in order to get students excited about an activity, you skimp on instructions or don't
make sure that students are all on the same page (ex. What to write down/turn in); having something on the screen to reiterate the
instructions can help as well.
Recommendations:
Keep up the good work!
Additional Comments:
Keep up the good work!

Report exported on Apr 25, 2015 - 9:37 PM

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