Supervisor

Visit # 3 Evaluation
Visit Date:
03/23/2016
Visit Time:
12:20 PM
Classes Observed:
K and 1st grade PE
General Comments:
Lesson Observations: (Lesson plan was to be emailed)
After being brought to the gym, the 20 1st graders quietly entered the gym and began jogging,skipping
and walking around gym. Various stretches and exercises were then led by Adam. Here, he led the
orderly-spaced students in leg and arm stretches as well as exercises. This was very orderly with all
participating to the best of their ability. Gaining the attention of the students and gathering them
together, he began the lesson with an overview of objectives and activities for the period - Bean Bag
Relay. The activity was then explained with modeling provided to make sure all understood how to skip
when retrieving beanbag. Students were orderly divided into teams and place in position. As the
activities unfolded, Adam monitored by positioning to see the entire gym and scanning every so often.
Throughout the activity episode, a number of motivating positive comments were given to students to
foster an enjoyable and positive gym atmosphere. Students had fun while learning skills in a safe
environment. Appropriately watching the clock, students were led outside for five minutes of play.
Overall, this was a well-taught and managed class.
Today, just as in previous visits, Adam was dressed professionally and showed improved poise and
confidence as he conducted the lesson. He looked and acted as a regular teacher. In his classroom
interactions, it was apparent that he is expanding his student rapport and is establishing a friendly yet
professional distance with his students. Pacing of the gym activities seemed a little quick but suitable
with most every child on task from bell-to-bell. As he directed the gym activities, he seemed at ease
and knowledgeable, making numerous positive comments to motivate students. Stronger consistency
was shown in scanning the classroom and reinforcing the rules and expectations. Several safety
procedures were in place and being maintained to help create a pleasant, task-oriented, safe
environment. Attendance and punctuality have been good.
Targets: As for suggested targets, it is suggested 1) he work on increasing a gym voice; and 2)
expanding his developmentally appropriate activities and skill development by using the Internet for
lesson ideas. PE Central http://www.pecentral.org/lessonideas/pelessonplans.html is a great resource.
Good improvement was show with the identified previous targets in the last field visit! It is obvious he
takes feedback serious and strives to get better. Because of his reflective nature, I have no doubt he will
mature into a highly effective teacher! I am very proud of him!
Field Evaluation: In examining both the cooperating teachers Mid-term Evaluation of the first eight
weeks of the experience, it is evident positive development in occurring on all 55 indicators. A rating of
2 (Developing) and above was recorded on both the evaluations. A majority of the indicators showed
consistently effective demonstration with a rating of 3 (Effective) or higher. There were also numerous
(4) Advanced assessments, which indicated a consistently high-degree of competence. Overall, this was
a very positive mid-term evaluation.

Professional Activities: Adam is to be commended for getting involved in several after-school activities
during his student teaching. He is also to be applauded for getting himself in the position for
employment. He is preparing his resume and professional website. Here, he is collecting professional
artifacts to show his ability as an effective teacher andcoach and displaying them on his website. So far,
he is having a very successful experience.
Seminar Activities: Since the last evaluation, Adam has acquired through seminar participation a
professional knowledge base dealing with classroom management, active shooter training, poverty
influences on students, and the process of acquiring a teaching job. First, in the area of management, he
is continuing to polish his classroom management plan that contains clear rules and, as noted above, is
developing consistency in reinforcing those rules. He also participated in a three hour A.L.I.C.E.
training (http://www.alicetraining.com/) where he learned the actions (Alert, Lockdown, Inform,
Counter, and Evacuate) to take when there is an active threat in the building. Second, in the area of
instructional science, he has explored his teaching and learning styles using six instruments and also
added the multiple intelligences instructional model to his instructional paradigms. Taking the
orientation that all students have strengths with which they can learn, he can now plan individual
lessons that use and assess the various learning styles. Finally, he got an inside view of the job
interview process through a panel of superintendents.
Post Conference: Past and future assignments were discussed during the post conference and/or in the
previous seminars. The upcoming Teacher Work Sample (TWS) and the Professional Portfolio Website
were reviewed. As for the Teacher Work Sample, an evaluation rubric and sample model were
provided. As for the Professional Portfolio, an evaluation rubric and list of possible artifacts were
provided. With the Shadow Study, a challenging student was observed for an entire day, visiting all the
classes in the students schedule. After acquiring background information on the student, his written
paper synthesized the environmental factors that seemed to influence the behavior and academic
achievement of the student during the day. The paper was well-written and showed professional insight,
detail in observation, and logical conclusions. Overall, I am very proud of Adam's development as a
professional educator!
Reminders:
1. Develop and implement a plan to improve on each of the targets discussed and/or identified as
suggestions for improvement in the written report. Remember, if you are sick make sure you call the
cooperating teacher and me.
2. Continue to work on your Teacher Work Sample making sure you address all sections and decide
what items you want to include in your website.
3. If for some reason you have not taken the PLT and Content Knowledge Test, sign up for the next
available date.
4. If you have any concerns, questions, or need to change times for our last visit, call 620-875-2697,
email me at crunyan@pittstate.edu, or use CANVAS to contact me.
5. Remember, by Monday, April 25, 2016, you will submit on CANVAS both your Work Sample and
Professional Portfolio Website.
6. Your last day is Friday, April 29, 2016. Then on Monday, May 2, 2016, you will return to PSU where
you will be recognized for your achievements in becoming a teacher. Also, you will get all assignments
returned and receive your grades for the semester.
7. Learn something new everyday!
Conference Held:
Conference: Before the observation a conference was held with the elementary cooperating teacher,

Coach Orr, and the student teacher, Adam, to review progress since the last visit. Using a clinical
supervision model, a pre-conference was held to review the written lesson plan and class
characteristics. Using a computerized report located in the PSU Gus system, a post-conference covered
the observations, indicator commendations, and suggested targets. This report will be uploaded to the
GUS system so it is available to the cooperating teacher, academic supervisor, and the student teacher.
A short movie clip was taken of him teaching to be used in an end of the year video of the semester.
The first draft of the video can be seen at: https://animoto.com/play/kAMQhyBdO9N1OcGxw526hQ
A. The Learner and
Current Standing: 3
Learning
# Ratings
Indicator
1

COMPETENT Plans and delivers developmentally appropriate instruction

N/A

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

N/A

Differentiates instruction appropriately for specific needs of learners

N/A

Persists in helping all students achieve success

N/A

Brings multiple perspectives to the discussion of content, including attention to

learners' personal, family and community experiences and cultural norms

COMPETENT Designs instruction to build on learners' prior knowledge and experiences

COMMEND

COMPETENT Demonstrates positive rapport with a diverse student population

N/A

Displays consistency in dealing with behavior in the least disruptive manner,

utilizing appropriate positive and negative consequences
Understands and respects a diverse student/parent population and helps all
students learn respect for the traditions and cultures of others

10 COMMEND

Uses appropriate nonverbal communication

11 COMMEND

Provides a learning environment which includes high time-on-task and active

engagement

12 COMMEND

Promotes a classroom environment that is caring and supportive to all students

13 COMMEND

Organizes and maintains the physical environment of the classroom in a pleasant

and orderly manner conducive to student learning and safety

14 COMMEND

Monitors students' behaviors and activities in the classroom at all times

15 COMPETENT Handles multiple tasks, intrusions and distractions while maintaining the flow of
the lesson
16 COMPETENT Teaches and reinforces classroom expectations, rules, routines and procedures
fairly
B. Content Current Standing: 3
# Ratings
Indicator
17 COMPETENT Demonstrates content area knowledge

18 N/A

Keeps abreast of new ideas and understandings in the field

19 COMPETENT Effectively uses multiple representations and explanations that capture key ideas
in the discipline, guides learners through learning progressions and promotes
each learner's achievements of content standards
20 N/A

Engages students in learning experiences in the discipline(s) that encourage

learners to understand, question and analyze ideas from diverse perspectives
using standards of evidence

21 COMMEND

Creates opportunities for students to learn and practice content language

22 COMPETENT Provides a real world context for lesson content

23 COMPETENT Demonstrates pedagogical knowledge relevant to the discipline
C. Instructional Practice Current Standing: 3
# Ratings
Indicator
24 N/A

Creates lessons that encourage students to think creatively and critically and to
solve problems

25 N/A

Develops clear lesson plans which include objectives, materials, activities,

adaptations/modifications and evaluation techniques based on the curriculum

26 N/A

Develops clear long-term instruction plans (e.g. units and/or modules) which
include objectives, materials, activities, adaptations/modifications and evaluation
techniques based on the curriculum

27 N/A

Selects materials and activities consistent with the objectives of the lesson and
students' diverse abilities resulting in appropriate adaptations and modifications

28 N/A

Applies the appropriate scope and sequence of objectives for teaching the
curriculum (national, state and/or local standards)

29 N/A

Uses available educational technologies for effective instruction

30 COMMEND

Provides opportunities for all students to successfully apply or practice

knowledge and skills learned

31 N/A

Designs assessments that align with learning objectives

32 N/A

Effectively uses multiple and appropriate types of assessment data to identify

each student's learning needs and to develop differentiated learning experiences

33 N/A

Maintains clear and reasonable work standards and due dates

34 N/A

Makes changes in instruction based on feedback from multiple classroom

assessment sources

35 COMMEND

Gives constructive and frequent feedback to students on their learning

36 N/A

Balances the use of formative and summative assessment as appropriate to

support, verify and document learning

37 COMMEND

Accomplishes smooth and orderly transitions between parts of the lesson

38 COMMEND

Communicates clearly to all students the objective and purpose of each lesson

39 COMMEND

Conducts class with poise, confidence and enthusiasm

40 COMMEND

Maximizes instructional learning time by working with students individually as

well as in small or whole groups

41 COMMEND

Gives clear directions

42 COMPETENT Provides focus on important points and checks for understanding

43 COMPETENT Uses a variety of effective and appropriate instructional strategies and resources
44 N/A

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)

45 COMMEND
D. Professional
Responsibility
# Ratings

Presents lessons in a clear, logical and sequential manner

46 N/A

Models and teaches safe, legal and ethical use of information and technology

47 COMMEND

Demonstrates maturity and accepts constructive criticism in a positive manner

Current Standing: 4
Indicator

48 COMPETENT Knows and follows school policies and shares in the general responsibilities and
duties associated with teaching (e.g., attendance, discipline, hall duty)
49 COMMEND

Listens carefully to all students then responds in a professional manner

50 COMPETENT Practices self-evaluation and reflection

51 COMPETENT Maintains confidentiality at all levels
52 COMMEND

Implements the recommendations from evaluations of professional performance

53 COMMEND

Demonstrates effective interpersonal skills

54 COMMEND

Maintains a consistently positive and professional demeanor

55 COMMEND