4/29/2018 College of Education - Supervisor

College of Education - Supervisor

Grade Profile
Student Teacher Supervisor Coop Teacher School District
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WARD, RANDALIN RUNYAN, HOOVER, ALL (K-12) PITTSBURG USD

P CHARLES K JEANNE L ALL (K-12) #250
NEIL, COOPER S PITTSBURG USD
#250

Page Menu: Evaluations » Visit # 2 Evaluation

Supervisor
Visit # 2 Evaluation

Visit Date:
02/28/2018

Visit Time:
10:30 AM

Classes Observed:
HS Jazz Band

General Comments:
Lesson Plan: Today, the music lesson centered on clear objectives associated with getting apiece ready for the upcoming PSU
Jazz Festival. The lesson plan displayed the objectives, song to be rehearsed, a description of the rehearsal plan, potential
trouble spots, and standby rehearsal techniques. It passed the simple test of whether a substitute could easily follow the plan to
effectively teach the lesson. It also contained 7 reflection questions. Very impressive!!

Classroom Observation: The 17 high school jazz students entered the stage with their instruments and rather quietly took their
proper seats. This was very orderly! Before participating in the day’s activities, students individually warmed-up. Students were
then called to attention by Randalin where the practice activity for the day was introduced. First, Randalin's musical piece was
practiced where several expectations were explained. All students were attentive. Today, she would be centering on
maintaining tempo, unison attacks and releases, playing as balanced sections, and playing with intensity. She opened with her
expectations for today reminding the rhythm section of changes made yesterday, to listen to one another, and to play with
intensity at the opening.

The rehearsal time was used well. Here, Randalin positioned himself well to see all the various students. Playing through the
piece first, she then stopped at specific measures to correct various techniques. Positive feedback was noticed several times to
motivate behavior... "Soloist, really nice job!" ..."Keep this up." These positive comments could continue to be increased.
Trouble spots were well handles with Randalin continually assessing, providing feedback, listening for adjustment, and
evaluating again. In several places she provided specific examples using the piano to illustrate. There was a good use of
student names as she highlighted suggested changes. Singing through the entire piece, to conclude, she praised the run
through and turned the students back to the cooperating teacher.

Overall, the rehearsal atmosphere seemed to be pleasant, task-oriented, and conducive to instrumental skill development. All
students seemed comfortable with their participation and were attentive to Randalin's directives. Articulation, appropriate vocal
speed, and grammatically correct language were witnessed throughout the practice time. Speaking in complete sentences, few
vocal segregates (OK, you know, uh) were noticed as the band was led. Voice projection, less playing with hair, and more
enthusiasm in demeanor could be suggested to develop more of a strong stage presence. Overall, a great rehearsal! It is
evident students see and respect Randalin as the director.

Randalin is to be commended for participating a several preschool staff meetings and extra-curricular activities. She will be
attending an upcoming PSU Music Festival and directing one of the songs. Also, to continue to expand her professional
knowledge base, she is reading various texts and watching numerous videos on a range of instructional and management
techniques by using CANVAS, the class’s online learning management system.

Seminar Activities: During the opening month of her student teaching experience, Randalin has laid the foundation for a very
successful teaching experience through her course work. First, she has thoroughly explored the policies and procedures of the
school. She knows most students by name and has explored various procedures to open, conduct, and end her practices and
music classes. Second, she is developing a written philosophy where she believes that all her students will learn the
curriculum, that she is the one responsible for that learning, and that individual student achievement is a matter of time and
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providing opportunities where success breeds success. Third, she is acquiring a legal knowledge base that will help her to
perform the daily classroom responsibilities in a professional manner. Here, she passed a comprehensive law exam that
covered the judicial basis for education, basic legal terminology, teacher hiring and dismissal, and general classroom legal
responsibilities towards such topics as child abuse, sexual harassment, suicide, drugs, weapons, personal searches, locker
searches, corporal punishment, student evaluation, first aid, medication, slander, field trips, equal opportunity in sports, home
schooling, religious and political opinions, creationism, prayer, and special education. Next, in a special training session, she
achieved Blood Borne Pathogen Certification. Fifth, in the seminars, she has explored lesson planning, objective writing, and
presently has the knowledge to construct an effective Hunter lesson plan. Sixth, she is exploring various management theories,
is developing a Management Plan, and is working on consistency in enforcing her classroom rules using a discipline hierarchy.
Finally, she is conducting a Shadow Study where she will shadow a student for a day and explore how the time of day, room
artifacts, class atmosphere, class procedures, instructional strategies, questioning, teacher dispositions, peer actions, seating
position and general physical characteristics affected the student’s behavior. Overall, she is a very busy individual and has
handled the time demands well.

Cooperating Teacher Evaluation: Early evaluations from the field also show a positive start. The cooperating teacher’s Initial
Evaluation completed after the first several weeks of the experience show ratings of Developing (2) and above on the
indicators - the candidate’s skills and awareness levels are developing. There are also numerous Effective (3) ratings showing
he is consistently demonstrating competence with minimum assistance or prompting and several (4) Advanced. Being an initial
evaluation, there were several Not Witnessed or Not Applicable (NA’s) which is norma for music educators. A number of
strengths were identified and no major concerns were mentioned in the first formative assessment. Also, in pre-conference
discussions, the cooperating teacher was pleased with her general professional development. Other than common beginning
characteristics, no major concerns were revealed. She is continuing to develop rapport with students, exploring curriculum, and
making plans to gradually assume the remainder of the classes. Early lessons have gone fairly well. Attendance and
punctuality have been good and a positive impression has been made with her calm and pleasant demeanor Overall, a great
start

Conference Held:
Conference: A conference was held with the cooperating teacher, Cooper Neil, for the jazz band and the student teacher,
Randalin, to first check on program questions, review teaching load, and assess progress so far. Using a clinical supervision
model, a pre-conference was held to review the lesson plan and class characteristics. Using the computerized report, a post
conference covered the class observations, indicator commendations, and suggested targets. A written report was given to the
student teacher at the next seminar. A digital picture was taken with the cooperating teacher and loaded on to the GUS
evaluation system so he can use it in his website portfolio. Several short videos were also taken of his teaching and conducing.

A. The Learner and Learning Current Standing: 3

# Ratings Indicator
1 COMPETENT Plans and delivers developmentally appropriate instruction

2 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
3 COMPETENT Differentiates instruction appropriately for specific needs of learners

4 N/A Persists in helping all students achieve success

5 N/A Designs instruction to build on learners' prior knowledge and experiences

6 COMPETENT Displays consistency in dealing with behavior in the least disruptive manner, utilizing appropriate positive and negative
consequences
7 COMPETENT Demonstrates positive rapport with a diverse student population

8 N/A Understands and respects a diverse student/parent population and helps all students learn respect for the traditions and cultures
of others
9 COMPETENT Uses appropriate nonverbal communication

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

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

12 COMMEND Organizes and maintains the physical environment of the classroom in a pleasant and orderly manner conducive to student
learning and safety
13 COMPETENT Monitors students' behaviors and activities in the classroom at all times

14 COMPETENT Handles multiple tasks, intrusions and distractions while maintaining the flow of the lesson

15 COMMEND Teaches and reinforces classroom expectations, rules, routines and procedures fairly

B. Content Current Standing: 3

# Ratings Indicator
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16 COMMEND Demonstrates content area knowledge

17 N/A 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
18 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
19 COMMEND Creates opportunities for students to learn and practice content language

20 N/A Provides a real world context for lesson content

21 COMPETENT Demonstrates pedagogical knowledge relevant to the discipline

C. Instructional Practice Current Standing: 2

# Ratings Indicator
22 N/A Creates lessons that encourage students to think creatively and critically and to solve problems

23 COMMEND Develops clear lesson plans which include objectives, materials, activities, adaptations/modifications and evaluation techniques
based on the curriculum
24 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
25 COMMEND Selects materials and activities consistent with the objectives of the lesson and students' diverse abilities resulting in appropriate
adaptations and modifications
26 N/A Applies the appropriate scope and sequence of objectives for teaching the curriculum (national, state and/or local standards)

27 N/A Uses available educational technologies for effective instruction

28 COMMEND Provides opportunities for all students to successfully apply or practice knowledge and skills learned

29 N/A Designs assessments that align with learning objectives

30 N/A Effectively uses multiple and appropriate types of assessment data to identify each student's learning needs and to develop
differentiated learning experiences
31 N/A Makes changes in instruction based on feedback from multiple classroom assessment sources

32 COMMEND Gives constructive and frequent feedback to students on their learning

33 N/A Balances the use of formative and summative assessment as appropriate to support, verify and document learning

34 COMPETENT Accomplishes smooth and orderly transitions between parts of the lesson

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

36 IMPROVE Conducts class with poise, confidence and enthusiasm

Work on adding enthusiasm to demeanor.

37 COMMEND Maximizes instructional learning time by working with students individually as well as in small or whole groups

38 COMMEND Gives clear directions

39 COMMEND Provides focus on important points and checks for understanding

40 N/A Uses a variety of effective and appropriate instructional strategies and resources

41 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)
42 COMMEND Presents lessons in a clear, logical and sequential manner

D. Professional Responsibility Current Standing: 3

# Ratings Indicator
43 N/A Models and teaches safe, legal and ethical use of information and technology

44 COMPETENT Demonstrates maturity and accepts constructive criticism in a positive manner

45 COMMEND Knows and follows school policies and shares in the general responsibilities and duties associated with teaching (e.g., attendance,
discipline, hall duty)
46 N/A Listens carefully to all students then responds in a professional manner

47 N/A Keeps abreast of new ideas and understandings in the field

48 N/A Practices self-evaluation and reflection

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49 N/A Maintains confidentiality at all levels

50 N/A Implements the recommendations from evaluations of professional performance

51 COMMEND Demonstrates effective interpersonal skills

52 COMMEND Maintains a consistently positive and professional demeanor

53 COMMEND Communicates effectively, appropriately and professionally in all forms and to all audiences

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