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APPENDIX D MONMOUTH UNIVERSITY

SCHOOL OF EDUCATION
WEST LONG BRANCH, NJ 07764

MU Clinical Educator Classroom Observation

Teacher Candidate: Amanda Pedi Date of Visit: 3/21/19 Time: 11:00 AM Evaluation Of Lesson: 3

P-12 Clinical Educator: Jennifer Barradale Present: Yes X No School:      New Monmouth Elementary

MU Clinical Educator: Beverly Schweiker Grade / Subject:           ABA-Self Contained Autism Class/Science
District: Middletown Observation # 2 # of Pupils 4

Conference with Teacher Candidate:


Yes X No Conference with P-12 Clinical Educator: Yes X No
EVALUATION OF LESSON / CANDIDATE KNOWLEDGE & SKILLS
1 = Does Not Meet Does not consistently meet minimal expectations for standard; often needs support to perform at acceptable level.
Standard
2 = Met Meets expectations for standard as defined; requires occasional minimal support.
3 = Target Meets expectations for standard; is confidently and consistently meeting expectations, needs little, if any, support/guidance.

I. Learner outcomes linked to NJSLS, NJPST AND SPA Standards:


Elements Not Met = 1 Met = 2 Target = 3
The teacher candidate did not: The teacher candidate: The teacher candidate exceeded the Score
indicator by:
 identify grade level/age  identified grade level/age  explicitly identifying grade 3
appropriateness (subject), and appropriateness (subject), and lesson level/age appropriateness (subject),
lesson title. title. and lesson title.
Identifying
 provide indication that the  provided adequate indication that  identifying information explicitly 2
Information
identifying information is linked to the identifying information is linked linked to outcomes, standards, and
NJPST: 4,7
outcomes, standards, and to outcomes, standards, and procedures/assessments.
procedures/ assessment. procedures/
assessment.
 develop learner outcomes or  developed adequate learner  developing learner outcomes and 3
Lesson Duration procedures that can be achieved in outcomes and procedures that can procedures that could be achieved
NJPST: 7,8 the identified time. be achieved in the time frame that in the identified time frame.
has been identified.
Learner Outcomes  develop learner outcomes that  developed adequate learner  developing learner outcomes
NJPST: 2,3,4 were developmentally appropriate. outcomes for the appropriate level. written at an appropriate level.

APPENDIX D WITH SCORING GUIDE


 express learner outcomes in  expressed adequately learner  expressing learner outcomes in 3
measurable terms. outcomes in measurable terms. measurable terms.
 align outcomes with national,  aligned adequately learner outcomes  aligning learner outcomes with 3
state, and/or local standards. with national, state, and/or local national, state, and/or local
standards. standards.
 identify appropriate NJSLS, NJPST  identified adequate appropriate  identifying appropriate NJSLS, 3
Standards
and SPA Standards, procedures and NJSLS, NJPST, and SPA Standards for NJPST, and SPA Standards for all
NJPST: 4
assessments. procedures and assessments. procedures and assessments.
Comments: Student developed a physical science lesson that took into account her student’s exceptionalities and needs. With assistance, students could meet the
learning goals of the lesson. Students might have benefitted from a demonstration of how objects sink or float before being asked to make predictions.

II. Procedures (Including assessments linked to learner outcomes):


The observer should be sure to note how the following are addressed in the lesson: opening activities, effective use of time, questioning strategies, student
assessment and closing activities.
Elements Not Met = 1 Met = 2 Target = 3
The teacher candidate did not: The teacher candidate: The teacher candidate exceeded the Score
indicator by:
Procedures/  activate prior knowledge and the  activated prior knowledge and sets  activating prior knowledge of all 3
Assessment purpose of the lesson. purpose adequately for learners. learners and establishing the
NJPST: 1,2,4,5,6,7,8 purpose of the lesson.
 include practical application of the  included adequate practical  including practical application of 3
content material. application of the content material. the content material.
 engage all learners in the lesson.  engaged adequately most learners  engaging all learners through active 3
through active participation in the participation in the lesson.
lesson.
 employ appropriate and varied  employed adequate appropriate  employing appropriate and varied 3
strategies to accomplish learner strategies to accomplish learner strategies to accomplish learner
outcomes. outcomes. outcomes.
 provide opportunities for student  provided adequate opportunities for  providing ample opportunities for n/a
self-reflection. student self-reflection. student self-reflection.
 employ differentiated instruction  employed some differentiated  employing differentiated 3
with appropriate modeling and instruction with appropriate instruction with appropriate
practice. modeling and practice. modeling and practice.
 monitor learner progress  monitored learner progress at the  monitoring learner progress 3
throughout the lesson. end of the lesson. regularly.
 incorporate technology into the  incorporated appropriate technology  incorporating technology 3
lesson. into the lesson. appropriately throughout the
lesson.
Comments: Performance assessments were completed through teacher observation.

III. Modifications/Accommodations:
Modifications/  indicate any modifications or  indicated some modifications or 
providing appropriate 3
Accommodations accommodations for all learners. accommodations for all learners. modifications/
NJPST: 1,2,3 accommodations based on
demonstrated needs of the learner.
 provide specific modifications for  provided specific modifications for  providing specific modifications for 3
students of diversity students of diversity. students of diversity.
Comments: Ms. Pedi provided specific modifications, adaptations and accommodations based on the demonstrated needs of the learners in conjunction with their
IEP’s.

IV. Materials/Use of Instructional Technology:


Not Met = 1 Met = 2 Target = 3
Elements The teacher candidate did not: The teacher candidate: The teacher candidate exceeded the Score
indicator by:
 choose materials that were  chose adequate appropriate  choosing appropriate materials. 3
Materials appropriate. materials.
NJPST: 7,8  list the materials needed for the  Listed some of the materials needed  listing all materials needed for the 2
lesson. for the lesson. lesson.
Comments: Ms. Pedi utilized a Smart Board activity to engage student participation by touching and dragging a picture of an object to the correct category. Specific
students were also observed using AAC communication device and iPad for prompting and communication. Learners received an abundance of positive
reinforcement for demonstrating useful skills and socially appropriate behaviors. Listing all of the materials included in the science exploration in the materials
section of the lesson plan would be advantageous for future reference. Paper towels for quick clean up could also be included.
V. Candidate Knowledge & Skills:
 demonstrate subject matter  demonstrated adequate subject  demonstrating mastery of subject 2
Subject Matter knowledge or its relationship to matter knowledge and its matter and its relationship to other
Knowledge NJPST: 4 other disciplines. relationship to other disciplines. disciplines.
 promote the development of age  promoted some development of age  promoting explicit development of 3
appropriate critical and creative appropriate critical and creative age appropriate critical and creative
thinking and problem solving and thinking and problem solving and thinking and problem solving and
decision making. decision making. decision making.
 establish a positive classroom  established a positive classroom  establishing a positive classroom 3
climate. climate. climate.
 create an environment that  created an environment that  creating an environment that 3
Classroom Learning
promotes and maintains promotes and maintains appropriate promotes and maintains
Environment NJPST: 3
appropriate behavior. behavior. appropriate behavior.
 engage all learners in smooth and  engaged all learners in smooth and  engaging all learners in smooth and 3
appropriate transitions. appropriate transitions. appropriate transitions.
 maintain a professional  maintains a professional appearance  maintaining a professional 3
appearance and demeanor. and demeanor. appearance and demeanor.
 meet expectations regarding  adequately meets expectations  meeting expectations regarding 3
attendance and punctuality. regarding attendance and attendance and punctuality.
punctuality.

 meet expectations regarding  adequately meets expectations  meeting expectations regarding 3


assumption of responsibility and regarding assumption of assumption of responsibility and
initiative. responsibility and initiative. initiative.
Professionalism
NJPST: 9,10,11  demonstrate an ability to respond  demonstrated an ability to respond  demonstrating an ability to respond 3
in a mature and professional in a mature and professional manner. in a mature and professional
manner. manner.
 demonstrate specific dispositions  demonstrated specific dispositions  demonstrating specific dispositions 3
related to lesson and learning related to lesson and learning related to lesson and learning
environment. environment. environment.
 respond positively to constructive  responded positively to constructive  responding positively to 3
criticism and feedback. criticism and feedback. constructive criticism and feedback.

 interact positively with colleagues  interacted positively with colleagues interacting positively with 3
and other school personnel. and other school personnel. colleagues and other school
personnel.
Comments: Ms. Pedi uses her knowledge and understanding of effective verbal, nonverbal, and assistive technology to foster learning for her diverse population.

VI. Reflections:
Not Met = 1 Met = 2 Target = 3
Elements The teacher candidate did not: The teacher candidate: The teacher candidate exceeded the Score
indicator by:
 reflect on lesson components.  reflected on lesson components and  reflecting on lesson components to 3
identified adequate strengths and identify strengths and areas of the
areas needing improvement. various components that need
improvement.
 use reflection to inform future  used reflection to shape future 
using constant reflection to inform 3
instructional plans. instructional plans. future instructional plans.
Reflections
 identify strategies for informing  identified adequate strategies for 
identifying strategies for informing 2
NJPST: 9,10,11
paraprofessionals and colleagues informing paraprofessionals and paraprofessionals and colleagues
about learner outcomes and colleagues about learner outcomes about learner outcomes and
procedures. and procedures. procedures.
 identify a professional  used reflection to begin to identify a  using reflection to identify a future 3
development goal. future professional development professional development goal.
goal.
 use reflection to identify a targeted  used reflection to identify a targeted  using reflection to identify a 3
disposition and explain a rationale disposition and explain a rationale targeted disposition and explain a
for its choice. for its choice. rationale for its choice.
Comments: Student is using the reflection process to identify lesson strengths and areas of various components that need improvement. Student is including
professional development goals and targeted dispositions that are specific to her learners needs. Student could identify specific strategies for informing
paraprofessionals and colleagues about learner outcomes and procedures for large group lessons.

TOTAL SCORE: 104


SCORE INDIVIDUAL LESSON EVALUATION EVALUATION OF LESSON: 3
Does not consistently meet minimal expectations for standard; often needs support to
1 – 71 Does Not Meet Standard = 1
perform at acceptable level.
72 - 90 Met = 2 Meets expectations for standard as defined; requires occasional minimal support.
Meets expectations for standard; is confidently and consistently meeting expectations,
91 -108 Target = 3
needs little, if any, support/guidance.

VII. Strengths:
Ms. Pedi successfully engaged her students in a physical science lesson that explored the problem of why certain objects sink and why certain objects float. Her
lesson was rich in language and hands on experiences. Ms. Pedi continues to follow each student’s Individual Improvement Plan (IEP) and provides instruction, to
accommodate individual differences and employ positive behavioral techniques for her students. In this lesson, students were gathered into a small group in a
semicircle and their instructional partners sat alongside of each student to assist in the science exportation. Student goals were broken down into small, concrete
manageable steps. Ms. Pedi introduced the scientific exploration using a large tub of water and a variety of objects that could either sink of swim. Students were
encouraged to participate in the lesson by observing what each object would do as it was placed in the tub of water. Items were introduced, step by step, one by one
and each student was given the opportunity to touch and feel each object before placing it in the tub to see if it would sink or float. Ms. Pedi was observed dropping
objects into the water to show students how she would like them to place objects into the water to avoid splashing and to talk about what they were looking for.
Students had many opportunities to learn and practice skills with success. Students received an abundance of positive reinforcement for demonstrating useful skills
as they demonstrated appropriate behaviors. Ms. Pedi emphasized positive interactions and enjoyable learning. Ms. Pedi continues to receive training from her
K12 educator, Mrs. Barradale, to support learning and skill practice throughout the day.
VIII Recommendations:
Student may want to familiarize students with real objects by having them touch and feel each object before making a prediction.
Student may want to use the “Think Aloud” strategy and talk about how she thinks the lighter objects are more likely to stay on the surface of the water and the
heavier objects are more likely to sing to the bottom of the tub.
Student may want to incorporate instructional video available on the Internet to explore why objects sink or float.
Students may want to read the following nonfiction books to her students, Sink of Float by Vijaya Khisty and What Floats? What Sinks? A book of density by Jennifer
Boothroyd.
Additional objects for exploration could include an apple, hardboiled egg, rocks, feather, and crayons.

CHECKLIST
X Clinical Practice Notebook Reviewed
X Teacher Candidate Attendance Record Reviewed
0 Absences to date – Ms. Pedi has completed 54 hours thus far in her residency program
X Reflective journal includes cited NJPST dispositions with rationale