Formative Evaluation

Candidate: Martin Schoket Observation: Formative1 Obsrv Date: 2/14/2013 District: School: Subject: Sem/Yr: Grade: Tonganoxie USD 464 Tonganoxie Middle School English Spring 2011 Middle Supervisor: Connor Warner Supv type: University Supv email: connor.warner@ku.edu

Recommended grade: (for final Summative only)

Scores are in bold. Comments are at the end of this document.

Assessment
1. 2. 3. 4. 5.

1 - NEEDS IMPROVEMENT

2 - DEVELOPING 3 - SKILLED

4 - EXEMPLARY

NA - Not Observed

[2] Makes students aware of what must be done to demonstrate mastery of the material. [2] Uses pre-assessments to determine what students already know about content. [3] Uses informal assessment techniques to evaluate the impact of instruction & the need for instruction modification/ differentiation. [NA] Plans/develops formal assessments that validly & reliably measure student learning. [NA] Accurately interprets assessment results.

Classroom Management
6. 7.

1 - NEEDS IMPROVEMENT

2 - DEVELOPING 3 - SKILLED

4 - EXEMPLARY

NA - Not Observed

[3] Sets clear standards of conduct & ensures that they are consistently followed. [3] Creates a classroom environment in which student to student interactions are polite, respectful, & supportive of learning. [3] Is alert to inappropriate student behavior and responds in a way that is fair and minimally disruptive to class. [3] Organizes tasks/manages students so that students are engaged in learning most of the class period. [3] Communicates with students in an effective, positive, & dignifying manner. [3] Conveys genuine enthusiasm for subject, & students respond positively to enthusiasm. [NA] Incorporates technology into classroom management tasks.

8.

9. 10. 11. 12.

Instructional Planning

1 - NEEDS IMPROVEMENT

2 - DEVELOPING 3 - SKILLED

4 - EXEMPLARY

NA - Not Observed

Formative Evaluation
13. 14. 15. 16. 17. 18. 19. 20. [3] Focuses lessons on content that represents valuable knowledge and that promotes in-depth understanding of the content standards. [4] Develops lessons that have a clearly defined and effective structure (e.g., the effective use of a defined beginning, middle, and end of a lesson). [3] Sets clearly defined learning objectives & sequences activities in a way that can build students toward objectives. [4] Includes differentiated instructional activities and explains the basis for the differentiation. [3] Plans activities that address a variety of levels of thinking skills. [3] Describes how he/she will integrate content with other content, across & within content field. [3] Describes how he/she will integrate technology into instruction. [4] Selects materials that are developmentally and learning objective appropriate.

Implementation of Instrct.
21. 22. 23. 24. 25. 26. 27. 28. 29. 30.

1 - NEEDS IMPROVEMENT

2 - DEVELOPING 3 - SKILLED

4 - EXEMPLARY

NA - Not Observed

[3] Clearly presents directions to and/or explanations of an activity. [3] Sets up lesson/activity in a way that helps students understand the connection between the lesson/ activity and the learning objective. [2] Makes content meaningful for all students. [2] Uses materials that are effective at increasing student understanding of the content as well as at improving student engagement. [3] Effectively uses examples, mental imagery, role modeling, visual representations, etc. to better illustrate new or difficult concepts. [2] Uses strategies that develop student critical thinking, problem solving, and reflection skills. [2] Demonstrates in-depth understanding of the content during instruction. [2] Asks questions that promote thoughtful responses and deeper understanding of content. [2] Accommodates students questions or interests and uses students questions and interests to enhance their understanding of the lesson. [2] Finds ways to get students to actively participate in their own learning.

Implementation, con't
31.

1 - NEEDS IMPROVEMENT

2 - DEVELOPING 3 - SKILLED

4 - EXEMPLARY

NA - Not Observed

[2] Relates the content of the lesson to the course as a whole and/or to the potential application of content outside of the classroom.

31. 32. 33. 34. 35. 36. 37.

[2] Relates the content of the lesson to the course as a whole and/or to the potential application of content outside of the classroom. [2] Incorporates reading strategies throughout lesson. [2] Uses knowledge of students cultures & backgrounds to help students relate content to their prior experiences. [2] Paces lessons to ensure that students are neither bored nor confused. [3] Uses appropriate accommodations so that all students can contribute and learn. [3] Incorporates technology effectively into instructional delivery and student activities. [2] Teaches students to effectively apply information technology.

Formative Evaluation

Professionalism
38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50.

1 - NEEDS IMPROVEMENT

2 - DEVELOPING 3 - SKILLED

4 - EXEMPLARY

NA - Not Observed

[4] Fulfills assigned duties and responsibilities and is flexible when change is required. [4] Follows school and district rules. [4] Understands and complies with laws & regulations, such as laws related to the confidentiality of student information. [NA] Understands how to question authority in a respectful, constructive manner. [NA] Establishes collaborative and productive relationships with colleagues and parents. [3] Demonstrates honesty and respect in all communications/ interactions with students, parents, and staff. [3] Demonstrates respect for cultural differences in school community. [NA] Is responsive to students clues of distress & connects distressed students to appropriate resources. [3] Refrains from showing favoritism for any student or student group. [3] Seeks, accepts, and acts upon input about his/her teaching. [2] Tries a variety of teaching ideas/techniques, based on research, colleague suggestions, and student needs. [NA] Reflects upon the impact of his/her instruction on student learning. [NA] Sets appropriate learning goals for self, based on reflection.

Comments
Note: The Comments sections are placed at the end in order to accommodate the variance in size. Depending on the length of the comments, blank pages may occur at the end of this document.

Assessment

Formative Evaluation
Assessment Be sure you're making notes (either mental or physical) about what you're seeing from each student during informal assessment so that you can identify difficult concepts and reteach or redirect individual students who are having difficulties Classroom Management No classroom management concerns. Instructional Planning Excellent planning process. Activities well-thought out and tied to learning objectives. Implementaton of Instruction Might consider asking students what they think terms might mean (such as characterization) before you provide them with a technical definition. Use what they come up with to lead into the technical definition. This helps them to take ownership of the definition, and it's good way to reinforce vocabulary skills. In the same vein, consider asking the students to tell you what the author is telling you in the quote before you give them your answer. Another example would be after you introduced the acronym STEAL, instead of you repeating that S=speech...you point, and they shout it out. Don't wait until the very end to start eliciting student responses and interpretations. Sprinkle this in throughout the lesson. Lastly, when students are soft-spoken, be sure to repeat their answers out loud so that everyone in the room can hear it. Professionalism Some items unobserved within a single lesson, but no concerns regarding professionalism. Growth Work on ways to get the students more involved during your direct whole-class instruction. I've written some ideas/examples of that in the "Implement Instruction" section of your evaluation. In general, make sure that you have opportunities for student to interact with you and each other every couple of minutes. As you can see from the various road kill stories that were shared, they students really do want some interaction.

Formative Evaluation

Formative Evaluation