Appendix D

Towson University

Classroom Observation
Intern: Elana Kanter

Date: April 21, 2015

Time: 8:00
Class
Grade: 7
Size: 6

School: Thomas Johnson Elementary/Middle School

Subject:Math

Mentor: Mr. David B. Baum

Observed

Planning
Lesson is aligned with appropriate content standard and indicator.
Lesson is aligned with appropriate InTASC principle.
Lesson objective identifies intended learning.
Lesson objective is worded in student terms.
Formative assessment is directly aligned with the objective.
Instructional materials are attractive and readily available.

In
Progres
s

Not
Observed

N
A

X
X
X
X
X
X

Comments: Ms. Kanter was well prepared, wrote a solid lesson plan with a clear objective and delivered her lesson with expertise. The students
were engaged throughout and the lesson objective was met. Very nice job.

ContextforLearning
Students demonstrate adequate prior knowledge to be successful learners.
Grouping techniques are appropriate for intended learning.

X
X

Comments: Ms. Kanter used scaffolding to build upon math skills she already covered in order to teach her lesson. She took the necessary time
to make sure that all students understood the current skill (finding measure for supplementary angles) so that they could successfully solve their
math problems independently.

MotivationforLearning
Connections are made between students experiences and the new learning.
Strategies are used to promote excitement and stimulate thinking.
Positive reinforcement is used when appropriate.

X
X
X

Comments: Ms. Kanter asked engaging questions and involved all students to make sure that they were on task and comprehending the math
material.

ImplementingtheLesson
An appropriate review/drill/warm-up/motivation is conducted.
Objective is posted, shared with students, discussed and clarified as needed.
Instructional activities are meaningful and relate to the objective.

X
X
X

Instructional activities are appropriately sequenced.

Instructional activities are varied to address different learning styles.

There is a balance between teacher-directed and student-centered learning experiences.
Students are actively engaged during instruction.
Teacher/student modeling sequence is appropriate to intended learning.
Expectations/standards for student work are clearly communicated.
Class begins and ends on time.
Pacing is appropriate and adjusted based on student feedback.
Transitions between activities are efficient and effective.
Levels of questions are varied and support the objective.
Content is accurate.
Instruction makes cross-curricular connections (as appropriate)

X
X
X
X
X
X
X
X
X
X
X

Instruction integrates the use of technology (as appropriate).

X
X

Homework assignment is appropriate.

Comments: Ms. Kanters lesson flowed smoothly and was engaging and interesting to the students. The lesson was student centered and students
were appropriately in control of their pacing. All students understood the objective and the objective was clearly met. Ms. Kanter was able to
take a very challenging and uninteresting (to most of the students) skill and get the students engaged and finish their work. This was is a
challenging group since it is made up of two emotionally disturbed students and two ESL students. Nice job.

Observed

In Progress

Not
Observed

NA

Assessing Student Learning/Differentiation

Student data (as available) is used to inform instructional decisions.
Informal assessment strategies are utilized throughout the lesson.

X
X

Instruction is adjusted based on informal assessments of student understanding.

Instructional modifications (interventions/enrichment) are provided and based on needs of
students.
Students practice new learning independently.
Formative assessment is completed during the class period.

X
X
X
X

Future instructional planning is based on formative data (Post observation discussion).

Comments: Ms. Kanter checked for understanding with each student and provided assistance when necessary. Most students understood the
objective and the expectation and demonstrated the ability to work independently, when asked to do so, getting support when needed.

SummarizingtheLesson
Summary provides connections to past and/or future lessons.
Students demonstrate, reflect and evaluate attainment of the objective.

X
X

Comments Ms. Kanter has a remarkable talent getting students to understand and build their math skills based on what they have already been
taught. She asks the right questions and phrases them in a way that challenges the students and gets them thinking and recalling.

ClassroomManagement
Student behavior is managed effectively.

X
X
X
X
X

A positive and supportive atmosphere is maintained.

Classroom routines and procedures are evident.
Appropriate feedback and reinforcement are used consistently.
Instructional space, equipment, and materials are organized.

Comments: Ms. Kanter is very effective in all these areas. These are her strengths, and she demonstrates an almost natural ability to manage a classroom and create
a positive atmosphere for learning. Her no-nonsense approach to teaching and addressing off-task behaviors is quite effective.

Professionalism
The intern uses correct English.

X
X
X

The intern demonstrates knowledge of instructional strategies.

The intern appears sensitive to individual needs and differences.
The intern uses AV materials and technology appropriately.

All written materials are clear and legible.

The intern uses a clear voice, which is appropriately adjusted in volume and inflection.
The intern uses non-verbal communication effectively.

X
X
X

Comments: Ms. Kanter exhibits a professional approach in all of the above categories. She is knowledgeable when it comes to using different
types of technology to assist in teaching. She has a thorough knowledge of the material and delivers her lessons professionally and with the
confidence of an experienced teacher.