School: James Kenan High School
Observer: Hunter Dansby
Grade & Subject: 9th Grade, Math 1
Date: March 15, 2018
Physical Development
Cognitive Development
Language and Literacy Development
Self-Concept, Identity, and Motivation
Peer Relations and Moral Development
High School Development Rubric, 2018
Clay, Dansby, Haddock
North Carolina Leadership Academy - North Carolina State University
-Students generally look their age, but there
are several outliers who look much older /
much younger.
-Various physical development appearances
as students are developing their sense of self.
-Students, like any age group, are on various
academic levels in class.
-Students generally have a heightened sense
of respect for self, teacher, and others (as
compared to observations in the middle
school).
-Students begin to develop a more thorough
cognitive process for decision making.
-The vocabulary skills in this class are pretty
broad. Many students knew what “highest
degree” meant when working with exponents,
while others were very unfamiliar with the
term.
-Motivation was relatively high - I imagine it
would be higher as the students get older.
-Students knew who their close friends are,
what group they “fit into”, and who they
generally can be themselves around.
-Students extremely chatty
-Students are talking/yelling across the room
at each other, talking about incidents that
happened either the day before or the
weekend before
-Students are social, particularly after
finishing their bell ringer
School: James Kenan High School
Observer: Hunter Dansby
Grade & Subject: 11th Grade, Math 3 Honors
Date: Thursday, March 15th, 2018
Physical Development
Cognitive Development
Language and Literacy Development
Self-Concept, Identity, and Motivation
Peer Relations and Moral Development
High School Development Rubric, 2018
Clay, Dansby, Haddock
North Carolina Leadership Academy - North Carolina State University
-Students generally look the same age
-Students generally appear to look like adults,
particularly the girls
-Students are advanced in this class and their
conversations and discussions reflect
cognitive and mental maturity. This is also a
honors class.
-Students are thinking through the steps to
graphing their absolute value functions and
are working in teams to properly draw on
graph paper.
-Students had various reading abilities, but
those abilities, in language and literacy
particularly, were not overly observable being
that it was a math class and students were
graphing absolute functions.
-Motivation is high on the warm up
assignment.
-Students are mature and respectful. As soon
as teacher came up to board to model the
problem, all students stopped their
conversation to observe the teacher.
-Due to increased social awareness and
personal security (as compared to younger
students), these students interact well with
their peers. Voice level when communicating
with peers is stable and appropriate for inside.
-Students are encouraging to one another
when working on group work.
-Students are working in assigned table
groups and are collaboratively working on an
assignment
School: James Keenan High School
Observer: Cassandra Haddock
Grade & Subject: Mr. Newkirk: Honors English 4
Date: March 15, 2018

Physical Development Many physical changes occur during this

stage that were not able to be observed such
as sleeping habits, eating habits, and puberty.
However, the adolescents physique was
observable; some were tall, short, muscular,
slender, and displayed different body images.

Cognitive Development According to Piaget’s theory of cognitive

development, adolescents demonstrate
proportional thinking, relativistic thinking,
and real versus possible. This was evident
during the students 5 minute presentations.
That had to think about the process of
thinking.

Language and Literacy Development At this stage, adolescence develop advanced

language skills, figurative language skills, and
social language skills. I observed students
presenting 5 minute presentations in order to
prepare for senior project. Students were
using advanced language skills in presenting a
summary of a novel.

Most students seem to be aware of their

identity.
Self-Concept, Identity, and Motivation Students were dressed for success to receive
extra credit

Peer Relations and Moral Development Peers interacted with each other in a natural
way. They engaged in laughter and
conversation. Some students were disengaged
while presentation s were going on.

High School Development Rubric, 2018

Clay, Dansby, Haddock
North Carolina Leadership Academy - North Carolina State University
School: James Keenan High School
Observer: Cassandra Haddock
Grade & Subject: Pender:English 2 Sophomore
Date: March 15, 2018
Physical Development
Cognitive Development
Language and Literacy Development
Self-Concept, Identity, and Motivation
Peer Relations and Moral Development
High School Development Rubric, 2018
Clay, Dansby, Haddock
North Carolina Leadership Academy - North Carolina State University
Many physical changes occur during this
stage that were not able to be observed such
as sleeping habits, eating habits, and puberty.
However, the adolescents physique was
observable; some were tall, short, muscular,
slender, and displayed different body images.
According to Piaget’s theory of cognitive
development, adolescents demonstrate
proportional thinking, relativistic thinking,
and real versus possible. This was evident
when students were reading articles and had
to take a stance on if they agreed or disagreed
with the article. They had to defend their
answers based on their own biases and
experiences.
At this stage, adolescence develop advanced
language skills, figurative language skills, and
social language skills. I observed a student
asking a peer for gum and the student replied;
“no because you called me slow.”
One student had a blend of masculine and
feminine traits. This student was doing cheer
moves at his seat. He displayed a very
confident attitude, appeared to have
high-esteem.
Peers interacted with each other in a natural
way. They engaged in laughter and
conversation. One-two students were not as
involved in group discussion. They were a bit
withdrawn and only ended when asked a
question.
School: James Kenan High School
Observer: Leaundra Clay
Grade & Subject: 9th grade ELA
Date: March 15th, 2018

Physical Development Students were engaged in learning in their

seats throughout the entire lesson that I
observed.

Cognitive Development Mr. Smith provided students with a structured

worksheet in which students used vocabulary
words from​ Of Mice and Men​ to make real
word connections while understanding its use
in the text.

Mr. Smith facilitated a conversation about the

social issues that were presented in ​Of Mice
and Men. ​To ensure cognitive development,
students reflected on their peers statements
and then generated a response.

After this discussion, Mr. Smith asked

students to elaborate on some of the social
issue themes that were presented in the text
connect them to the impact on today’s society.

Language and Literacy Development Impartial (adj.)

Prudent (adj.)

Mr. Smith encouraged students to use their

dictionaries while reading the text. He
strategically selected vocabulary words
throughout the chapter that students were
required to know the definition, and also
create a complex sentence using the word
correctly.

Mr. Smith modeled the expectating relating

the word “prudent” to the high school seniors
he had in his class.

Self-Concept, Identity, and Motivation

During the structured class discussion,
students relvaled their self-concepts about

High School Development Rubric, 2018

Clay, Dansby, Haddock
North Carolina Leadership Academy - North Carolina State University

Peer Relations and Moral Development
High School Development Rubric, 2018
Clay, Dansby, Haddock
North Carolina Leadership Academy - North Carolina State University
different social issues. Based off individual
students identities, they shared a story of how
they have an experienced a similar situation
of one of the characters in Of Mice and Men.
Mr. Smith did a great job framing the
conversation that took place. He explained
that although people may have different
opinions, you do not have to automatically
discredit them as a person. He also modeled
how to disagree with someone while having a
collegial spirit. Students seemed to enjoy
conversing with their peers during class. It
was evident that Mr. Smith had created an
environment in which students were open to
share their feelings freely without judgement.
School: James Kenan High School
Observer: Leaundra Clay
Grade & Subject: 9th Math I
Date: March 15th, 2018

Physical Development Students were engaged in learning in their

seats throughout the entire lesson that I
observed.
Ms. Wilkins selected a couple of students to
participate in an Angry Birds exercise in
which students were actively moving.

Cognitive Development Ms. Wilkins asked questions that were

developmentally appropriate for a majority
freshmen class.

Language and Literacy Development Although she did incorporate mathematical

terminology, I did not observe any direct
literacy development during Mrs. Wilkins
math lesson.

Self-Concept, Identity, and Motivation Mrs. Wilkins taught a lesson on exponential

and quadratic equations. To motivate students
for her lesson, she selected five students to
participate in playing Angry Birds. Mrs.
Wilkins provided her students with a relevant
activity that she knew her students were
knowledgeable about and would enjoy.

Mrs. Wilkins made the real life connect for

the way you pull the sling in portion to how
far the bird will go.

There was no direct identity or self-concept

incorporated in the lesson.

Peer Relations and Moral Development Students were genuinely encouraging students
who participated in the Angry Birds activity.

High School Development Rubric, 2018

Clay, Dansby, Haddock
North Carolina Leadership Academy - North Carolina State University