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Evaluation Results

Requirement : University Supervisor: Supv-Observation 1

AUTHOR: Mary Kelly

DATE EVALUATED: 09/24/2019 12:04:36 PM (EST)

FINAL SCORE
DRF TEMPLATE: Student Teaching Fall 2019
Meets Requirement
PROGRAM: Student Teaching Fall 2019

EVALUATION METHOD : Using Form

Detailed Results ( Form used : Stockton Student Teacher Observation Form (as of Fall19))

Response is required

Stockton Student Teaching Formal Observation Form

This form should be used for all formal observations of the student teacher. A separate midterm & final evaluation form are used after
the 3rd and 6th observation by the college supervisor. Contact information is provided at the end of the document if you have any
questions or concerns.

Observation #

* College supervisors- m i n i m u m o f 6 f o r m a l o b s e r v a t i o n s ( 3 p r i o r t o m i d t e r m e v a l u a t i o n & 3 p r i o r t o f i n a l e v a l u a t i o n )

* Cooperating teachers- m i n i m u m o f 4 f o r m a l o b s e r v a t i o n s ( 2 p r i o r t o m i d t e r m e v a l u a t i o n & 2 p r i o r t o f i n a l e v a l u a t i o n )

Observation 1

Date of Observation

Wednesday September 18, 2019

Mentor Teacher

Ms. Elizabeth Ingargiola

Student teacher

Enter name of student teacher

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 Mary Kelly

Student Teacher Z number

Enter Z number of student teacher

00266934

Name of K - 12 School

Name of school of student teacher

North Main Street School

Grade/Subject

Grade 1, Mathematics

Number of Students in Classroom

17 Students

Semester

Fall 2019

Student Teaching Placement Level

Elementary

Educators in the Room

This considers all professionals in the room beyond the student teacher. Many times there may be multiple professionals in the
room such as para-professionals, inclusion teacher, one-on-one aide, etc. Professionals are all employees of the school that are
active in the classroom at the time of observation. Please check of any that were present when you observed. Use "other" for any
not listed.

Other: Mentor Teacher

Observation Details
Refer to your personal hard copy of The Framework for Teaching Evaluation Instrument, 2013 Edition by Charlotte Danielson when
completing this form. You may also seek additional resources at the Supervisor's website, http://tinyurl.com/TEDUSupervisor.

Date Tasktream lesson plan submitted

September 17, 2019

Topic of Lesson

Mathematics: Using visual models to show addition

What student teaching model is being used?

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 Traditional vs. Co-teaching. If co-teaching team has not been trained by Stockton, they should be using a student teaching
traditional model.

Co-teaching Model

If you are co-teaching, please select which of of the seven models is being used in this lesson.

One teach, one assist

Domain 1: Planning and Preparation

Domain 1 is judged by any pre-conferencing and the lesson plan reviewed in advance of the lesson.

DOMAIN I: Planning and Preparation

1a. Knowledge of content and pedagogy

-Knowledge of content and structure of the
discipline
-Knowledge of prerequisite relationships
-Knowledge of content-related pedagogy
1b. Knowledge of students
-Knowledge of child and adolescent
development
-Knowledge of the learning process
-Knowledge of students’ skills,
-Knowledge and language proficiency
-Knowledge of students’ interests and
cultural heritage
-Knowledge of students’ special needs
1c. Selecting instructional goals
-Value, sequence and alignment
-Clarity
-Suitability for diverse students
-Balance
1d. Demonstrating knowledge of resources
-Resources for classroom use
-Resources to extend content knowledge and pedagogy
-Resources for students
1e. Designing coherent instruction
-Learning activities
-Instructional materials and resources
-Instructional groups
-Lesson and unit structure
1f. Designing student assessments
-Congruence with instructional
-Criteria and standards
-Design of formative assessments
-Use for planning

Details on each component can be found at:

Danielson Framework Reference

Ms. Kelly submitted a lesson plan that included a generally appropriate learning objective that was
connected to the CCCS/Representing Addition up to 20. The goal fit well into the unit on addition and
reviewed the pedagogical skill of adding together using a model. Ms. Kelly included subject specific
language that would be part of the lesson. This planning moderately supported the content through
review of terms and modeling to represent. Ms. Kelly explained that there were no IEPs or 504 Plans for
these students but noted that she and the Mentor have identified students who may have trouble
reading and writing numbers. The Mentor will support these students during the lesson. This is
appropriately addressing the student skills and needs while also presenting adjustments to the learning
processes that will take place to bring these students along. (1a-c)

Ms. Kelly demonstrated a basic knowledge of her resources and depended on the organization of
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 EnVision Mathematics to support her instruction. She is familiar with the format for a lesson and included
a anticipatory activity, direct instruction and practice. The small group practice would take in the
afternoon after the observation period but was included for clarity. The instruction was generally
coherent and included what was expected of the teacher and the students during instruction. Students
would have multiple opportunities to work on addition. Students would be working together as a whole
class. In general the lesson aspects were coherent and showed evidence of planning. The assessment
was basic and provided a quick check on students' individual work (iPads) so that Ms. Kelly could provide
additional help where needed. Ms. Kelly will continue to seek ways to assess her students through an
exit activity so that she can maintain data about their progress thus supporting small group skill
instruction which is part of the Math Workshop classroom. There is basic evidence in the afternoon
session with a skill review group. (1d-f)

DOMAIN 2: The Classroom Environment

During observation of instruction, note areas of interest and specific evidence to assist you in completing the student teacher
evaluation protocol.

DOMAIN 2: The Classroom environment

This domain should address each of the following components:

2a. Creating an Environment of Respect and Rapport
-Teacher interaction with students, both words and actions
-Student interaction with other students, both words and actions
2b. Establishing a Culture for Learning
-Importance of the content and of learning
2c. Managing Classroom Procedures
-Management of instructional groups
-Management of transitions
-Management of materials and supplies
-Performance of non-instructional duties
2d. Managing Student Behavior
-Expectations
-Monitoring of student behavior
-Response to student misbehavior
2e. Organizing Physical Space
-Arrangement of furniture and use of physical space
-Safety and accessibility

Details on each component can be found at:

Danielson Framework Reference

Ms. Kelly created a generally appropriate environment for the students. She was able to use her words
as a guide for the students as they made their way through the lesson. She offered directions that
were mostly clear although they had to be restated. The students were generally working alone but
were helpful to their peers in cleaning up. They are learning to be quiet and attentive during instruction
which they mainly did. Ms. Kelly changed the activity in a planned manner which facilitated interest and
compliance from her students. She should continue to seek ways to do this with her students. There
were two interruptions in the lesson which will be discussed in Domain 3 but Ms. Kelly was careful to
remind her students to refocus when the need arose. All these things supported a moderately accurate
approach to managing a classroom using words and actions. (2a-b)

Ms. Kelly was generally planned as noted in Domain 1. She had all her materials available and worked
carefully on transitioning from one activity to the next. She transitioned students throughout the lesson
so it required movement and regaining attention to the next pat of the lesson. Students worked with
manipulatives and with written/technology assignments offering a variety of activity supporting the same
goal. Ms. Kelly managed with respect to the first week of school in First Grade. She corrected and
redirected some of the behaviors such as inattention or talking with peers with a basic response. She

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 should work on slowing down her directions and deliver them in partial steps so that she can monitor
each student early rather than when they wander off task. Ms. Kelly used the classroom
efficiently incorporating movement around the classroom during her instruction. (2c-e)

DOMAIN 3: Instruction
During observation of instruction, note areas of interest and specific evidence to assist you in completing the student teacher
evaluation protocol.

DOMAIN III: Instruction

This domain should address each of the following components:

3a. Communicating with Students
-Expectations for learning
-Directions for activities
-Explanation of content
-Use of oral and written language
3b. Using Questioning/Prompts & Discussion Techniques
-Quality of questions/prompts
-Discussion techniques
-Student participation
3c. Engaging Students in Learning
-Activities and assignments
-Grouping of students
-Instructional materials and resources
-Structure and pacing
3d. Using Assessment in Instruction
-Assessment and criteria
-Monitoring of students learning
-Feedback to students
-Student self-assessment and monitoring of progress
3e. Demonstrating Flexibility and Responsiveness
-Lesson adjustment
-Response to students
-Persistence

Details on each component can be found at:

Danielson Framework Reference

Ms. Kelly welcomed the class into the lesson by gathering her class on the carpet. The students seemed
to understand how to sit on the perimeter of the carpet. She took a place on the carpet so that all her
students could see her. As the students worked with manipulatives Ms. Kelly was carefully noted
compliance and reminded them of her expectations. She would ask them to find 5 cubes of one color
and 3 cubes of another color. When they put them together they counted them up to reach the sum.
One suggestion would be to break these directions into two parts. Some students seemed to forget to
find a second set perhaps because they forgot what to do. Ms. Kelly did focus her questions on content
with some consistency. She might also add asking questions relating to what the students have in front
of them. For example "DO you have 5 of one color and 3 of another color, okay, let's count together."
Visually displaying the numbers on small white board with the completion of a number sentence is also
important to connection of cubes to numbers. Ms. Kelly made attempts to briefly discuss the content
which is limited with these students at this point in the year. (2a-b)

Ms. Kelly engaged the students throughout in active learning. She changed an activity about every ten
minutes which she admitted was their limit. The activities were interesting to the tactile and visual
learners and supported their need to see and feel the Math they were learning. She assessed a bit at
the end of the lesson. She asked students to show her their work on the iPad and checked which
students may need help in the afternoon skill groups. With her Mentor she was able to reach all
students with each problem asking questions as necessary. She will continue to seek methods of
assessment and data collection to inform her small skill groups. Ms. Kelly showed admirable flexibility
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 during her lesson which included the first intruder drill and a technology malfunction (light bulb). She
was able to refocus the students during both of these events with ease and confidence. The students
complied based on her positive attitude. (2c-e)

DOMAIN IV: Professionalism

This domain should address each of the following components:

4a. Reflecting on teaching
-Accuracy
-Use in future teaching
4b. Maintaining accurate records
-Student completion of assignments
-Student progress in learning
-Non-instructional records
4c. Communicating with Families
-Information about the instructional programs
-Information about individual students
-Engagement of families in the instructional program
4d. Participation in a Professional Community
-Relationships with Colleagues
-Involvement in a culture of professional inquiry
-Service to the school
-Participation in school and district projects
4e. Growing and Developing Professionally
-Enhancement of content knowledge and pedagogical skill
-Receptivity to feedback from colleagues
-Service to the profession
4f. Showing Professionalism
-Integrity and ethical conduct
-Service to Students
-Advocacy
-Decision Making
-Compliance with school/district regulations

Details on each component can be found at:

Danielson Framework Reference

Ms. Kelly reflected on her lesson and her instruction referring to each Domain of Danielson. She is aware
of the importance of applying what she learns about her teaching to future lessons. Ms. Kelly is
maintaining non-instructional records such as lunch and attendance. She is beginning to gather data
from her students and included an exit activity for this lesson so that she has feedback about her
instruction. At this point Ms. Kelly is not communicating with families. When she meets them in
conferences or at Back to School Night she will do so as an observer. She should continue to find ways
to work with her Mentor on including the family in their child's education. (4a-c)

Ms. Kelly has developed a strong working relationship with her Mentor. The Mentor says they think in
similar ways about instructional practices. She is receptive to the feedback the Mentor has offered and
continues to make progress in taking over more instructional time. Ms. Kelly has been participating fully
in the professional community. She began in August with workshops on Fundations, Guided Reading and
Guided Math instruction. She attended with her Mentor and worked on how to apply it to their class.
She admitted that she learned many strategies and how to use these in guided lessons in Mathematics
and Language Arts. Her participation is genuinely admirable. At this point she has had a grade level
meeting with her principal who spoke with the team about schedules, emergency plans, report cards and
SGOs. She will be attending Back to School Night. Ms. Kelly is ethical and respectful of her students and
the profession. She serves her students as a mentor and instructor. She is in complete compliance with
the rules and regulations of the District. (4d-f)

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 Accomodations (Describe)

Please describe accommodations made in planning or that took place during instruction.

The lesson plan included addressing identified needs of her students based on observations by Ms. Kelly
and the Mentor. There are no students identifies with IEPs or 504 Plans in this class. Although not
stated it was obvious that some students needed additional language support to understand what they
needed to do.

Technology Integration (Describe)

P l e a s e i d e n t i f y a n y t e c h n o l o g y u s e d b y t h e s t u d e n t t e a c h e r including detail on how it was utilized. ( * I f s o f t w a r e , p l e a s e p r o v i d e

name.) If used during instruction, please indicate how it was used to engage learners.

Ms. Kelly planned to use technology during her lesson. There was a malfunction with the Promethean
board (light) but Ms. Kelly did not miss a step in presenting that portion of the lesson with concrete
materials during her instruction.

Ms. Kelly also used student iPads to assess skill status. Students drew and wrote their answers and
showed her when requested.

Conferencing Notes with the Mentor Teacher

In the area below, provide a summary of conversation with the mentor teacher regarding student teacher progress including
observations regarding improvement/change since the last visit.

The Mentor and Supervisor discussed the first few days with the new students. She was impressed with
how helpful Ms. Kelly has been in settling the first graders into a routine. Ms. Kelly remained with her
Mentor from last semester but changed her grade level with the new assignment. She is able to mirror
the management of the Mentor at this point. She is working on taking on additional subject matter in
Language Arts. She admitted that most of the first few days are assessing, placement and
organizational matters. The students see Ms. Kelly as a teacher in the classroom. The Mentor will be
completing her first observation soon.

School of Education
Please direct any questions, concerns, or technical issues to:

Stockton University
School of Education
101 Vera King Farris Drive, Galloway, NJ 08205
Phone: (609) 652-4688 Fax: (609) 626-5528
E-mail: Jeanne.DelColle@stockton.edu

Form Information
Danielson, Charlotte (2014). The Framework For Teaching Evaluation Instrument, 2013 Edition. Princeton, NJ: Charlotte Danielson
Group.

Revised 12/2015

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