Observation Record ~ Internship | Winthrop University ~ Richard W. Riley College of Education Tnternship latern: Brittany Johnson ‘Mentor Elise Archie X Announced 1 unannounced ‘Observation date: October 17, 2014 | Obsewer ise arene [superior xMentor C site-based Tontent/Topie Living Organisms & ‘Theme and Variation TD co-Teaching X Solo Teaching Tesson Approach: "ADEPT Domain (competencies below are required to meet expectations of Internship) Evaluative Comments (evaluate the candidate's ‘performance based upon the criteria of each ADEPT | Observation ‘domain for the observation period AND the overall ‘experience thus far) + Has measurable objectives, aligned with standards |. shows logical progression that addresses objectives ‘Addresses influence of contextual factors Plans for assessment Plans instrutional and non instructional routines Incorporates mentor and supervisor feedback Lesion was well planned and connected to grade science curriculum Objectives included inthe lesson plan are clear and. measureable, Objectives are aligned with the SC Standards for Dance. “Ms, Johnson used planning time to prepare a new seating chart to assist inher instruction based on student's Individual ciassroom behavior over the past week Xsatisfactory | Satisfactory Unsatisfactory | C Unsatisfactory -Ms. Johnson is very quick to implement any feedback given fram the mentor teacher and superssor. | Holds students accountable For following rules and procedures Provides timely and respectful verbal and non-verbal feedback | ensures student safery | creates conducive earning enviconment Environment (0°59), “The students are very receptive and comfortable \with Ms Johnson in this classroom. Students were ‘ery eager to share and participate in the discussions. Many elaborated further on Ms. Johnson's topic XSatitactory | Xsatistactory ‘As discussion of a fungus, an extra discussion ‘occurred leading to a student looking up some information to elaborate on the subject. unsatisfactory | C Unsatisactory -Ms, Johnson's lesson provided students with the ‘opportunity to make choices as a group to decide movements to demonstrate. The students were very enthusiastic about this and were quick to share ideas, Ms, Johnson also incorporated a voting system to try and make things fir. > Communicates clear expectations for learaing ' Promotes meaningful learning through ‘engaging experiences Maintains an appropriate pace and flow Presents lesson procedures and instructional tasks in clear and logieal manner Integrates technology Attempts to monitor student progress and adjusts instruction as needed Engages in co-teaching with mentor Instruction (4°54,5,7) “Ms. Johnson incorporates technology in every lesson be having a PowerPoint on the promethean board for students to follow. -Flow ofthe lesson allows for students to process information being presented and then being allowed to physically apply what Is discussed. Xsatisfactory | xsatisfactory -Ms. Johnson does very well co-tegching with her mentor. With her current injury, Mrs. Archie and IMs. Johnson warked together in order to deliver unsatisfactory Dunsatisfactory -Student stated that they were confused. Ms. Johnson quickly monitored the situation and adjusted her instruction appropriately to assist the student with thelr understanding.[Presents content without eer mboth | -PowerPoint presented with the information verbal ane ween format visually asply forthe students to follow |- Provides meaningful, content based feedback Mz Johnson constantly requires students reall + aitempts connections with prortearning | prior knowledge from lessons ether she has taught __| and/oromer content areas forthe mentor teacher has taught It wos discovered 2 that some students had been tested on the XSatsfactory | XSatsfactory & Information in this lesson today in their science E class. Students were able to gvea deeper insight 10 é {the matell than the fist group that experienced § this lesson. Cunsatisfctory | Cl Unsatisfactory -Ms. Johnson frequent provides students with feedback on thelr performance, She is always very postive in her manner when proviing feedback to students I Open receiving and ling constuctve | -Mi.Johason is vey professional inher appearance |, feedback and demeanor. she is very receptive to feedback 2 |+ presents verbal and written communication | and often seeks feedback to imorove her wren minimal eror instruction ae ae E+ Meets pretessionalresponsibities(umely | -Ms. Johnson also frequently selassess ater each | *Stsfoetory fey 5) rev and eston plan submission, materlal_ | tesson aught and discussed with the mentor about S| preparation etc) each lesson, 8+ conforms to schoo'/strict rules, Winthrop | “As Ms. Johnson wa teaching she reflected on the 3)" pen scstnanis fondue and | need to poss adding some aovancedtevel_ | Unsasfectory, | C Unatifactory |B FERPA regulations content or making additions to the movement due © | Usesdata-basedreftection for improvement | tothe students mastering the content being delvered ‘Specific strengths Very ereative and engaging lessons. Students are carrying what they learn in dance into other classrooms through out the school. Other teachers in the school have made comment to this Ms. Johnson's ability to require students to continually recall and relate information is wonderful. She consistently requires students to call on past experiences or information to make connections to current information, IMs. Johnson is starting to demonstrate the ability to think on her feet and adjust as “teaching curveballs” are thrown at her. ‘Required actions for improvement: Transitions- Work to smooth out transitional times. Use cueing- ‘counting down, a clapping signal or other attention grabbing signal to refocus students, Find some signals to use to gather class back together. ‘Suggested actions for improvement: Continue to monitor: Slow down pacing of speaking. Ensure that students are catching what you are saying. (It has improved, just continue to be aware!) ‘Teacher candidate initials the statements below: SS required actions for Dace peace 10) (i) | Mu provement. | received an explanation of the feedback from this observation during the post-observation conference. My performance in the experience thus far has been discussed and | understand both my strengths and candidate Klay eae Observer signature Dal YoniObservation Record ~ Internship | Winthrop University — Richard W. Riley College of Education Tnternship intern: Brittany Johnson ‘Observer: Supervisor C0 Mentor xsite-based ‘Mentor: Else Archie ‘Observation date: na DI Announced X Unannounced Content/Topic: ABC books of Ballet | Lesson Approach: Ti coreaching X Solo Teaching ‘ADEPT Domain (competencies below are required to meet expectations of Internship!) Evaluative Comments (evoluate the candidate's ‘performance based upon the criteria ofeach ADEPT ‘domain for the observation period AND the overall ‘experience thus far) ‘Overall performance in Internship thus far Has measurable objectives, aligned with standards Shows logical progression that addresses arrived a few minutes after the instruction had started. The Group Goals were visible on the board. Students were Content (4°56) ‘resents content without earn bath verbal and writen format Provides meaningful, content-based feedback {tempts connections with prior learning and/or other content areas This was @ clear example of adjusting instruction as needed. The use of technology was not evidenced during this observation. There was no co-teaching going on during this observation. ’AS Ms. Johnson moved around the room, she provided meaning to key concepts by defining and modeling specific terms. There were no blatantly obvious grammatical errors that | observed. )+ Plans orassessment listened to Ms. Johnson’s instructions. At [B+ Ptansistuctonaland nonsnstuctions! | the end of instructions, students did |, routines converse with Ms. Johnson to get clarity] Clunsatstactory | O Unsatisfactory 5 |+ incorporates mentor and supervisor i lpeceea for completing the project. She moved around to the various groups, to offer : suggestions and encouragement. (Holds students accountable for folowing | This activity did not involve any type of ‘ules and procedures movement or performance. Students f+ Provides timely and respectful verbal and ol evaneees followed rules by talking quietly as they Sierra! worked in their groups. Immediate satisfactory | xSettectory | creates conducive earningenvironment | feedback was given in that questions were Eg answered quickly and suggestions were & made to help students improve their Dunsatisactory | CI Unsatisfactory 2 projects. The students appeared to enjoy completing this particular assignment on Z their iPads. omnes der experaion fx Students were arranged into six groups. learning Expectations for progression as a result of + Promotes meanngiwsming:vow | sodas lesson were clearly written on the "+ Mamntans an appropriate pace and flow | board. The students appeared to be clear __|+ Presents lesson procedures and instructional | on the expectations. She sat among the ee eee groups to answer questions. Students ) er faeaa comer dont progessana | Wee fe-directed when she realized that | *Setsfoctorw x Satisfactory | aajsts instruction as needed students were using French numbers to + eneagesin coteachng with mentor describe parts of ballet. She explained 3 that she expected more creativity and that | Cunsatisactory | Cl Unsatisfactory 2 French numbers would not be accepted. xSatisfactory | Satisfactory unsatisfactory] Cl Unsatistactory[+ Open to receiving and using constructive | Ms, Johnson maintains a professional Pose wolant wen corms | SUE and Is Open t constructive Peso raato feedback, Overall fel that she adheres |* Meets professional responsibilities (timely to school/district rules, policies, and onsanpnscmn oe | Sands of onc See Ponts toes a : unsatisfactory | CO Unsatisfactory Professionalism (A°5 10) ‘Required actions for improvement: | suggest that Ms. Johnson always restate her goals and objects throughout the observation, This ensures that the observer is clear on what is happened during the observation. ‘Suggested actions for improvement: This action is the same as the action that is required above. ‘Specific strengths: ase in conversing and working with this population. Also. appears to be knowledgeable of content area. ‘Teacher candidate B 1 received an explanation ofthe feedback from this observation during the post-observation conference. Bf. ‘My performance in the experience thus far has been discussed and | understand both my strengths and required actions for improvement Dae tes oans eee alo ecutanaa Candidate signature Bila bao Observer signature Hath dork