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Teacher:

Edwards, Taylor

Title:
Live Observation with NCTCS

Observation date:

Apr 02, 2015 - 11:55 AM

Submitted by: Hartman,


Shana

Apr 02, 2015 - 12:58 PM

Date Confirmed:

N/A

Subject:
N/A

Grade:
N/A

Focus:
Additional instructions:

Scores and Evidence

1a. Teachers lead in their classrooms


Hartman, Shana

Score: 3

1b. Teachers demonstrate leadership in the school.


Hartman, Shana

Score: 3

1c. Teachers lead the teaching profession.


Hartman, Shana

Score: 3

1d. Teachers advocate for schools and students


Hartman, Shana

Score: 3

1e. Teachers demonstrate high ethical standards.


Hartman, Shana

Score: 3

2a. Teachers provide an environment in which each child has a positive, nurturing relationship with
caring adults
Hartman, Shana

Observation of Edwards, Taylor: Live Observation with NCTCS

Score: 3

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2b. Teachers embrace diversity in the school community and in the world.
Hartman, Shana

Score: 3

2c. Teachers treat students as individuals.


Hartman, Shana

Score: 3

2d. Teachers adapt their teaching for the benefit of students with special needs.
Hartman, Shana

Score: 3

2e. Teachers work collaboratively with the families and significant adults in the lives of their students.
Hartman, Shana

Score: 3

3a. Teachers align their instruction with the North Carolina Standard Course of Study.
Hartman, Shana

Score: 3

3b. Teachers know the content appropriate to their teaching specialty.


Hartman, Shana

Score: 3

3c. Teachers recognize the interconnectedness of content areas/disciplines.


Hartman, Shana

Score: 3

3d. Teachers make instruction relevant to students.


Hartman, Shana

Score: 3

4a. Teachers know the ways in which learning takes place, and they know the appropriate levels of
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intellectual, physical, social, and emotional development of their students.


Hartman, Shana

Score: 3

4b. Teachers plan instruction appropriate for their students


Hartman, Shana

Score: 3

4c. Teachers use a variety of instructional methods.


Hartman, Shana

Score: 3

4d. Teachers integrate and utilize technology in their instruction.


Hartman, Shana

Score: 3

4e. Teachers help students develop critical-thinking and problem-solving skills.


Hartman, Shana

Score: 3

4f. Teachers help students work in teams and develop leadership qualities.
Hartman, Shana

Score: 3

4g. Teachers communicate effectively.


Hartman, Shana

Score: 3

4h. Teachers use a variety of methods to assess what each student has learned.
Hartman, Shana

Score: 3

5a. Teachers analyze student learning.

Observation of Edwards, Taylor: Live Observation with NCTCS

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Hartman, Shana

Score: 3

5b. Teachers link professional growth to their professional goals.


Hartman, Shana

Score: 3

5c. Teachers function effectively in a complex, dynamic environment.


Hartman, Shana

Score: 3

Notes
Hartman, Shana
Students file in and begin studying for their vocabulary tests
11:55 am
Ms. E monitors the door and hallway, greets students
11:55 am
Ms. E greets the class and announces that she will give the class an extra 15 minutes to study.
11:56 am
One student asks what week we are on and Ms. E clarifies that the handout had the incorrect number on it.
11:57 am
Students continue studying words and Ms. E walks around to answer questions--"do you have any silly ways to remember the
words?"
12:01 pm
Ms. E stops and gives ideas for studying to a student, discusses how sounding it out might help in remembering the definition
12:04 pm
Two students study together and quiz each other
12:04 pm
Ms. E announces to take "60 more seconds" before she begins giving the test (again, pay attention to the swinging of your keys :-)
12:09 pm
Ms. E announces for students to clear their desks. "Any final words before we begin." Reminds students to keep binders away and
papers face down so she doesn't have to "suspect" anything.
12:09 pm
Ms. E passes out the vocabulary test and students begin working
12:10 pm
Ms. E stands at front of room and begins monitoring students as they work through test
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12:10 pm
Ms. E continues to walk around and monitor students
12:14 pm
Student walks in late and Ms. E gets her started on the vocabulary test. She continues to walk around the room and addresses
students as needed
12:19 pm
As students finish, they begin working on next activity Ms. E hands them
12:20 pm
Ms. E walks around and touches base with students as they work on test and/or post-test handout
12:30 pm
Ms. E passes out additional handout; checks in if everyone has an article and a new vocab sheet. She provides instructions on the
article on ghosts and supernatural occurrences; reminds students they can write on this sheet
12:37 pm
Ms. E reminds students to wake up as they work
12:38 pm
A batch of students come in late, and Ms. E quickly begins catching them up to speed, passes out vocab test, etc. She explains
that we will give some time for these students to work on their tests, and asks those who are working on the article to continue
reading Invisible Man. (good job transitioning quickly/easily with these stragglers)
12:46 pm
My notes: one thing to realize is that these students didn't get any time to study. You may get some backlash on that, so be
prepared. What might you do differently next time?
12:50 pm

Hartman, Shana
Areas of Strength:
Good job dealing with a diverse set up today because many students came in late (Career Fair day)!
Areas for Growth:
Be sure you provide fair opportunities for all students (those who started the period got time to study; those who came in late did
not)
Recommendations:
Additional Comments:
Great seeing all of your growth! You are ready to have your own classroom!

Report exported on Apr 25, 2015 - 9:39 PM

Observation of Edwards, Taylor: Live Observation with NCTCS

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