iN] MULTI-USE FORM Eres ieee monsrating Knowledge of Content id Pedagogy 1 ‘eonledge of te snstue of he ipl, Need [senate end ce coe tars = “soomespet peste rears = hoontdgeef content reed pedegony 3215 wre _Nieceg Freeman osrel-!2-Fre:I0 1 10205 crane/sussecr.3”yiatd HiStoeseavaion s, Z- PURPOSE: WORKING DOCUMENT FOR EVALUs This form was completed by: lead teacher 17 Signatures: intern oe peste 2: Creating an Environment of Respect ‘and Rapport «Tre mates erections = Yotnucent interactions 395 TIONS ~~ MIDPOINT PROGRESS REPORT _ supervisor intern other specify: ead teacher_£ {| ja: Communicating with Students + ¥ Bipectations forlearing = ¢Birections, procedures ond explanation of content stnctre Bel. SELFEVALUATIONY, ‘supervisor Bars y Coen a Reflecting on Teaching + “pccureey + “sein fare reaching 34 ‘1b: Demonstrating Knowledge of Students + Pkbutedge of cit ond adclescet development + PKaouledge ofthe waming process + Konica of students knowledge nd Joreueseprfiensy = 1 Roouledoe of students interests and cutural hertoge v =H krone of student! seciineeds 3 2b: Establishing a Culture for Learning + importance of the content + V/bxpectation forlearning and achievement = ¥ Student pride in work 3.7 ‘3b: Using Qu Techniques + ¥ Quolty of questions + ¥ Discusion echniquy/ student partication ning and Discussion 3.F 7 ling Accurate Records = ‘Student competion ef assignments ~ _Stucent progres in earning = Nominstructionsl records N/A 1c: Setting instructional Outcomes + EAlgament ef etcomes with current standerds Valve, sequerce, and aznment lay tegrtion + Catt for diverse eorers 38 2c: Managing Classroom Procedures, = Instructional groups * W Transitions + “Materials and supplies = Ahominsnictonal dies = Volunteers and poraprofesionls 38S 3e: Engaging Students in Learning = pets nd epee = “Grouping of students = Intent mtelend mscurces Ste on peng Vinca cps 3, ‘4c: Developing Partnerships with Families + Helping fomies to navigate the educational sisters 3.7. -/Shacing information obout te instrctiondl program and helping families to support eaming = Baiting parneships and outreach wth foilies = undecetnding 1d: Demonstrating Knowledge of = 7 Use of assesamentin ongcing planing 2d: Managing Student Behavior Bi: Using Assessment in instruction | ad: Paticipati Besourees pectin “asesmont eee communi - a 3.85 | 7 ientoring of student behavior = Vioitring of student learning + dfettonaips ath coopues + Geenerdcinar nantes andeeonany |" hotest hora - ed rr | eer aceon 1 heroes 1 Sse sof srtment ond mentonng Coton / 3.1 ogre 7 | + denn shot 3 3 = Wartcipationin schol and tric proects 1e: Designing Coherent Instruction 2e: Organizing Physical Space 3e: Demonstrating Flexibility and 4@: Growing and Developing 77 looming ottes |: etree ety Responsiveness Professionally “Af ttoe metrasendrsouces 3,4 | Zaranementftanreondueofprea |. Responsiveness | - atonement ef enter role ond nari gouge pais 1 Vrepoaete tues 3. poco sit 3.8 1 inn en tance = viesourerchemioomert 3.9 = Vaccentty sec ron cteoges 9° 1 arse tothe pfs 2 Designing Suen Aseaments im [sensor &t showing Profesional +7 tangnanes uth acoucncoatomes, e299) = Uintegry ond evict an 1 eaters and stoners: ® 03.99 Eecive | srsrcon vadiesing sens ects 3,8 “eatin formate end summative esessmens ‘oo Wath efecive = Yoeson mating + tomplance wih school ond dart repuatonsIntern: Niecea Freeman Date: September 12, 2017 Time: 9 AM to 10 AM Grade/Subject: 8th/World History, Language Support section Observation #2 Lead Teacher: Terry L. Tunnell Observations Niecea continues to make very good progress and demonstrated her skills in classroom management. during this lesson, The lesson began with a brief summary of merchants in the middle ages followed by four questions to be answered in class following a guided showing of a video seen in the lesson before, but targeting a section on guilds that answered the questions already posed. She then proceeded to introduce the guild simulation and explained the steps needed to organize the class into working guilds. These steps were already written on one of the classroom’s whiteboards for all to see as she elaborated and checked for understanding. The students were able to easily form guilds, make decisions about the resources they needed and began to research designs for their products. As the lesson progressed Niecea incorporated the economic concepts in this unit and assessed students for understanding as well as application of them to their work as a guild. Niecea demonstrated an excellent knowledge of resources available both in the school and community. Prior to class she had assembled and effectively organized the resources in the classroom for students to access as they began to organize and plan. Her instructions were clearly stated and elaborated during the lesson to ensure students know her expectations for behaviors and outcomes of their work as guilds during the class period. The materials were easily accessible and chosen for both product and class safety in mind. The design of the activity kept the students engage both by interest and the need to achieve a certain level of results during the class period. After the lesson, | was able to review the lesson and found that Niecea had begun reflecting on the lesson and was considering several additions that would enhance the lesson and take learning to a deeper level for students as well as connect their learning to present day applications of economics and business. The lesson was of master level and well executed. Students transitioned from one step to another and made great progress building their guilds while learning new economic concepts.