ot Ses intern Mvecee. Fre cao pare t/a) tine: Jo (Sos Samve/suesect. 67% 02-14 Cogro6senvarion > PURPOSE: WORKING DOCUMENT FOREVALUATIONS Y MIDPOINT PROGRESS REPORT SELFEVALUATION_ mas compte lea tence sere item_.thar pecy a pend Gor te pe Eo MULTI-USE FORM | 1s: Demonstrating Knowledge of Content and Pedagory 2a: Creating an Environment of Respect | 38: Communic and Rapport = Expectations or leariog teacher/studen interactions 4a: Reflecting on Teaching dures ordexponationof | Usain furare teaching 3a | 38 11d: Demonstrating Knowledge of Resources + Relationships wih colleagues + Imobemertin a cuiture of profession! 2e: Organizing Physical Space 4 Safety and accextitiity 3 © aurangementoffitare ond use of physical = Reroucech endnment = Recep 0 feedback from leagues | =_Semes tothe profession oberg Liss: RATING | 2.000: roona standarce 2 Design of formative and summative assessments acais ee anumer manga paneIntern: Niecea Freeman Date: September 21, 2017 Time: 10 AM to 11 AM Grade/Subject: 6th/Global Issues and World Geography, at level language section Observation #3 Lead Teacher: Terry L. Tunnell Observations Niecea began the lesson with a key question to immediately focus the students and activate thinking. The question was well crafted and produced proactive and reasoned discussion amongst the teams she had set up for the lesson. There was a smooth transition from the discussion to the topic of the lesson. She instructed the teams to use the jigsaw strategy to research, discuss and report information at the end of the activity. Her instructions on how to execute the jigsaw were clear with the roles explained and specific roles descriptions written out for each student. Students were given different articles about the effects of climate change on a past civilization. All but one team was fully engaged (the entire lesson) in the learning activity reading, recording and preparing a response to teach the other teams what they had learned from their research. Niecea monitored each of the groups and helped them understand their article and insure that they were following instructions. She reviewed the groups’ research and guided the focus on the key ideas that were essential to understanding the lesson’s objective. She was able to refocus the one student that had adversely affected his team and got the team working constructively for the remainder of the lesson. During the class she used a variety of good management skills including using a silence signal and frequent general reminders of expectations. During the resulting presentations and discussions, she accepted answers without praise or criticism and used subtle questions to help guide students to the objective. She also restated the students answers 50 that all students could hear the responses, while hearing them restated in simitar terms. Her two reflection questions at the conclusion of the lesson helped students analyze the new information, use it to generalize their new knowledge from historical climate change to make statements about how they could apply their learning to the problems of climate change today. After the lesson she showed very good professional behavior when reflecting upon the lesson with me. While the lesson ‘was excellent, she state she wants to work on two personal behaviors that would help her communicate better with her students, wait time for questions and slower pace of speaking. This is important in any classroom, but possibly more important in an international school environment. | continue to be pleased with her performance in the class and feel safe in turning my kids over to her during her time in my classroom, Terry L. Tunnell Tew t. A Sh