You are on page 1of 5

4/29/2018 College of Education - Supervisor

College of Education - Supervisor

Grade Profile
Student Teacher Supervisor Coop Teacher School District
Level Pic

WARD, RANDALIN RUNYAN, HOOVER, ALL (K-12) PITTSBURG USD


P CHARLES K JEANNE L ALL (K-12) #250
NEIL, COOPER S PITTSBURG USD
#250

Page Menu: Evaluations » Visit # 4 Evaluation

Supervisor
Visit # 4 Evaluation

Visit Date:
04/20/2018

Visit Time:
12:40 PM

Classes Observed:
Elem Music

General Comments:
Observation: For this final observation, a number of positive indicators should be mentioned. After discussions with the
cooperating teachers and several students, as well as watching her in action today, it is evident she has had a very successful
student teaching experience teaching music. Each individual was highly complimentary praising her for the concern shown to
each of them, her task-oriented and confident nature, and her calm, pleasant demeanor. None had any major suggestions for
improvement, and each would feel comfortable with having her as a teacher at their school.

The lesson plan for the day contained a clear objectives connected to the several national music standards, material to be used
in the lesson, and detail in the description of the instructional techniques.

As for the observation today, the 2nd grade music class began rather efficiently. After meeting most students at the door, she
began class as soon as the 17 students sat on their assigned spots. Gaining the attention of the students, Randalin began the
lesson with an overview of the day's activities. After introduction the term jazz, Randalin played "C Jam Blues" from her
computer. She talked briefly about the history and culture of Jazz. She then introduced the song "Music" and taught through
echo until all were comfortable in singing. She then transitioned to a 12 bar Blues chart, explained how to read the chart, and
practiced using a hand stick. She then had students practice using body percussion and then instruments - tamperines,
xylophones, etc. Students rotated till all had a chance to play each instrument. This was a great instructional episode! It is
evident students respect Randalin as their teacher. Positive and calm attending behaviors were consistently noticed (quiet
voice, level eye contact, brief and precise corrective interactions, and a caring and positive demeanor) as she interacted with
various students. All were on task in the various practice episodes. Giving her class positive feedback, she dismissed class at
the bell. Overall, this was a well-taught and managed class!

Strengths: Overall, several strengths were noticed as the music lesson was taught. The instructional episodes were well
structured to keep students involved either singing, clapping, playing a percussion, or learning a musical concept. Of particular
note was the effective use of practice to get students to apply and practice various musical concepts. Also, strong was the use
of educational technology for instruction. Student questions were handled in a positive manner with clear responses given to
student answers. Pacing seemed quick but suitable with the material supporting the objectives. As she directed the class
activities, Randalin seemed at ease and knowledgeable, making several attempts to relate material to the lives of her students.
She seemed now to talk much more “with” students than “at” them. Stronger consistency was shown in scanning the classroom
(This could still be increased to develop those “eyes in the back of your head.”) and reinforcing the rules and expectations in an
easy, non-disruptive manner. Several effective and time saving procedures were in place and being maintained to help create a
pleasant, task-oriented environment. She seemed much more relaxed and comfortable directing class activities than from the
last visit. Enthusiasm seemed present both in voice and demeanor. From her interactions with students it was apparent that
she is expanding her student rapport and is establishing a friendly yet professional distance with her students. I am really
pleased with her development. Because of her reflective nature, I have no doubt she will mature into a highly effective music
teacher!

Summary: Overall, today, just as in previous visits, Randalin was highly enthusiastic and showed a positive concern for all her
students. It was evident in observing the classes that students saw her as their music teacher and that a positive rapport had
https://go.pittstate.edu/iss/coe/coe.supr?fCzcJ098vNIxc&FORM=VIEW.EVALUATION&VISIT=4&STUDENT.ID=VTJTYWx0ZWRpPtJvC2t5g_a_eCN2R9epMN_d_
4/29/2018 College of Education - Supervisor
been developed. She always seemed to be well prepared and knew her material; in each lesson she actively involved her
students through various interactive strategies. Her teaching was always organized around clear objectives connected to
standards and delivered in a sequential manner; poise and confidence grew with each visit. Her classroom consistently
became more orderly and conducive to learning. She showed strong improvement in orchestrating the various activities,
overlapping and handling the multiple tasks, and keeping a progressive momentum by providing transitions between teaching
episodes and keeping an effective pace. Though fine, withitness in scanning the classroom and keeping track of all activities
will continue to improve as she gets her own classroom. Today, it seemed that she was their regular teacher.

Field Evaluation: In examining both the cooperating teachers' Mid-term Evaluations, it is evident positive development in
occurring on all 55 indicators. A majority of the indicators showed consistently effective demonstration with a rating of 3
(Effective) or higher. There were also numerous (4) Advanced assessments, which indicated a consistently high-degree of
competence. Overall, this was a very positive mid-term evaluation.

Teaching Styles: Over the past month, it was also evident that Randalin understands her teaching and learning styles and has
expanded them in an effort to engage all students. During the seminars and in her classroom, she has been exploring how her
styles can effectively be used to influence student performance.

Myers-Briggs (which sorts temperaments between Extroversion/Introversion, Sensing/Intuition, Thinking/Feeling, and


Judging/Perception) She is identified as E/INT/FJ.

Gregoric Style Indicator (which measures a dominate thinking style identified as either Concrete Sequential, Abstract
Sequential, Abstract Random, or Concrete Random) She tends to be Concrete Sequential.

True Colors (which classifies teacher as Orange, Green, Gold, and Blue) She tested into the classification of a Blue teacher.

Zenhausern Hemisphericity Profile (which identifies her dominant brain hemisphere – Analytic or Global) She was Global with a
.4 insignificant degree of dominance.

Brain-based Preference Inventories, (which identifies her left/right brain dominance). She finds herself to be right-brain.

Gardner’s Multiple Intelligences (verbal/linguistic, logical mathematical, musical/rhythmic, visual/spatial, body/kinesthetic,


interpersonal, and intrapersonal) Her dominant intelligence was musical/rhythmic.

Overall, Randalin has used several instruments to explore her teaching styles and, thus, can clearly describe her teaching
orientation and instruct using different styles to positively influence her students. In my opinion, she has made a very
successful transition from a student to a teacher and is ready to start her career.

Ending the Semester Announcement: In a follow-up announcement, a number of suggestions to successfully end the semester
were give to her. It was suggested she: collect various materials to help start next year, visit other teachers as she gives
classes back, ask students to evaluate her teaching, thank the cooperating teacher and principal, and make sure she is on time
for the final seminar. The Teacher Work Sample and Professional Portfolio were also reviewed. To end the semester, she is
putting the finishing touches on his Professional Portfolio Website and the Teacher Work Sample. For the portfolio, she is
selecting various artifacts to document professional competence in all four areas of the PSU knowledge base and preparing
them for evaluation using an extensive rubric. The Teacher Work Sample is also be prepared which will include contextual
factors showing the student diversity in the class, objectives based on national and state standards, an assessment plan
designed to analyze student performance using pre and post assessments, a multiple technique instructional design, and an
analysis/reflection of the unit. It, too, will be evaluated using a detailed rubric. These projects and her student teaching
evaluations should yield very sound professional credentials.

Summative Comments: From a summative perspective, over the past semester, Randalin has developed a strong professional
knowledge base and competencies in a number of areas. She has a strong personal philosophy that all her students will learn
from her and have fun in music. She has identified and effectively practiced numerous policies and procedures particular to the
school, the classroom, and stage. Her management plan effectively covers specific rules and has a discipline hierarchy of
actions she will use to reinforce desired behaviors. She knows how to professional act with students and is continuing to
develop her musical knowledge base. She can construct and effectively use numerous instructional models and various
educational technologies to set a very stimulating learning environment. Overall, her student teaching experience has been a
very positive learning experience. Over the past sixteen-week student teaching experience, she has shown very positive
development on each of PSU’s 55 effective teaching behaviors. This has led to a very strong foundation to begin her first year
of teaching. Without reservation, I know Randalin will become an excellent teacher.

Note: A number of the NA (No Opportunity to Evaluate) indicators on your evaluation will be documented and evaluated more
fully using information from the Teacher Work Sample and the artifacts in the Professional Portfolio submitted after this
evaluation. The Teacher Work Sample will be used to primarily assess numbers 1, 2, 3, 4, 6, 17, 18, 26, 31, 32, 33, 34, 36, and
50. These indicators mainly have to do with planning and assessing a unit that are usually not witnessed on my classroom
visits. These ratings will show up in your final evaluation, and, if you follow the template, should be very positive.

https://go.pittstate.edu/iss/coe/coe.supr?fCzcJ098vNIxc&FORM=VIEW.EVALUATION&VISIT=4&STUDENT.ID=VTJTYWx0ZWRpPtJvC2t5g_a_eCN2R9epMN_d_
4/29/2018 College of Education - Supervisor

Conference Held:
Conference: A conference was held with the cooperating teacher, Jeannie Hoover. An explanation memo, explaining how to
complete the final evaluation on-line, and mailing envelope (to mail a signed copy of the evaluation back to PSU) was left. A big
Thank You for being a cooperating teacher accompanied the material as well as a small gift. A conference was also held with
the student teacher, Randalin. The activities of the day were reviewed and future class requirements were discussed. This
report will be uploaded to the GUS system so it is available to the cooperating teacher, academic supervisor, and the student
teacher. A short movie clip was taken of her teaching to be used in an end of the year video of the semester.

Video Self-Assessment: Randalin is to be commended for recently videoing a lesson and analyzing her teaching on ten
domains. She examined her professional demeanor, lesson construction, classroom management, teaching strategies, time-
on-task, questioning, praise, directions, evaluation techniques, nonverbal communication, relationship to students, and
classroom atmosphere. She also rated herself on 33 of the Pittsburg State indicators. The written analysis was extremely well
constructed with appropriate detail and honest assessment.

Seminar Activities: Since the last evaluation, Randalin has acquired through seminar participation a professional knowledge
base dealing with classroom management, active shooter training, poverty influences on students, and the process of acquiring
a teaching job. First, in the area of management, she is continuing to polish her classroom management plan that contains
clear rules and, as noted above, is developing consistency in reinforcing those rules. She also participated in a three hour
A.L.I.C.E. training (http://www.alicetraining.com/) where she learned the actions (Alert, Lockdown, Inform, Counter, and
Evacuate) to take when there is an active threat in the building. Second, in the area of instructional science, she has explored
her teaching and learning styles using six instruments and also added the multiple intelligences instructional model to her
instructional paradigms. Taking the orientation that all students have strengths with which they can learn, she can now plan
individual lessons that use and assess the various learning styles. In a role-play Poverty Simulation, she participated as a
family member who strived to successfully function over a simulated three months. Afterwards, a number of reflections and
observations gave her empathy for and feasible ideas to help children coming from poverty. Finally, she got an inside view of
the job search and interview process through a panel of superintendents.

A. The Learner and Learning Current Standing: 4


# Ratings Indicator
1 COMPETENT Plans and delivers developmentally appropriate instruction

2 N/A Consults a variety of sources (e.g., student records, counselors, resource specialists, parent conferences, test results, and other
diagnostic tools) to determine the learning needs and capabilities of individual students
3 COMPETENT Differentiates instruction appropriately for specific needs of learners

4 N/A Persists in helping all students achieve success

5 COMMEND Designs instruction to build on learners' prior knowledge and experiences

6 COMMEND Displays consistency in dealing with behavior in the least disruptive manner, utilizing appropriate positive and negative
consequences
7 COMPETENT Demonstrates positive rapport with a diverse student population

8 COMMEND Understands and respects a diverse student/parent population and helps all students learn respect for the traditions and cultures
of others
9 COMMEND Uses appropriate nonverbal communication

10 COMMEND Provides a learning environment which includes high time-on-task and active engagement

11 COMPETENT Promotes a classroom environment that is caring and supportive to all students

12 COMMEND Organizes and maintains the physical environment of the classroom in a pleasant and orderly manner conducive to student
learning and safety
13 COMPETENT Monitors students' behaviors and activities in the classroom at all times

14 COMPETENT Handles multiple tasks, intrusions and distractions while maintaining the flow of the lesson

15 COMMEND Teaches and reinforces classroom expectations, rules, routines and procedures fairly

B. Content Current Standing: 4


# Ratings Indicator
16 COMMEND Demonstrates content area knowledge

17 COMMEND Effectively uses multiple representations and explanations that capture key ideas in the discipline, guides learners through learning
progressions and promotes each learner's achievements of content standards
18 N/A Engages students in learning experiences in the discipline(s) that encourage learners to understand, question and analyze ideas
from diverse perspectives using standards of evidence

https://go.pittstate.edu/iss/coe/coe.supr?fCzcJ098vNIxc&FORM=VIEW.EVALUATION&VISIT=4&STUDENT.ID=VTJTYWx0ZWRpPtJvC2t5g_a_eCN2R9epMN_d_
4/29/2018 College of Education - Supervisor
19 COMMEND Creates opportunities for students to learn and practice content language

20 COMMEND Provides a real world context for lesson content

21 COMMEND Demonstrates pedagogical knowledge relevant to the discipline

C. Instructional Practice Current Standing: 3


# Ratings Indicator
22 N/A Creates lessons that encourage students to think creatively and critically and to solve problems

23 COMMEND Develops clear lesson plans which include objectives, materials, activities, adaptations/modifications and evaluation techniques
based on the curriculum
24 N/A Develops clear long-term instruction plans (e.g. units and/or modules) which include objectives, materials, activities,
adaptations/modifications and evaluation techniques based on the curriculum
25 COMPETENT Selects materials and activities consistent with the objectives of the lesson and students' diverse abilities resulting in appropriate
adaptations and modifications
26 COMPETENT Applies the appropriate scope and sequence of objectives for teaching the curriculum (national, state and/or local standards)

27 COMMEND Uses available educational technologies for effective instruction

28 COMMEND Provides opportunities for all students to successfully apply or practice knowledge and skills learned

29 N/A Designs assessments that align with learning objectives

30 N/A Effectively uses multiple and appropriate types of assessment data to identify each student's learning needs and to develop
differentiated learning experiences
31 N/A Makes changes in instruction based on feedback from multiple classroom assessment sources

32 COMPETENT Gives constructive and frequent feedback to students on their learning

33 N/A Balances the use of formative and summative assessment as appropriate to support, verify and document learning

34 COMMEND Accomplishes smooth and orderly transitions between parts of the lesson

35 COMPETENT Communicates clearly to all students the objective and purpose of each lesson

36 COMMEND Conducts class with poise, confidence and enthusiasm

37 COMPETENT Maximizes instructional learning time by working with students individually as well as in small or whole groups

38 COMMEND Gives clear directions

39 COMPETENT Provides focus on important points and checks for understanding

40 COMMEND Uses a variety of effective and appropriate instructional strategies and resources

41 COMPETENT Encourages participation from all students through effective questioning strategies (e.g., equal distribution, level variation,
adequate wait time, probing and clue giving, and appropriate correctives and feedback)
42 COMMEND Presents lessons in a clear, logical and sequential manner

D. Professional Responsibility Current Standing: 4


# Ratings Indicator
43 N/A Models and teaches safe, legal and ethical use of information and technology

44 COMMEND Demonstrates maturity and accepts constructive criticism in a positive manner

45 COMPETENT Knows and follows school policies and shares in the general responsibilities and duties associated with teaching (e.g., attendance,
discipline, hall duty)
46 COMPETENT Listens carefully to all students then responds in a professional manner

47 N/A Keeps abreast of new ideas and understandings in the field

48 COMMEND Practices self-evaluation and reflection

49 N/A Maintains confidentiality at all levels

50 COMMEND Implements the recommendations from evaluations of professional performance

51 COMMEND Demonstrates effective interpersonal skills

52 COMMEND Maintains a consistently positive and professional demeanor

53 COMMEND Communicates effectively, appropriately and professionally in all forms and to all audiences

https://go.pittstate.edu/iss/coe/coe.supr?fCzcJ098vNIxc&FORM=VIEW.EVALUATION&VISIT=4&STUDENT.ID=VTJTYWx0ZWRpPtJvC2t5g_a_eCN2R9epMN_d_
4/29/2018 College of Education - Supervisor

https://go.pittstate.edu/iss/coe/coe.supr?fCzcJ098vNIxc&FORM=VIEW.EVALUATION&VISIT=4&STUDENT.ID=VTJTYWx0ZWRpPtJvC2t5g_a_eCN2R9epMN_d_