UPS/Your Name: Connie Wallace UPS/Your ID:004752689

Candidate Name: Christopher Harris Obs. Date: 5/15/2019

Domain A: Making Subject Matter Comprehensible to Students

Score: Integrating
TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
Standing in the front of the room, Mr. Harris quietly watched while the students put their phones in
their appropriate “wall pockets” and picked up their computers. (Mr. Harris had written the bell work
assignment on the white board.) While the students went right to work, Mr. Harris passed back papers.
With the directions on the white board and with clear explanation, Mr. Harris directed the students to
begin work on the day’s activity: developing an assessment on the topic to be covered on an upcoming
test. Putting the students in small pre-assigned groups, Mr. Harris gave further directions. While
timing each step of the assignment, Mr. Harris moved purposefully from group to group.
Domain B: Assessing Student Learning
Score: Integrating
TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretation and Use of Assessments

Mr. Harris developed the last two days’ lessons as a preparation for an upcoming summative test. (He
directed each student to develop a summative assessment. With very specific parameters for their
questions, their assessments were to be given to their classmates.) Based on the student-developed
assessments, Mr. Harris purposefully led his students through the lesson, reviewing their questions,
correcting their questions, verifying the questions’ level of difficulty. During the time that the students
worked in their small groups, Mr. Harris continued to move from group to group monitoring their
progress.

Domain C: Engaging and Supporting Students in Learning

Score: Integrating
TPE 4: Making Content Accessible
TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices
TPE 7: Teaching English Learners

Mr. Harris established a high level of student engagement by having the students work in small groups,
by having them work with the assessments of others in their group and with their own. He also made
extensive use of the timing of each part of the activity. Mr. Harris put the students in pre-assigned
groups which allowed students to learn from one another.

Domain D: Planning Instruction and Designing Learning Experiences for Students

Score: Integrating
TPE 8: Learning About Students
TPE 9: Instructional Planning
Mr. Harris demonstrated a high level of organization and preparation for this lesson. Based on the
development of an assessment developed by each student the day before, Mr. Harris directed the
students to pre-assigned groups where they were to take each assessment developed by a group
member. Mr. Harris then clearly directed his students to analyze each assessment, discussing their
difficulty, correctness, content and appropriateness. He directed each student to analyze each
assessment. Giving very clear and specific directions, Mr. Harris then had each group develop an
assessment on the same topic. Knowing that without clear directions and specific timelines, students
tend to stray from the topic, Mr. Harris timed each step, causing his students to work diligently from
bell to bell.
Domain E: Creating and Maintaining Effective Environments for Student Learning
Score: Integrating
TPE 10: Instructional Time
TPE 11: Social Environment
Mr. Harris intentionally uses all instructional time wisely. He has established a set of rituals and
routines that the students are well aware of - placing their telephones in “wall rack” as they enter class.
(it is from the phones placed correctly in the “rack” that Mr. Harris takes roll); looking at the board to
see what they are to do for bell work; moving quickly and quietly to pick up their computers; and
looking up quickly when he gives the directive “look at me.” Because Mr. Harris demonstrates interet
in his students and is constantly moving from desk to desk or table to table to give assistance, his
students appear to enjoy the class. Mr. Harris has encouraged a feeling of camaraderie – that “we are
all in this together.”
Domain F: Developing as a Professional Educator
Score: Integrating
TPE 12: Professional, Legal and Ethical Obligations
TPE 13: Professional Growth
Mr. Harris attends PLC meetings where he receives assistance in course mapping and lesson planning.
With his peers he discusses and structures common assessments with which they can compare results to
adapt, modify, and improve teaching techniques to achieve improved student performance. He also
meets with his vice principal to discuss his lesson plans and how to use visual aids in his teaching. He
has also attended a voluntary professional development day in which he learned how to establish
meaningful connections with his students and colleagues. Chris has also met with his onsite
supervisor, receiving instruction in using the school’s online data base, which helps with
student/parent/teacher collaboration and communication
Summary Statement