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Evaluation Results

Emily Shugars

03/29/2020 11:38:34 AM (EDT)

Student Teaching Spring 2020

Student Teaching Spring 2020

Using Form

Detailed Results ( Form used : Stockton Student Teacher Observation Form (as of Fall19))

Response is required

Stockton Student Teaching Formal Observation Form

This form should be used for all formal observations of the student teacher. A separate midterm & final evaluation form are used after
the 3rd and 6th observation by the college supervisor. Contact information is provided at the end of the document if you have any
questions or concerns.

Observation #

* College supervisors- m i n i m u m o f 6 f o r m a l o b s e r v a t i o n s ( 3 p r i o r t o m i d t e r m e v a l u a t i o n & 3 p r i o r t o f i n a l e v a l u a t i o n )

* Cooperating teachers- m i n i m u m o f 4 f o r m a l o b s e r v a t i o n s ( 2 p r i o r t o m i d t e r m e v a l u a t i o n & 2 p r i o r t o f i n a l e v a l u a t i o n )

Observation 5

Date of Observation

March 29, 2020

Mentor Teacher

Corey Moran

Student teacher

Enter name of student teacher

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 Enter name of student teacher

Emily Shugars

Student Teacher Z number

Enter Z number of student teacher

00244639

Name of K - 12 School

Name of school of student teacher

George J. Mitchell School

Grade/Subject

2/Reading/Social Studies

Number of Students in Classroom

18

Semester

Spring 2020

Student Teaching Placement Level

Elementary

Educators in the Room

This considers all professionals in the room beyond the student teacher. Many times there may be multiple professionals in the
room such as para-professionals, inclusion teacher, one-on-one aide, etc. Professionals are all employees of the school that are
active in the classroom at the time of observation. Please check of any that were present when you observed. Use "other" for any
not listed.

Other: Digital Classroom

Observation Details
Refer to your personal hard copy of The Framework for Teaching Evaluation Instrument, 2013 Edition by Charlotte Danielson when
completing this form. You may also seek additional resources at the Supervisor's website, http://tinyurl.com/TEDUSupervisor.

Date Tasktream lesson plan submitted

March 28, 2020

Topic of Lesson

Local and State Government

What student teaching model is being used?

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 Traditional vs. Co-teaching. If co-teaching team has not been trained by Stockton, they should be using a student teaching
traditional model.

Traditional Takeover Model

If you are co-teaching, please select which of of the seven models is being used in this lesson.

Not applicable- in traditional takeover placement

Domain 1: Planning and Preparation

Domain 1 is judged by any pre-conferencing and the lesson plan reviewed in advance of the lesson.

DOMAIN I: Planning and Preparation

1a. Knowledge of content and pedagogy

-Knowledge of content and structure of the
discipline
-Knowledge of prerequisite relationships
-Knowledge of content-related pedagogy
1b. Knowledge of students
-Knowledge of child and adolescent
development
-Knowledge of the learning process
-Knowledge of students’ skills,
-Knowledge and language proficiency
-Knowledge of students’ interests and
cultural heritage
-Knowledge of students’ special needs
1c. Selecting instructional goals
-Value, sequence and alignment
-Clarity
-Suitability for diverse students
-Balance
1d. Demonstrating knowledge of resources
-Resources for classroom use
-Resources to extend content knowledge and pedagogy
-Resources for students
1e. Designing coherent instruction
-Learning activities
-Instructional materials and resources
-Instructional groups
-Lesson and unit structure
1f. Designing student assessments
-Congruence with instructional
-Criteria and standards
-Design of formative assessments
-Use for planning

Details on each component can be found at:

Danielson Framework Reference

This lesson plan was prepared as part of a desk evaluation due to the state manadated and local district
school closings effective March 16, 2020 and as per instructions from the Director of Field Experiences,
Stockton University. Ms. Shugars has planned this lesson which will be presented (in a modified
format) to students via her mentor teacher's digital platform. The lesson plan reflects satisfactory
knowledge of content and relevant pedagogy, based on Bloom's Taxonomy of higher order thinking
skills. Students are provided the opportunity to utilize their knowledge and apply it to specific situations.

Ms. Shugars demonstrates an understanding of her students' specific learning and behavioral needs as
demonstrated through detailed accommodations to support their learning experience. as requested by
this supervisor, Ms. Shugars has also expanded the lesson plan to include details of behavioral
strategies, the classroom incentive program and instructional strategies that would be utilized if this
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 lesson were to be presented in the in person classroom instructional format. She includes strategies for
transitions between activities, materials distribution and rewards for earning Dojo points.

Ms. Shugars has identified instructional goals that are aligned to the state standards and district
curriculum for this grade level and subject areas. Ms. Shugars utilized appropriate resources for the
planning and presentation of this lesson based on student interests and skill levels. The instructional
plan is detailed in a sequential, progressive manner with an engaging opening activity that activates
students' prior knowledge, provides modeling of instruction, guided and independent practice, checks for
understanding and closing activity that allows for movement and student demonstration of their ability
to apply their new knowledge. Several movement breaks between activities are also planned to allow
students to take a brain break and refocus their energy. If the lesson were to be taught in person,
opportunities for class discussion and turn and talks are included as well.

Assessments planned are based on teacher observation of student participation and attention to task,
completed work products and student responses. Specific criteria for the formal formative assessment is
not noted.

DOMAIN 2: The Classroom Environment

During observation of instruction, note areas of interest and specific evidence to assist you in completing the student teacher
evaluation protocol.

DOMAIN 2: The Classroom environment

This domain should address each of the following components:

2a. Creating an Environment of Respect and Rapport
-Teacher interaction with students, both words and actions
-Student interaction with other students, both words and actions
2b. Establishing a Culture for Learning
-Importance of the content and of learning
2c. Managing Classroom Procedures
-Management of instructional groups
-Management of transitions
-Management of materials and supplies
-Performance of non-instructional duties
2d. Managing Student Behavior
-Expectations
-Monitoring of student behavior
-Response to student misbehavior
2e. Organizing Physical Space
-Arrangement of furniture and use of physical space
-Safety and accessibility

Details on each component can be found at:

Danielson Framework Reference

As previously stated, it is not possible to be physically present to observe this lesson. All comments are
based on the detail Ms. Shugars has provided in her lesson plan for this domain. Ms. Shugars provides
opportunities for student- teacher interaction as well as student to student interaction via turn and talk
activities and the closing activity. The importance of the content is stressed throughout the lesson and
application activities are provided.

Details for management of instructional groups includes specific directions to students of what is
expected as well as the use of modeling of instruction and a timer to maintain the pace of instruction.
Based on feedback from Ms. Morgan, Ms. Shugars has made adjustments to how she addresses
distributon of materials in order to ensure students are not distracted during direct instruction by having
worksheets or computers on their desks.

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 Student behavior is addresed by the use of movement breaks to refocus attention and use excess
energy, monitoring of student work and providing assistance or redirection as needed and the use of a
classsroom incentive program to earn reward points. If the lesson were to take place in the classroom
the full physical space is utilized, with work being done at students desks, the back table for extra
assistance for those who need it and the full classroom for the closing activity in which students move
from one part of the room to the next based on their responses to whether statements represent local
or state governments.

DOMAIN 3: Instruction
During observation of instruction, note areas of interest and specific evidence to assist you in completing the student teacher
evaluation protocol.

DOMAIN III: Instruction

This domain should address each of the following components:

3a. Communicating with Students
-Expectations for learning
-Directions for activities
-Explanation of content
-Use of oral and written language
3b. Using Questioning/Prompts & Discussion Techniques
-Quality of questions/prompts
-Discussion techniques
-Student participation
3c. Engaging Students in Learning
-Activities and assignments
-Grouping of students
-Instructional materials and resources
-Structure and pacing
3d. Using Assessment in Instruction
-Assessment and criteria
-Monitoring of students learning
-Feedback to students
-Student self-assessment and monitoring of progress
3e. Demonstrating Flexibility and Responsiveness
-Lesson adjustment
-Response to students
-Persistence

Details on each component can be found at:

Danielson Framework Reference

Ms. Shugars has detailed an instructional process that includes:

- Anticipatory set-movement activity to refocus from previous instruction, turn and talk for students to
discuss what they think is the purpose or job of government and student sharing of responses

- Modeling of instruction- presentation of a Venn diagram on whiteboard labeled State and Local
government with intersecting space in the center. presentation of Brain Pop Jr. video titled Local and
State Government with several pauses to to identify information from the video and write on the
diagram. This repeated two times

- Guided Practice- Distribution of Chromebooks and directions for logging in to assignement and video.
Ms. Shugars will monitor student progress and privide assistance as needed. Struggling students will be
guided to the back table for extra help.

Independent Practice- Using the information from the Venn diagram to complete the worksheet matching
job positions to respective state or local government column.

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 Closing- Designated corner of the rooms for state and local government. Based on statements provided
by Ms. Shugars students will decide which section of the room to move to, ex. Sets laws to keep people
safe (both state and local), the governor is the leader of this type of governement (state). Further
closing will have Ms. Shugars ask students to respond to some specific questions about their state and
local government; what county do you live in? Who is the NJ governor?

Several opportunities for Ms. Shugars to check for understanding during and between activites are also
detailed.

Ms. Shugars has identified several assessment strategies aligned to the learning objective including
teacher obseervation of student responses and participation, completed work and demonstrated
understanding of new content knowledge.

DOMAIN IV: Professionalism

This domain should address each of the following components:

4a. Reflecting on teaching
-Accuracy
-Use in future teaching
4b. Maintaining accurate records
-Student completion of assignments
-Student progress in learning
-Non-instructional records
4c. Communicating with Families
-Information about the instructional programs
-Information about individual students
-Engagement of families in the instructional program
4d. Participation in a Professional Community
-Relationships with Colleagues
-Involvement in a culture of professional inquiry
-Service to the school
-Participation in school and district projects
4e. Growing and Developing Professionally
-Enhancement of content knowledge and pedagogical skill
-Receptivity to feedback from colleagues
-Service to the profession
4f. Showing Professionalism
-Integrity and ethical conduct
-Service to Students
-Advocacy
-Decision Making
-Compliance with school/district regulations

Details on each component can be found at:

Danielson Framework Reference

Ms. Shugars has demonstrated professionalism and responsibility during this difficult time of school
closings. She has actively supported her mentor teacher with the preparation of all lessons assigned by
Ms. Morgan to use in the digital platform. During our telephone conversation last week to review the
new requirements Ms. Shugars was an active participant, asked relvant questions, maintained contact
via e-mail during the week with questions and based on this presented lesson plan has demonstrated
understanding of what was being asked of her given the changing circumstances.

Accomodations (Describe)

Please describe accommodations made in planning or that took place during instruction.

Detailed accommodations include extra support and extra time for three I & RS students, visual supports
for instruction, read aloud of materials for lower level readers, student discussion, movement breaks to
refocus energy and attention and classroom behavior incentive program.

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 Technology Integration (Describe)

P l e a s e i d e n t i f y a n y t e c h n o l o g y u s e d b y t h e s t u d e n t t e a c h e r including detail on how it was utilized. ( * I f s o f t w a r e , p l e a s e p r o v i d e

name.) If used during instruction, please indicate how it was used to engage learners.

Ms. Shugars plan reflects the use of the interactive whiteboard to present instructional materials
including the Brain Pop Jr. video and the use of Chromebooks by the students to access the video and
their assignments.

Conferencing Notes with the Mentor Teacher

In the area below, provide a summary of conversation with the mentor teacher regarding student teacher progress including
observations regarding improvement/change since the last visit.

Ms. Morgan and I did not have a direct conversation regarding this lesson. We have exchanged e-mails
in which she details the work Ms. Sugars has done in assisting with lesson preparation for the students
via the digital platform as well as improvements she had seen in Ms. Shugars performance in the days
prior tot he school closing. She also sent a link for me to view the first week's work assignments (Ms.
Shugars has provided the link in subsequent weeks). Also in the lesson plan Ms. Morgan reviewed it
prior to Ms. Shugars submission to me. Her comments on the lesson were available for my review. Ms.
Shugars used Ms. Morgan's feedback to make revisions in the plan before my review.

School of Education
Please direct any questions, concerns, or technical issues to:

Stockton University
School of Education
101 Vera King Farris Drive, Galloway, NJ 08205
Phone: (609) 652-4688 Fax: (609) 626-5528
E-mail: Jeanne.DelColle@stockton.edu

Form Information
Danielson, Charlotte (2014). The Framework For Teaching Evaluation Instrument, 2013 Edition. Princeton, NJ: Charlotte Danielson
Group.

Revised 12/2015

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