This work has already been evaluated and released to the author.

Use the tabs to the top right to

view the evaluation report and work.

Evaluation Results

Emily Shugars

04/07/2020 11:31:42 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 6

Date of Observation

April 7, 2020

Mentor Teacher

Corey Morgan

Student teacher

Enter name of student teacher

Printed on: 04/16/2020 04:22:35 PM (EST)
 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 Elementary School

Grade/Subject

2/Reading

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: Desk Evaluation

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

April 5, 2020

Topic of Lesson

Review- Non-Fiction Text Features

What student teaching model is being used?

Printed on: 04/16/2020 04:22:35 PM (EST)
 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

Ms. Shugars has prepared this lesson plan as a component of a desk evaluation due to the mandatory
school closings. This requires specific detail in Domains 2 & 3 for those components which this supervisor
can not directly observe. Based on feedback provided by the mentor teacher and this supervisor Ms.
Shugars has made several revisions to the originally submitted lesson plan.

Ms. Shugars demonstrates knowledge of content and has cited relevant pedagological theory to support
her lesson rationale (Bloom's Taxonomy of higher order thinking skills). Her plan details an opening
activity to activate students' prior knowledge of content.

Ms. Shugars demonstrates understanding and knowledge of her students. She has identified those with
specific instructional plans and what supports from their plan are appropriate for this lesson's
Printed on: 04/16/2020 04:22:35 PM (EST)
 instructional activities. She also describes several classsroom management strategies suitable for
keeping the whole class on task.

Ms. Shugars has identified appropriate state standards aligned to the district curriculum for this grade
and subject. Her learning objectives are directly tied to those standards. They are suitable for diverse
student learning needs as the texts used in the instructional activities can be adjusted based on
student reading levels.

Ms. Shugars has used a variety of online resources in creating this lesson, Google slides, leveled text,
matching game and non-fiction text features chart. Some of these activities are of her own creation.

Instruction is presented in a coherent, sequential manner with a clear opening to activate prior
knowledge, modeling/think aloud process, guided and independent practice and a closing activity to
check for student understanding. Based on feedback from her mentor teacher Ms. Shugars made
adjustments to how many examples to use in guided practice in order to ensure sufficient independent
practice to assess student understanding of content.

Ms. Shugars has designed assessments that align to the chosen standards and learning objective. With
the adjustment cited in the previous paragraph Ms. Shugars will be able to more fully assess student
work and ensure valuable data to inform future instructional planning.

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 in a desk evaluation the supervisor can not directly observe many of the
components of this domain. Ms. Shugars has described in detail how she would address each if this
lesson was taking place in the classroom.

2a & b. Ms. Shugars describes interactions with students that are respectful and supportive. She
stresses the importance of the content and uses a variety of strategies including games (mathcing and
scavenger hunt) to support this.

2c. Ms. Shugars details a variety of classroom management strategies to be used including movement
Printed on: 04/16/2020 04:22:35 PM (EST)
 activities to assist students with refocusing excess energy productively and attend to task, use of a
timer to maintain instructional pace, clearly stated directions for instructional activites that also convey
behavioral expectations, management of materials distribution and transitions. Based on feedback from
her mentor teacher Ms. Shugars adjusted when she would distribute needed materials in order to
reduce distractions during instruction of content.

2d. Expectations for appropriate behavior are stated. What is not noted is the use of the classroom
incentive program to use as reinforcement to support and reward student behavior.

2e. The lesson is designed with students seated at their desks. Since there is not the opportunity for
students to move around the classroom for some of the activities, a "brain break" midway through the
lesson is recommended.

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 describes her expectations for student learning integral to her directions for the
instructional activities. She explains content through verbal instruction and the use of visual
reinforcement. All content is either projected on the interactive white board, provided in student copies
or via use of Chromebooks to access Google slides. Questioning strategies range from basic to
application of content. Students are provided opportunities to discuss with one another their
understanding of content via turn and talk activities. Student participation is encouraged throughout
including coming to the interactive white board to identify answers. Ms. Shugars has used an added
twist to engage students by asking them to come forward by hopping, galloping, etc. Designed activities
not only support the new content but are presented in a manner that is fun and creative, especially the
scanger hunt for non-fiction text features.
Printed on: 04/16/2020 04:22:35 PM (EST)
 Ms. Shugars made adjustment to her guided practice based on feedback from her mentor teacher to
ensure there was both guided practice with think aloud process and a sufficient number of independent
practice responses to assess student understanding. Also based on feedback from the mentor teacher
changes were made in the timing of the distribution of materials to ensure stodent focus on instruction
of content and not be distracted by what is on their desks. These two adjustments have been offered as
feedback from the mentor teacher in several prior lessons. It is recommended that they be attended to
in future planning and practice.

As this is not a lesson to be observed in the classroom there is no evidence of flexibility or lesson
adjustment other than what has been previously stated in the planning.

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 during this time of school closing by providing all
assistance requested by her mentor teacher in preparation of lessons and maintaining records. She has
followed the instructions provided by this supervisor to complete her desk evaluations for observations
#5 & 6. During this time she was contacted by a school she had applied to for a teaching position for an
online interview and demonstration lesson. During her preparation she contacted this supervisor and
requested feedback to enhance her teaching performance via video view of the demo lesson. Feedback
was provided in a follow up telephone conversation.

Accomodations (Describe)

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

Ms. Shugars based her accommodations on existing instructional and behavioral plans for specific
students. These included extra support and time to complete assignments, leveled readers, visual
representation of all content presented and movement activities.

Technology Integration (Describe)

Printed on: 04/16/2020 04:22:35 PM (EST)
 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 presented all aspects of her instruction via the use of the interactive white board, Chrome
books, Google slides and online leveled text.

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 have been in communication via e-mail since the school closing. She has updated me
on Ms. Shugars participation in the preparation of assignments for the online digital platform in use,
their ongoing communication and maintenance of student record keeping. Ms. Morgan reviews Ms.
Shugars lessons before submission for evaluation and provides important feedback.

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

Printed on: 04/16/2020 04:22:35 PM (EST)