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Evaluation Results

Requirement : EDSE_46300: Student Tch Obs Report 1

AUTHOR: Athanasios Kamberis

DATE EVALUATED: 03/17/2021 11:34:04 AM (EDT)

FINAL SCORE
DRF TEMPLATE: MathEducationUndergrad_DRF
3.00 ( out of 4)
PROGRAM: DRF (21) SecMathematicsEd._Undergrad

EVALUATION METHOD : Using Form

Detailed Results ( Form used : StudentTchObs1_3_SecMathematics_current)

Response is required

Part 1: Background Information

Name of Student Teacher:

Athanasios Kambris

Date of Observation

Date: Observation #

3/12/21 1

School/Grade Level

School: Grade Level:

CCAA 7

College Supervisor

Allen Wein

Cooperating Teacher
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 Mr. Rothenberg

Part II: Summary of Teaching & Learning Activities

A: Objectives of the Lesson

Order of Operations with negative numbers

SWBAT simplify expressions with negative numbers using order of operations.

B: Instructional Activities Observed - Including the use of technology in planning and/or instruction
(Optional narrative).

Athenasios asked the students if they could explain the difference between an expression and an
equation.. He introduced the Do Now and PEMDAS using the interactive board. The students discussed
the order of operations. The school uses the I Do/We Do/ You Do model.
Three examples were discussed concerning the steps to solve. The students used Kahn Academy for
their work. The students worked independently with the teachers monitoring their work.

Part III: Narratives

A. Student Teacher's Strengths:

Athanasios:
provided a complete lesson plan.
appears to have good content knowledge.
fostered discussion.
completed the I Do examples clearly and step by step.

B. Suggestions for further Focus and Improvement

[Identify one or two components within the three domains that candidate should target for the next lesson. What particular
strategies or instructional approaches can she or he employ to improve in these areas?]

There are no suggestions for improvement. The program is very structured and Athanasios followed the
format.

C. OVERALL RATING FOR THIS LESSON

(Use 4, 3, 2, 1 to the .1 place.)

Signature of College Supervisor

Signature: Date:

allen Wein 3/12/21

Signature of Student Teacher

Signature: Date:

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 To Be Signed and returned N/A

Date of Next Observation:

Please indicate the date of the next observation below:

TBD

Part III (cont.) Danielson Domains 1-3

Domain 1: Planning and Preparation

Directions: After reading lesson plans and conducting post-observation conference, circle one performance level for each component
based on holistic assessment of critical indicators.

1=Baseline (candidate meets FEW or NONE of critical indicators);

2=Approaching Target (candidate meets SOME critical indicators);
3=Target (candidate meets MOST critical indicators);
4=Exceeds Target (candidate meets ALL critical indicators).

Component 1a: Demonstrating Knowledge of Content and Pedagogy

Response Legend:
1 = Baseline 2 = Approaching Target 3 = Target 4 = Exceeds Target N/A = Not Applicable

Not
1 2 3 4
Applicable

Critical Indicators: 0 Materials prepared or gathered for

lesson demonstrate candidate's knowledge of content and
content resources. 0 Candidate's planning demonstrates
understanding of key content and concepts in the subject.
0 Candidate's planning demonstrates understanding of key
pedagogical concepts and instructional practices in subject-
area. 0 Candidate's planning demonstrates understanding
of how lesson's content and concepts relate to other
content and concepts in the subject.

Component 1b: Demonstrating Knowledge of Student

Response Legend:
1 = Baseline 2 = Approaching Target 3 = Target 4 = Exceeds Target N/A = Not Applicable

Not
1 2 3 4
Applicable

Critical Indicators: 0 Candidate uses resources and

materials in lesson that are appropriately challenging. 0
Candidate considers student's prior academic experiences,
skills, and knowledge when planning lessons. 0 Candidate
gathers relevant contextual information about students as
part of planning process (e.g. cultural/linguistic diversity,
learning styles, developmental considerations, community
makeup); 0 Candidate draws on students' interests,
cultural backgrounds, strengths, and needs to inform
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 his/her planning. 0 When possible, candidate identifies
and plans accommodations for students in class who may
require different strategies/support (e.g. students with
IEPs, ELL's, struggling readers, gifted students).

Component 1c: Selecting Instructional Goals

Response Legend:
1 = Baseline 2 = Approaching Target 3 = Target 4 = Exceeds Target N/A = Not Applicable

Not
1 2 3 4
Applicable

Critical Indicators: 0 C a n d i d a t e i n c l u d e s g o a l s f o r
developing academic language essential to mastering
content or skill objectives; 0 The instructional goals
articulate exactly what students will be expected to learn,
not what they will do; 0 C a n d i d a t e c h o o s e s g o a l s t h a t a r e
significant for learning in the discipline (or adequately
assess the significance of goals chosen for them); 0
Candidate sets instructional goals that are aligned to prior
and future lesson goals and the broader goals of the
learning unit; 0 When appropriate, outcomes are
differentiated, in what-ever way is needed, for individual
students.

Component 1d: Designing Coherent Instruction

Response Legend:
1 = Baseline 2 = Approaching Target 3 = Target 4 = Exceeds Target N/A = Not Applicable

Not
1 2 3 4
Applicable

Critical Indicators: 0 R e s o u r c e s a n d m a t e r i a l s u s e d i n
lesson align with learning outcomes; 0 The candidate
matches instructional activities to learning outcomes. 0 The
sequence of learning activities and time allotments support
learning outcomes; 0 Instructional activities provide
opportunity for higher-level thinking and permit student
choice when appropriate; 0 The candidate organizes
instructional student groups thoughtfully to maximize
learning and build on student strengths.

Component 1e: Designing Student Assessments

Response Legend:
1 = Baseline 2 = Approaching Target 3 = Target 4 = Exceeds Target N/A = Not Applicable

Not
1 2 3 4
Applicable

Critical Indicators: 0 P l a n n e d a s s e s s m e n t s i n c l u d e
performance expectations with clearly written criteria; 0
Planned assessments correspond with instructional
outcomes; 0 Plan includes modified assessments for
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vidual stud e n t s w hAM
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appropriate; 0 Plan includes
 individual students when appropriate; 0 Plan includes
formative assessments designed to inform minute-to-
minute decision-making by the teacher during instruction.

Domain 2: The Classroom Environment

Direction: After observing lesson and conducting post-observation conference, circle one performance level for each component based
on holistic assessment of critical indicators.

Key:
1=Baseline (candidate meets FEW or NONE of critical indicators);
2=Approaching Target (candidate meets SOME critical indicators);
3=Target (candidate meets MOST critical indicators);
4=Exceeds Target (candidate meets ALL critical indicators).

Component 2a: Creating an Environment of Respect and Rapport

Response Legend:
1 = Baseline 2 = Approaching Target 3 = Target 4 = Exceeds Target N/A = Not Applicable

Not
1 2 3 4
Applicable
Critical Indicators: 0 C a n d i d a t e p r o m o t e s r e s p e c t f u l t a l k ,
active listening, and turn taking; 0 Candidate models and
promotes politeness and encouragement of students'
efforts; 0 Candidate demonstrates knowledge and caring
about students' background and lives outside of the
classroom; 0 Candidate's body language expresses caring,
builds rapport with students, and make them feel
supported; 0 Candidate's movement and physical
proximity communicates awareness and interest in
students' performance; 0 Candidate demonstrates
fairness, appropriate to the diverse needs of the students
in the class.

Component 2b: Establishing a Culture for Learning

Response Legend:
1 = Baseline 2 = Approaching Target 3 = Target 4 = Exceeds Target N/A = Not Applicable

Not
1 2 3 4
Applicable
Critical Indicators: 0 C a n d i d a t e d e m o n s t r a t e s p a s s i o n f o r
subject and value of what is being learned; 0 Candidate
seeks to create a "community of learners" where students
display/support intellectual curiosity and risk-taking; 0
Candidate expects and recognizes effort and persistence
on the part of students; 0 Candidate expects high quality
work and provides models and criteria for producing it; 0
Candidate encourages students to take responsibility for
their own learning by independently assessing the quality
of their thinking and work and initiating improvement.

Component 2c: Managing Classroom Procedures

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 Response Legend:
1 = Baseline 2 = Approaching Target 3 = Target 4 = Exceeds Target N/A = Not Applicable

Not
1 2 3 4
Applicable
Critical Indicators: 0 C a n d i d a t e h a s i n s t r u c t i o n a l m a t e r i a l s
ready and readily available to students so they can access
and return them efficiently; 0 Candidate monitors time and
helps students monitor it independently; 0 Candidate
provides students with advance notice before transitions so
they have time to shift gears; 0 Candidate prepares
students for independent/group work through thorough
explanation and review of procedures; 0 Candidate has
meaningful supplemental work ready for students who
finish tasks early.

Component 2d: Managing Student Behavior

Response Legend:
1 = Baseline 2 = Approaching Target 3 = Target 4 = Exceeds Target N/A = Not Applicable

Not
1 2 3 4
Applicable
Critical Indicators: 0 C a n d i d a t e c l e a r l y a n d a s s e r t i v e l y
communicates expectations; 0 Candidate consistently
monitors level of attention and engagement across
classroom; 0 Candidate monitors and responds to the
behavior of all students; 0 Candidate employs strategies
to effectively refocus attention when necessary; 0
Candidate deals with disruptions and off-task behavior
quickly, directly, privately when possible, and with the
minimum it takes to get the students back on track; 0
Candidate employs behavior management strategies that
are appropriate for the circumstances and student.

Component 2e: Organizing Physical Space

Response Legend:
1 = Baseline 2 = Approaching Target 3 = Target 4 = Exceeds Target N/A = Not Applicable

Not
1 2 3 4
Applicable
Critical Indicators: 0 C a n d i d a t e m o n i t o r s a l l a c t i v i t i e s i n
the classroom to ensure the safety of students; 0
Candidate ensures that physical space is organized so that
all students can see, hear, and participate in learning
activities; 0 Candidate has considered how to maximize or
when possible change physical space so as to align it with
the instructional objectives of the lesson; 0 Candidate
implements procedures to create a safe environment that
include procedures for the care, use and storage of
equipment and materials.

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 Domain 3: Instruction
Directions: After observing lesson and conducting post-observation conference, circle one performance level for each component
based on the holistic assessment of critical indicators.

Key:
1=Baseline (candidate meets FEW or NONE of critical indicators);
2=Approaching Target (candidate meets SOME critical indicators);
3=Target (candidate meets MOST critical indicators);
4=Exceeds Target (candidate meets ALL critical indicators).

Component 3a: Communicating with Students

Response Legend:
1 = Baseline 2 = Approaching Target 3 = Target 4 = Exceeds Target N/A = Not Applicable

Not
1 2 3 4
Applicable
Critical Indicators: 0 C a n d i d a t e ' s p u r p o s e f o r t h e l e s s o n i s
clear, including where the lesson is situated within broader
learning, and/or how it is linked to students' interest. 0
Candidate provides clear directions and procedures specific
to lesson activities, and anticipates possible
misunderstandings; 0 Candidate's explanation of content
is appropriate, absent of errors, and connects with
students' knowledge and experience; 0 Candidate's
spoken language is correct, expressive and uses phrases
and terms that expand student's vocabulary while
supporting student's understanding of concepts and
content.

Component 3b: Using Questioning and Discussion Techniques

Response Legend:
1 = Baseline 2 = Approaching Target 3 = Target 4 = Exceeds Target N/A = Not Applicable

Not
1 2 3 4
Applicable

Critical Indicators: 0 C a n d i d a t e s t r u c t u r e s q u e s t i o n s t o
engage various types of thinking (recall, summary,
inference) including ones of high cognitive challenge
(synthesis, evaluation) and provides adequate time for
students to respond; 0 Candidate effectively uses
students' responses and ideas; 0 Candidate invites
students to formulate questions when appropriate; 0
Candidate creates a genuine discussion among students,
stepping aside when appropriate; 0 Candidate seeks to
engage all students in the discussion.

Component 3c: Engaging Students in Learning

Response Legend:
1 = Baseline 2 = Approaching Target 3 = Target 4 = Exceeds Target N/A = Not Applicable

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 Not
1 2 3 4
Applicable
Critical Indicators: 0 C a n d i d a t e s t r i v e s t o g e n e r a t e
enthusiasm for and interest in learning topics and tasks; 0
Candidate limits teacher-talk to ensure that students
spend ample time in lessons actively practicing and
applying skills and knowledge; 0 Candidate takes steps to
motivate students to work on all tasks and persist even
when the tasks are challenging; 0 Candidate paces lesson
to ensure maximum engagement: neither dragging nor
rushed, with time for closure and student reflection.

Component 3d: Using Assessment in Instruction

Response Legend:
1 = Baseline 2 = Approaching Target 3 = Target 4 = Exceeds Target N/A = Not Applicable

Not
1 2 3 4
Applicable
Critical Indicators: 0 C a n d i d a t e p a y s c l o s e a t t e n t i o n t o
evidence of student understanding; 0 Candidate utilizes
purposeful questions and tasks to elicit evidence of
student understanding; 0 Candidate circulates to monitor
student learning and to offer feedback; 0 Candidate takes
steps to understand students' process of learning and just
the extend of their learning; 0 Candidate takes steps
towards having students assess their own learning;

Component 3e: Demonstrating Flexibility and Responsiveness

Response Legend:
1 = Baseline 2 = Approaching Target 3 = Target 4 = Exceeds Target N/A = Not Applicable

Not
1 2 3 4
Applicable

Critical Indicators: 0 I n r e f l e c t i n g o n l e s s o n , c a n d i d a t e
accurately identifies students who struggled to meet
learning outcomes and offers specific reasonable follow-up
steps for helping them succeed; 0 In reflecting on lesson,
candidate accurately assesses strengths and weaknesses
of planning and instruction and offers alternative actions
for improving them; 0 Candidate seizes on "teachable"
moments during lesson; 0 Candidate adjusts instruction in
response to evidence of student understanding (or lack of
it); 0 In reflecting on lesson, the candidate accurately
assesses strengths and weaknesses of classroom
environment and offers alternative actions for improving it.

Part IV. Danielson Domain Four

THIS SECTION TO BE INCLUDED IN THE FOURTH AND FINAL OBSERVATION ONLY.

Printed on: 06/15/2021 11:11:02 AM (EST)