St John’s University School of Education Teacher Evaluation Form

Student Teacher: Taylor Chico Date of Evaluation: Thursday, March 18, 2021 Cooperating Teacher:

Mrs. Barrett Grade/Subject: Grade 8 Social Studies University Supervisor: Professor Jo N. Rossicone

School : IS 34R

Evaluation time frame: (circle one) Midterm / Final Semester : Fall / Spring

To what extent has the Student Teacher demonstrated capabilities according to the following INTASC Standards:
Standard 1: The teacher understands Weak Moderate Strong
how learners grow and develop,
recognizing that individually within and 1234567
across the cognitive , linguistic, social,
emotional, and physical areas, and
designs and implements
developmentally appropriate and
challenging learning
experiences.

Standard 2: The teacher uses Weak Moderate Strong

understanding of individual differences
and diverse cultures and communities to 1234567
ensure inclusive learning environments
that enable each learner to
meet high standards.
Weak Moderate Strong
Standard 3: The teacher works with
others to create environments that 1234567
support
individual and collaborative learning and
that encourage positive social interaction,
active engagement in learning and
self-motivation.
 Standard 4: The teacher understands the Weak Moderate Strong
central concepts, tools of inquiry, and
structures of the discipline(s) he or she 1234567

teaches and creates learning experiences

that make these aspects of discipline
accessibleand meaningful for the
learners to assure mastery of the content.

Standard 5: The teacher understands Weak Moderate Strong

how to connect concepts and use
differing 1234567
perspectives to engage learners in
critical thinking, creativity, and
collaborative problem solving related
to authentic local and global issues.

Standard 6: The teacher understands Weak Moderate Strong

and uses multiple methods of
assessment to engage learners in their 1234567
own growth, to monitor learner
progress, and to guide the teacher’s
and learner’s decision making.
Weak Moderate Strong
Standard 7: The teacher plans
instruction that supports every student 1234567
in meeting rigorous learning goals by
drawing upon knowledge of content
areas, curriculum, cross-disciplinary
skills, and pedagogy, as well as
knowledge of learners and the
community context.

Standard 8: The teacher understands Weak Moderate Strong

and uses a variety of instructional
strategies to encourage learners to 1234567
develop deep
understanding of content areas and
their connections, and to build skills
to apply knowledge in meaningful
ways.

Narrative summary:
In your pre observation you identified the goals for the lesson. You stated that the students were
to be able to comprehend the impact individuals had on the Yalta and Potsdam Conferences. The
students were to determine the effects of these Conferences on WWII and the future “Cold War”
era. The students were to learn that the Yalta Conference and Potsdam Conferences led to further
tensions that impacted the Cold War events. Learning the material from both of these
conferences would be precursors for events that unfolded from 1947-1991. In addition, the
students were to learn about the formation and significance of the United Nations, which was
formed during this time to maintain peace and prevent another world war from occurring.

Commendations:

1. The lesson began with the do-now question: Why is leadership important during war?
Students were directed to include their responses on Padlet, which is a website that
displays responses on a digital board. You also prepared a powerpoint that would be the
means by which you would present the lesson to the class. It not only contained the
content you planned to teach, but did so in an attractive way that was meant to not only
give students the information they needed to learn the content, but did so in a way that
would engage your students. The use of technology, including the use of a video,
helped your students achieve the goals that you set for them.
2. You planned this lesson so that it would build on previous lessons. They were arranged
in the order of how these events impacted future historical events. This lesson connects
to prior learning experiences related to post-World War II. You were able to explain that
many leaders met to discuss the fate of Germany. After World War I, the League of
Nations was formed to maintain world peace; however, you were able to demonstrate that
it was too weak and failed. Students learned in this lesson how leaders met to discuss
how Germany would be divided, and how they hoped to prevent another world war from
forming. Similar to the purposes of the League of Nations, the United Nations was
formed to maintain world peace and discuss human rights. Your planning helped
facilitate student understanding and learning of the concepts outlined by you in your
lesson.
3. Within your powerpoint you included the modeling of close reading strategies during which time
you highlighted key concepts, vocabulary, and ideas that were essential to understanding how the
conferences were significant in shaping the post-war. These terms related to the standard,
CCSS.ELA-LITERACY.RH.6-8.4 that required students to determine the meaning of words and
phrases as they are used in a text, including vocabulary specific to domains related to
history/social studies. This was accomplished by giving students a narrative on the Yalta
Conference followed by questions to check for student understanding of the text that relates to the
second learning objective. The students learned the Soviet Union agreed to join the United
Nations at The Yalta Conference. The second question was intended for students to make a
current connection or use current knowledge of what they knew about the purpose and function of
the United Nations.
4. For your structured practice you planned for your students to participate in a “Think, Pair, Share”
which is a collaborative learning strategy. In addition to “The Yalta Conference” text, your
students were instructed to finish reading the remainder of the text and the “Potsdam Conference”
text. They were then instructed to read and closely read and highlight the texts. They were given
questions to answer and were instructed to think and write down their answers independently.
 Afterwards, they were to share their responses with a peer. You provided a slide with prompts that
they could refer to that would facilitate the discussion. Afterwards, you had a class discussion
about the questions and students’ responses. The “Think, Pair, Share” activity allowed students to
learn from each other, first by working independently and then by working with a partner. You
circulated around the room while they were participating in this activity to give support where
needed and to make sure that all students were on task. This strategy along with students working
together enhance student learning.
5. You indicated that student engagement was considerably low when you asked students to
respond verbally, which was visible within your submitted video. You determined that the
reason was because the school combined cohorts and it was your first day teaching some
students for the first period. However, integrating the use of technology is a great way to
boost levels of engagement, especially since the class size was small. It was definitely an
effective tool to view students’ work and check for understanding. Padlet was beneficial
to use because you were able to display all of the students' responses. You found that your
students were able to comment and build ideas by viewing their peers’ responses thereby
increasing student engagement.

Recommendation:

When asked in your post-observation if you would change anything in your lesson you
said that you were given the opportunity to teach the lesson again. The second time taught the
lesson you said that you were able to explain more about the website Padlet and your intention of
implementing its use. You considered this a weakness when you taught this lesson the first time.
You realized that you should let your students know that you wanted every student’s voice and
work to be displayed so that students would feel that their work is recognized. You also made
sure that you continued to encourage them to share their responses verbally. By looking at your
first lesson and noting what you needed to change you were able to better draw more students
into the lesson to share their thoughts and responses with the class.

Final Comment:
This was an excellent and well planned lesson. You have a wonderful way with your
students and display many qualities of a fine teacher including being adaptable. After realizing
that you needed your students to be more engaged in your lesson, you explained more about
Padlet, which was the website you used to display responses on a digital board.

Student Teacher Signature:_____________________________________Date:____________

University Supervisor: Professor Jo N. Rossicone Date: Mar. 21, 2021