Student

Teacher
CONNORS,
HALLE J

Supervisor
RUNYAN,
CHARLES
K

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Teacher

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Level

School
District

HENRY, HIGH
CINDY E SCHOOL

Evaluations

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NEODESHA
USD #461

Visit # 2 Evaluation

Supervisor
Visit # 2 Evaluation
Visit Date:
02/08/2016
Visit Time:
01:00 AM
Classes Observed:
Basic 12th English
General Comments:
Lesson Plan: Today, the Socratic Seminar lesson on Macbeth centered on two clear objectives
connected to State Standards RI and W9. The lesson plan also contained material to be used in
the lesson, a brief description of the instructional activities, differentiation, and evaluation
strategies to check on objective coverage. It passed the simple test of whether a substitute could
easily follow the plan to effectively teach the lesson. It also showed how the objectives would be
sufficiently covered.
Classroom Observations: At the bell, all ten Basic 12th English students were seated and ready as
the roll was taken silently and entered into the computer. Gaining the attention of most all
students, the lesson began with OK, tell me where we left off yesterday? After a student
answer, Halle overview of the days activities and asked students to write at least three questions
concerning the plot of Macbeth. She counted down the three-minute time limit. After checking
each students completion of questions, she had students form a circle for a Socratic seminar.
During the Socratic Seminar, a selected student read one of their questions, and then students

raised their hand to help answer. Halle would always end with summary comments. Halle was
totally in control as students responded by asking probing questions for unclear responses and
validating correct ones. She was knowledgeable and expanded upon divergent answers. Because
each student earned discussion points for class participation, Halle kept track of who asked each
question and number of responses of each student. After 23 minutes, Halle ended with Thank
you for participating. Are there any other questions? A stronger closure might be suggested.
Students then watched the next scene of Macbeth. Here, she stopped about every 5 or 6 lines to
interpret and ask comprehension and evaluation questions. What do you think questions were
productive during the discussion. Here, it might be suggested that students have the play open
and read along as they watch.
During this 23-minute Socratic instructional episode, students asked nearly 30 questions with
Halle expanding the responses with 27 whole class and 4 student directed questions. Probing
questions following incomplete responses as well as validation comments for correct responses.
Correctives and positive feedback were noticed for several questions with appropriate wait time
used to give students time to think. Though most students were on task during the watching of
the play, scanning the classroom to check each student would help her in redirecting students
who were briefly off task.
Without closure, the class ended with students leaving at the dismissal of the teacher. Overall, the
lesson plan, which contained clear objectives, detailed instructional procedures, and evaluation
techniques, was effectively implemented.

The classroom atmosphere seemed to be pleasant, task-oriented, and conducive to learning.

Articulation, appropriate vocal speed, and grammatically correct language were witnessed
throughout the lesson. Speaking in complete sentences, few vocal segregates (you know, uh)
were noticed as the lesson was taught. OK is her favorite word often over used as a transition.
Voice projection could be increased during the discussion session but was fine during whole
class instruction. Overall, good start! It is evident students see and respect Halle as the teacher.
Targets: As targets for next visit, it is suggested she: 1) augment your teaching with more checks
for understanding and closures connected to the objectives; 2) look for ways to increase reading
and vocabulary study as the play is watched; and 3) taking out OK in verbal speech.
Halle is to be commended for participating a several preschool staff meetings and extracurricular activities. Last weekend, Halle helped with the forensics students as they competed in
Iola. Also, to continue to expand her professional knowledge base, she is reading various texts
and watching numerous videos on a range of instructional and management techniques by using
CANVAS, the online learning management system.

Seminar Activities: During the opening month of her student teaching experience, Halle has laid
the foundation for a very successful teaching experience through her course work. First, she has
thoroughly explored the policies and procedures of the school by completing a 200-item
orientation checklist. She knows most students by name, and has explored various procedures to
open, conduct, and end his classes. Second, she has developed a written philosophy where she
believes that all her students will learn the curriculum, that she is the one responsible for that
learning, and that individual student achievement is a matter of time and providing opportunities
where success breeds success. Third, she is acquiring a legal knowledge base that will help her to
perform the daily classroom responsibilities in a professional manner. Here, she has passed a
comprehensive law exam that covered the judicial basis for education, basic legal terminology,
teacher hiring and dismissal, and general classroom legal responsibilities towards such topics as
child abuse, sexual harassment, suicide, drugs, weapons, personal searches, locker searches,
corporal punishment, student evaluation, first aid, medication, slander, field trips, equal
opportunity in sports, home schooling, religious and political opinions, creationism, prayer, and
special education. Next, in a special training session, she achieved Blood Borne Pathogen
Certification. Fifth, in the seminars, she has explored lesson planning, objective writing, and
presently has the knowledge to construct an effective Hunter lesson plan. Sixth, she is exploring
various management strategies, developing a Management Plan, and is working on consistency
in enforcing her classroom rules using a discipline hierarchy. Finally, she conducted a Shadow
Study where she shadowed a student for a day and explored how the time of day, room artifacts,
class atmosphere, class procedures, instructional strategies, questioning, teacher dispositions,
peer actions, seating position and general physical characteristics affected the students behavior.
Overall, she is very busy individual and has handled the time demands well.
Cooperating Teacher: Early evaluations from the field also show a positive start. The Initial
Evaluation completed by Ms. Henry after the first several weeks of the experience show ratings
of Developing (2) and above on the 45 indicators the candidates skills and awareness levels
are developing. There are also mostly Effective (3) ratings showing she is consistently
demonstrating competence with minimum assistance or prompting and numerous (4) Advanced.
Being an initial evaluation, there were also several (7) Not Witnessed or Not Applicable (NAs)
which is normal. This is a good early start! Also, in pre-conference discussions, the cooperating
teacher was pleased with her general professional development. Other than common beginning
characteristics, no major concerns were expressed. She is continuing to develop rapport with
students, exploring curriculum, and making plans to gradually assume the remainder of the
classes. Early lessons have gone fairly well. Attendance and punctuality have been good and a
positive impression has been made with her enthusiastic demeanor. She is to be commended for
her quick orientation and assimilation into the schools culture. Overall, a great start!
Reminders for next visit:
1. Develop and implement a plan to improve on each of the targets listed above.
2. Keep up-to-date on class assignments.

3. In planning your future lessons, continue to explore using various instructional techniques. If
possible, next time, show me how you are varying instruction.
4. Keep expanding your management skills such as increased scanning and consistency in
redirection and saying what you mean, and meaning what you say.
Conference Held:
Conference: A conference was held with the cooperating teacher, Ms. Henry, and the student
teacher, Halle, to first check on program questions, review teaching load, and assess progress so
far. Using a clinical supervision model, a pre-conference was held to review the lesson plan and
class characteristics. Using the computerized report, a post conference covered the class
observations, commendations, and suggested targets. A written report was given to the student
teacher at the next seminar. A digital picture was taken with the cooperating teacher and loaded
on to the GUS evaluation system so she can use it in her website portfolio. Several short videos
were also taken of her teaching.
2

VTJTYWx0ZWQ5 VIEW.EVALUATIO

A. The Learner and Learning

Current Standing: 3

# Ratings

Indicator

1 N/A

Plans and delivers developmentally appropriate instruction

2 N/A

Consults a variety of sources (e.g., student records, counselors, resource specialists, parent
conferences, test results, and other diagnostic tools) to determine the learning needs and
capabilities of individual students

3 N/A

Differentiates instruction appropriately for specific needs of learners

4 N/A

Persists in helping all students achieve success

5 COMMEND

Brings multiple perspectives to the discussion of content, including attention to learners'

personal, family and community experiences and cultural norms

6 COMMEND

Designs instruction to build on learners' prior knowledge and experiences

7 COMPETENT Displays consistency in dealing with behavior in the least disruptive manner, utilizing
appropriate positive and negative consequences

8 COMPETENT Demonstrates positive rapport with a diverse student population

9 COMPETENT Understands and respects a diverse student/parent population and helps all students learn
respect for the traditions and cultures of others
1 COMMEND
0

Uses appropriate nonverbal communication

11 COMMEND

Provides a learning environment which includes high time-on-task and active engagement

1 COMMEND
2

Promotes a classroom environment that is caring and supportive to all students

1 COMMEND
3

Organizes and maintains the physical environment of the classroom in a pleasant and orderly
manner conducive to student learning and safety

1 COMPETENT Monitors students' behaviors and activities in the classroom at all times
4
1 COMPETENT Handles multiple tasks, intrusions and distractions while maintaining the flow of the lesson
5
1 COMPETENT Teaches and reinforces classroom expectations, rules, routines and procedures fairly
6
B. Content
# Ratings

Current Standing: 3
Indicator

1 COMPETENT Demonstrates content area knowledge

7
1 N/A
8

Keeps abreast of new ideas and understandings in the field

1 N/A
9

Effectively uses multiple representations and explanations that capture key ideas in the
discipline, guides learners through learning progressions and promotes each learner's
achievements of content standards

2 COMMEND
0

Engages students in learning experiences in the discipline(s) that encourage learners to

understand, question and analyze ideas from diverse perspectives using standards of evidenc

2 COMPETENT Creates opportunities for students to learn and practice content language
1
2 N/A
2

Provides a real world context for lesson content

2 N/A
3

Demonstrates pedagogical knowledge relevant to the discipline

C. Instructional Practice
# Ratings

Current Standing: 2

Indicator

2 COMPETENT Creates lessons that encourage students to think creatively and critically and to solve problem
4
2 COMPETENT Develops clear lesson plans which include objectives, materials, activities,
5
adaptations/modifications and evaluation techniques based on the curriculum
2 N/A
6

Develops clear long-term instruction plans (e.g. units and/or modules) which include
objectives, materials, activities, adaptations/modifications and evaluation techniques based o
the curriculum

2 COMPETENT Selects materials and activities consistent with the objectives of the lesson and students' dive
7
abilities resulting in appropriate adaptations and modifications
2 N/A
8

Applies the appropriate scope and sequence of objectives for teaching the curriculum (nation
state and/or local standards)

2 COMPETENT Uses available educational technologies for effective instruction

9
3 COMMEND
0

Provides opportunities for all students to successfully apply or practice knowledge and skills
learned

3 N/A

Designs assessments that align with learning objectives

1
3 N/A
2

Effectively uses multiple and appropriate types of assessment data to identify each student's
learning needs and to develop differentiated learning experiences

3 N/A
3

Maintains clear and reasonable work standards and due dates

3 N/A
4

Makes changes in instruction based on feedback from multiple classroom assessment source

3 COMMEND
5

Gives constructive and frequent feedback to students on their learning

3 N/A
6

Balances the use of formative and summative assessment as appropriate to support, verify an
document learning

3 COMPETENT Accomplishes smooth and orderly transitions between parts of the lesson
7
3 IMPROVE
8

Communicates clearly to all students the objective and purpose of each lesson

3 COMMEND
9

Conducts class with poise, confidence and enthusiasm

4 COMMEND
0

Maximizes instructional learning time by working with students individually as well as in sm

or whole groups

4 COMMEND
1

Gives clear directions

4 N/A
2

Provides focus on important points and checks for understanding

4 N/A
3

Uses a variety of effective and appropriate instructional strategies and resources

4 COMPETENT Encourages participation from all students through effective questioning strategies (e.g., equ

distribution, level variation, adequate wait time, probing and clue giving, and appropriate
correctives and feedback)

4 COMMEND
5

Presents lessons in a clear, logical and sequential manner

D. Professional Responsibility

Current Standing: 3

# Ratings

Indicator

4 N/A
6

Models and teaches safe, legal and ethical use of information and technology

4 N/A
7

Demonstrates maturity and accepts constructive criticism in a positive manner

4 COMMEND Knows and follows school policies and shares in the general responsibilities and duties associa
8
with teaching (e.g., attendance, discipline, hall duty)
4 COMMEND Listens carefully to all students then responds in a professional manner
9
5 N/A
0

Practices self-evaluation and reflection

5 N/A
1

Maintains confidentiality at all levels

5 N/A
2

Implements the recommendations from evaluations of professional performance

5 COMMEND Demonstrates effective interpersonal skills

3
5 COMMEND Maintains a consistently positive and professional demeanor
4
5 N/A
5

Communicates effectively, appropriately and professionally in all forms and to all audiences

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