Appendix D

Towson University

Classroom Observation
Intern: Janay Walker

Date: February 12, 2016

Time: 8:30 -9:30
Class size
Grade: 5
started w/ 25
continued to
30+
Subject:EnglishLanguageArts

School: Arundel Elem. Middle

Mentor: Joy S. Guthrie

Observed

Planning
Lesson is aligned with appropriate content standard and indicator.
Lesson is aligned with appropriate InTASC principle.
Lesson objective identifies intended learning.
Lesson objective is worded in student terms.
Formative assessment is directly aligned with the objective.
Instructional materials are attractive and readily available.

In
Progres
s

X
X
X
X
X
X

Comments:
The objectives aligned with all he standards indicators and InTASC principals.

ContextforLearning
Students demonstrate adequate prior knowledge to be successful learners.
Grouping techniques are appropriate for intended learning.

X
X

Comments:
Class started out with the students completing a worksheet about Rosa Parks and the Montgomery Bus Boycott.
Class discussion continued about the students experience riding the bus in relation to boycotting the bus system.

MotivationforLearning
Connections are made between students experiences and the new learning.
Strategies are used to promote excitement and stimulate thinking.
Positive reinforcement is used when appropriate.
Comments
The students previewed a video about the boycott.
A discussion continued about the history and students present and future.
You used positive reinforcement throughout the lesson as appropriate.

X
X
X

Not
Observed

N
A

ImplementingtheLesson
An appropriate review/drill/warm-up/motivation is conducted.
Objective is posted, shared with students, discussed and clarified as needed.
Instructional activities are meaningful and relate to the objective.
Instructional activities are appropriately sequenced.
Instructional activities are varied to address different learning styles.
There is a balance between teacher-directed and student-centered learning experiences.

X
X
X
X
X
X

Students are actively engaged during instruction.

Teacher/student modeling sequence is appropriate to intended learning.

Expectations/standards for student work are clearly communicated.
Class begins and ends on time.
Pacing is appropriate and adjusted based on student feedback.
Transitions between activities are efficient and effective.

X
X
X
X
X

Levels of questions are varied and support the objective.

Content is accurate.

X
X
X
X

Instruction makes cross-curricular connections (as appropriate)

Instruction integrates the use of technology (as appropriate).
Homework assignment is appropriate.

Comments
The students completed a worksheet as they watched the power point.
Discussion continued about MLK and interesting facts
The students followed along the power point while taking notes on their graphic organizer.
You asked leading questions as the lesson progressed.
The power point continued into the later part of the civil rights movement.
The students were directed to write additional questions on a sticky note so that you could continue with the lesson. ( You would answer them at
a later time)

Observed

In Progress

Not
Observed

NA

Assessing Student Learning/Differentiation

Student data (as available) is used to inform instructional decisions.
Informal assessment strategies are utilized throughout the lesson.
Instruction is adjusted based on informal assessments of student understanding.
Instructional modifications (interventions/enrichment) are provided and based on needs of
students.
Students practice new learning independently.
Formative assessment is completed during the class period.

X
X
X
X
X
X

Future instructional planning is based on formative data (Post observation discussion).

Comments:
Students were presented with a high interest graphic organizers that the students used as the followed along with the lesson.
During the direct instruction, you referred to the graphic organizer for the students to follow.
Your lesson plan addressed the needs of three groups below, on and above grade level.
You circulated the class to check on completion of worksheets. You offered positive support to the students who were on task.
After the power point, the students were directed to complete two worksheets that were based on the notes they took during the power point and
an additional video. You stopped the video and modeled for the students how to complete the information on the Amendments.
The students completed independent work to show mastery of objective. You monitored student progress throughout their independent work.

SummarizingtheLesson
Summary provides connections to past and/or future lessons.

X
2

Students demonstrate, reflect and evaluate attainment of the objective.

Comments:

ClassroomManagement
Student behavior is managed effectively.

X
X
X
X
X

A positive and supportive atmosphere is maintained.

Classroom routines and procedures are evident.
Appropriate feedback and reinforcement are used consistently.
Instructional space, equipment, and materials are organized.

Comments:
Many students arrived to class during the lesson. They took their seats, ate their breakfast snack and joined the lesson.
Grouping of students seemed appropriate based on the needs and the behaviors of the students.
There is constant movement and casual conversation within the classroom. You often have to re-direct students back to task. You do this and
continue with your lesson under challenging situations.
The three students at the back table seemed to be disengaged from the rest of the class. I was later told they refuse to complete any of their
work.

Professionalism
The intern uses correct English.
The intern demonstrates knowledge of instructional strategies.
The intern appears sensitive to individual needs and differences.
The intern uses AV materials and technology appropriately.
All written materials are clear and legible.
The intern uses a clear voice, which is appropriately adjusted in volume and inflection.

X
X
X
X
X
X

The intern uses non-verbal communication effectively.

Comments:
I enjoyed reading your posters throughout the classroom. Your word wall had many of the grade appropriate content.
Janay, it is obvious that you have established a nurturing, and caring relationship with your students. There is a mutual respect between the
students and yourself. Your professionalism is evident and is a valuable model for your students.
You should be commended for teaching 35 students by yourself in a challenging environment. Thank you for a nice visit!
Suggestion:
1. If you had access elmo you could have one of your leading student model the worksheet / power point for the student to follow.
2. Does your schedule dictate that you have to start your ELA block at the start of the day? It seems that the students need a lead in activity
as they arrive to school late.
3. Is it possible to ask an older middle school student to help you with some of the more needier students.