Supervisor

Visit # 2 Evaluation
Visit Date:

02/08/2016
Visit Time:

02:30 AM
Classes Observed:

Secondary PE
General Comments:

Lesson Plan: Today, the physical education lesson centered on two clear objectives connected to physical
education standard 1.1 Grade 6-8a,b,c,d,e. The lesson plan contained clear objectives connected to PE
Standards, material to be used in the lesson, a description of the gym activities, 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 physical education objectives would be sufficiently covered.
Classroom Observation: After dressing, the 32 middle school boys and girls entered the gym rather quietly and
stood along the baseline. Roll was taken after all students had entered the gym. Before participating in the days
Frisbee activities, students stretched and warmed up. Here, students were led through a serious of stretches and
exercises jogging, jumping jacks, sit-ups, high knee pulls, leg kicks, lunge and twists, hip skips, etc. This warmup was very orderly with Adam directing all the exercises. After the 11minute warm-up, the girls went to the
weight room. The boys then were gathered together along the baseline where the activity for the day was
introduced. First, the game was introduced where the rules and strategies/procedures were explained. Several
of the procedures and rules could be modeled. All students were attentive.
The rules: The Frisbee is passed from teammate to teammate to advance the Frisbee up the court. Once a
player catches the Frisbee, he or she cannot take any steps. The holder must throw the Frisbee from where
he/she catches it. If team A throws the Frisbee and nobody touches the Frisbee before it hits the ground, the
Frisbee goes to team B. If team A throws the Frisbee and a member of team A touches it but does not catch it,
the Frisbee goes to team B. If team A throws the Frisbee and a member of team B touches the Frisbee but does
not catch it, then the Frisbee goes to team A. If team A throws it and team B intercepts it, team B gets the
Frisbee. If the Frisbee hits the ground, it goes to the team that did not touch it last. The Frisbee can be played off
the wall, backboards, or ceiling. Defense can defend but may not touch the passer. The game is designed to be
very fast-paced. Students should be moving at all times and play on both ends of the court.
The two sides were then divided and the Ultimate Frisbee game played. Here, Adam positioned himself well to
see all the various activities. It is suggested he get in the habit of increased scanning of the entire gym to keep
track of people entering and exiting the gym. Though correctives and positive feedback were noticed numerous
times to motivate behavior, this could increase. With enough time to dress, the activities were brought to an end.
Little closure was provided. Students exited the gym quietly to dress.
The gym atmosphere seemed to be pleasant, task-oriented, and conducive to safe activity and skill
development. Voice projection, articulation, appropriate vocal speed, and grammatically correct language were
witnessed throughout the lesson. Speaking in complete sentences, few vocal segregates (OK, you know, uh)
were noticed as the lesson was taught. Overall, good start! It is evident students see and respect Adam as the
teacher. The lesson plan, which contained clear objectives, detailed instructional procedures, and evaluation
techniques, was effectively implemented.
Adam is to be commended for participating a several preschool staff meetings and extra-curricular activities.
Adam is to be commended for serving as an assistant football coach after school at another local high school.
Also, to continue to expand his professional knowledge base, he is reading various texts and watching numerous
videos on a range of instructional and management techniques by using CANVAS, the classs online learning
management system.
Targets: As targets for next visit, it is suggested he 1) increase scanning of the gym to monitor entire gym; 2)
increasing positive and motivating comments as students complete activities; and 3) providing a more complete
closure giving the class feedback on their performance.
Seminar Activities: During the opening month of his student teaching experience, Adam has laid the foundation
for a very successful teaching experience through his course work. First, he has thoroughly explored the policies

and procedures of the school. He knows most students by name and has explored various procedures to open,
conduct, and end his classes. Second, he has developed a written philosophy where he believes that all his
students will learn the curriculum, that he 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, he is
acquiring a legal knowledge base that will help him to perform the daily classroom responsibilities in a
professional manner. Here, he 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, he achieved Blood Borne Pathogen Certification. Fifth, in the seminars, he has explored
lesson planning, objective writing, and presently has the knowledge to construct an effective Hunter lesson plan.
Fifth, he is exploring various management theories, is developing a Management Plan, and is working on
consistency in enforcing his classroom rules using a discipline hierarchy. Finally, he conducted a Shadow Study
where he 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, Adam is very busy individual and has
handled the time demands well.
Cooperating Teacher Evaluation: Early evaluations from the field also show a positive start. Both the elementary
and secondary cooperating teachers Initial Evaluation completed after the first several weeks of the experience
show ratings of Developing (2) and above on the indicators - the candidates skills and awareness levels are
developing. There are also numerous Effective (3) ratings showing he is consistently demonstrating competence
with minimum assistance or prompting and several (4) Advanced. Being an initial evaluation, there were several
Not Witnessed or Not Applicable (NAs) which is normal. This is a good early start! A number of strengths were
identified and no major concerns were mentioned in the first formative assessment. Also, in pre-conference
discussions, the Coach Seiler was pleased with his general professional development. Other than common
beginning characteristics, no major concerns were revealed. He 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 his
enthusiastic demeanor 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 how you are varying instruction.
4. Keep expanding your management skills such as increased scanning and consistency in redirection. Practice
saying what you mean, and meaning what you say.
Conference Held:

Conference: A conference was held with the cooperating teacher, Coach Seiler, and the student teacher, Adam,
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, indicator 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 he can use it in his website
portfolio. Several short videos were also taken of his teaching.
A. The Learner and Learning Current Standing: 3
#

Ratings

Indicator

N/A

Plans and delivers developmentally appropriate instruction

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

N/A

Differentiates instruction appropriately for specific needs of learners

N/A

Persists in helping all students achieve success

N/A

Brings multiple perspectives to the discussion of content, including attention to learners' personal, family and
community experiences and cultural norms

COMPETENT

Designs instruction to build on learners' prior knowledge and experiences

COMPETENT

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

COMMEND

Demonstrates positive rapport with a diverse student population

COMPETENT

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

10

COMMEND

Uses appropriate nonverbal communication

11

COMMEND

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

12

COMPETENT

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

13

COMMEND

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

14

IMPROVE

Monitors students' behaviors and activities in the classroom at all times

15

COMPETENT

Handles multiple tasks, intrusions and distractions while maintaining the flow of the lesson

16

COMMEND

Teaches and reinforces classroom expectations, rules, routines and procedures fairly

Increse scanning of entire gym

B. Content Current Standing: 2

#

Ratings

Indicator

17

COMPETENT

Demonstrates content area knowledge

18

N/A

Keeps abreast of new ideas and understandings in the field

19

N/A

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

20

N/A

Engages students in learning experiences in the discipline(s) that encourage learners to understand, question and
analyze ideas from diverse perspectives using standards of evidence

21

COMMEND

Creates opportunities for students to learn and practice content language

22

N/A

Provides a real world context for lesson content

23

COMPETENT

Demonstrates pedagogical knowledge relevant to the discipline

C. Instructional Practice Current Standing: 2

#

Ratings

Indicator

24

N/A

Creates lessons that encourage students to think creatively and critically and to solve problems

25

COMMEND

Develops clear lesson plans which include objectives, materials, activities, adaptations/modifications and
evaluation techniques based on the curriculum

26

N/A

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

27

COMMEND

Selects materials and activities consistent with the objectives of the lesson and students' diverse abilities resulting
in appropriate adaptations and modifications

28

COMMEND

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

29

N/A

Uses available educational technologies for effective instruction

30

COMMEND

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

31

N/A

Designs assessments that align with learning objectives

32

N/A

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

33

N/A

Maintains clear and reasonable work standards and due dates

34

N/A

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

35

IMPROVE

Gives constructive and frequent feedback to students on their learning

36

N/A

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

37

N/A

Accomplishes smooth and orderly transitions between parts of the lesson

38

COMMEND

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

39

COMMEND

Conducts class with poise, confidence and enthusiasm

40

N/A

Maximizes instructional learning time by working with students individually as well as in small or whole groups

41

COMMEND

Gives clear directions

42

COMPETENT

Provides focus on important points and checks for understanding

43

N/A

Uses a variety of effective and appropriate instructional strategies and resources

44

N/A

Encourages participation from all students through effective questioning strategies (e.g., equal distribution, level
variation, adequate wait time, probing and clue giving, and appropriate correctives and feedback)

45

COMMEND

Presents lessons in a clear, logical and sequential manner

Increase positive comments for good performance

D. Professional Responsibility Current Standing: 3

#

Ratings

Indicator

46

COMMEND

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

47

N/A

Demonstrates maturity and accepts constructive criticism in a positive manner

48

COMMEND

Knows and follows school policies and shares in the general responsibilities and duties associated with teaching
(e.g., attendance, discipline, hall duty)

49

COMPETENT

Listens carefully to all students then responds in a professional manner

50

N/A

Practices self-evaluation and reflection

51

COMPETENT

Maintains confidentiality at all levels

52

N/A

Implements the recommendations from evaluations of professional performance

53

COMMEND

Demonstrates effective interpersonal skills

54

COMMEND

Maintains a consistently positive and professional demeanor

55

COMMEND

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