Teacher: Title: Subject: Grade:

Laughlin, James Live Observation with NCTCS N/A N/A

Observation date: Mar 03, 2017 - 8:11 AM

Submitted by: Hartman,

Mar 03, 2017 - 9:11 AM
Shana

Date Confirmed: N/A

Focus:
Additional instructions:

Scores and Evidence

1a. Teachers lead in their classrooms

Hartman, Shana Score: 3

1b. Teachers demonstrate leadership in the school.

Hartman, Shana Score: 2

Summary

We need to talk about the school improvement plan. Have you been made aware of that? After you are
finished with edTPA, we will talk about how you need to get to know this and do some reflective work for your
portfolio.

1c. Teachers lead the teaching profession.

Hartman, Shana Score: 3

Summary

Yes! They want to hire you!

1d. Teachers advocate for schools and students

Hartman, Shana Score: 2

1e. Teachers demonstrate high ethical standards.

Observation of Laughlin, James: Live Observation with NCTCS Page 1 of 7

 Hartman, Shana Score: 3

2a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults

Hartman, Shana Score: 2

Summary

Yes, but I felt like today's lesson for some reason caused you to focus on certain students today or they
responded more than others so your attention to them seemed disproportionate

2b. Teachers embrace diversity in the school community and in the world.

Hartman, Shana Score: 3

2c. Teachers treat students as individuals.

Hartman, Shana Score: 2

Summary

Keep working to speak to or interact with all students.

2d. Teachers adapt their teaching for the benefit of students with special needs.

Hartman, Shana Score: 2

Summary

I don't know if you needed this today, but how are you meeting those with IEPs/504s, etc.

2e. Teachers work collaboratively with the families and significant adults in the lives of their students.

Hartman, Shana Score: N/A

3a. Teachers align their instruction with the North Carolina Standard Course of Study.

Hartman, Shana Score: 3

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3b. Teachers know the content appropriate to their teaching specialty.

Hartman, Shana Score: 2

Summary

This was a straightforward lesson, but it lacked the engagement and depth as your last one. Not bad, just
different.

3c. Teachers recognize the interconnectedness of content areas/disciplines.

Hartman, Shana Score: 3

Summary

History, religion, psychology (maybe name this for the students more)

3d. Teachers make instruction relevant to students.

Hartman, Shana Score: 3

4a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and
emotional development of their students.

Hartman, Shana Score: 2

Summary

Again, I'm not sure all were "with you" as you went over the answers on the organizer

4b. Teachers plan instruction appropriate for their students

Hartman, Shana Score: 2

4c. Teachers use a variety of instructional methods.

Hartman, Shana Score: 2

Summary

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 Read, graphic organizer and project work

4d. Teachers integrate and utilize technology in their instruction.

Hartman, Shana Score: N/A

4e. Teachers help students develop critical-thinking and problem-solving skills.

Hartman, Shana Score: 2

Summary

I think you had a few students doing this today, but how can you get all engaged and reverse the process
from you making these skill evident to them doing so.

4f. Teachers help students work in teams and develop leadership qualities.

Hartman, Shana Score: 2

Summary

I think some were feeding off of each other today, but mostly individual work and student-teacher work.

4g. Teachers communicate effectively.

Hartman, Shana Score: 3

4h. Teachers use a variety of methods to assess what each student has learned.

Hartman, Shana Score: 3

Summary

Graphic organizers and project process work

5a. Teachers analyze student learning.

Hartman, Shana Score: 2

Observation of Laughlin, James: Live Observation with NCTCS Page 4 of 7

 Summary

You reflect on this, but I haven't seen a sample student feedback response. Take a pic and share as part of
your reflection?

5b. Teachers link professional growth to their professional goals.

Hartman, Shana Score: 3

5c. Teachers function effectively in a complex, dynamic environment.

Hartman, Shana Score: 3

Notes

Hartman, Shana

No traditional WID today; students completing a graphic organizer for Canto 3

8:11 am

Students working and looking through the text; Mr. L walking around and helping students find books, lines, etc.
8:12 am

One student asked for help repeatedly (you went to her today--good!)
8:12 am

Reviewing what students came up with, adding ideas, extending ideas. Students being asked to name page numbers and lines
(look to ask more questions rather than giving details yourself...good to keep them pointing to the page numbers, the text).
8:12 am

"Pope who?" Mr. L repeats (write down or point to page number?) A student points to page number.
8:13 am

Asking more questions and students responding to where they found their issues; reviewing what the punishments are in Canto 3.
"Could that be a punishment?" Mr. L responds with "yea..." and explains. ME: How could this be a question to the class?
Something like "what do you all think?" And then you can add your answer/ideas.
8:14 am

Continuing to work through the graphic organizer; Mr. L asking questions still to get students to uncover answers. ME: Keep
working like this with questions for the answer, but then shift to students unpacking the text in the ways you are with continued
questions. You are providing them with great ideas, but they are more focused on getting down the "answer" then listening to the
analysis and depth you are providing. Think of how to turn that from plot summary for them to analysis like you are doing.
8:19 am

What is the most powerful image in this canto? Students respond and give ideas. ME: Pay attention to who is sharing and giving
answers and who is not. All are engaged and writing down ideas, but how can you mix up responses? Calling on students ("Tell
me about X, John...")
8:24 am

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 Mr. L collects the graphic organizer (ME: did students know you were collecting them? You may have said this as the beginning of
class. What are you looking for in these? Right answers? Completion? Something else?)
8:25 am

Turn to Canto 5. Mr. L explains why they are reading the Cantos they are choosing.
8:26 am

Reading "guide for reading" Mr. L explains and asks students about a "character" and how his tail loops determine placement in
hell. Mr. L reads this part more.
8:27 am

Mr. L begins reading (ME: What are students supposed to be doing? What are they responsible for while you read?)
8:28 am

Mr. L asking questions and asking students questions. One student asks person next to her for some gum. Mr. L preps for an
"interesting love story."
8:30 am

Mr. L stumbling over a name (read before and make a note for yourself; also think about using a podium or higher up stand or sit
at a desk so you can look up more as you read rather than being face down.
8:32 am

Student painting her toe nails (ME: Note that you turn frequently to the left side of the room often first; again no response
collectively from the right side of the room, your right side)
8:33 am

"We've already seen one key element from this level..." asking students to identify it (ME: Is there another name for it? Or are you
saying the punishment?)
8:34 am

Good job treating the student's questions ("That's a good question"); ME: continue to think of how to turn such moments back on
the students..."What do you think?" is a good way to do this.
8:38 am

Good back and forth discussion...ME: How are you making this work toward your learning outcomes for the day? Your language
demands for the segment of lessons, etc.
8:41 am

Students working on a worksheet graphic organizer again for Canto 5. Mr. L walks around and helps students as needed. Does
quick research on Cleopatra and confirms student's earlier related response (ME: again, pay attention to your attention to the right
side of the room--your right--as you do not go over there very much)
8:44 am

What does ravaged mean? Mr. L goes over to student to look at context and names definition out loud. Other student asks about
how to complete the sheet.
8:46 am

Students still working and Mr. L continues to walk around and work with them, address questions, etc. ME: I love these side
conversations, but I'm wondering about how this feels for you. I know you'd like the class involved in these talks, but it seems like
you have them with just a few students. I'm wondering how to get the organizer done and then have these talks. What do you
think?
8:57 am

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 Hartman, Shana

Areas of Strength:

You covered all parts of the lesson well! You got students thinking and asking questions about the Cantos covered today.

Areas for Growth:

I definitely picked up on the need to find answers, as you had 3-4 students repeatedly contributing to affirm their right answers. This
left room for a lot of students to need some way to engage, but they seemed to stay silent and just fill in as they went.

Recommendations:

Reverse questions from you answering them to allowing the class a chance to respond. This class seems very "teacher-student."
Think about how you can make it student-student more.

Additional Comments:

Your groups got organized very quickly and easily. Students seemed to know exactly what they needed to and got started well. Your
support for students seemed important as well for this back group. However, I heard a lot of "do I just..." and you responding "yes,
just do..." But, then you got into more questions pushing them toward the goals of the project, which was good to see. So, to answer
your question, I think this was the strongest part of the lesson!

Report exported on Apr 21, 2017 - 9:12 PM

Observation of Laughlin, James: Live Observation with NCTCS Page 7 of 7