APPENDIX D MONMOUTH UNIVERSITY

SCHOOL OF EDUCATION
WEST LONG BRANCH, NJ 07764
Clinical Faculty Classroom Observation

Student Teacher: Amanda Pedi Date of Visit: 9/20/19 Time: 12:30 PM Evaluation Of Lesson: 3

Cooperating Teacher: Mrs. Mullan Present: Yes X No School: New Monmouth Elementary School

Clinical Faculty: Beverly Schweiker Grade / Subject: K – Geometry

District: Middletown Observation # 1 # of Pupils 20

Conference with Student Yes x No Yes x No

Conference with Cooperating Teacher:
Teacher:
EVALUATION OF LESSON / CANDIDATE KNOWLEDGE & SKILLS
1 = Does Not Meet Does not consistently meet minimal expectations for standard; often needs support to perform at acceptable level.
Standard
2 = Met Meets expectations for standard as defined; requires occasional minimal support.
3 = Target Meets expectations for standard; is confidently and consistently meeting expectations, needs little, if any, support/guidance.

I. Learner outcomes linked to NJCCCS, CCSS, NJPST AND SPA Standards:

Elements Not Met = 1 Met = 2 Target = 3
The teacher candidate did not: The teacher candidate: The teacher candidate exceeded the Score
indicator by:
 identify grade level/age  identified grade level/age  explicitly identifying grade 3
appropriateness (subject), and appropriateness (subject), and lesson level/age appropriateness (subject),
lesson title. title. and lesson title.
Identifying
 provide indication that the  provided adequate indication that  identifying information explicitly 3
Information
identifying information is linked to the identifying information is linked linked to outcomes, standards, and
NJPST: 4,7
outcomes, standards, and to outcomes, standards, and procedures/assessments.
procedures/ assessment. procedures/
assessment.
 develop learner outcomes or  developed adequate learner  developing learner outcomes and 3
Lesson Duration procedures that can be achieved in outcomes and procedures that can procedures that could be achieved
NJPST: 7,8 the identified time. be achieved in the time frame that in the identified time frame.
has been identified.
Learner Outcomes  develop learner outcomes that  developed adequate learner  developing learner outcomes 3
NJPST: 2,3,4 were developmentally appropriate. outcomes for the appropriate level. written at an appropriate level.

APPENDIX D WITH SCORING GUIDE

  express learner outcomes in
measurable terms.
 align outcomes with national,
state, and/or local standards.
 identify appropriate NJCCCS, CCSS,
Standards NJPST and SPA Standards,
NJPST: 4 procedures and assessments.
Comments:
Student identified appropriate standards for procedures and assessments and aligned outcomes with standards.
II. Procedures (Including assessments linked to learner outcomes):
The observer should be sure to note how the following are addressed in the lesson: opening activities, effective use of time, questioning strategies, student
assessment and closing activities.
Elements Not Met = 1
The teacher candidate did not:
Procedures/  activate prior knowledge and the
Assessment purpose of the lesson.
NJPST: 1,2,4,5,6,7,8
 include practical application of the  included adequate practical
content material.
 engage all learners in the lesson.
 employ appropriate and varied
strategies to accomplish learner
outcomes.
 provide opportunities for student
self-reflection.
 employ differentiated instruction
with appropriate modeling and
practice.
 monitor learner progress
throughout the lesson.
 expressed adequately learner
outcomes in measurable terms.
 aligned adequately learner outcomes
with national, state, and/or local
standards.
 identified adequate appropriate
NJCCCS, CCSS, NJPST, and SPA
Standards for procedures and
assessments.
Met = 2
The teacher candidate:
 activated prior knowledge and sets
purpose adequately for learners.
application of the content material.
 engaged adequately most learners
through active participation in the
lesson.
 employed adequate appropriate
strategies to accomplish learner
outcomes.
 provided adequate opportunities for  providing ample opportunities for
student self-reflection.
 employed some differentiated
instruction with appropriate
modeling and practice.
 monitored learner progress at the
end of the lesson.
 expressing learner outcomes in 3
measurable terms.
 aligning learner outcomes with 3
national, state, and/or local
standards.
 identifying appropriate NJCCCS, 3
CCSS, NJPST, and SPA Standards for
all procedures and assessments.
Target = 3
The teacher candidate exceeded the Score
indicator by:
 activating prior knowledge of all 3
learners and establishing the
purpose of the lesson.
 including practical application of 2
the content material.
 engaging all learners through active 3
participation in the lesson.
 employing appropriate and varied 2
strategies to accomplish learner
outcomes.
2
student self-reflection.
 employing differentiated 3
instruction with appropriate
modeling and practice.
 monitoring learner progress 3
regularly.
  incorporate technology into the  incorporated appropriate technology  incorporating technology 3
lesson. into the lesson. appropriately throughout the
lesson.
Comments:
Student may want to use different colored shapes for initial teaching activity for better visibility and more accurate instructional comparisons.
Student may want to have her class reflect on what parts of the lesson they found to be the most interesting or most challenging and encourage discussion regarding
why they feel that way. Student may want to include a closing activity after her class has completed their learning centers. A quick synopsis of the lesson could be
provided by the teacher to wrap up the lesson and a think, pair, share activity could be utilized where students can expand on what they learned today and possibly
provide their partner with an example when appropriate.

III. Modifications/Accommodations:
Modifications/  indicate any modifications or  indicated some modifications or  providing appropriate 3
Accommodations accommodations for all learners. accommodations for all learners. modifications/
NJPST: 1,2,3 accommodations based on
demonstrated needs of the learner.
 provide specific modifications for  provided specific modifications for  providing specific modifications for 3
students of diversity students of diversity. students of diversity.
Comments:
Appropriate accommodations based on demonstrated needs of learners were provided for diverse learning population and included in lesson plan. Student may
want to explain how students are selected to be pulled into small group instruction.

IV. Materials/Use of Instructional Technology:

Not Met = 1 Met = 2 Target = 3
Elements The teacher candidate did not: The teacher candidate: The teacher candidate exceeded the Score
indicator by:
 choose materials that were  chose adequate appropriate  choosing appropriate materials. 3
Materials appropriate. materials.
NJPST: 7,8  list the materials needed for the  Listed some of the materials needed  listing all materials needed for the 3
lesson. for the lesson. lesson.
Comments: Student incorporated Smart Board technology strategically to identify shapes and choose shapes that may or may not fill hexagons. Students were
observed dragging and dropping shapes into larger shapes. Rotating the shape at times proved problematic, however, Ms. Pedi provided assistance on an as needed
basis. A variety of carefully chosen materials were available for student use in learning centers for Cooperative Practice activities.

V. Candidate Knowledge & Skills:

  demonstrate subject matter
knowledge or its relationship to
other disciplines.
Subject Matter  promote the development of age
Knowledge NJPST: 4 appropriate critical and creative
thinking and problem solving and
decision making.
 establish a positive classroom
climate.
 create an environment that
Classroom Learning
promotes and maintains
Environment NJPST: 3
appropriate behavior.
 engage all learners in smooth and
appropriate transitions.
 maintain a professional
appearance and demeanor.
 meet expectations regarding
attendance and punctuality.
 meet expectations regarding
assumption of responsibility and
initiative.
Professionalism
NJPST: 9,10,11
 demonstrate an ability to respond
in a mature and professional
manner.
 demonstrate specific dispositions
related to lesson and learning
environment.
 respond positively to constructive
criticism and feedback.
 demonstrated adequate subject
matter knowledge and its
relationship to other disciplines.
 promoted some development of age
appropriate critical and creative
thinking and problem solving and
decision making.
 established a positive classroom
climate.
 created an environment that
promotes and maintains appropriate
behavior.
 engaged all learners in smooth and
appropriate transitions.
 maintains a professional appearance
and demeanor.
 adequately meets expectations
regarding attendance and
punctuality.
 adequately meets expectations
regarding assumption of
responsibility and initiative.
 demonstrated an ability to respond
in a mature and professional manner.
 demonstrated specific dispositions
related to lesson and learning
environment.
 responded positively to constructive
criticism and feedback.
 demonstrating mastery of subject 3
matter and its relationship to other
disciplines.
 promoting explicit development of 3
age appropriate critical and creative
thinking and problem solving and
decision making.
 establishing a positive classroom 2
climate.
 creating an environment that 3
promotes and maintains
appropriate behavior.
 engaging all learners in smooth and 2
appropriate transitions.
 maintaining a professional 3
appearance and demeanor.
 meeting expectations regarding 3
attendance and punctuality.
 meeting expectations regarding 3
assumption of responsibility and
initiative.
 demonstrating an ability to respond 3
in a mature and professional
manner.
 demonstrating specific dispositions 3
related to lesson and learning
environment.
 responding positively to 3
constructive criticism and feedback.
  interact positively with colleagues  interacted positively with colleagues  interacting positively with 3
and other school personnel. and other school personnel. colleagues and other school
personnel.
Comments: Student may want to review Cooperative Practice activities step by step, checking for understanding, before releasing students to complete activities at
their assigned tables independently. Student may want to make sure she has all of her students’ attention before providing verbal directions and follow them up with
a check for understanding.

VI. Reflections:
Not Met = 1 Met = 2 Target = 3
Elements The teacher candidate did not: The teacher candidate: The teacher candidate exceeded the Score
indicator by:
 reflect on lesson components.  reflected on lesson components and  reflecting on lesson components to 3
identified adequate strengths and identify strengths and areas of the
areas needing improvement. various components that need
improvement.
 use reflection to inform future  used reflection to shape future  using constant reflection to inform 3
instructional plans. instructional plans. future instructional plans.
Reflections
 identify strategies for informing  identified adequate strategies for  identifying strategies for informing 3
NJPST: 9,10,11
paraprofessionals and colleagues informing paraprofessionals and paraprofessionals and colleagues
about learner outcomes and colleagues about learner outcomes about learner outcomes and
procedures. and procedures. procedures.
 identify a professional  used reflection to begin to identify a  using reflection to identify a future 3
development goal. future professional development professional development goal.
goal.
 use reflection to identify a targeted  used reflection to identify a targeted  using reflection to identify a 1
disposition and explain a rationale disposition and explain a rationale targeted disposition and explain a
for its choice. for its choice. rationale for its choice.

Student uses her lesson reflection to identify strengths and areas of various components that would benefit from improvement. Student may want to use pages 79-
88 in the Clinical Practice Handbook to identify a targeted disposition and explain a rationale for its choice as part of her lesson reflection.

TOTAL SCORE: 101

SCORE INDIVIDUAL LESSON EVALUATION EVALUATION OF LESSON: 3
1 – 71 Does Not Meet Standard = 1 Does not consistently meet minimal expectations for standard; often needs support to
perform at acceptable level.
 Meets expectations for standard as defined; requires occasional minimal support.
72 - 90 Met = 2

Meets expectations for standard; is confidently and consistently meeting expectations,

91 -108 Target = 3 needs little, if any, support/guidance.

VII. Strengths:

The ability to accurately identify shapes is an important foundational mathematical skill, and it is quite rewarding for children to be introduced and learn about
shapes because their world is full of them. Ms. Pedi designed a Geometry lesson that engaged her students in thinking, reasoning, making sense, and
communicating students’ prior knowledge of shapes and expanded their understanding of how shapes can be formed and used to compose larger shapes. Her
students appear to be developing a basic understanding of polygons and their attributes. Students were given numerous opportunities to name polygons and
identify their attributes. Mathematical language was reinforced. Students were also provided with an opportunity to apply and develop strategies to solve
mathematical problems in a performance task where they had to sort and name polygons and their attributes as they used spatial skills to visualize how smaller
simple shapes can be used to form larger ones. Ms. Pedi and Mrs. Mullan circulated around the room reinforcing concepts and observing evidence of student
learning. Teachers also provided assistance to those students who demonstrated difficulties and requested assistance. The understanding of specific shapes will
enable students to be more in tune to the world around them and see the connections between objects. Ms. Pedi’s class demonstrated success in identifying
shapes and their attributes and was successful in completing their individual math center tasks. Ms.Pedi and Mrs. Mullan worked together to create a classroom
environment that was conducive to learning and reinforced positive classroom behavior.

VII Recommendations:
Students may be encouraged to explain how they arrived at their answers and talk to their partners to justify their answers
When designing a performance task to reinforce goals of the day’s lesson, include step by step directions for use and model these steps while students are sitting on
the rug in a small group. Let students know exactly what is expected of them.
Demonstrate counting sides of shapes by marking where to begin so that students can be more successful and accurate.
Celebrate the success of those students who go above and beyond your expectations. Their efforts could be recognized with a silent cheer or some other positive
reinforcer.
Student may want to familiarize herself with the children’s book “If You Were A Polygon”, written by Marcie Aboff and read it to her students aloud, for their
enjoyment as well as “Shapes, Shapes, Shapes”, “The Greedy Triangle”, “Round is a Mooncake”, “Food for Thought”, and “Museum Shapes”.
Student may want to research Kindergarten Geometry on Pinterest.com ( i.e. Edible Flat & Solid Shapes for teaching 2 and 3 dimensional shapes).

CHECKLIST

x Student Teacher Handbook Reviewed

x Student Attendance Record Reviewed
0 Absences to date
x Reflective journal includes cited NJPST dispositions with rationale