Clinical Supervisor’s First Placement Evaluation Comments to Support PDE 430

Scores and Supervisor Final Evaluations

Student Teacher: Carly Haberle

Mentor Teacher: Lorrie Petersen
Grade Level: First Grade
School: Bedminster Elementary School
Semester: Spring 2020
Evaluator: Dr. Christopher Weiler

Individual Category Rating Scale for PDE 430:

3 - EXEMPLARY: The candidate consistently and thoroughly demonstrates indicators of performance.
2 - SUPERIOR: The candidate usually and extensively demonstrates indicators of performance.
1 - SATISFACTORY: The candidate sometimes and adequately demonstrates indicators of performance.
0 - UNSATISFACTORY: The candidate rarely or never and inappropriately or superficially demonstrates indicators of
performance.

Category I: Planning and Preparation

All stakeholders in the process gathered evidence for this final evaluation, including the
university supervisor, mentor teacher and the teacher candidate. For instance, three
formal observations conducted by the supervisor (2/8, 3/1 & 3/10/2020) and three in-
progress evaluations by the mentor teacher (2/5, 2/21 & 2/28/2020).  Additional
evidence was garnered through the mentor teacher’s final evaluation, and Carly’s three
self-assessments. During observations, lesson plans were examined. Carly’s plans in this
first placement demonstrated her strong content knowledge. Her lessons were
challenging, but at times, could be more scaffolded to provide more developmentally
appropriate pedagogical approaches. Her plans, which were clearly written, conformed
and exceeded the requirements of the university, including the use of appropriate state
standards. Plans were well-sequenced, student-centered, cognitively challenging,
constructivist/inquiry-based, designed for active learners, creative and included
adequate accommodations for diverse learners. This is an area in which she is
encouraged to continue to expand her repertoire. Carly planned lessons that
demonstrated her ability to align varied forms of assessment with instructional goals.
Carly’s plans demonstrated evidence that she uses technology in her instruction. She
utilized a plethora of manipulatives, resources, literature, and technology for both
herself and her students.
PDE Category I/Planning and Preparation Rating: 3 points (exemplary)/ out
of a possible 3

Category II: The Classroom Environment

Carly worked to set clear expectations for students’ work and behavior. She also
effectively set the tone for a friendly, caring learning environment based on mutual
respect. As the placement progressed, she improved in her ability to implement smooth
transitions between activities. She utilized many of her mentor teacher’s existing
discipline plan/strategies and added her own cues/techniques. The students responded
quite well to her and viewed her as their teacher. Carly had great rapport with her
students and was committed to providing a safe environment for them. She was able to
connect to each student and made sure they knew she cared about them. She is
working to more consistently set and communicate high behavioral and academic
expectations. She responded to disruptive behavior in a consistent, respectful way. By
the end of her placement, Carly was effectively using routines in her teaching and
managed her first-grade classroom with little loss of instructional time. She expanded
her repertoire for differentiating instruction targeted to her students’ needs.
PDE Category II/Classroom Environment Rating: 3 points (exemplary)/ out of
a possible 3

Category III: Instruction

Carly’s lessons had an introduction, in which she clearly communicated the instructional
purpose. She also worked to clearly communicate expectations, procedures, and
directions. Her consistency in this improved throughout the placement. As in the
planning domain, she is working to more consistently and appropriately scaffolded for
her learners. Carly writes clearly and is improving her oral communication by using
appropriate vocabulary for subject matter and students’ developmental levels. During
lessons, her use of questioning promoted critical thinking of her young learners. She
developed the understanding of content and concepts by engaging the majority of her
students in relevant activities. Carly continued to expand her repertoire and
implementation of best practices of early childhood pedagogy. She used various
methods and resources to ensure that her students were actively engaged and involved
in the lesson. Her lessons were well-paced to maximize intellectual engagement. Carly
has a strong and developing teacher presence and it was apparent that she has made
the shift to being a teacher from being a student teacher. She understands the need to
develop mutual respect with her students and does so through her firm, yet kind and
caring teacher presence. She is open, flexible, student-centered and responsive when
teaching. She demonstrated her ability to design and use a variety of summative and
formative assessment opportunities to make instructional decisions, as well as to give
timely, appropriate feedback to students about their learning. Carly proved herself adept
at promoting the successful learning of all students and accommodating for students
with learning difficulties.
PDE Category III/Instructional Delivery Rating: 3 points (exemplary)/ out of
a possible 3

Category IV: Professionalism

Carly was punctual, dressed professionally, and demonstrated the ability to cultivate and
maintain professional relationships with school colleagues based on mutual support and
cooperation. Carly readily took initiative in the classroom and accepted teaching
responsibilities. Beyond the classroom, she contributed to the school community. She
attended various school district events expected of in-service teachers, and voluntary
attendance at school district events. She displays high standards of honesty integrity,
and confidentiality, and is ethical at all times. She communicates effectively both orally
and in written form with all stakeholders in the educational process, including
supervisors, colleagues/peers, students and their families. Carly is quite reflective and
accurately assesses the effectiveness of her lessons and instruction and supports her
assertions with evidence of whether or not students were able to meet her objectives.
Carly maintains accurate records and is well-organized.
PDE Category IV/Professionalism Rating: 3 points (exemplary)/ out of a
possible 3

Overall Mid-Semester Comments:

Carly Haberle completed her first clinical placement in a suburban first-grade
classroom. Carly planned and implemented lessons that met state standards and
objectives and were consistent with district curricula. Carly used appropriate materials
and resources available to her in lessons, which encourage student engagement. Carly
used varied teaching techniques such as direct instruction, modeling, guided practice,
interactive learning, and independent practice. Carly has an enthusiastic teaching
approach that engages children.  Carly integrated accommodations for all students when
teaching, and developed creative strategies to engage students in learning.

Carly used appropriate standard oral and written English. Her voice projection and
inflection are proficient, as are her classroom management skills.

Carly maintained the existing organizational procedures and discipline plan of the
classroom. She exhibits a close rapport with the students and her mentor teacher.
Carly’s teacher presence is quite strong.

Carly accepted constructive criticism and worked to implement suggestions. She was

cooperative, dependable, and responsible.

Overall PDE 430 Rating: 12 points (exemplary)/ out of a possible 12

12 - EXEMPLARY: The candidate consistently and thoroughly demonstrates indicators of performance.
8-11 - SUPERIOR: The candidate usually and extensively demonstrates indicators of performance.
4-7 - SATISFACTORY: The candidate sometimes and adequately demonstrates indicators of performance.
0-3 - UNSATISFACTORY: The candidate rarely or never and inappropriately or superficially demonstrates indicators of
performance.
 Kutztown University Elementary Education Department
Clinical Experience In-Progress Formative Observation Instrument
___X___ Lesson Observation _______ General Assessment
Student Teacher Carly Haberle Cooperating Teacher & School L. Petersen/Bedminster ES
Subject Social Studies Time 12:45 – 2:00 Date 2/21/2020 KU Supervisor Dr.
Christopher Weiler
Not Met Acceptable Proficient N/A Evidence
Planning and Preparation – used for evidence before the lesson
a. Displays knowledge of content in plan Content section, including
X prerequisite skills was well-
developed.
b. Displays knowledge of pedagogy in plan You are taking pedagogical
risks and trying things to
challenge and engage your
X young learners. For this lesson,
you may have challenged them
a bit too much.
c. Displays knowledge of students through This lesson would have
accommodations/differentiations in plan X benefited from more
scaffolding.
d. Sets instructional outcomes evident in plan Your objectives for today were
X well-written.

e. Use of resources, materials, technology, etc., available Good use of resources for both
and evident in plan visual learning and
X management. (iPads, chosen
app)
f. Designs coherent developmentally appropriate This lesson was designed a bit
instruction above the developmental level
of your students. Keep trying
new things and don’t get
X discouraged! I applaud you for
not just doing the mundane!
This always takes time to
develop!
g. Designs measurable student assessment that aligns to Your assessment plan was well-
standards, objectives, and instruction X aligned to your objectives and
activities and measurable.
The Classroom Environment – used for evidence during the lesson
a. Establishes and maintains respect and rapport for You continue to demonstrate
students X strong rapport and mutual
respect.
b. Creates an equitable culture for learning along with high You definitely have high
expectations expectations. In terms of
equity, think about ensuring
X that all learners can be
successful, which may require a
bit more accommodation in
planning and delivery both.
c. Uses and maintains classroom procedures, including Swift transitions with little loss
X of instructional time.
appropriate transitions
d. Sets behavioral expectations, monitors behavior, and X Your behavioral expectations
uses positive classroom management techniques were very clear. You use
 proactive, positive
reinforcement throughout the
lesson.
e. Organizes a safe and equitable physical learning space You’ve created a warm, caring,
and safe environment for
X students to learn and take
risks.
Instruction – used for evidence during the lesson
a. Communicates effectively with students Communication is quite clear
and developmentally
X appropriate. Explanations of
content and directions are
strong.
b. Uses a variety of critical thinking questions and promotes You are definitely focused on
questions and discussion developing higher level
thinking with your young
learners. Keep doing this!
X Sometimes we aim too high –
and then need to adjust. I’d
MUCH rather you aim high
than aim low!
c. Engages students in challenging learning tasks Your pacing was good. As we
supported by scaffolding; pacing is appropriate discussed, this lesson would
benefit from more scaffolding
for students. This might have
X included more focused
plan/directions for reading,
adapted graphic organizers,
less student choice, etc.
d. Integrates/records formative assessments throughout Formatively, some of the
lesson and gives student feedback groups were struggling with
the task/content. Giving a bit
X more feedback during work
time might have helped focus
them a bit.
e. Demonstrates flexibility and responsiveness by Don’t be afraid to adjust mid-
teaching to student needs stream. As you formatively
assessed some groups, it may
X have been apparent they were
struggling. This can require you
to readjust during the lesson.

Professional Responsibilities– used for evidence before or during the lesson

a. Reflects accurately on teaching Reflective journal. Conference
X w/mentor teacher. Post
observation conference.
b. Communicates effectively with families X Not assessed today.
c. Participates in building a supportive professional Conference w/mentor teacher;
X reflective journal.
community
d. Displays high standards of professionalism –PA code Conference w/mentor teacher;
(dress & demeanor, communication, relationships etc. are X observation/post-observation
conference; reflective journal.
professional), including punctuality & daily attendance
*See additional notes on T-Chart Below for Evidence
 Evidence to Justify Scores
Lesson Components Feedback and Evidence To Justify Scores:
Real-time record of elements of the lesson,  Commendations (+),
teaching behaviors, student responses, etc.,  Recommendations (-)
with aligned feedback (next column).  Questions (?)

 “Pebble Go Research” +Put together a book collection on Epic and

 Students were paired – names on White realized that the books were too high.
board. Each group was assigned a +Paired them – higher reader w/lower
community (City, suburb, small town) reader – the higher reader seemed to take
 Students had graphic organizers “note- more responsibility.
taking”
 The graphic organizer included title (city,
etc.), Important Ideas, New Words,
Questions about the Text
 Student pairs took iPads and logged in
into app, “Pebble Go”
 Student pairs worked together to use the
app to answer the questions.
 You rang the doorbell and had students
return to the carpet.
 You asked them to turn and talk to their
partner and decide what piece of
information they’d like to share.
 You created a chart – city, small town,
suburb
 You took students’ ideas and wrote on the
chart.
 “Brain match”
 Student stated, “public”
 You asked him what he thought that
means.
 He wasn’t sure.
 You clarified.
 You continued