Fluent Essays

Evaluation report Evaluation Report Top of Form Evaluation Results Requirement: Classroom Management Observation: Reflection Paper Print Author: Barbara Pettway Date Evaluated: 09/20/2021 04:36:08 PM (CDT) DRF template: Fall 2021 MAT-S Science Education (Created Fall 2021) Program: Fall 2021 MAT-S Science Education: Dimensions I (Distance) Evaluation Method: Using Rubric Final Score 10.00 (out of 20) General comments: This assignment is intended to be an essay. The checklist and questions are intended to guide your paper. Review the rubric above to ensure that you cover the indicators. DRF points awarded: 32.50/65 Detailed Results (Rubric used : Classroom Management Rubric Revised for Fall 2021 (Classroom Management-w interview)) Display All Comments Criteria Description Attached Standards: Collapse All Expand All Part I: INTERVIEW Discussion of the interview includes all the following: planning of the lesson to be observed, how to plan for remediation and enrichment plans, instructional strategies, resources (materials and technology), and opinion concerning critical thinking and writing in the classroom, and how to use assessment results to plan for re-teaching or progressing in the curriculum. CAEP R1.4 INTA SC 7 TGR 4.8 ISTE 1, 2 1. Unacceptable (1) 2. Needs Improvement (2) 3. Meets Standard (3) 4. Exceeds Standard (4) Minimal or no discussion of the interview which does not include information from the interview questions.   Discussion of the interview includes most but not all the following: planning of the lesson to be observed, how to plan for remediation and enrichment plans, instructional strategies, resources (materials and technology), opinion concerning critical thinking and writing in the classroom, and how to use assessment results to plan for re-teaching or progressing in the curriculum.   Discussion of the interview includes all of the following: planning of the lesson to be observed, how to plan for remediation and enrichment plans, instructional strategies, resources (materials and technology), opinion concerning critical thinking and writing in the classroom, and how to use assessment results to plan for re-teaching or progressing in the curriculum.   In addition to meets standard, the discussion includes how the observed teacher plans for re-teaching or progressing in the curriculum.   Standards Criterion Score: 2.00 OBSERVATION Discussion of the observed lesson includes all the following: discussion of procedures, the classroom management plan’s clarity to the students and visibility in the classroom; description of classroom arrangement and changes made (if any) to arrangement during lesson; and identification of the teacher's various management techniques. CAEP R1.1 In TASC 8 TGR 3.6 1. Unacceptable (1) 2. Needs Improvement (2) 3. Meets Standard (3) 4. Exceeds Standard (4) Minimal or no discussion of the observed lesson and includes very little focus on observation of procedures and classroom management.   Discussion of the observed lesson includes most but not all the following: discussion of procedures, its clarity to the students, and visibility in the classroom; description of classroom arrangement and changes made (if any) to arrangement during lesson; and identification of the teacher's various management techniques.   Discussion of the observed lesson includes all the following: discussion of procedures and plan, its clarity to the students, and visibility in the classroom; description of classroom arrangement and changes made (if any) to arrangement during lesson; and identification of the teacher's various management techniques.   In addition to meets standard, the discussion includes the impact of student learning because of the teacher’s various management techniques.   Standards Criterion Score: 2.00 Discussion of the observed procedures from the checklist are thoroughly discussed. CAEP R1.1 In TASC 8 TGR 3.6 1. Unacceptable (1) 2. Needs Improvement (2) 3. Meets Standard (3) 4. Exceeds Standard (4) Discussion of the observed procedures from the checklist are minimally discussed.   Discussion of the observed procedures from the checklist are discussed.   Discussion of the observed procedures from the checklist are thoroughly discussed.   In addition to meets standard, the discussion includes procedures or management techniques that could be applied for the class observed.   Standards Criterion Score: 2.00 REFLECTION/ ANALYSIS Reflection/analysis of the observed lesson includes all of the following: explanation of how procedures and management strategies impacted student learning; discussion of how the teacher's constructive feedback aided the management of the learning environment; and a summary of what was learned about classroom management. CAEP R1.1 InTASC 9 TGR 4.8 1. Unacceptable (1) 2. Needs Improvement (2) 3. Meets Standard (3) 4. Exceeds Standard (4) Minimal or no reflection/ analysis of the observed lesson which does not include information from reflection/analysis questions.   Reflection/analysis of the observed lesson includes most but not all of the following: explanation of procedures and how the classroom management strategies impacted student learning; discussion of how the teacher's constructive feedback aided the management of the learning environment; and a summary of what was learned about classroom management.   Reflection/analysis of the observed lesson includes all of the following: explanation of how procedures and management strategies impacted student learning; discussion of how the teacher's constructive feedback aided the management of the learning environment; and a summary of what was learned about classroom management.   In addition to meets standard, the reflection/analysis of the observed lesson includes aspects that could/should be changed and an explanation of how this observation will be helpful in future teaching situations.   Standards Criterion Score: 2.00 CONVENTIONS: GRAMMAR, PUNCTUATION, AND MECHANICS Overall assignment is free with no more than one spelling, punctuation, capitalization, grammar, and paragraphing error. Writing exemplifies professionalism and effective writing skills. CAEP R1.1 InTASC 5 TGR 4.9 1. Unacceptable (1) 2. Needs Improvement (2) 3. Meets Standard (3) 4. Exceeds Standard (4) Overall assignment includes four or more spelling, punctuation, capitalization, grammar, and paragraphing errors.   Overall assignment is free with most spelling, punctuation, capitalization, grammar, and paragraphing errors. Submission may include no more than three errors.   Overall assignment is free with no more than one spelling, punctuation, capitalization, grammar, and paragraphing error. Writing exemplifies professionalism and effective writing skills.   In addition to meets standard, the assignment is free with no spelling, punctuation, capitalization, grammar, and paragraphing errors. Writing exemplifies professionalism and effective writing skills.   Standards Criterion Score: 2.00 Comments on this criterion: Usage Errors: 1. If the students have good results the teacher would know that they understood the curriculum and SB would move forward, if SB notices that the results of the students were bad, she said she would re-teach the curriculum for them to have a better understanding (Run-on sentence) 2. Be sure to place end punctuation at the end of ALL sentences. 3. For their assignment they had to research a career they were interested it and do the steps that were required of them to accomplish that career. Chromebook were already in place at their assigned seats. (Introductory phrases need to be set off with a comma; wrong word; plural needed). Bottom of Form Revised for Fall 2021 Office of Clinical/Field-Based Instruction, Licensure, and Outreach (OCFBI) CLASSROOM MANAGEMENT OBSERVATION: PROCEDURES & CLASSROOM MANAGEMENT REFLECTION PAPER 1. This assignment focuses on Classroom Management. Ask the classroom mentor teacher (CMT) to assist with scheduling an observation. You cannot observe your CMT. 2. Prior to the observation, conduct a brief interview session with the classroom teacher being observed. Focus on the objectives/goals in this interview and observation of the following: lesson introductions and closures, instructional strategies, materials, assessments, feedback, differentiated instruction, resources, and higher order thinking skills. 3. Explain the purpose of the observation to the classroom teacher. (This is not an evaluation of the teacher's performance. It is an opportunity for beginning teachers to learn from professional educators.) 4. Focus on the procedures and classroom management of the class. Use the provided checklist of common procedures used in classrooms. The completed checklist must be submitted with your paper. 5. The paper submitted in Watermark should address Part I: Classroom Observation and Part II: Analysis/Reflection (requirements explained in the directions below). This assignment must be submitted as an attachment in Watermark. The rubric used to assess the assignment should be a guide for your paper. Interns should use the observed teacher’s initials in the paper. Revised for Fall 2021 PART I: Interview (See Rubric Indicator 1) Use the following questions to complete the interview part of the observation. Complete the interview prior to the observation to provide additional insight into the teacher’s planning practices. Discuss interview results in the interview component of the paper. Ask the teacher the following questions. 1. How do you plan lessons? What advice would you give a first year teacher about planning? 2. What type of activities do you provide students who complete their work ahead of schedule? 3. How do you plan for students who need remediation and/or enrichment? 4. What types of resource materials/technology do you use? 5. How do you encourage critical thinking and writing in your classroom? 6. How does the teacher use assessment results to plan for re-teaching the content or for moving on in the curriculum? PART II: Classroom Observation Address the following from Observation 2: Classroom Management in the classroom observation component of the paper. 1. Is it evident the classroom procedures have been clearly conveyed to the students? Explain. 2. Is the classroom management plan clear to the students? Are rules/consequences visible in the classroom? 3. What is the classroom arrangement? Are students in groups or rows? Desks or tables? How is this arrangement conducive to learning? 4. Are different instructional strategies used to create an environment that promotes a deeper understanding of lesson content? (e.g., whole group instruction, cooperative groups, centers, etc.) 5. What type of classroom management techniques are used by the teacher? PART III: Analysis/Reflection Address the following from Observation 2: Classroom Management in the analysis/reflection component of the paper. 1. How did the classroom procedures (or lack of procedures) affect the learning environment? 2. How did the management strategies impact student learning? 3. Was the management plan used effectively? What management strategies should or could be changed to enhance the learning environment? Why? Explain. 4. Was teacher feedback to students constructive in managing the learning environment? Explain. 5. What aspects of this observation will be helpful to you in future teaching situations? Revised for Fall 2021 PROCEDURES & CLASSROOM MANAGEMENT Reflection Checklist for Procedures Use the checklist to confirm if indicators below were observed. The questions below each indicator should be used to guide your thoughts during the observation. Indicators and Questions to Guide Observation: Observed: Yes or No Attendance & Class Dismissal (Is there a procedure for taking attendance? What is the procedure for collecting work upon student return? What is the procedure for dismissing class?) Homework Procedures (Turning in work, checking work, etc.) Early Finishers (What is the procedure for students that finish early?) Work Submissions (What is the procedure for submitting work? Is there a procedure for unfinished work? Is there a specific procedure for paper headings?) Classroom Environment Is the classroom environment student-centered? How is the classroom decorated? How does the arrangement meet the needs of the students? How is the classroom and resources arranged? Notes & Forms (What is the procedure for submitting notes and forms?) Classroom Jobs (If applicable) (What procedures are in place for classroom jobs?) Transitions (Halls, Bathroom, Special Subjects, Lunch, etc.) (What are the procedures during these times?) Student Engagement during instruction (What procedures are in place to keep students engaged? Does the teacher have a procedure for calling on students?) Special Needs/Accommodating Individual Needs (What procedures help address individual needs?) Classroom Management Plan (What procedures execute the management plan? How are consequences addressed?) Parent/Guardian Communication & Collaboration (What procedures promote teacher/guardian communication and collaboration?)