kean.edukean.edu/~ncate/Data Reporting/Fall 2013 Data Reports/… · Web viewMarisa is doing well in Mrs. Martino's classroom and is earnest to learn and do well by ... word families

Kean UniversityCollege of Education

Video Analysis Assessment DataSubmitted by University Supervisors of Professional Interns

Program: All Programs Semester: Fall 2013

1 = Unacceptable(Not Competent)

Teacher candidate demonstrates little or no competence.

2 = Beginning(Beginning Competence)

Teacher candidate demonstrates competence with significant assistance and prompting.

3 = Developing(Developing Competence)

Teacher candidate demonstrates developing competence with some assistance and prompting.

4 = Capable(Competent)

Teacher candidate consistently demonstrates competence without any assistance or prompting.

5 = Accomplished(Highly Competent)

Teacher candidate consistently demonstrates a high degree of competence functioning independently.

1. Speaks language of instruction clearlyUG PB GR

Unacceptable

Beginning

Developing

Capable 2116%

422%

Accomplished 10884%

1478%

4100%

Total 129(100%)

18(100%)

4(100%)

2. Uses language of instruction proficientlyUG PB GR

Unacceptable

Beginning

Developing

Capable 2721%

422%

Accomplished 10279%

1478%

4100%

Total 129(100%)

18(100%)

4(100%)

Video Analysis – All Programs – Fall 2013 1 Completed by NCATE Office – 1/31/14

3. Demonstrates good voice quality and articulation skills as well as effective non-verbal behaviorUG PB GR

Unacceptable

Beginning

Developing 54%

Capable 2922%

16%

Accomplished 9574%

1794%

4100%

Total 129(100%)

18(100%)

4(100%)

4. Demonstrates rapport with studentsUG PB GR

Unacceptable

Beginning

Developing 22%

Capable 2015%

16%

Accomplished 10783%

1794%

4100%

Total 129(100%)

18(100%)

4(100%)

5. Demonstrates competency in content areaUG PB GR

Unacceptable

Beginning

Developing

Capable 3527%

211%

125%

Accomplished 9473%

1689%

375%

Total 129(100%)

18(100%)

4(100%)


6. Motivates and actively engages students while instructing from a variety of classroom locationsUG PB GR

Unacceptable

Beginning 11%

Developing 32%

16%

Capable 5845%

528%

Accomplished 6752%

1267%

4100%

Total 129(100%)

18(100%)

4(100%)

7. Organizes lessons into logically sequenced learning activitiesUG PB GR

Unacceptable

Beginning

Developing 22%

Capable 4333%

317%

Accomplished 8465%

1583%

4100%

Total 129(100%)

18(100%)

4(100%)

8. Gives clear directions and explanations as appropriateUG PB GR

Unacceptable

Beginning

Developing 22%

16%

Capable 4434%

317%

Accomplished 8365%

1478%

4100%

Total 129(100%)

18(100%)

4(100%)


9. Meets objective(s) of lessonUG PB GR

Unacceptable

Beginning

Developing 22%

16%

Capable 3225%

16%

125%

Accomplished 9574%

1689%

375%

Total 129(100%)

18(100%)

4(100%)

10. Monitors and adjusts instruction as necessaryUG PB GR

Unacceptable

Beginning

Developing 22%

16%

Capable 5845%

422%

250%

Accomplished 6953%

1372%

250%

Total 129(100%)

18(100%)

4(100%)

11. Reinforces content of lesson with appropriate closureUG PB GR

Unacceptable

Beginning 11%

Developing 43%

317%

Capable 5845%

422%

375%

Accomplished 6651%

1161%

125%

Total 129(100%)

18(100%)

4(100%)


12. Facilitates smooth and related transitions between activitiesUG PB GR

Unacceptable

Beginning

Developing 43%

16%

Capable 5039%

422%

375%

Accomplished 7558%

1372%

125%

Total 129(100%)

18(100%)

4(100%)

13. Uses a variety of questions: higher order, open-ended, probing, etc.UG PB GR

Unacceptable

Beginning

Developing 108%

16%

Capable 7659%

844%

125%

Accomplished 4333%

950%

375%

Total 129(100%)

18(100%)

4(100%)

14. Promotes critical thinking, problem-solving and decision-makingUG PB GR

Unacceptable

Beginning

Developing 97%

211%

Capable 7357%

1056%

125%

Accomplished 4736%

633%

375%

Total 129(100%)

18(100%)

4(100%)


15. Practices effective classroom managementUG PB GR

Unacceptable

Beginning

Developing 86%

16%

Capable 5039%

211%

125%

Accomplished 7155%

1583%

375%

Total 129(100%)

18(100%)

4(100%)

16. Uses effective assessment strategiesUG PB GR

Unacceptable

Beginning

Developing 65%

Capable 7054%

739%

125%

Accomplished 5341%

1161%

375%

Total 129(100%)

18(100%)

4(100%)

17. Responds appropriately to students’ promptsUG PB GR

Unacceptable

Beginning

Developing

Capable 3729%

422%

125%

Accomplished 9271%

1478%

375%

Total 129(100%)

18(100%)

4(100%)


18. Communicates enthusiasmUG PB GR

Unacceptable

Beginning

Developing 22%

16%

Capable 3527%

16%

Accomplished 9271%

1689%

4100%

Total 129(100%)

18(100%)

4(100%)

19. Exhibits professional demeanor in conduct and dressUG PB GR

Unacceptable

Beginning

Developing

Capable 1814%

Accomplished 11186%

18100%

4100%

Total 129(100%)

18(100%)

4(100%)

20. Provides students with constructive feedback on learningUG PB GR

Unacceptable 11%

Beginning 0

Developing 11%

Capable 4736%

211%

125%

Accomplished 8062%

1689%

375%

Total 129(100%)

18(100%)

4(100%)

Comments (copied exactly as entered online)


As we discussed, slow down your movement within the classroom. Continue to slowly move about the room and walk up and down the aisles. Use more wait time after you ask a question. It is not necessary to repeat a question multiple times. You have shown marketable improvement since this video was filmed. Keep up the good work.

MIchael taught a well structured lesson in basic soccer skills. His explanations & demonstrations were crisp, clear, & concise. Students participated well & progressed in their skill tasks. Mr provided positive & corrective feedback throughout the lesson.

Matt fluent instructional style was evident in his video. He is clear and concise when he speaks. He has the students' rapt attention at all times. He is particularly adept at informally assessing a class's progress or lack of such, and giving feed back to the group with whom he is working. He is well received by all students as he instructs and behavior is non issue in his classes. The lesson plans for this class mirrored the class activity. Class management was strong. I am still looking for a quicker pace and a little more concise time management. A well presented video which matches Mr. overall approach to his internship.

After viewing the video Ms. will continue to work on controlling her class. She will accomplish this by sitting the students down and re-directing them during the lesson.

• Try to position yourself so your back is not to anyone for a long period. / • You should use a “Skill Cue grading Rubric” to grade informally / formally every day as many students as possible. This method provides written proof of whether learning is taking place or not. In addition, a Rubric grading system will allow you to modify your future lesson planning approach for better success. / • The cognitive objective was not met to verify that every student understood. /

Robert video was one of the best physical education videos I have seen. It reflected his skill at presenting rhythmic activities and dance games to first grade students. Mr. is a large "football" type of man. The contrast of his size and presence with the singing and very apropos teaching and cuing he did to present the four different activities was not lost upon this viewer. He taught in blocks with appropriate attention to all students. His progression was at a good pace and when the music began almost all students were in sync. As each activity developed most students were in perfect timing and all were close. The student enjoyment level and enthusiasm was very high. There was no need for disciplinary techniques, student attention was 100%. Many students would slightly improvise during the dancing which told me of their enjoyment and excitement. I have asked Mr. k to incorporate spontaneous student response where possible as a means of finding new rhythmic expressions. This was an enjoyable video to watch. Great job, Mr.k!!!

Ms. produced and self-evaluated evaluated two (2) video lessons. Both lessons were excellent as reflected in the assessment above.

Overall, a good video lesson. The introduction will be revised and edited into the video. Kathleen presented a lesson on bar graphs utilizing the smart board. She provided helpful demonstrations and

actively engaged the children. Kathleen utilized a variety of activities to attain her goals. Ms. video taped lesson included an introduction. Her lesson plan was detailed and CCCS were properly noted.

All instructional materials supported the lesson's stated goal. Marisa has the best interest of her students in her focus and noted in her lesson delivery. She is working towards

lesson delivery with more hands-on activites, connecting student's personal experiences to the lesson of the day, and using graphic organizers to reduce the teacher talk/lecture style of delivery. She is trying to address student needs by using student answers to move seamlessly to the next level of comprehension. Marisa is learning the timing of lesson closure to accommodate students who need to leave earlier than regular class dismissal. She seeks student understanding before moving to the next standard or outcome sought. Marisa is doing well in Mrs. Martino's classroom and is earnest to learn and do well by the students in the class. She used the video to better her classroom instruction and delivery.

Maria speaks clearly...only at the end of words spoken she needs to project into the room by staying centered in the classroom when giving directions and not move around. Maria also notes that she needs to repeat students questions and/or ask students to respond with greater projection. Maria saw she needed to move to the tables to maintain students engagement. Also to release responsibility to the students who she noticed could rise to the occasion and participate. Maria is aware of and working to stop the use of the phrase "OK guys" to command student attention. We talked about other classroom management techniques that she is looking forward to trying and providing feedback when I come to our next observation. Maria is working in a very efficent and well run classroom. She is learning many strategies and eager to take control of all the classes over the ensuing weeks. The Smart Board has shown her strength in using technology to maintain classroom control and student involvement. Maria is also learning to use less distractions caused by her hand gestures when trying to make a point. The smart board and other techniques are helping as well as her own awareness of her presence in the classroom and the need to move to student work tables to keep a few students on task. Maria is appreciative and an involved student teacher in Mrs. Glatzer's classroom..

Mrs. will be incorporating more positive responses when accepting student responses.


Marvelous energy and enthusiasm--volume effective for size of room and audience--heard clearly throughout---knows how to vary rate, pitch, and volume for greatest impact--capable downshifting from whole group to an individual. She adjusts rapidly to monitor behavior--aware of all going on around in class, even if not directly looking at class--accepts non-unanimous responses in choral speaking, could provide even more feedback to students not participating--seven males in class but all responses are in treble clef. Not afraid to use students as props to get them involved--encourages active participation --constantly trying to engage students. Effectively tutors students with remediation needs while keeping an alert eye on rest of class. Highly dramatic and dynamic voice which animatedly gives life to all the inflections necessary for clear enunciation of Spanish. A real pro---most of the class conducted in target language. It was a pleasure watching her use her second language to teach students her primary language which is soon to become their secondary language.

Ms. will continue to work on her pacing while teaching. Ms. demonstrated a much improved instructional voice during this lesson. The lesson was organized. An

introduction must be added to the beginning of the lesson as required in the instructions. Questioning techniques were discussed during our conference.

Nicely paced, organized lesson. The introduction needs to be reworked to clarify objectives and the assessment strategies to be utilized.

Excellent use of instructional technology/instructional media. The introduction must be re-edited to include objectives and assessment strategies. Earlier concerns with voice projection, quality and articulation have been addressed and the improvement is noted in the video lesson.

Marvelous energy, enthusiasm--effective volume for size of room and number of students--heard clearly throughout the session--knows how to vary rate, pitch, and volume when instantly downshifting from whole group to individual instruction. She responds immediately to adjust behaviors and is aware of all going on around the classroom--even if not directly looking at or addressing the class. Accepts incomplete participation in choral responses. Seven males are in the class but responses are invariably in the treble clef. She is not afraid to use students as props to dramatize vocabulary work and encourages active participation. Mrs. Reilly is constantly seeking to engage students. She effectively tutors one student with needs while keeping an alert eye on the rest. Highly dramatic and dynamic voice which animatedly gives vitality to all the inflections necessary for clear communication in Spanish. Most of the class was conducted in the target language! Bravo!

Although Ms. designed activities to capture student interest, she needed to include much more content. Our discussion focused on ways to strengthen the lesson by conducting research (the size of the space capsule, what astronauts do in space, experiments, etc.) and by connecting the activities to the research.

Alyssa's video-taped lesson was prepared extensively, and demonstrates her enthusiasm and her positive interaction with her students. It is obvious that all the children are paying close attention to Alyssa as she poses questions and receives appropriate answers.

Bernadette structured this science lesson using cooperative learning with groups of four , Though the groups were a bit noisy and not always focused, the students seemed to be learning a great deal and enjoying the experience. In retrospect, Bernadette probably would use smaller groups to learn in this manner. However, Bernadette was well prepared and the lesson went well.

Ms. has steadily demonstrated growth over the period of her internship. Her lesson plans are always well developed and include activities that actively engage the students while incorporating current topics and trends. We are working on developing questioning techniques that will include more students - for example the "Pair and Share" technique and "Discuss with a partner". Ms. does exhibit a professional demeanor and interacts with the students in a positive manner and she will make a greater effort to project her voice and utilize proximity as a teaching tool. It is encouraging to see Ms. Smith check for understanding both formally and informally during her lessons. She is teaching in an 85 minute block period and she is sure to include some student movement as part of her lesson whether it involves forming groups, working at the board or making some type of presentation.

Ms. demonstrates an accomplished teeaching performance in the video. Explanations clear, thorough, pace good, excellent patience. Do Now tied nicely into the lesson, previous

knowledge evident. Utilized relevant examples, i.e., cars/corvette, names. Managed class procedures very well-modeled the work, allowed for independent work and also for students to use the board to show their work-- all effective and productive.

Ms. demonstrates an accomplished performance in this video. The videotaped social studies lesson on "Native American Cultural Regions: Artifacts" correlated with four

strands of the NJCCCS in the social studies area-, as well as cross-curricular literacy skills. The objective was to describe how the Native Americans adapted their way of life to their geographic areas by studying artifacts in order to gain a deeper understanding of the relationship between the Native Americans and their land. Nancy effectively used an anticipatory set to introduce the activity for the lesson: A Think Dot Game. The game was designed to focus student attention on seven cultural regions using dice to select specific artifacts to study. Nancy proceeded through the explanation, modeling, guided practice, checking for understanding, and independent practice. After looking at four artifacts, Ms. reviewed as closure the region, map, group, resources


and environmental features with the whole group, She provided positive reinforcement and extended the learning into preparation for the next lesson, All forms of assessment were addressed and reviewed. The questioning techniques addressed various levels of Bloom's Taxonomy and engendered higher-order thinking skills. Nancy also provided modifications for those students needing extra reinforcement. Students were very motivated and thoroughly engaged in the lesson. Various cues were utilized and pair/share was successful. The objective was met and the lesson was well-done.

Ktisten presented her lesson in a clear articulate voice.She was both verbally and physically animated and demonstrated good rapport with her students.The lesson was organized into logically sequential learning activities and she employed effective assessment strategies.She provided sstudents with constructive feedback on learning and responded appropriately to student prompts.

Because of technical/audio problems,it was difficult to gauge voice quality.Also, there was no introduction to the lesson.Overall,the instructor taught to her stated objective, ,demonstrated competency in content area,actively engaged students,demonstrated good rapport,and exhibited professional demeanor in conduct and dress.

This lesson was successfully presented and all areas were accomplished at a high level of proficiency. Ms. Brown-Tsai has progressed extremely well in all areas of her internship.

Mr. presented a very successful Math lesson. He has developed very good classroom management strategies and he presents a very professioinal presence when instructing the students. He has progressed very well throughout his internship.

Ms. successfully presented a phonemic awareness lesson in keeping with the Open Court Reading Program. This lesson in sounding/blending demonstrated her competency in this first grade core program. Ms. utilized the carpeted area in the front of the classroom for this lesson. She referred to the posted objective at the beginning of the lesson and again at the lesson's closure. Ms. introduced the "r controlled" /a/ sound, and explained the "bossy r" to her first graders. She correctly printed, sounded and blended several lines of words to demonstrate this /ar/ as well as two sentences. Ms. demonstrated a good rapport with her students and practiced good classroom management techniques.

Mrs. presented a technology driven review of specific reading terminology that has been developed over the first months of this school term. The lesson objective was posted in student-friendly terms and utilized by the teacher. This objective directly supported the appropriate Core Standards. Mrs. created and presented a Power Point Presentation to assess her students' knowledge of terms, such as: metacognition, schema, genre, visualization, turn and talk, text to self, text to text, text to media, conferencing, theme, stop and jot, story elements, cultural fiction, literary language and author's purpose. During this lesson, Mrs. successfully engaged all students and promoted evaluative thinking. The teacher spoke with a smile and encouraged the learning of all students.

Ms. presented a technology enhanced lesson, "Sentence Monsters," the day before Halloween. Students were focused throughout this interactive Power Point Presentation. This lesson was organized, with all materials ready for use. Core Standards related to grade two grammar were directly supported with this student-friendly objective: "I can tell if a sentence is complete or incomplete. I can identify the subject and predicate." This lesson was well-written, well-presented, and obviously enjoyed by all students who remained attentive throughout. Ms. utilized the posted lesson objective at the beginning and end of the lesson. She teaches with a smile and encourages all students to participate in lesson activities. Ms. made use of established classroom management techniques during this lesson with a well-articulated teacher's voice. Use of Bloom's Taxonomy of the Cognitive Domain was evident as questioning ranged from the Knowledge level to the Evaluation level. Well done!

Sarah presented an accurate lesson on graphing to her students. She was used the correct terminology. Her voice was audible and evenly paced. She checked for prior knowledge and understanding. She utilized the available technology to enhance the learning experience.

Watching the video together proved to be beneficial. Ms. Gibson and I identified areas in which she has improved (Classroom management, keeping students engaged). We also discussed how to include more content and how to make the learning more meaningful by having students make connections to their own lives.

Ms. presented a successful lesson to a group of high achieving 8th graders. She was very knowledgeable of the subject matter and she provided her students with very good feedback as well as answering their questions very effectively. She has progressed very well throughout tthe semester.

Ms. presented a continuing research lesson with her 7th grade students. After attending the media center for a number of sessions, Ms. supervised the students creating their finish research papers. The students worked well at their desks and Ms. assisted individual students throughout the period. She has progressed very well throughout the semester.

D's lesson was presented in a strong clear voice.He was both verbally and physically animated,teaching from various vantage points within the room.Students were actively engaged throughout the instructional period and the instructor demonstrated good professional rapport with his students.The lesson generated a high degree of student interest as well as enthusiasm on the part of both instructor and students.

Ms. used the following strategies to create and deliver a successful lesson: / -Good sequence of activities for anticipatory set ( student led, teacher personal note, movie example / -Clearly connected anticipatory set to


objective and to other contents(science-hypothesis_ and explained the process / -Demonstrated much more enthusiasm especially via the dramatic reading of the picture book / -Good movement around the room and student to student interaction (pair share) / -Great closure in which Ms. K reviewed what was accomplished and then assessed students' grasp by asking them to write the definition, then followed this with sharing answers / / Her lesson could have been enhanced by the following: / -Scan the book into the Smart Board or move students to the carpet so that everyone can see / -When you recognize that students are "getting it" provide guided practice instead of continuing to model using whole group / / Overall, excellent lesson

Ms. Cs lesson was well planned and implemented. The students were actively engaged throughout the lesson (kindergarten children constructing bar graphs). Amanda has grown in all areas of instruction, demonstrating thoughtful planning and creativity. She is encouraged to continue to focus on critical thinking skills.

This video was of the first lesson in a series on the branches of government. Students were placed in predetermined groups, issued computers, provided worksheets, and asked to research a specific branch of government. As they worked, Mrs. On moved among the groups providing the proper supervision, offering suggestions and prompts, and responding to student questions. Instructions were clearly provided, good voice quality was noted, and a high level of active student on-task participation was noted. When the session was ending, students returned their computers and briefly discussed with group members their findings. The next session which was formally observed, was a continuation of their initial work.

The video of a review for the students' Constitution test was made on November 11, 2013. A review of Ms. S lesson design reflected an understanding of the importance of gaining active student participation. The lesson was focused by CCS and learning objectives. The review was comprehensive and should have provided students with the background necessary for their success. Her knowledge of the subject was excellent as evidenced by the information presented, the questions she selected, and her responses to student comments and questions. She presented a professional appearance and had an excellent 'stage' presence and voice quality. The excellent rapport that I had observed in earlier lessons was certainly again apparent during this video. There were no management issues noted.

Brittany had command of the learning environment. She demonstrated rapport with the students, and rewarded students for desirable behaviors. Her lesson was presented in a logical sequence with all procedures for teaching aligned with the lesson objective and standards. She demonstrated competency with the LAL content area, using appropriate language of instruction.

Samantha had exceptional command of the learning environment. She moved freely around the classroom, monitoring and recording student progress during the instructional activities. These activities were aligned with the objective and standards. The lesson provided student to student interaction, with students working in groups to analyze information related to characters in story. Throughout the lesson, the students appeared motivated and highly engaged. There was no evidence of any off task behavior. Samantha is performing at a highly competent level for all evaluative areas.

In the lesson, Lisa implemented a variety of strategies to ensure student mastery of the objective. The students were highly engaged and focused throughout the lesson. Transitions between activities were smooth. There was little evidence of student off task behaviors. Teacher asked many questions, but is encouraged to probe more after student responses and to ask more questions at higher levels of cognition. Feedback to students needs to go beyond the "good" or "okay" level, and provide more qualitative and constructive comments. The teacher used humor to her presentation to grasp student attention. The teacher had command of the learning environment. Overall, a good lesson.

Michelle video recorded a lesson that she taught to a 3rd Grade Art Class at Deerfield Middle School. The lesson was aligned with NJ Core Curriculum content Standards and NJ Professional Standards for Teachers. Also, the lesson is appropriately designed for the age level of the students/class in mind, which demonstrates knowledge of how P-12 students develop and learn.

Jason has progressed steadily, consistently, and intentionally, as he is self motivated. He is enthusiastic, has a / respectible rapport w/ his students, , & truly enjoys the teaching of mathematics.He is knowledgeable, organized, / and adjusts the lesson, as needed. Jason is finishing his semester in a strong positive manner. /

Jessica's lesson was well planned and organized. The activities were aligned with the objective. The teacher walked freely around the classroom monitoring student progress. The instruction was enhanced by the use of technology, with the teacher creating a PowerPoint presentation. Jessica displays a professional demeanor. Her voice is strong and confident. There are some minor issues related to the management of student behavior and classroom environment, and Jessica is encouraged to increase wait times, reinforce desirable behaviors, and be consistent with her discipline.

Matthew has a good rapport with his students, and most of the students were attentive. He practices good behavior management. His voice is strong, and he is confident in demeanor. Matthew must better assess student readiness for learning based on previously acquired skills, and adjust his planning and implementation as needed. He is encouraged to provide a variety of related activities that are varied, highly motivating, and engaging. He


should try to make his lessons less teacher directed, with less "teacher talk" and more student to student interaction.

Ms. Ks video revealed a professional intern who is competent in her content, pedagogy and dispositions. She employed the language of Chemistry instruction accurately and clearly. She demonstrated that she is respectful of all learners. She utilized effective classroom strategies for problem solving exercises in chemistry both group and individual activities were incorporated. She began and closed the lesson properly and took full advantage to the time to engage her students in meaningful learning.

Melissa Language Arts lesson for her fifth grade classroom was on "Rules for Editing Dialogue." Her lesson plans and delivery included appropriate core content standards and comprehensive objectives. The lesson began with an anticipatory set, used the SmartBoard for the mini-lesson, modeling, and student participation, and involved the literary skills of reading, writing, speaking, listening, and viewing. Students were given many opportunities to pair and share and understanding was checked regularly with various cues. S;uggestions were made for some more active involvement, and also for a greater emphasis on metacognition - having the students think and reflect on their own thinking before they share with a partner or with the class. After modeling and guided practice, Melissa moved on to independent practice and monitored student engagement and comprehension of new learning as she moved throughout the classroom. The classroom management was excellent and the objective of the lesson was achieved.

Jason has progressed steadily, consistently and intentionally, as he is self motivated. He is enthusiastic, has a respectable rapport w/ his students, & truly enjoys the teaching of mathematics. He is knowledgeable, organized, and / adjusts the lesson, as needed. Jason is finishing his semester in a strong positive manner.

Jenna video taped her math lesson. She incorporated technology, had students interact with smartboard and had appropriate manipulatives at seats for all students.

Agnes needs to work on facilitating smooth and related transitions between subjects as well as reinforce content of lesson with appropriate closure.

Ms. G was extremely fortunate to have had a cooperating teacher that has excellent discipline and control of student behavior. Therefore, Ms. G should incorporate all of Ms. Horne's behavioral techniques and strategies when she acquires a teaching position.

In order to effectively maintain classroom order/discipline Ms. A must be consistent in enforcing the rules and regulations of the classroom.

After viewing the video with Catherine, she is aware that she should employ some other tactics to improve classroom management. She should make sure the students are quiet and listening during instruction. She should instruct from a variety of classroom locations. All students were engaged and eager to participate.

Ms. Bresnan has demonstrated an accomplished ability to speak and use the language of instruction effectively. she modulates her voice proficiently and knows her content. She uses a variety of active participation strategies to actively engage students. She is becoming clearer at giving directions and checking students' understanding of those objectives but still needs to focus on this area. She effectively used an assessment to determine students' acquisition of the learning. She has become more aware of her use of higher order questions to promote critical thinking and is practicing a variety of strategies. she has excellent classroom management and communicates her love of learning to her students.

Ms. B is an accomplished intern who demonstrates the best qualities an intern can possess. She has excellent classroom management. Knows her content and presented a well planned lesson that demonstrated a wide variety of instructional skills; anticipatory set, providing information, responding to the efforts of the learner, differentiated instruction. She uses a variety of questioning techniques and promotes critical thinking congruent to her special education students' levels so that they are successful in moving their thinking forward. She has a good hold of transitions that move the lesson seamlessly. Her professional demeanor is exemplar and her enthusiasm contagious.

Ms. B has shown immense growth in learning how to break down a terminal objective into the dependent and independent sub skills needed to teacher her students. She maintains good classroom management and uses a variety of strategies to have her students actively engaged in the learning. She reinforces the content of the learning with both guided practice and an independent practice activity. As she continues to practice here questioning technique she will promote greater thinking and problem solving skills with her special education students.

Mrs. P presented a lesson with multiple strengths which included the effective use of technology and the use of covert management strategies. This lesson was well-organized and the teacher had all materials prepared and ready for use. Mrs. Pr's instruction included hands-on group work, cross-curriculum connections, and questioning strategies based on Bloom's Taxonomy of the Cognitive Domain. Mrs. Putilized the posted objective before, during and at the lesson's closure. The teacher provided differentiation of instruction through an array of instructional strategies to address various learning styles and structured group work. This was a successful science lesson.


Dave welcomed his fourteen students into the gymnasium and sat them together for his introduction of the day's activity. Today's lesson focused on Fire Safety Week with emphasis on a review of skills that might be used in an emergency situation to save lives and avoid disaster. Dave demonstrated extraordinary ingenuity in his creation of an obstacle course that depicted a variety of life saving skills that firefighters use in survival training. The stations included: a rock wall for climbing, a stop/drop/roll mat, a tunnel and low bridges for crawling skills, hoops fire for jumping and a balance station that simulated a rooftop walk. The students then rotated through the course under Dave's superb supervision and guidance. Dave's explanation and emphasis on family survival techniques made a lasting impression on each student. Dave displayed a fabulous teaching demeanor and expert knowledge of the survival skills based on his EMT training. This was a classic "home run" lesson that should be used in a school assembly program for the benefit of students and faculty for lifetime learning.

Ryan started his lesson today with a review of oral hygiene skills that he previously taught this group of first graders in their health class. He then incorporated this theme into his physical education lesson today which focused on dodging and fleeing skills in a running and tagging game. After a review of basic faking techniques, Ryan had the students practice the skills in a warm up fashion while jogging the full length of the gym. The class then participated in a challenging game where all taught skills were utilized along with the students maintaining a high level of cardiovascular activity. Ryan closed the lesson with another review of proper tooth brushing techniques aimed at improving oral hygiene. Overall the students participated with vigor and enthusiasm in a high energy atmosphere for learning.

Anthony continues to show progress in developing the knowledge, skills, and dispositions of a theatre educator. His self-analysis of the video-taped lesson was insightful, accurate, and useful. He was able to identify strengths in his methods, areas for improvement, and a commitment to the professional responsibilities of a teacher to continue learning. He is working on building instructional momentum and finding a balance between a strong leader and a more relaxed guide when relating to the students. / The lesson on completing a ground plan was highly participatory and skill-based, and Anthony did all he could to set them up for success: materials available, review of instructions and expectations, and individual attention during independent work-time. / Watching the video gave Anthony several suggestions to implement in his classroom immediately: perhaps using assigned seats, paying attention to his own vocal patterns, and continuing to give demonstrations, as needed. With these strategies, Anthony is likely to see improved consistent student engagement. /

Raemona successfullycompleted this requirement. Melissa provided a highly engaging and fun activity for the students that kept them on task for the entire lesson.

Classroom and behavior management were good. Melissa employed effective modifications throughout the lesson including repetition and rephrasing. She has an excellent rapport with the students.Her directions were clear, specific and focused. The lesson was well written and implemented.

Great energy - great use of intonation - enthusiasm for instruction - included cross content information-student centered- referred to previous learning. The audience were in awe of this excellent lesson,

Ms. Ipresented a very effective lesson. Students were engaged, enthusiastic and willing risk takers. Ms. I / has made fine progress this semester.

During the lesson students made inferences in reference to the story read as part of the Journeys curriculum entitled / "The Night Bird". Teacher generated questions solicited active student responding throughout the instructional activity / in this grade 3 class.

Ms. T has demonstrated an accomplished performance. Steve presented a highly creative lesson to his eight special needs kindergarten students dealing with the art of

throwing for accuracy. Steve directed a series of "do as I do" warm up exercises while using specific age appropriate examples for the children to follow in order to understand a variety of body positions during the routine. He then expertly explained and demonstrated proper throwing skills and had the students practice in a concentrated area where success was easily attained. Steve cleverly devised a target that simulated a space ship which totally captivated the students attention and imagination while motivating them to work with maximum effort and concentration. Steve displayed an exemplary teaching demeanor with use of strategies that were extraordinarily successful and motivated his students to succeed in the practice arena. This was another fabulous "home run" lesson in Steve's exemplary internship that created an exciting atmosphere for learning.

Ms. C demonstrates a very capable performance in her video. Kimberly is quite proficient in volume, articulation, rate, variety, and energy when using her voice--gestures, facial

expressions match and complement voice for strong communication skills. A bit too board-bound--needs to include entire room when monitoring and/or instructing. Needs to activate inactive students, particularly those to her right--even if just a few glances in their direction. Adheres to classroom rules--doesn't call on those who call out. Maintains strong pace throughout--constantly raising stakes for high-speed comprehension. Relatively minor style and usage "glitches" during a steady stream of verbal prompts, proclamations, dictates, and statements. She knows her :stuff" and matches knowledge with a highly-competent delivery system.

Your voice is perfectly suited for size of room and number of students. Your soft-spoken tones are perfectly articulated and expertly inflected so that your thoughts, feelings, and ideas are clearly communicated. Your


gestures match your words and both are complemented by your body language--no conflicting messages are sent. Only quibble is that both volume and facial expressions rarely vary. Sometimes, changes in volume are necessary to avoid a narrow range of expression and a narrow range of vocal variety. It is clearly evident that you care for these youngsters and are extremely frustrated by their capitulation in the face of challenging work and their long-developed pattern of avoiding mental exertion. Students get plenty of opportunity to share in the steady diet of work and practice. Your intensity (though softly delivered) never wavers.

Natalia video recorded a lesson that she taught to a High School Art Class at John Stevens School. The lesson was aligned with NJ Core Curriculum content Standards and NJ Professional Standards for Teachers. Also, the lesson is appropriately designed for the age level of the students/class in mind, which demonstrates knowledge of how P-12 students develop and learn.

Ms. G conducted a lesson where she implemented many of the strategies and techniques that we discussed throughout the semester. Her lesson related to real life situations and stressed vocabulary integrated within the content. She is encouraged to continue to develop guided questions that require critical thinking responses.

Ms. T conducted a lesson on a topic that was relevant to the holiday celebration of Veteran's Day. Her students were actively engaged in a variety of activities with a culminating letter writing activity. Ms. T is encouraged to continue the writing activity with instruction on the appropriate format of a letter that will be addressed to a member of the community for a real life experience.

As per this video, Mrs. Sdemonstrated a sufficient degree of competence in presenting this lesson. Students were typically engaged and were able to present their writing tasks, allowing for assessment.

As per this video, Ms. B demonstrated a sufficient degree of competence in presenting this lesson. Students were engaged and typically on task. Ms. B's self reflection and self analysis were thoughtful.

Tom has progressed nicely throughout the semester. He is confident and comfortable leading the class and is well liked by the students. With continued experience, he will be a successful instructor.

Ms. C had good classroom management and transitioned students smoothly from one activity to another activity. Students were engaged and worked well. The teacher circulated the room helping students as they worked on activities. The teacher always modeled correct pronunication by repeating the students' answers.

Ms. H has demonstrated an accomplished performance in her video. Ms. B has maintained a good level of improvement with each lesson. She responds to each students' needs

through preparation and ongoing assessment. Ms. J has done an excellent job throughout her professional internship. she has learned a great deal about

classroom organization and how to foster positve relationships with students,parents, and staff. She is commended for the honest self-evaluation that she expressed to this supervisor while reviewing her video.

Ms. R has developed an impressive professional presence when teaching her class. She has readily accepted and implemented suggestions that have resulted in steady growth in the area of classroom management. / She is commended for the honest self-evaluation that she completed while reviewing her video taped lesson. / Ms. R has worked closely with her cooperating teacher, Mrs. Fagan, to experience the planning and teaching of all content areas. She is ready to assume the challenges of her own classroom.

Ms. J requested placement in this special education BD class. She is commended for the enthusiasm that she brought to her placement. Despite the fact that the students presented a wide variety of difficult academic and behavioral challenges, Ms. J remained nurturing, patient, and determined to help her students progress. / This supervisor has received excellent feedback from her cooperating teacher, Mrs. Perez. Mrs. Perez and Ms. Johnson have created an impressive co-teaching model that can serve as a model for how student teaching should be conducted. Ms. Jo has proven that she possesses the knowledge, skills, and dispositions needed for success as a special education teacher.

Mr. M has been fortunate to have worked in both general education and special education environments. / He is commended for the honest self evaluation that he completed while reviewing his video taped lesson. The video was of great value as he demonstrated considerable improvement in creative lesson planning and demonstrated excellent enthusiasm after seeing himself on video. His work in special education with Ms. Bentley has enabled him to learn how to locate and plan engaging lessons and how many of these same techniques can be infused into general education classes.

Ms. C has had the opportunity to experience whole group instruction in a general education setting, one on one instruction with a classified student , and in class support in a variety of grade levels. Her lesson was video taped as she worked with special education and general educations students in a whole class setting. The video accurately reflects the progress that she has made this semester. She is commended for the objective and honest manner in which she reflected upon her efforts captured on the video. Her positive rapport with the students and her enthusiasm for teaching were evident throughout the video. She has worked closely with her cooperating teacher, Ms. Amann in a co-teaching mode. Thanks to Mrs. Klein for allowing Ms. C's lesson to be taped in her classroom.


Good use of percussion instruments to aid in discussion and analysis of rhythm. / Good instructional approach, overall / Reinforced and continuously monitored articulation, hand position, posture. / Provided appropriate feedback throughout the lesson /

Your written lesson plan had good connecting objectives but the plan did not explain how the affective objective would be accomplished. / Many areas of the lesson plan need more explanations with details. / The closure of your plan was only teacher oriented. / It is important that you do not allow the students to have sidebar conversations when you are trying to teach. /

Thanks for memorializing this very special moment in your classroom. I strongly encourage you to make video-taping lessons a part of your ongoing professional development, in all subject areas. Partnering with another teacher to co-mentor and analyze tapes is a good way to get another set of eyes.

Matt r's video assessment was done during a physical education class for second graders at the Ross Street Elementary School in Woodbridge. The subject was football skills. Mr. is an experienced soccer coach. It shows in his work with this group. Plans, safety, transitions, class and time management were all handled appropriately. Mr. excels in feedback and cuing his students during activity and on the video this is easy to pick out. Mr. Carder has had a strong experience. His video continues to show his abilities as an instructor and facilitator. Students are enthusiastically responding to his teaching and prompts in a happy manner and all behavior is established in a positive way by Mr. C.

Robert shows a strong ability to relate to the second grade students in this video. He has a large physical presence and a good "gym voice." His control of the class behavior is always appropriate. He sets good parameters for the class, and his attention to safety and transitions are done well. They help establish good class and time management. What is surprising watching this video is Mr. S's ability to sing and dance and be a nurturing person through sensitive and supportive instruction. As a "fooball type" the stereotype would be not to expect this type of teaching style from Mr. S, but there it is for us to see. A good video of a very well taught ryhmical activity.

Ms. M presented a well organized video with all the necessary components for a successful lesson. Mr. Ssubmitted a video with all the necessary components. Job well done. After watching the video Ms. Cannon realizes that she needs to position herself to have a better view of the

students. Mr As lesson demonstrated careful planning for the teaching of the sub-skills needed to accomplish his lesson's

objective. His use of a PowerPoint presentation clearly delineated the learning and provided concise examples that followed the modeling protocol. He has effective classroom management and easily controls the direction of the class with his firm and assertive manner. His love of mathematics is clearly evident and his students pick up on that and the class has fun while learning.

Mr. B's lesson demonstrated effective measurable objectives that broke the learning in to manageable sub skills. He effectively presented the lesson by beginning with a Do Now that became part of the Anticipatory Set. He then presented the students with new information and used effective activities to actively involved his students. His questioning techniques is for the most part very capable but he needs to use probing questions and improve his wait time. This in turn will promote critical thinking. He effectively used formative assessment through an exit closure activity.

Kaleigh has exhibited many positive qualities during her internship at the McDivitt Elementary School. She instructs with enthusiasm and personality, is organized and shows good transition skills which lead to good class and time management. Behavior is never an issue and she is friendly and nurturing with her students, using humor often with them, Her instructions are clear and concise and safety and spacing are appropriately stressed. Ms. 's video shows these instructional strengths fully.

Samantha will progress in the teaching field as she gains experience. Samantha has developed her lessons that engage students in learning. She is developing her own techniques for classroom management.

Well done. Solid lesson. good targeting of students-volunteers/non-volunteers. Pace good, addressed students concerns/questions appropriately. Good patience.

Much improvement from first day, will be an asset to an educational program Mr. P demonstrates every quality demanded of an effective educator. He has been an enthusiastic learner who is

capable of facilitating the / engagement and creativity of students at each grade level. A very good math lesson on value placement that integrated previously learned math skills and knowledge with

formal and informal test taking strategies and applications. Directions/explanations clear, easy to follow. Good emphasis on detail-students engaged. Challenged them with

the proper questioning to check for understanding. Well constructed video which clearly exhibits instructional skills. Good start to class--engaged students right from the beginning-students actively participating, attentive. Good

energy, positive learning environment, targeted volunteers/non-volunteers The review lesson on governance was well prepared and Mr. D demonstrated competence without any assistance

or prompting.Please consider speaking less and encouraging students to speak more. One way to achieve this


goal is to ask a question and then give students 45 seconds to talk to their neighbor (share-pair exchange). This helps students to assemble and formulate their thoughts. Afterwards, you can ask them to share their thoughts with the entire class. Another way is to ask another student to summarize what the first student just said rather than you doing it.

Good rapport evident. Students engaged, involved, participating throughout the lesson. Comfortable work like environment established. Transition very good, managed class procedures well. Examples relevant, assisted in student understanding

An excellent unit lesson on the cultural practices of people from other nations. The trip to Sweden and other parts of the world to examine their holiday practices was very creative. Mr. B is commended for creating the student passports, encouraging student talk exchanges and read alouds, and the arts and crafts elements.

Ms L’s lesson on the short vowel word families "ack, ick, and ock" was well received by the students. This was an excellent lesson. She is commended for the picture-word family matching portion of the lesson as well as the hands -on activity.. Please consider a separate follow up lesson that encourages students to write simple sentences using these new words. Also, word families are an excellent source for creating simple poems.

Expalnations clear, easy to follow. Pace good, transition good, excelent patience. Recalled previous knowledge, examples relevant-cars/corvette. Students responded well-good rapport evident. Good job getting them to board and having them explain their work.

The paper mug activity was challenging and enjoyable.You clearly differentiated your questions as you approached each student while performing the given task. The test simulation helped to better prepare your students to perform on standardized tests.

The lesson on "The Best Spot" included evidence of many effective reading strategies such as, sight word discovery prior to reading the text, paired reading, and reading silently along with a narrator. Also, you enriched the experience by including diverse types of questions emphasizing higher order thinking strategies.

Good transition throughout the lesson, good questioning, probing and targeting of students, volunteeers and non-volunteers

Need to be more definitive in starting the lesson, get their attention and make sure they focus on you and your instructions.Transitioning throughout the lesson was not smooth, connections not made, i.e., from Do Now to the first activity(handout sheet and instructions for completion). Want to address them returning binders without permission or direction to do so..

Circulate about room during the Do Now. Practice routines with them to establish what you expect for Do Now, handing in Hwk--all class procedures. Questioning good-need to let them know if you want hands or not. Ok to check by asking agree/disagree? Use board with figures to help clarify the instruction.

This lesson reinforced the school district's emphasis on improving students' reading skills. Mr. C provided the students with an opportunity to complete a directed reading assignment in the area of Science.

Good voice projection / Good instructional approach, overall: (i.e. finger breaths, singing/buzzing; objectives written on the board and referred to throughout the lesson; isolating rhythms and pitches in need of work) / Good approach to question and answer (promoting critical thinking)

Good use of percussion instruments to aid in discussion; Good piano model provided / Good analysis of rhythm / Good instructional procedures / Monitored hand position, posture, articulation throughout / Provided appropriate feedback / Good reinforcement of basic musicianship skills

Ms. B has grown significantly throughout this process as was evident in her video presentation. She actively engaged the students in the activity as well as monitoring the collaborative groups. She spoke the language of instruction clearly and proficiently and responded appropriately to student prompts. Student behavior was appropriate and effective classroom management was practiced. Ms. Bd has progressed significantly and has become more competent an confident.

Steven is very verbal and clear when he speaks before the class. He has a professional demeanor and encourages discourse with the students.

Video lesson was well designed with goals and activities. Students were engaged and participated actively in reading story and working with their hand-outs and worksheets on definate and indefinate articles.

Infusing technology into daily instruction was a challenge for Ms. M because the Maple Ave. Annex classroom, where she was assigned, did not have student terminals and the Media Center's equipment was not functional. Ms. M infused technology into her instruction only once prior to videotaping this activity. / The videotaped lesson did not capture the usual exciting child centered learning activities that Ms. M had exposed her students to during the semester. Higher Order Thinking Skills were developed as she asked questions to check comprehension of the reading materials. Students sang songs and answered inquiries in choral response. The 27 min. activity exceeded the students' attention span and did not include any group activities to reinforce skills being taught or provide opportunities for students to move around. The lesson was too teacher centered and did not incorporate indicators from the teacher friendly handouts which have been used to document mastery of the Spectrum Model's Performance Competencies. Ms. M is encouraged to always remember to plan activities acknowledging


the importance and benefits when an instructor considers "The Needs of Adolescents/Early Learners for Healthy Development', "The Learning Pyramid" and "Roles for Group Activities" during each encounter with children.

Students were led through a lively lesson. A wide variety of strategies were used to keep students on task. Rapport with students is evident.

Cody needs to use his voice and body language to engage his students. He needs to work on closure activities and good transitions. He needs to work on classroom management and knowledge of the curriculum and cross curriculum opportunities.

The video taped lesson of Brittany teaching students in her BD class clearly showed the patience and warm personality that she brings to the challenging students in this class. She was able to make excellent progress in getting her students to remain focused and involved in the lesson. Her cooperating teacher, Mrs. Perez has taught Brittany a great deal about the importance of consistency, firmness, and high expectations for student behavior. / Brittany is commended for the manner in which she was able to pick up on alternate techniques that she might use in the future as a result of evaluating her video.

Ms.B is extremely organized and provided age-appropriate materials that ensured comprehension and engaged the learners throughout the lesson. Effective use of voice and body language were noted and the lesson successfully achieved the desired outcome due to effective instructional strategies.

Jessica is extremely well organized and prepared. She has developed lessons which appeal to the various learning styles of her students. Jessica asks relevant questions and successfully incorporates technology into her lessons. Jessica has a wonderful rapport with her students and encourages them to participate.

TH E LESSON WAS APPROPRIATE FOR THE ADAPTIVE STUDENTS BECAUSE THE SKILL LEVEL WAS IN LINE WITH THEIR ABLILITY. CHRIS BUILT ON ONE SKILL TO COMBINE WITH AN OTHER. THIS WAS AN APPROPRIATE CHALLEGE TO THESS SPECIAL EDUCATION STUDENTS. CHRIS MOVED FREELY AROUND GIVING INDIVIDUAL ATTENTION WHEN NEEDED. ALL STUDENTS WERE ENGAGED.

Catherine could have provided an introductionto the video. Information on previous lessons would have been helpful This was a middle lesson in a Health unit. Catherine circulated throughout the classroom monitoring and providing feedback to the students as they were working on their projects. Try not to address the students as "you guys". She appears confident in her teaching.

Rocco was given the opportunity to analyze and assess his performance in this videotaped lesson. His comments are as follows: The lesson was not as completely developed as I would have liked. I believe the lesson could have been improved by implementing a simpler "Do Now" and providing more substance and activities in the lesson.

While this particular lesson may not have lent itself to a broad range of questioning opportunities, be sure to include that hierarchy of thinking and providing evidence of understanding in every lesson in some way. Work on providing and/or modeling clear directions before transitions to reduce wasted time and high noise levels.

This lesson included technology to aid in instruction. Continue to develop opportunities to teach with this resource and for students to enhance their learning by using it themselves. Providing clear directions (both verbally and on paper) as well as modeling/demonstration will eliminate student confusion and frustration and the class will be more focused and on-task.

Chris communicates clear and fluently. Chris is fair and positive during instruction. In addition, he provided formative feedback to his students throughout the lesson. Chris fosters a positive interaction between he and his students. Chris teaches useful social skills. Chris has developed student's ability to self direct. He encourages students to take responsibility of their actions.

Fernando plans and implements instruction and lesson plans to address students prerequisite skills. He reviews and selects appropriate resources and activities to match the intended objective. He captured student attention through active involvement. He presents information in a logical sequence.

The video lesson was designed as a tool to prepare the Intern for a formal demo lesson used during an interview presented to a team of administrators. The “class” was composed of other Interns and PreProfessionals. The “class” was in the process of reading “The Great Gatsby.” The lesson discussed health issues (prohibition) during the 1920s and related them to similar issues during the 21st Century. An anticipatory set was applied and a “do now” activity was presented. The “class” had to list 3 health issues that are a plague in the 21st Century. The teacher, Lauren Sodono, lead a classroom discussion to analyze presented ideas. Presented ideas and teacher information was presented on the Promethean Board. A variety of questions and questioning types were displayed to encourage student participation and gauge student understanding of the lesson. All components of a lesson were observed. Lesson plans were mapped to the Standards and contained the necessary information. It was a good lesson.

The video lesson was designed as a tool to prepare the Intern for a demo lesson used during an interview presented to a team of administrators. The “class” was composed of other Interns and PreProfessionals. Lesson plans contained the necessary information. The “class” was in the process of reading “The Hunger Games.” The lesson objective required students to create an advertisement that would be shown as the “Games” were being televised. The do now had the class design an advertisement that could be shown during the “Super Bowl.” The Promethean Board was used by the teacher to illustrate media advertising. Rose Ramirez choreographed the


discussion while reviewing the appeal factor of the advertisements. Teacher actions of modeling, presenting information, checking for student understanding of the learning, and reinforcement activities were observed. Questioning techniques ranged from recall to higher order thinking skills. Closure was applies. It was a good lesson.

The video lesson was designed as a tool to prepare the Intern for a demo lesson used during an interview presented to a team of administrators. The “class” was composed of other Interns and PreProfessionals. The 7th grade “class” was discussing how dialogue as applied as a writing style. The lesson objective was to introduce, explain, demonstrate, and practice the use of dialogue to enrich narrative writing. An anticipatory set was applied to introduce the lesson. Lesson plans contained the required information. Eric Putman modeled and explained the punctuation that accompanied direct and indirect quotations on the Promethean Board. Specifically named ”students” were called upon to encourage participation and to gain formative assessment of student understanding of the presented information. Lesson plans were followed and the lesson objective was met. Closure was applied. It was a good lesson


Documents

kean.edukean.edu/~ncate/Data Reporting/Fall 2013 Data Reports/… · Web viewMarisa is doing well in Mrs. Martino's classroom and is earnest to learn and do well by ... word families