Faculty: Sandy Palmer Class: Interactive Discovery Date: November 20, 2013 Sandys class was an excellent experience

that engaged all of her students from start to finish. The class was thoughtfully constructed around improving her students skills. Of high merit, was the balance of comfort and rigor that existed in the classroom. Listed below are direct observations about the class that address some of the areas of excellence. 1. Demonstrates mastery of content knowledge appropriate to ones teaching assignment as evidenced by: Sandy knows the content of the Interactive Discovery class well. The current topic the class is working on is astronomy, and students engaged in several activities and discussions to improve their knowledge. Sandy posed several large questions during the discussion that required her students to use higher-level thinking to answer her questions. For example, she raised the question of using hydrogen fusion as a source of energy on earth as they were studying the sun. In addition, to focusing on larger questions, Sandy also made the Science real: how does a convection oven work? What is a convection zone? Another important area Sandy knows well is skill development. At several points during the class, she reminded students of the need to take notes, or the need to label / draw diagrams. A portion of the class was devoted to reviewing assignment dates and reviewing the need to plan time to complete the long-term assignments. I would point to this as an area of real growth for Sandy over the past few years understating the developmental needs of young adolescents and building strategies into her classes to provide success for all students. 2. Demonstrates a high level of instructional effectiveness as evidenced by: The class had an excellent design: Sandy began the class with an exercise where students worked in groups to complete calculations about the sun. The names of the groups were drawn randomly, and students were well focused on the task at hand. All of the groups were in the ballpark with their numbers with one notable exception. As Sandy moved around the room, she spent the most time with this group. She not only reviewed the errors in calculations, but the formula for obtaining the correct answer. In addition, she provided some tips for how to remember the method to apply a formula to a problem. Providing specific instruction in small groups allowed Sandy to give targeted feedback that they would not have received in the large group. The class was designed into four parts: calculation activity, planning and review, introduction of new material and lab time. It engaged students via physical, auditory, visual and kinesthetic learning modalities. 3. Demonstrates an interest in and ability to structure a positive and supportive learning environment for students that builds confidence and competence as evidenced by: Sandys class and classroom contain an ethos of structure and engagement. Students know the objectives of the class and the behaviors they need to display to be successful. In addition, Students have been assigned specific jobs in the classroom that allow them to be invested in the success of the class. For example, while students worked in small groups, one student was the DJ he selected music from his playlist that provided a relaxing

environment for the group. Sandy has designed the room so there is easy access to materials and the classroom is engaging for students. In addition to her role in the classroom, Sandy has become a leader on the 7th grade teaching team, and she is an excellent guide on the 7th grade capstone trip to Boston. I am excited that she will be focusing all of her energies on the 7th grade program next year. Finally, I look forward to many more years teaching and working with her at Newark Academy. Tom Ashburn Middle School Principal Newark Academy January 8, 2013