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Internship Activity New Jersey City University Department of Educational Leadership School Leader as Reflective Urban Practitioner EDLD 690/693 Internship for Urban School Personnel I & II

Internship Activity Documentation Report Interns Name: Naiobe Sharrock Sponsors Name: Danielle West Date: November 30, 2013

School/District: Queen City Academy/ Queen City Academy

Activity A_3__ / Name of Activity: __Classroom Observation Report & Professional Development Plan ISLLC Standard(s) __II & V__________________________________________ Technology Standard(s) for School Administrators ___I, III, V_________________________

Listed requirements for documenting this activity.

Part I Pre-Conference and Analysis of Planning Part II Observation and Analysis of Teaching Part III Post Conference and Analysis of Reflection Skills Part IV Professional Growth Plan Part V Self Reflection of Process

Pre-Conference and Analysis of Planning Part 1

PreConference The teachers stated purpose (instructional goals and objectives) SWBAT solve multiplication problems by using the strategy draw a diagram. Objectives assessment The objective registers at 3 (Application) on the Blooms Taxonomy scale. It does not state a measure of accuracy. How does the teacher view this class? I view this class as an on-level class that is grasping the material appropriately. They are engaged in multiplication and enjoy showing off their multiplication facts; however, the various ways to solve multiplication problems sometimes causes confusion for the students. What are the qualities and characteristics of this class? The qualities and characteristics of this class vary. The majority of the students are engaged and eager to learn multiplication; however, a few of them are off-task and do not complete work. They understand the material as they can accurately answer questions but do not seem interested in doing the required work. A few students are lower level and are pulled into Title 1 program to complete the assignment with additional assistance. What cultural or learning differences among students will inform instruction? The teacher will relate the material on an appropriate level for the students and to their interests, which are modified based on their needs. How does the particular lesson fit into the teachers broader framework? This lesson fits into the teachers broader framework as she relates it across the curriculum with ELA, by discussing inferences. What problems are likely to be encountered? A student with behavioral issues has frequent outbursts and the teacher has to redirect her frequently, which takes away from classroom instruction. What data should the observer collect for the teacher? None, unsure how to answer.

Analysis of Planning Skills 1. Domain 1B Knowledge of Students Proficient Teacher demonstrates thorough knowledge of students backgrounds, skills, and interests, and uses this knowledge to plan for groups of students. 2. Domain 1E Designing Coherent Instruction Basic Some of the elements of the instructional design support the stated instructional goals and engage students in meaningful learning, while others do not. Teachers lesson or unit has a recognizable structure.

Observation and Analysis Part II

Identifying Information Classroom, female, 2 years teaching in current assignment, 3rd grade, Math. Lesson Overview Script Tape

Analysis of Teaching Skills Domain 1A Demonstrating Knowledge of Content and Pedagogy Novice/Needs Improvement The educators plans and practice reflect some awareness of the important concepts in the discipline, prerequisite relations between them, and instructional practices specific to that discipline. Domain 2A Creating an Environment of Respect and Rapport Novice/Needs Improvement - Classroom Interactions, both between the educator and students and among students, are generally appropriate and free from conflict, but may be characterized by occasional displays of insensitivity or lack of responsiveness to cultural or developmental differences among students. Domain 2B Establishing a Culture for Learning Novice/Needs Improvement The educators attempts to create a culture for learning are partially successful, with little educator commitment to the subject, modest expectations for student achievement, and little student pride in work. Both educator and students appear to be only going through the motions. Domain 2C - Managing Classroom Procedures

Novice/Needs Improvement Some Instructional Time is lost because classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties are only partially effective. Domain 2D Managing Student Behavior Novice/Needs Improvement It appears that the educator has made an effort to establish standards of conduct for students. The educator tries, with uneven results, to monitor student behavior and respond to student misbehavior. Domain 2E Organizing Physical Space Proficient The classroom is safe and learning is accessible to all students; the educator ensures that the physical arrangement is appropriate for the learning activities. The educator makes effective use of physical resources, including computer technology. Domain 3A Communicating Clearly and Accurately Proficient Expectations for learning, directions and procedures, and explanations of content are clear to students. Communications are appropriate for students cultures and levels of development. Domain 3B Using Questioning and Discussion Techniques Novice/ Needs Improvement Some of the educators questions elicit a thoughtful response, but most are low-level, posed in rapid succession. The educators attempts to engage all students in the discussion are only partially successful. Domain 3C Engaging Students in Learning Unsatisfactory Activities and assignments, materials, and groupings of students are inappropriate for the instructional outcomes or students cultures or levels of understanding, resulting in little intellectual engagement. The lesson has no structure or is poorly paced. Domain 3D Providing Feedback to Students Novice/Needs Improvement Assessment is occasionally used in instruction, through some monitoring of progress of learning by the educator and/or students. Feedback to students is uneven, and students are aware of only some of the assessment criteria used to evaluate their work. Domain 3E Demonstrating Flexibility Novice/ Needs Improvement The educator attempts to modify the lesson when needed and respond to student questions, with moderate success. The educator accepts responsibility for student success but has only a limited repertoire of strategies to draw upon.

Summary Statement

Post Conference and Analysis of Reflection Skills Part III

Post Conference Video Analysis of Reflection Skills Danielson Domain 4A Accuracy - Proficient Teacher makes an accurate assessment of a lessons effectiveness and the extent to which it achieved its goals and can cite general references to support the judgment. Use in Future Teaching - Proficient - Teacher makes a few specific suggestions of what he may try another time.

Professional Growth Plan Part IV

a. Identifying info of teacher second year teacher, third grade b. Dates for the improvement cycle December to Feb 1, 2014 c. Objectives to be worked on Goal 1 Develop a culture of learning Goal 2 Create student engagement Goal 3 Behavior management Goal 4 Structure to lesson 1e Goal 5 Knowledge of content and pedagogy d. Activities to be undertaken to achieve objectives Observe experienced teacher, Have experienced teacher model lesson in classroom, Meet weekly with mentor, read on pedagogy e. Resources needed; and time and date for next conference Two pedagogy books, mentor, experienced teacher to observe, experienced teacher for in class modeling lesson

Self-Reflection of Process Part V

A. Evaluate: What did you do that you would want to replicate? Why?

I allowed the teacher to select which date and lesson she would like for me to observe. I did this, because I had an evaluator who allowed that privilege with me and my colleagues, in the past. As a Special Education teacher I had four classes two learning disabled, one emotionally disturbed and one mildly cognitively impaired. By eliminating the two classes (emotionally disturbed and mildly cognitively impaired) that gave the most challenges and deviations, it gave me an advantage. I chose a novice teacher who admittedly has a lot of areas of concern. I wanted to give her the opportunity to choose her stronghold subject and stronghold time of day, so that her true deficits would rise to the surface for observation. B. Evaluate: What did you do that you would not do again? Why? In the future I shall not use script tape unless it was a District or course requirement. Though it is a thorough and un-bias recording of the lesson, it is very distracting. I do not write short hand, thus I cannot keep up with writing and paying attention to the lesson. Also how does one transcribe two people talking over each other, or popcorn sessions. It causes one to miss a lot of the lesson. I used a tape recorder as a back-up, and eventually gave way to the recorder because writing was ineffective, and interfered with my observation skills. C. Evaluate: What do you wish in hindsight you would have done? Why? In hindsight I wish that I would have asked the teacher to reflect on her lesson and create her own objective, activities and resource list (for improvement of teaching) before the post conference. I would have done the same. This would encourage selfreflection and self-analysis skills for the teacher. It also would be a good way to compare perceptions between teacher and observer. I would also prioritize the objectives by the teachers needs and desires.