Interns Name: __Breanna Dennes________________ Observation Date: __10/12/17__________ Observers Name: ____Tara Ezell___________________________

For each element, please indicate the score received (1 or 2 for Progressing and 3 or 4 for Accomplished) and also provide specific evidence as needed.

Italicized Sections should be discussed in the pre-conference, post-conference, or both.

Items in Red from second CT Observation

Domain I: Planning and Preparation

Element Requires Action Progressing Accomplished Exemplary Element Score

1a The PSTs plans and
Demonstrating practice display little
Knowledge of knowledge of the content,
Content and prerequisite relationships
Pedagogy between different aspects
of the content, or the
instructional practices
specific to that discipline.
1b PST demonstrates little or no
Knowledge of knowledge of students
Students backgrounds, cultures, skills,
learning levels/styles,
language proficiencies,
interests, & special needs, &
does not seek such
understanding when planning
instructional activities &
selecting resources &
strategies.
(1 or 2 points)
The PSTs plans and practice
reflect some awareness of the
important concepts in the
discipline, prerequisite
relationships between them, and
the instructional practices specific
to that discipline.
PST indicates the importance of
understanding students
backgrounds, cultures, skills, learning
levels/styles, language proficiencies,
interests, & special needs, & attains
this knowledge for the class as a
whole when planning instructional
activities & selecting resources &
strategies.
(3 or 4 points) (5 points)
The PSTs plans and practice reflect The PSTs plans and practice reflect 4
solid knowledge of the content, extensive knowledge of the content, Displayed
prerequisite relationships between the structure of the discipline and knowledge of
important concepts, and the instructional practices. The PST gravity, with
instructional practices specific to actively builds on knowledge of multiple
that discipline. prerequisites and misconceptions chances to test
when describing instruction or out and
seeking causes for student observe
misunderstanding. The PST stays gravitys effect
abreast of emerging research areas,
new and innovative methods and 4
incorporates them into lesson plans Displayed
and instructional strategies. knowledge of
important
concepts
throughout
lesson in
answering
questions
PST actively seeks knowledge of The PST actively seeks knowledge of 4
students backgrounds, cultures, skills, students backgrounds, cultures, skills, Lesson was
learning levels/styles, language learning levels/styles, language planned
proficiencies, interests, & special proficiencies, interests, and special around
needs, & attains this knowledge for needs from a variety of sources, and students need
groups of students when planning attains this knowledge of individual for hands-on
instructional activities & selecting students when planning instructional activities, to
resources & strategies. activities and selecting resources and hold
strategies. attention/keep
engagement
longer

4
Lesson was
planned
around
students
needs, tried to

1c Instructional outcomes
Setting reflected in lesson design are
Instructional unsuitable for students,
Outcomes represent trivial or low-level
learning, or are stated only as
activities. They do not permit
viable methods of
assessment. The PST develops
general student achievement
goals for the class OR does
not develop a goal at all.
PST demonstrates little or no
1d familiarity with resources
Knowledge of and/or technology to enhance
Resources & own knowledge, to use in
Technology designing instruction or
provide for students in order
to enhance learning.
The series of learning
1e experiences is poorly aligned
Designing with the instructional
Coherent outcomes & does not
Instruction represent a coherent
structure. The experiences are
suitable for only some
students.
The PST does not plan
lessons/units by identifying
the content standards that his
or her students will master in
each unit OR does not
articulate well-designed
essential questions for each
Instructional outcomes reflected in
lesson design are of moderate rigor
and are suitable for some students,
but consist of a combination of
activities and goals, some of which
permit viable methods of
assessment. Outcomes reflect more
than one type of learning, but plans
and practice do not reflect
coordination or integration. The PST
develops measurable student
achievement goals for the class
PST demonstrates some familiarity
with resources & technology
available through the school or
district to enhance own knowledge,
to use in designing instruction or
provide for students in order to
enhance learning.
The series of learning experiences
demonstrates partial alignment with
instructional outcomes; some
experiences are likely to engage
students in significant learning. The
lesson/unit has a recognizable
structure and reflects partial
knowledge of students and
resources. Based on the annual
student achievement goal, the PST
plans lessons/units using 2 of the 4
practices: 1) identifying the content
standards students will master; 2)
articulating well-designed essential
questions; 3) employing backward
accommodate
as much as
possible
Instructional outcomes reflected in Instructional outcomes reflected in 4
lesson design are stated as goals lesson design are stated as goals that Students were
reflecting high-level learning and can be assessed, reflecting rigorous given
curriculum standards. Outcomes are learning and curriculum standards. They formative
suitable for most students in the class, represent different types of content, assessment
represent different types of learning, offer opportunities for both coordination that met their
and can be assessed. The outcomes and integration, and take account of the needs, they
reflect opportunities for coordination. needs of individual students. The PST could draw or
The PST develops measurable student develops ambitious and measurable write as
achievement goals for the class that are student achievement goals for the class needed
aligned to content standards and that are aligned to the content standards
evident in both plans and practice. and evident in both plans and practice. 3
Outcomes a
little hard to
measure, as it
is an ongoing
project, but
starting
formative
assessment
looked good
PSTs plans reflect awareness of the The PSTs plans and practice incorporate 4
resources and technology available resources and technology (as available) Used AIMS
through the school or district to in and beyond the school or district in Science book
enhance own knowledge, to use in professional organizations, on the to find activity,
designing instruction or provide for Internet, and in the community to available in
students in order to enhance learning. enhance own knowledge, to use in school library
designing instruction and to provide for
students in order to enhance learning. 4
Used Brainpop
to engage
students
The PST coordinates knowledge of The PST coordinates knowledge of 3
content, students, and resources to content, students, and resources to Students had
design a series of learning experiences design a series of learning experiences been working
aligned to instructional outcomes and aligned to instructional outcomes, on gravity
suitable for groups of students. The differentiated (where appropriate) for all awhile, this
lesson/unit has a clear structure and is students, and likely to engage them in gave
likely to engage students in significant significant learning. The lesson/unit opportunity to
learning. Based on the annual student structure is clear and allows for different explore ideas
achievement goal, the PST plans pathways according to student needs. more, every
lessons/units using 3 of the 4 practices: Based on the annual student student very
1) identifying the content standards achievement goal, the PST plans engaged
that students will master; 2) lessons/units using 4 practices: 1)
articulating well-designed essential identifying the content standards 4
questions; 3) employing backward students will master; 2) articulating well- Gave students
design; and 4) allocating an designed essential questions; 3) an opportunity
 unit.
Assessment procedures are
1f not congruent with
Designing instructional outcomes; the
Student proposed approach contains
Assessments no criteria or standards. PST
has no plan to incorporate
formative assessment in the
lesson or unit, nor any plans
to use assessment results in
designing future instruction.
Comments:
design; and 4) allocating an
instructionally appropriate amount
of time.
Assessment criteria and standards
have been developed but are unclear.
Approach to the use of formative
assessment is rudimentary, including
only some of the instructional
outcomes. The PST intends to use
assessment results to plan for future
instruction for the class as a whole.
instructionally appropriate amount of employing backward design; and 4) to see things
time. allocating an instructionally appropriate that might not
amount of time. be seen
before, unique
experiences
The PST's plan for student assessment The PST's plan for student assessment is 4
is aligned with the instructional fully aligned with the instructional Assessment
outcomes; assessment methodologies outcomes, with clear criteria and met students
may have been adapted for groups of standards that show evidence of student at their level,
students. Assessment criteria and contribution to their development. was used in
standards are clear. The PST has a well- Assessment methodologies have been future
developed strategy for using formative adapted for individual students, as planning
assessment within the lesson and has needed. The approach to using formative
designed particular approaches to be assessment is well designed and includes 3
used. The PST intends to use student as well as PST use of the Assessment
assessment results to plan for future assessment information. The PST intends still ongoing,
instruction for groups of students. to use assessment results to plan future preliminary
instruction for individual students. looks good
For each element, please indicate the score received (1 or 2 for Progressing and 3 or 4 for Accomplished) and also provide specific evidence as needed.
Domain 2: The Classroom Environment
Element Requires Action
Classroom interactions,
2a between the PST and
Creating an students and/or among
Environment of students, are negative,
Respect and inappropriate, or insensitive
Rapport to students cultural
backgrounds and are
characterized by sarcasm,
put-downs, or conflict.
The classroom environment
conveys a negative culture
2b for learning, characterized by
Establishing a low PST commitment to the
Culture for importance and relevancy of
Learning learning goals of the lesson,
low expectations for student
achievement, little or no
student pride in work and no
evidence that students
believe that they can succeed
if they work hard.
Much instructional time is
2c lost because of inefficient
Managing classroom routines and
Classroom procedures for transitions,
Procedures handling of supplies, and
performance of non-
instructional duties.
There is no evidence that
2d standards of conduct have
Managing been established and little or
Student no PST monitoring of student
Behavior behavior. Response to
student misbehavior is
repressive or disrespectful of
student dignity.
The PST does not reinforce
positive behavior. The PST
Progressing
(1 or 2 points)
Classroom interactions, between
the PST and students and among
students, are generally appropriate
and free from conflict, but may be
characterized by occasional
behaviors and/or language that
compromise the promotion of
learning.
The PSTs attempt to create a
culture for learning is partially
successful, with moderate PST
commitment to the importance and
relevancy of learning goals of the
lesson, some evidence that students
are committed to success beyond
completion of assignments, modest
expectations for student
achievement, and little student
pride in work.
Some instructional time is lost
because classroom routines and
procedures for transitions, handling
of supplies, and performance of
non-instructional duties are only
partially effective.
It appears that the PST has made an
effort to establish standards of
conduct for students and tries to
monitor student behavior and
respond to student misbehavior, but
these efforts are not always
successful.
The PST reinforces positive
behavior. The PST addresses some
off-task, inappropriate, or
Accomplished Exemplary Element Score
(3 or 4 points) (5 points)
Classroom interactions between the Classroom interactions among the PST 3
PST and students and among students and individual students are respectful, Students were
are polite and respectful, reflecting reflecting genuine warmth and caring interrupted quite
general warmth and caring, and are and sensitivity to students cultures and a bit, hard to
appropriate to the cultural and levels of development. Students hear the speaker
developmental differences among themselves ensure high levels of civility talking at times
groups of students. among members of the class.
4
Students
attentive, very
engaged/listening
to the speaker
The classroom culture is characterized High levels of student energy and PST 5
by high expectations for most passion for the subject create a culture Students were
students, the belief that students can of learning in which everyone shares a thrilled at lesson
succeed if they work hard, and belief in the importance of the subject and exceedingly
genuine commitment to the subject by and the belief that students can engaged
both PST and students, with students succeed if they work hard. All students
demonstrating pride in their work. hold themselves to high standards of 5
performancefor example, by initiating Students very
improvements to their work. interested in
topic, very
engaged
Little instructional time is lost because Students contribute without prompting 4
of classroom routines and procedures to the seamless operation of classroom Some instruction
for transitions, handling of supplies, routines and procedures for transitions, time lost due to
and performance of non-instructional handling of supplies, and performance refocusing
duties, which occur smoothly. of non-instructional duties.
Students willingly assist with 4
procedures when asked. Little bit of
refocusing, not
much
Standards of conduct appear to be Standards of conduct are clear, with 4
clear to students, and the PST evidence of student participation in Some
monitors student behavior against setting them. The PSTs monitoring of interrupting of
those standards. The PSTs response to student behavior is subtle and speaker
student misbehavior is appropriate preventive, and responses to student
and respectful to students. misbehavior are sensitive to individual 4
The PST strategically reinforces student needs. Students actively Very little
positive behavior. The PST addresses monitor the standards of behavior. The interrupting of
most off-task, inappropriate, or PST strategically reinforces positive speaker
challenging behavior efficiently. behavior AND there is significant
 does not address off-task,
inappropriate, or challenging
behavior efficiently.
Inappropriate and off-task
student behavior has
significant negative impact
on the learning of students in
the class.
The physical environment is
2e unsafe, or many students
Organizing dont have access to learning.
Physical Space Alignment between the
physical arrangement and the
lesson activities is poor.
Comments
challenging behavior efficiently.
Inappropriate and off-task student
behavior has some negative impact
on the learning of students in the
class.
The classroom is safe, and essential
learning is accessible to most
students. The PST may attempt to
modify the physical arrangement to
suit learning activities with partial
success.
Inappropriate and off-task student
behavior has little negative impact on
the learning of students in the class.
The classroom is safe, and learning is
accessible to all students; the PST
ensures that the physical arrangement
supports the learning activities. The
PST makes effective use of physical
resources.
evidence that students reinforce
positive classroom culture. The PST
addresses almost all off-task,
inappropriate, or challenging behavior
efficiently. Inappropriate and off-task
behavior has no negative impact on
student learning.
The classroom is safe, and the physical 4
environment ensures the learning of all Students were
students, including those with special always safe, and I
needs. Students contribute to the use separated groups
or adaptation of the physical so that safety
environment to advance learning. The wouldnt be an
PST uses technology skillfully, as issue
appropriate to the lesson.
4
Classroom is safe,
students didnt
really contribute
to the use or
adaptation
For each element, please indicate the score received (1 or 2 for Progressing and 3 or 4 for Accomplished) and also provide specific evidence as needed.
Domain 3: Instruction
Element Requires Action
The purpose and relevancy of
the lessons instructional
outcomes are unclear to
students and the directions
3a and procedures are confusing.
Communicating The PST's explanation of the
with Students content contains major errors.
The PST's spoken or written
language contains errors of
grammar or syntax.
Vocabulary is inappropriate,
vague, or used incorrectly,
leaving students confused.
3b The PST's questions are of low
Using cognitive challenge, asking for
Questioning and single correct responses,
Discussion and/or are asked in rapid
Techniques succession. Interactions
between PST and students are
predominately recitation style
with the PST mediating all
questions and answers. A few
students dominate the
discussion.
3c The learning tasks and
Engaging activities, materials,
Students in resources, instructional
Learning groups and/or technology are
poorly aligned with the
instructional outcomes, or
require only rote responses.
The pace of the lesson is too
slow or rushed. Few students
are intellectually engaged or
Progressing
(1 or 2 points)
The PST's attempt to explain the
purpose and relevancy of the
lessons instructional outcomes has
only limited success, and/or
directions and procedures must be
clarified after initial student
confusion. The PST's explanation of
the content may contain minor
errors; some portions are clear;
other portions are difficult to
follow. The PST's explanation may
consist of a monologue, with no
invitation to the students for
intellectual engagement. The PST's
spoken language is correct;
however, vocabulary is limited or
not fully appropriate to the
students' ages and/or backgrounds.
The PST's questions lead students
through a single path of inquiry,
with answers seemingly determined
in advance. Alternatively, the PST
attempts to frame some questions
designed to promote student
thinking and understanding, but
only a few students are involved.
The learning tasks or prompts are
partially aligned with the
instructional outcomes but require
only minimal thinking by students,
allowing most students to be
passive or merely compliant.
Learning activities are not
sufficiently challenging and lack the
rigor to promote intellectual
engagement. The pacing of the
Accomplished
(3 or 4 points)
The purpose and relevancy of the
lessons instructional outcomes
are clearly communicated to
students, including where it is
situated within broader learning;
directions and procedures are
explained clearly. The PST's
explanation of content is well
scaffolded, clear and accurate,
and connects with students'
knowledge and experience.
During the explanation of
content, the PST invites student
intellectual engagement. The
PST's spoken and written
language is clear and correct.
Vocabulary is appropriate to the
students' ages and interests.
While the PST may use some low-
level questions, he/she poses
questions to students designed
to promote student thinking and
understanding. The PST creates a
genuine discussion among
students, providing adequate
time for students to respond, and
stepping aside when appropriate.
The PST successfully engages
most students in the discussion,
employing a range of strategies
to ensure that most students are
heard.
The learning tasks and activities
are aligned with the instructional
outcomes and are designed to
challenge student thinking,
resulting in active intellectual
engagement by most students
with important and challenging
content, and with PST scaffolding
to support that engagement. The
pacing of the lesson is
Exemplary Element
(5 points) Score
The PST links the purpose and 5
relevancy of the lessons Directions
instructional outcomes to students' very clear,
interests; the directions and students very
procedures are clear and anticipate interested.
possible student misunderstanding.
The PST's explanation of content is
thorough and clear, developing
conceptual understanding through
artful scaffolding and connecting
with students' interests. The
students contribute to extending the
content, and in explaining concepts
to their classmates. The PST's spoken
and written language is expressive,
and the PST finds opportunities to
extend students' vocabularies.
The PST uses a variety or series of 3
questions or prompts to challenge Could be
students cognitively, advance high more times to
level thinking and discourse, and share/talk
promote meta-cognition. The
students formulate many questions,
initiate topics and make unsolicited
contributions. The students
themselves ensure that all voices are
heard in the discussion.
Virtually all students are 3
intellectually engaged in challenging Students
content, through well-designed engaged,
learning tasks, and suitable tasks not very
scaffolding by the PST, and fully challenging
aligned with the instructional
outcomes. There is evidence of some
student initiation of inquiry, and
student contributions to the
exploration of important content.
 interested.
3d Assessment is not used in
Using instruction, either through
Assessment in monitoring of progress by the
Instruction PST or students, or through
feedback to students;
students are unaware of the
assessment criteria used to
evaluate their work.
3e The PST adheres to the
Demonstrating instruction plan, even when a
Flexibility and change would improve the
Responsiveness lesson or address students
needs. The PST brushes aside
student questions;
Comments:
lesson may not provide students
the time needed to be intellectually
engaged.
Assessment is occasionally used in
instruction, through some
monitoring of progress of learning
by PST and/or students. Feedback
to students is uneven, and students
are aware of only some of the
assessment criteria used to
evaluate their work.
The PST attempts to modify the
lesson when needed and to
respond to student questions with
moderate success; however,
alternate instructional strategies
are limited and minimally
successful.
appropriate, providing most
students the time needed to be
intellectually engaged.
Assessment is regularly used in
instruction, through self-
assessment by students,
monitoring of progress of
learning by the PST and/or
students, and high-quality
feedback to students. Students
are fully aware of the assessment
criteria used to evaluate their
work.
The PST promotes the successful
learning of all students, making
adjustments as needed to
instruction plans and
accommodating student
questions, needs, and interests.
The pacing of the lesson provides
students the time needed to
intellectually engage with and reflect
upon their learning and to
consolidate their understanding.
Students may have some choice in
how they complete tasks and may
serve as resources for one another.
Assessment is fully integrated in a 2
sophisticated manner in instruction Assessment
through student involvement in still in
establishing the assessment criteria, progress
self-assessment by students,
monitoring of progress by both
students and PSTs, and high-quality
feedback to students from a variety
of sources. Formative assessments
provide students with multiple ways
and multiple opportunities during
the unit to demonstrate mastery and
are woven into the lesson in a
seamless fashion.
The PST seizes an opportunity to 3
enhance learning, building on a Student
spontaneous event or student interest was
interests. The PST ensures the considered
success of all students, using an when this
extensive repertoire of instructional lesson was
strategies. In response to student made, but
progress data, the PST 1) re-teaches, more
as appropriate, 2) modifies long-term flexibility
plans, as appropriate, and 3) could have
modifies practice, as appropriate. been
incorporated.
3
Tried to
accommodate
as much as
possible
For each element, please indicate the score received (1 or 2 for Progressing and 3 or 4 for Accomplished) and also provide specific evidence as needed.
Italicized Sections should be discussed in the pre-conference, post-conference, or both.
Domain 4: Professional Responsibilities
Element Requires Action
( (1 or 2 points)
4a The PST does not accurately
Reflecting on assess the effectiveness of
Teaching the lesson and has no ideas
about how the lesson could
be improved.
4b The PSTs systems for
Maintaining maintaining both
Accurate instructional and non-
Records instructional records are
either nonexistent or in
disarray, resulting in errors
and confusion.
4c The PSTs communication
Communicating with stakeholders about the
With instructional program or
Stakeholders about individual students is
sporadic or culturally
inappropriate. The PST
makes no attempt to engage
families in the instructional
program.
4d The PST avoids participating
Participating in a in a professional community
Professional or in school and district
Community events and projects; rarely
collaborates with colleagues;
and relationships with
Progressing
The PST provides a partially
accurate and objective description
of the lesson but does not cite
specific evidence. The PST makes
only general suggestions as to
how the lesson might be
improved.
The PSTs system for maintaining
both instructional and non-
instructional records is
rudimentary and only partially
effective.
The PST adheres to school
procedures for communicating
with stakeholders and makes
modest attempts to engage
families in the instructional
program. However,
communications are not always
appropriate to the cultures of
those families.
The PST becomes involved in the
professional community and in
school and district events and
projects when specifically asked,
makes some effort to collaborate
with colleagues, and relationships
Accomplished Exemplary Element Score
(3 or 4 points) (5 points)
The PST provides an accurate and The PSTs reflection on the lesson is 4
objective description of the lesson, thoughtful and accurate, citing Reflection is
citing specific evidence. The PST specific evidence. The PST draws on cohesive and
makes some specific suggestions as an extensive repertoire to suggest there are
to how the lesson might be alternative strategies and predicts several
improved. the likely success of each. alternative
methods
suggested
4
Reference was
cohesive,
evidence
represented
The PSTs systems for maintaining The PSTs systems for maintaining 4
both instructional and non- both instructional and non- Records are
instructional records are accurate, instructional records are accurate, accurate,
efficient, and effective. efficient, and effective. Students multiple safe
contribute to the maintenance of spots/types of
these systems. records
4
Multiple
spots/records
all over the
place in safe
spots
The PST communicates frequently The PSTs communication with 1
with stakeholders and successfully stakeholders is frequent and No real
engages them in the instructional sensitive to cultural traditions; communications
program. Information to families students participate in the with families
about individual students is communication. The PST successfully about this
conveyed in a culturally engages families in the instructional specific lesson
appropriate manner. program as appropriate.
1
No real family
involvement
The PST participates actively in the The PST makes a substantial n/a
professional community and in contribution to the professional
school and district events and community and to school and district n/a
projects, actively seeks out events and projects, collaborates
opportunities to collaborate with with / coaches others through
others, and maintains positive and difficult situations, and assumes a
 colleagues are negative or with colleagues are cordial. productive relationships with leadership role among the faculty.
self-serving. colleagues.

4e The PST does not participate
Growing and in professional development
Developing activities and makes no
Professionally effort to share knowledge
with colleagues. The PST is
resistant to feedback from
supervisors or colleagues.
The PST participates in
professional development
activities that are convenient or
are required and makes some
contributions to the profession.
The PST accepts, feedback from
supervisors and colleagues.
The PST seeks out opportunities for The PST actively pursues professional 4
professional development based on development opportunities and I welcome
an individual assessment of needs initiates activities to contribute to feedback, and
and actively shares expertise with the profession. In addition, the PST try my hardest
others. The PST welcomes feedback seeks feedback from supervisors and to change my
from supervisors and colleagues. colleagues. teaching to
grow better as
an educator.

4f The PST inconsistently
Showing adheres to standards for
professionalism professional conduct and
overall performance
requirements, including
attendance and punctuality.
The PST strives to adhere to
standards for professional conduct
and overall performance
requirements, including
attendance and punctuality.
The PST consistently adheres to and
models standards for professional
conduct and overall performance
requirements, including attendance
and punctuality.
4
Welcomed
feedback, tried
my hardest to
grow and reflect
The PST consistently adheres to 4
standards for professional conduct I consistently
and overall performance; including adhere to
attendance and punctuality. The PST professional
complies fully and voluntarily with guidelines.
school and district regulations. The
PST helps members of school 4
community understand and adhere I consistently
to these professional obligations. He adhere to
or she actively seeks, responds well professional
to and acts upon feedback. guidelines.
Stakeholders are aware that the PST
models the values of respect,
honesty and integrity. The PST works
cooperatively with school staff and
actively encourages colleagues to do
so.

Comments: