Apprentice Teaching

Mid-Semester Evaluation

Rating Scale

0 = UNSATISFACTORY. Not observed at all / Not demonstrated at all

1 = BEGNNING COMPETENT. Observed rarely / Demonstrated poorly

2 = COMPETENT. Observed an adequate amount / Demonstrated adequately

3 = COMPETENT. Observed often / Demonstrated well

4 = ADVANCED COMPETENT. Observed to a great extent / Demonstrated to a great extent

Apprentice Teacher: Travis Hickox

Observer: Mandi Collins/Shannon Hartley

Date of the Observation: 2/26/18

Subject/Grade Level/Class Period: Science/8/6th Period

Classroom Environment

1.1 The classroom environment encourages learners to generate ideas, questions, conjectures, and/or
propositions that reflects engagement or exploration with important mathematics and science concepts.

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2.5

Evidence:

Travis uses inquiry based lessons in his pedagogy. This includes having learners engage in the 3-Dimensional
concepts of the NGSS. As an example, learners have participated in projects in which they were tasked with a
challenge in which to seek solutions through the scientific process of modeling to identify cause and effect
relationships to predict the phenomena of cycling patterns of the lunar phases, eclipses, and seasons.
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Mid-Semester Evaluation

1.2 Interactions reflect collegial working relationships among learners (e.g., learners work together productively
and talk with each other about the lesson).

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Evidence:

learners are seated in groups of 4-6 on a daily basis and provided with ample opportunities during class activities
to collaborate productively in their engagement with class activities. Travis is encouraged to utilize a variety of
strategies for class discussions to strengthen working relationships and extend learner processing and learning.

1.3 Based on conversations, interactions with the teacher, and/or work samples, learners are intellectually
engaged with important ideas relevant to the focus of the lessons.

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Evidence:

Intellectual engagement is evident among the learners. Specifically, during an observation learners became very
excited when they were able to determine the correct moon phases based on the inquiry lesson. I would
encourage Travis to explore learner notebooks, using Frayer Models and asking learners to use it as more of a
resource. In discussion, Travis asks high quality open-ended questions in which learners are pushed to support
claims with reasoning and evidence from their explorations.

1.4 The majority of learners (visible/audible on camera feeds) are engaged throughout the classes.

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0 1 2 3 4

2.5

Evidence:

During observations completed this semester, Travis has been shared learner engagement data that reflects the
majority of learners on task with activities. Overall, the data is evident that learners are engaged and on task.
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Mid-Semester Evaluation
Travis is also successful at redirecting their attention and focus and is great with his use of wait time. I would
encourage Travis to assign roles with collaborative tasks and use time prompts (cues) to maintain learner focus.

1.5 The teacher’s classroom management strategies enhance the classroom environment.

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Evidence:

Overall, Travis has a friendly demeanor with his learners and has gotten to know the personalities within the
class. He regularly used a communicator with each of his learners to “talk” with each of them and get to know
them. I believe this helped him establish a positive rapport with all learners, but especially those that may have
been resistant for an apprentice teacher in their classroom. This communicator also opened up a space in which
they could ask him questions about content and the lessons that they may have not felt comfortable doing
within the space of the classroom. I would encourage Travis to focus on the positive and identify what is the
antecedent to the classroom “chatter”- this is imperative as he strives to fit into the PBS model in the school in
which he is working. I suggest Travis find a quiet signal that will work for him and his learners.

1.6 The classroom is organized appropriately such that learners can work in groups easily, get to lab materials as
needed, teacher can move to each learner of learner group, etc.

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Evidence:

learners are seated arranged in groups of 4-6, and labs are ready to go as learners enter the classroom. Travis is
able to easily access each group of learner and each individual learner as needed during his lessons.

1.7 The classroom environment established by the teacher reflects attention to issues of access, equity, and
diversity for learners (e.g. cooperative learning, language-appropriate strategies and materials, attentiveness to
learner needs).

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Mid-Semester Evaluation
2.5

Evidence:

Travis is extremely tuned into the needs of his learners and has been a strong collaborator with other teachers
that share his team of learners. In dialogue he is knowledgeable about how what works for some may not work
for individuals in the class. I would encourage Travis to work with the support staff in efforts to be more
purposeful in differentiating instruction for the various abilities levels of learners.

Lesson Structure

2.1 The lessons are well organized and structured (e.g. the objectives of the lesson were clear to learners, and the
sequence of the lesson was structured to build understanding and maintain a sense of purpose).

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Evidence:

Travis is prepared with lessons that are meaningfully planned with connections to previous knowledge and
concepts and future learning goals. It is evident that there is a deliberate sequence to the planning and that his
learners are also knowledgeable of the learning outcomes. I would strongly encourage Travis to get these ideas
(plans) onto paper so that they could be shared with administrators, colleagues, parents, and learners.

2.2 The structure of the lessons allows learners to engage with or explore important concepts in mathematics or
science (instead of focusing on techniques that may only be useful on exams).

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Evidence:

The modalities of tasks and depth of knowledge that is being sought is commendable. The level of questioning
used in discussions are focused on encouraging learners to apply concepts in higher applications rather than on
rote lower DOK knowledge.

2.3 The structure of the lessons includes opportunities for the instructor to gauge learner understanding.
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Mid-Semester Evaluation
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2.5

Evidence:

Within lessons learners are given ample opportunities to share their learning with Travis. He continually gauges
understanding through questioning at an individual, small group, and whole class levels. He prompts thinking
throughout and stays actively engaged with their learning and engagement.

2.4 The lessons include an investigative or problem-based approach to important concepts in mathematics or
science.

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Evidence:

During the course of most observations of Travis completed, his strength as a teacher is to lead learners through
an open, inquiry based, investigation to explore science concepts.

2.5 The teacher obtains and employs resources appropriate for the lessons.

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2.5

Evidence:

Travis has been fortunate in his apprentice teaching to be placed in a school and with a teacher who has a
plethora of resources appropriate for the content taught throughout the course of the semester. I would
encourage Travis to continue considering how he can do science on a budget, as realistically, not all schools and
classrooms will have the same accessibility to materials.
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Mid-Semester Evaluation
2.6 The teacher is critical and reflective about his/her practice after the lessons, recognizing the strengths and
weaknesses of their instruction.

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Evidence:

Travis has been very reflective throughout his apprentice teaching experiences. He is often his own worst critic
and has high expectations of his performance and the performance of his learners. He is a perfectionist and
while at times can be frustrated when his plans do not work out the way he would hope, to his end this has also
helped him be successful in the classroom as he learned very quickly the need to be flexible and how to modify
for success. It is with confidence that I believe Travis will continue being a reflective practitioner beyond this
experience.

Implementation

3.1 The teacher uses questioning strategies to develop skills and facilitate interaction with learners.

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Evidence:

Travis uses high level questioning throughout his lessons from engagement through the evaluative stages of
learner learning.

3.2 The teacher’s questioning strategies develop learner conceptual understanding of important mathematics or
science content (e.g. emphasizing higher order questions, appropriately using “wait time,” exploring incorrect
answers).

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3
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Mid-Semester Evaluation
Evidence:

Higher level questioning strategies are used often by Travis in facilitating learner learning. Travis is great at
using wait time and scaffolding as needed to help prompt learner thinking and processing.

3.3 The teacher involves all learners in the lessons (calling on non-volunteers, facilitating learner-learner
interaction, checking in with hesitant learners, etc.).

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2.5

Evidence:

Learners are continually engaged with each other and the teacher during the lessons, I would encourage Travis
to be more creative in ensuring that all learners are having the opportunity to express thinking in a whole group
setting and structuring group tasks in a manner that encourages equal participation from all.

3.4 The teacher uses formative assessments effectively to be aware of the progress of all learners.

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Evidence:

Travis seems to be attuned to the progress of the learners in his class and adjusts accordingly, however I would
encourage him to be more deliberate in his planning to include specific strategies for assessing learner learning
throughout his lessons.

3.5 The teacher modifies the lessons appropriately when formative assessments demonstrate that learners did not
understand.

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2

Evidence:

Travis adjusts his lessons accordingly in the moment and on a day to day basis.

3.6 An appropriate amount of time is devoted to each part of the lessons.

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2.5

Evidence:

Time management is a challenge for even some experienced teachers, I have been overall impressed with the
sequencing of the lessons that Travis teaches and time alloted for specific tasks.

3.7 The instructional strategies and activities used in lessons clearly connect to learners’ prior knowledge and
experience.

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Evidence:

Travis has high awareness of the knowledge that learners are bringing into their lessons, in addition, Travis
makes the learning relevant by connecting the content to experiences that learners are familiar with.

3.8 The teacher's instructional strategies include safe, environmentally appropriate, and ethical implementation of
laboratory procedures and/or classroom activities.

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Evidence:

Travis is intentional in his choice of activities and strategies to use in his lessons. Activities are always structured
and accessible for learning that does not take away from learning time for his learners.
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Mid-Semester Evaluation
Content

4.1 The mathematics or science content chosen is significant, worthwhile, and developmentally appropriate for
this course (includes content standards covered, as well as examples and activities chosen by teacher).

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Evidence:

The Next Generation of Science Standards is the base for all of the lessons I have observed this semester, the
lessons most often times incorporate the science practices and crosscutting concepts. I would encourage Travis
to be more intentional in his planning to consider the 3 dimensions of science instruction in his lessons.

4.2 Content communicated through direct and non-direct instruction by the teacher is consistent with deep
knowledge and fluency with the mathematics or science concepts of the lessons (e.g. fluent use of examples,
discussions and explanations of concepts, etc.).

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Evidence:

Travis has extensive content knowledge that is evidenced in the lessons that are planned. He does not give the
information but rather presents it in a manner that is highly inquiry based where the learners are given
opportunities to actively engage in the content to process and learn.

4.3 Teacher written and verbal content information is accurate.

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Evidence:
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Mid-Semester Evaluation
The information presented both written and verbally are accurate as evidenced in learner notebooks and all
handouts that are given. Travis is also great at communicating verbally constructive feedback to help guide
understanding.

4.4 Formal assessments used by teacher (if available) are consistent with content objectives (homework, lab
sheets, tests, quizzes, etc.).

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Evidence:

Artifacts of learner learning are aligned with the NGSS and content objectives, while I have not directly observed
Travis give a test/quiz, I have engaged in dialogue with him regarding his reflections on learner progress. In
addition, I have observed learners completing other forms of assessment in the classes.

4.5 Elements of mathematical/scientific abstraction (e.g., symbolic representations, theory building) are used
appropriately.

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Evidence:

The scientific practice of modeling is often incorporated in the lesson plans that learners engage in during the
observations I have completed. An example observed was when learners were using the foam balls and
floodlights to model the moon phases. Among the many strengths of this teacher is his natural ability to
incorporate visual representations of the material making it relevant and abstract.

4.6 During the lessons, it is made explicit to learners why the content is important to learn.

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Apprentice Teaching
Mid-Semester Evaluation
2.5

Evidence:

Travis always starts class with the learning objective posted and stated. The lessons planned are always
appropriate and highly engaging in terms of addressing the learning objectives, however it would be advised to
revisit these objectives throughout the process so that learners can be active in self-monitoring their progress in
meeting them.

4.7 Appropriate connections are made to other areas of mathematics or science and to other disciplines (including
non-school contexts).
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1.5

Evidence:

Travis likely considers this in his planning, however I have not observed this during the time I have spent in his
class. I would advise Travis to be more deliberate in presenting connections to his learners.

4.8 During the lessons, there are discussions about the content topic’s role in history or current events.

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1.5

Evidence:

Travis likely considers this in his planning, however I have not observed this during the time I have spent in his
class. I would advise Travis to be more deliberate in presenting history and current events to his learners.