NGU College of Education - Domain 1 + Domain 3 Checklist Report

Date of Observation:​ 2/25/2019 Program:​ Elementary Education

Student Name:​ Hannah Reese Term:​ Spring 2019
Student Level:​ 2nd Semester Senior/ Student Teacher Evaluator’s Name:​ Kristin Thackston
Student Email: ​Reese3873@ngu.edu Evaluator’s Role:​ Cooperating Teacher (student
Which Lesson:​ ADEPT 4.0 teaching)
Lesson Topic: ​Reading: Synthesizing Information Evaluator’s Email:​ nthackston@greenville.k12.sc.us
Domain 1: Instructional Indicators Checklist
Exemplary (4)- Always: 90%-100% Unsatisfactory- (1)- Rarely: 0-29%
Proficient (3)- Often: 60-89% Not Applicable- N/A
Needs Improvement (2)- Sometimes: 30-59%

Indicator Score Comments

1. Standards and Objectives​: 4 Objectives clearly communicated to the students. Standards

Aligned; Connected to previous learning, and taught aligned to the curriculum.
Communicated; Evidence of Mastery of the
Objective.

2. Motivating Students​: 4 Lesson taught was relevant and meaningful. Students were all
Content is Relevant, Engaging, and Meaningful. engaged.

3. Presenting Instructional Content​: 4 Hannah gave clear expectations on what was expected of
Clear and concise information in a logical sequence; students. Information was delivered in a logical sequence.
Examples given; Expectations modeled by teacher.

4. Lesson Structure and Pacing​: 4 Lesson had a clear beginning, middle, and end. Transition
Appropriate Beginning, Middle, End; from reading mini lesson to reading groups was effective.
Efficient transitions and material distribution, Students clearly knew what to do and what was expected.
Timely pacing.

5. Activities and Materials​: 4 Materials for the lesson were prepared ahead of time.
Varied,​ Relevant, Challenging, Support lesson Technology was used by the teacher.
objectives; Technology is used by teacher and/or
students

6. Questioning​: 4 A variety of questioning was used. Hannah gave students time

Variety of Bloom’s levels that are linked to SLO, to respond and varied the questioning format.
Wait time evident; Teacher generates​ ​High Order
Questions.

7. Academic feedback: 4 Feedback to students was meaningful and specific. Students

Specific, meaningful, frequent​, used for instructional were unsure of the understanding of the synthesizing video so
monitoring and adjusting Hannah adjusted the lesson and took the time to help students
understand what the video was trying to teach students.

8. Guided Practice: 4 Hannah had students respond to the book she read using a
Enhance learning; Roles assigned; Goals set and worksheet where she could evaluate students learning.
learning evaluated; Accountability for individuals is
evident

9. Teacher Content Knowledge: 4 Hannah clearly had knowledge of the content taught. She was
Accurate knowledge of material taught; well prepared for the lesson.
Subject-specific strategies utilize​d; Sufficient depth
of content.
 NGU College of Education - Domain 1 + Domain 3 Checklist Report

10. Teacher Knowledge of Students: 4 Hannah differentiated her instruction to meet all students
Understands and anticipates needs; ​Differentiates needs.
and makes accommodations in instruction;
incorporates cultural heritage.

11. Thinking/Problem Solving​: ​Provides 4 Hannah provided opportunities for students to problem solve
opportunities to: generate a variety of and share their ideas/thoughts with others in the class.
ideas/solutions,
analyze problems and share information
 NGU College of Education - Domain 1 + Domain 3 Checklist Report

Domain 3: Environmental Indicators Checklist

Exemplary (4)- Always: 90%-100% Unsatisfactory- (1)- Rarely: 0-29%

Proficient (3)- Often: 60-89% Not Applicable- N/A
Needs Improvement (2)- Sometimes: 30-59%

Indicator Score Comments

Expectations 4 Hannah set high expectations with her questioning
Teacher sets high and demanding academic throughout the book she read. She also created
expectations for every student; opportunities for success and helped students learn from
Teacher encourages students to learn from mistakes; the mistakes they made.
Teacher creates learning opportunities where all
students can experience success;
Students take initiative and follow through with their
own work;
Teacher optimizes instructional time.

Managing Student Behavior 4 All students were on task. When students got off task,
Students are well-behaved and on task; Hannah quickly corrected the behavior.
Teacher reinforces rules and expectations for
learning and behavior;
The teacher uses techniques such as positive
feedback, intrinsic motivation, and/or consequences
to maintain appropriate student behavior;
The teacher overlooks inconsequential behavior;
The teacher deals with students who have caused
disruptions rather than the entire class;.
The teacher attends to disruptions quickly, firmly,
fairly, and consistently with no interruption to
instruction.

The Classroom Environment 4

Is organized;
Supplies, equipment, and resources are easily and
readily accessible for all students.

Respectful Culture 4 Students respect, listen, and care about Hannah. She also
Teacher-student interactions demonstrate caring and shows that she cares and respects the students.
respect for one another;
Students are encouraged to exhibit care and respect
for one another.

Overall Average Score: 4.00

Overall Lesson Comments: ​Hannah did a great job with the reading lesson! Materials were organized and ready.
Questioning was varied with the students. Hannah constantly walked around and checked to make sure students were on
task. Students showed understanding of the objectives taught. Excellent job!