Chipola College
Task 2.2.1: Evaluations of Teaching
MAE 4330 – Teaching Secondary Mathematics Methods
MAE 3320 – Teaching Middle Grades Mathematics Methods
MAE 4310 – Teaching Elementary School Mathematics
Educator Accomplished Practice Indicators:
2.1: Organizes, allocates, and manages the resources of time, space, and attention
2.2: Manages individual and class behaviors through a well-planned management system
2.3: Conveys high expectations to all students
2.5: Models clear, acceptable oral and written communication skills
3.1: Deliver engaging and challenging lessons
3.3: Identify gaps in students’ subject matter knowledge
3.4: Modify instruction to respond to preconceptions or misconceptions
3.6: Employ higher-order questioning techniques
3.7: Apply varied instructional strategies and resources, including appropriate technology, to
provide comprehensible instruction, and to teach for student understanding
3.9: Support, encourage, and provide feedback to students to promote student achievement
3.10: Utilize student feedback to monitor instructional needs and to adjust instruction
5.1: Designs purposeful professional goals to strengthen the effectiveness of instruction based on
students’ needs
6.1: Adheres to the Code of Ethics and the Principles of Conduct of the Education Profession of
Florida
Task Description
The teacher candidate teaches three 15-30-minute lessons in a K – 6 classroom. The lesson is
videotaped or observed by an instructor. The student evaluates his/her performance, and obtains an
external evaluation from a mentor on each lesson. The product is the set of three mentor assessments
and the teacher candidate’s summary of what he/she has learned with at least one professional goal to
strengthen the teacher candidate’s effectiveness.
What to Submit?
Submit a written summary of your video-taped teaching session(s) by answering the questions
indicated in self-assessment. You will submit a self-assessment for each video-taped session. Your
observer will submit an observation sheet for each of the sessions submitted.
Directions
The learning environment and instructional delivery are foundations of teaching. If the teacher does
not communicate well with students verbally and non-verbally, the content is not delivered in
meaningful ways, the classroom is in chaos, individual learners do not receive appropriate attention,
and critical thinking and problem solving skills are not fostered. Since we often send messages that
others perceive differently from the way we intend them, one of the best ways to learn about our
strengths and weaknesses is to see ourselves as others see us. Videotaped and observer performance
makes that possible. In this task, you will deliver at least three well-planned 15-30-minute lessons.
You will reflect on the learning environment and your instructional delivery through evaluation of
your performance with a peer and faculty observer and/or watching a videotape of your lesson. You
should do the following:
1. Select a lesson that will provide many opportunities to interact with your students. Limit
lecture or presentation modes.
2. Select a lesson that is based upon the Common Core Standards. In your lesson plan, list the
benchmarks of the standard(s) that you are teaching.
3. Plan to ask questions and stimulate discussion in different ways. Some effective
communication strategies you can try include:
o
Restate ideas and draw conclusions
o
Use visual, aural, and kinesthetic cues
o
Probe for learner understanding
o
Be sensitive to nonverbal cues
o
Help students articulate their ideas and thinking processes
o
Promote risk-taking and problem-solving
o
Facilitate factual recall
o
Encourage convergent and divergent thinking
o
Stimulate curiosity
o
Help students to formulate questions
4. Schedule someone to videotape or observe the lesson.
5. If you videotape, protect the confidentiality rights of your students. You can secure a written
authorization from their parents, or have the person doing the taping stay in the back of the
room, filming the backs of heads only. If applicable, check with your principal to make sure
you follow school policy.
6. If the lesson was videotaped, watch your videotape and analyze your performance, using the
attached self-assessment questions. Type an answer to each of the questions.
7. Meet with your mentor to review your analysis, agreeing or disagreeing with your assessment
and adding his or her comments on your strengths and areas needing improvement.
8. Repeat the process two more times. NOTE: If performance is extremely strong the first or
second time (all ratings of “acceptable”), and the assessor is extremely confident about the
ratings, one or both repetitions may be omitted.
9. Summarize your instructional strengths and weaknesses. Include strategies on ways to
improve your performance by setting at least one goal that would strengthen instructional
effectiveness.
10. Submit the task products to your instructor for a final assessment.
Questions for Self-Assessment and Observer Assessment
Observation Evaluation Sheet
Teacher Candidate: _______________________
Observer: ________________________
(2.1)
(6.1)
1. At the beginning of class, was the teacher candidate…
a) on time?
b) have class material prepared?
c) dressed appropriately?
(3.2)
(2.5)
(2.1)
2. (a) Did the teacher candidate use the whiteboard, overhead, or Interwrite Pad?
(b) Was this delivery approach effective? (Did he/she face the audience when
talking? Was the delivery timely for the students? Was the delivery readable,
etc.?)
(3.1)
3. How did the teacher candidate introduce the lesson?
(3.1)
4. Did the teacher candidate engage students throughout the lesson? How?
(3.1) 5. What percent of the time did the teacher candidate talk vs. student response?
(3.10)
(3.9)
6. Did the teacher candidate’s feedback promote student achievement?
(2.1)
(3.1)
(3.6)
7. Was the teacher candidate’s lesson well-planned?
(3.3) 8. Was the teacher candidate prepared for the instruction? (Was he/she confident?
(3.4)
Did he/she seemed surprised by any problems, etc.?)
(3.10)
(3.3)
9. Was the teacher candidate willing and able to answer questions that arose during
the lesson?
(3.4)
(3.7)
10. Did the teacher candidate seem to realize when the majority of students were not
understanding the material? Did the teacher candidate attempt to address the lack
of understanding by expanding the planned lesson?
(2.1)
(2.2)
(2.3)
11. Did the teacher candidate focus attention on all areas of the room sometime during
the instruction?
(3.1)
(3.7)
12. From the instruction given in class, would students be able to do the assigned
homework?
(2.1)
13. Was the class dismissed on time?
(5.1)
14. Was the teacher candidate able to identify an appropriate professional goal that
would strengthen his/her instructional effectiveness?
07/31/13
© Copyright 2002, Florida Department of Education
Task 2.2.1: Evaluations of Teaching
Rubric/Compilation Sheet
Educator Accomplished Practice Indicators: 2.1, 2.2, 2.3, 2.5, 3.1, 3.3, 3.4, 3.6, 3.7, 3.9, 3.10, 5.1, 6.1
Student Name: _____________________
Name of Evaluator : ____________________
Date: _____________
Observation 1, 2 or 3
Directions to Assessor: Print this form and complete the ratings by hand (not in the tracking system)
with the information from the observation sheets. Using the final three observations, determine your
rating for each criterion (for entry into the tracking system). Use the key below to determine the
overall rating for each criterion:
Note: This task will be recorded once as a compilation of the final three observations in the tracking
system. Decision for A.P. on this Task for OVERALL RATING (check one) - TO BE
COMPLETED AFTER THIRD OBSERVATION:
Demonstrated:
No more than three of the overall ratings are developing.
None are unacceptable.
Partially Demonstrated:
No more than six overall ratings are developing; none are
unacceptable.
Not Demonstrated:
More than six overall ratings are developing or 1 or more
ratings are unacceptable.
Rating Scale Key: E = Effective ; D = development; U = unacceptable
Overall Rating
For the
Tracking
System
Criterion for "target"
rating:
Observation 1
6.1
Appearance and
classroom demeanor is
professional
__ E __ D __ U __ E __ D __ U __ E __ D __ U __ E __ D __ U
2.1
Lesson is well planned
and teacher organizes,
allocates, and manages
the resources of time,
space, and attention
__ E __ D __ U __ E __ D __ U __ E __ D __ U __ E __ D __ U
2.2
The teacher is aware of,
and responsive to,
student behavior and
__ E __ D __ U __ E __ D __ U __ E __ D __ U __ E __ D __ U
inattentiveness through
the management of
individual and class
Observation 2
Observation 3
behaviors
2.3
The teacher conveys
high expectations for all
students by including
and encouraging all
__ E __ D __ U __ E __ D __ U __ E __ D __ U __ E __ D __ U
students in classroom
discussions and
assigned work
2.5
The teacher varies
communication (verbal
and non-verbal)
according to the nature
and needs of
individuals. Uses
standard English
__ E __ D __ U __ E __ D __ U __ E __ D __ U __ E __ D __ U
3.1
The teacher delivers
challenging and
engaging lessons.
__ E __ D __ U __ E __ D __ U __ E __ D __ U __ E __ D __ U
3.3
The teacher identifies
gaps in students’ subject
matter knowledge
__ E __ D __ U __ E __ D __ U __ E __ D __ U __ E __ D __ U
through ability to
identify student
misconceptions
3.4
The teacher modifies
instruction to address
students’
preconceptions or
misconceptions
__ E __ D __ U __ E __ D __ U __ E __ D __ U __ E __ D __ U
3.6
The teacher asks
questions including
higher order questions
that stimulate
discussion
__ E __ D __ U __ E __ D __ U __ E __ D __ U __ E __ D __ U
3.7
The teacher provides
comprehensive
instruction through
__ E __ D __ U __ E __ D __ U __ E __ D __ U __ E __ D __ U
varied instructional
strategies and resources,
including appropriate
technology
3.9
The teacher supports,
encourages, and
provides immediate and
__ E __ D __ U __ E __ D __ U __ E __ D __ U __ E __ D __ U
specific feedback to
students, that promotes
achievement
The teacher monitors
instructional needs and
3.10
adjusts instruction from
student feedback
__ E __ D __ U __ E __ D __ U __ E __ D __ U __ E __ D __ U
Student’s summary and
self-evaluation reflects
observation notes and
lists at least one
professional goal.
__ E __ D __ U __ E __ D __ U __ E __ D __ U __ E __ D __ U
5.1
Improvements Needed:
Comments: