Teacher Education Apprentice Rating Sheet
Following are ratings from both my mentor teacher and my professors evaluating lessons I taught focusing on instruction and delivery, classroom environment, subject matter knowledge, equity and inclusive design, and teaching preparation.
There is also a word version you can download. The scanned pictures in the beginning are my final evaluation from my Mentor Teacher and can be clicked on to enlarge the image.
The Florida Educator Accomplished Practices:
ASSESSMENT:
1.3-Cooperating teacher and university supervisor assessment of use of traditional and alternative assessment strategies.
COMMUNICATION:
2.1-Evaluation reports of student communication/interaction skills with students, parents, and other school personnel by cooperating teacher and university supervisor.
CONTINUOUS IMPROVEMENT:
3.2-Cooperating teacher and/or university supervisor’s report on student’s actions regarding self- and school improvement.
CRITICAL THINKING:
4.2-Evaluation reports of university supervisor and cooperating teacher on use of techniques for promoting and enhancing critical, creative, and evaluative thinking.
DIVERSITY:
5.1-University supervisor’s assessment of student’s ability to recognize diverse student needs, background, and linguistic differences in learning and treat K-12 students equitably and respectfully.
5.2-Cooperating teacher’s assessment of student’s ability to create and maintain a classroom climate that fosters pluralism while promoting learning for all students.
ETHICS: 6.1-Reports of university supervisor and cooperating teacher regarding behavior in relation to protection of students, personal and professional honesty, support of colleague rights, and compliance with legal statute and school/district policy.
HUMAN DEVELOPMENT AND LEARNING:
7.2-University supervisor’s assessment of student’s effective use of learning and human development theory in planning, delivery of instruction, and evaluation of learning outcomes.
7.3-Cooperating teacher assessment of student’s ability to adjust instruction to meet students’ developmental needs, maintain motivation and foster a supportive learning environment.
KNOWLEDGE OF SUBJECT MATTER:
8.2-University supervisor’s assessment of student command of subject matter and ability to communicate knowledge in developmentally appropriate ways.
LEARNING ENVIRONMENTS:
9.1-Cooperating teacher and university supervisor’s assessment of student’s ability to implement techniques that promote positive learning environment and adapt them to needs of particular students or situations.
PLANNING: 10.1-Cooperating teacher and university supervisor assessment of implementation of planned instruction that is comprehensible to all students.
ROLE OF THE TEACHER:
11.1-Cooperative teacher and university supervisor’s report of student’s ability to work cooperatively with families and colleagues.
TECHNOLOGY:
12.1-Cooperating teacher and university supervisor’s reports of student use of available computers and other forms of technology
There is also a word version you can download. The scanned pictures in the beginning are my final evaluation from my Mentor Teacher and can be clicked on to enlarge the image.
The Florida Educator Accomplished Practices:
ASSESSMENT:
1.3-Cooperating teacher and university supervisor assessment of use of traditional and alternative assessment strategies.
COMMUNICATION:
2.1-Evaluation reports of student communication/interaction skills with students, parents, and other school personnel by cooperating teacher and university supervisor.
CONTINUOUS IMPROVEMENT:
3.2-Cooperating teacher and/or university supervisor’s report on student’s actions regarding self- and school improvement.
CRITICAL THINKING:
4.2-Evaluation reports of university supervisor and cooperating teacher on use of techniques for promoting and enhancing critical, creative, and evaluative thinking.
DIVERSITY:
5.1-University supervisor’s assessment of student’s ability to recognize diverse student needs, background, and linguistic differences in learning and treat K-12 students equitably and respectfully.
5.2-Cooperating teacher’s assessment of student’s ability to create and maintain a classroom climate that fosters pluralism while promoting learning for all students.
ETHICS: 6.1-Reports of university supervisor and cooperating teacher regarding behavior in relation to protection of students, personal and professional honesty, support of colleague rights, and compliance with legal statute and school/district policy.
HUMAN DEVELOPMENT AND LEARNING:
7.2-University supervisor’s assessment of student’s effective use of learning and human development theory in planning, delivery of instruction, and evaluation of learning outcomes.
7.3-Cooperating teacher assessment of student’s ability to adjust instruction to meet students’ developmental needs, maintain motivation and foster a supportive learning environment.
KNOWLEDGE OF SUBJECT MATTER:
8.2-University supervisor’s assessment of student command of subject matter and ability to communicate knowledge in developmentally appropriate ways.
LEARNING ENVIRONMENTS:
9.1-Cooperating teacher and university supervisor’s assessment of student’s ability to implement techniques that promote positive learning environment and adapt them to needs of particular students or situations.
PLANNING: 10.1-Cooperating teacher and university supervisor assessment of implementation of planned instruction that is comprehensible to all students.
ROLE OF THE TEACHER:
11.1-Cooperative teacher and university supervisor’s report of student’s ability to work cooperatively with families and colleagues.
TECHNOLOGY:
12.1-Cooperating teacher and university supervisor’s reports of student use of available computers and other forms of technology
classroom_environment_mw.doc | |
File Size: | 37 kb |
File Type: | doc |
instruction_and_delivery_mw.doc | |
File Size: | 36 kb |
File Type: | doc |
subject_matter_knowledge_mw.doc | |
File Size: | 37 kb |
File Type: | doc |
teaching_preparation-mw.doc | |
File Size: | 36 kb |
File Type: | doc |
fpo4_melissa_bozeman.doc | |
File Size: | 37 kb |
File Type: | doc |
mwilliamsfpocebozeman.doc | |
File Size: | 37 kb |
File Type: | doc |
melissa_3.doc | |
File Size: | 37 kb |
File Type: | doc |
melissa_2_1.doc | |
File Size: | 37 kb |
File Type: | doc |
OBSERVATIONS FROM PROFESSOR, DR. JONES.
Focus of Observation:
Instruction and DeliveryObserver: Dr. G. Jones
Date of the Observation: Week of April 11, 2012
Subject/Grade Level/Class Period: Honors Biology/10th/ 6th period
How does the Apprentice Teacher manage student behavior and create rapport with and among students in an environment of respect?
Starts class promptly. Greets and chats students as they enter the classroom. Calls on students’ by name. Encourages and selects student volunteers to come to the front of the classroom to interpret a flowchart of the carbon cycle. Promises to bake cookies for the entire class if they volunteer to explain diagram (which they do and appreciate the offer for cookies). Circulates among lab groups to praise and prompt groups.
How does the Apprentice Teacher effectively and safely use physical space to enhance learning for all students (For Science Apprentice Teachers specifically address lab safety)?
Assigns students to specific lab groups. Posts groups’ numbers at lab stations to facilitate transition to the lab stations. Lab stations are spaced evenly along back of room.
How does the Apprentice Teacher manage classroom procedures to maximize time for instruction?
Utilizes student volunteers to distribute materials. Uses document camera to project diagrams for discussion and lab materials. Has designated area for students returning from an absence to find the handouts and other work they missed.
How does the Apprentice Teacher establish classroom standards that foster a culture of learning for all students?
Writes daily agenda and homework problems on the board. Decorates classroom with educational posters that correlate to topics of study.
Comments for Debriefing:
Focus of Observation:
Instruction and Delivery
Observer: Dr. G. Jones
Date of the Observation: Week of March 12, 2012
Subject/Grade Level/Class Period: Honors Biology/10th/ 6th period
How does the Apprentice Teacher demonstrate the ability to teach the subject and cognitively engage all students in significant learning?
Class starts with a quick review of previous material then uses a short video clip to reinforce previously discussed topics and introduce new concepts. Conducts an active hands-on activity allowing students to apply new concepts. Assigns students to lab groups and stations to complete activity.
How does the Apprentice Teacher communicate clearly and articulately?
Writes agenda, course topics, and homework on the front board. Moves among students giving instructions to groups and individuals. Uses document camera to project pictures and diagrams. Use a powerpoint presentation to post vocabulary and definitions.
How does the Apprentice Teacher use questioning and assessment techniques to enhance students’ participation and learning?
Moves well among the lab stations to monitor and question students as they complete the lab activity.
How does the Apprentice Teacher demonstrate flexibility and responsiveness to students’ needs during instruction?
Spends extra time with a group helping them correct their procedure and catch-up with the rest of the class.
Comments for Debriefing:
Focus of Observation:
Subject Matter Knowledge
Observer: Dr. Griff Jones
Date of the Observation:Week of March 20, 2012
Subject/Grade Level/Class Period: Honors Biology/10th/ 6th period
How does the Apprentice Teacher demonstrate an understanding of the subject?
Melissa incorporates relevant real-world examples into her instruction. She accurately explains a variety a broad concepts and connects the concepts with relevant examples from her life, educational video clips, and hands-on activities.
How does the Apprentice Teacher connect the content with previously learned topics, future topics, and other subjects?
Requires students to relate new material presented in Engagement video to concepts covered in the video. Provides accurate analogies to help student understand new material. Discusses links to other disciplines.
How does the Apprentice Teacher demonstrate an understanding of the philosophical and historical development of the subject?
Integrates video clips of historical development of evolution into her lesson. Uses contemporary clips narrated by Bill Nye Science Guy to facilitate student understanding of concept. Compares contrasting historical theories to illustrate the natural evolution of science content knowledge.
How does the Apprentice Teacher demonstrate an understanding of state and national standards and use this knowledge to enhance student achievement?
Provides a hands-on experience addressing state and national standards on Nature of Science (creativity, applying process skills of classification) and content knowledge. Uses her knowledge of the standards to design inquiry-based lessons that properly sequences concepts.
Comments for Debriefing:
When reviewing with groups, try to centralize your location between all groups. Call on groups farthest from your position.
Focus of Observation:
Teaching Preparation
Observer: Dr. G. Jones
Date of the Observation: 2/13/12
Subject/Grade Level/Class Period: Honors Biology/9th /6th
How does the Apprentice Teacher use subject knowledge to design activities that promote interest, participation, and learning for all students?
Designed active lesson involving all students working in small groups at lab stations. Uses analogy to help explain “Big Picture of Protein Synthesis” (Letters -> words -> Sentences - > Paragraph)(codons -> amino acids -> Proteins -> Cell job)
How does the Apprentice Teacher demonstrate an awareness of and make use of materials, resources, technology, and equipment?
Designed model-building activity to incorporate food items to simulate protein synthesis.
Prepared and organized all materials to facilitate timely construction of models with little confusion.
Utilized document camera to project instructions and pictures of sample models.
Prepared lab tables in advance by covering each with butcher-block paper.
Constructs powerpoint presentation with excellent photos and graphics to facilitate explanation and promote discussion.
How does the Apprentice Teacher prepare subject specific activities to assess learning of all students?
By the end of the construction process students check their work by decoding their sequence to determine the protein constructed. Student would match their model sequence to the correct sequence on poster board or protein poster. Prepared lab data sheet with post-lab questions to assess student knowledge gains from activity.
How does the Apprentice Teacher demonstrate an awareness of individual student needs and make modifications to the instructional plan?
Moved well among groups assisting and monitoring student work. Prompted and assessed student involvement by asking probing questions to individual group members. Made whole-class announcements to emphasize key steps of process.
Comments for Debriefing:
Use last few minutes of class to have students summarize goals and results of activity.
Classroom Management Tip (Try This!):
Move quickly between groups (prompt, praise, and move on)
Give time warnings to groups that fall behind.
OBSERVATIONS FROM MENTOR TEACHER, MRS. BOZEMAN.
Focus of Observation:
EQUITY AND INCLUSIVE DESIGN
Observer: Melissa Bozeman
Date of the Observation: Week of march 12
Subject/Grade Level/Class Period: Honors Biology / 10th / 6th period How did the Apprentice Teacher allow students choice in their activities and how were these choices related to different learning styles?
Students were allowed to choose partners to complete a Station-to-Station activity on “Linking Genetics and Evolution”. Each station had different but related topics and used a variety of learning strategies. A few required reading, while others emphasized drawings. All stations incorporated visuals to assist in the acquisition of the subject material (ex. Biological Species Concept vs. Morphological Species Concept). Before the activity, a role-playing scenario was used to compare Darwin’s Natural Selection to Mendel’s ideas. Students that were tall or short were asked to participate in the activity that reviewed the 4 steps of Natural Selection.
How did the Apprentice Teacher introduce the lesson, effectively manage time for students to progress through the activities, and summarize the lesson with the students?
The role playing scenario previously mentioned was used to introduce the lesson (students needed to know that Darwin did not know about Mendel’s studies and genes). Students were timed by Ms. Williams with a stopwatch to allow 7 minutes at each station. She announced a “two minute” warning to let students know that they would be rotating soon. The last few minutes of class students were allowed to go back to a previous station if they had not fully completed it in the allotted time. Tomorrow students will complete the last 2 stations and then a complete review/summary will take place.
How did the Apprentice Teacher assess individual accountability for the student work accomplished in the lesson?
Ms. Williams continually walked from lab station to lab station after each rotation. This way she could assess each lab group and make sure each lab member was on task and completing the assignment correctly. She gave “hints” if students were having difficulty understanding the concept(s) covered.
How does the Apprentice Teacher demonstrate an awareness of student diversity in their teaching (gender, ethnicity, students who are learning the content in a second language, accommodations for students with special needs)?
Ms. Williams continues to “reach out” to all students in the class. She is especially receptive to those with special needs (LD, ESE, and ESOL), especially one young man that speaks very little English. It was made sure that this particular young man was placed with a group that could help him by reading the material out loud, etc.
Focus of Observation:
Classroom Environment
Observer: Melissa Bozeman
Date of the Observation: Week of February 6
Subject/Grade Level/Class Period: Honors biology/10th/ 6th period How does the Apprentice Teacher manage student behavior and create rapport with and among students in an environment of respect?
Ms. Williams has interacted with the students in a very positive way. She assisted me during a lab in which students were very open to asking her for help or clarification of the directions. She has been very approachable to the students. Students were very engaged in a power point lesson she created and taught on the subject of DNA Replication. She has become familiar with the seating chart so is able to interact with them in a personal way. She has a very calm, pleasant, and patient demeanor.
How does the Apprentice Teacher effectively and safely use physical space to enhance learning for all students (For Science Apprentice Teachers specifically address lab safety)?
Ms. Williams is familiar with the safety guidelines we must follow in the lab at all times. Lab activities are planned with no more than four students to a station to ensure student safety. Lab protection gear (safety aprons and goggles) must be worn for specific lab activities. Also, Ms. Williams circulated during the first lab we had to keep students engaged and on task, therefore eliminating potential safety issues.
How does the Apprentice Teacher manage classroom procedures to maximize time for instruction?
When teaching the DNA Replication lesson, Ms. Williams made sure all students had the necessary materials out before instruction began (colored pencils, sheet for notes, etc.) She used student/teacher time wisely, only ending the lesson approximately a minute before the afternoon announcements came over the PA system.
How does the Apprentice Teacher establish classroom standards that foster a culture of learning for all students?
All students are acknowledged and held accountable for what is covered in the class. Different teaching techniques are being used to reach the variety of learning strategies employed by the students (video clips, visuals, notes, color coding diagrams in the notes, use of analogies relating to the subject matter, lab activities). Ms. Williams is aware of the students with special needs (Hearing Impaired, ESE, Learning Disabled etc.), and can give additional assistance if needed.
Comments for Debriefing:
I have found Ms. Williams to be very dependable and responsible in everything she has undertaken. She has done a great job teaming with me and she is an asset to my 6th period class.
Focus of Observation:
Instruction and Delivery
Observer: Melissa Bozeman
Date of the Observation:Week of February 27
Subject/Grade Level/Class Period: Honors biology/10th/6th Period
How does the Apprentice Teacher demonstrate the ability to teach the subject and cognitively engage all students in significant learning?
Ms. Williams is well versed in the subject matter (Genetics, Chromosomes and Inheritance, Genetic Disorders) and was directly involved in creating the power point lesson that is being used. Her power point is being used not only in 6th period (her class period) but for all the Honors Biology classes that I teach. She engages all students by randomly calling on them when going over homework, questioning during lecture, etc. That way, all students are held accountable and must be “ready” to add to the learning process. She continues to use different strategies to allow students to be interactive in the learning process.
How does the Apprentice Teacher communicate clearly and articulately?
Ms. Williams clearly states directions that are easily understood and comprehended. She does not address multiple tasks or questioning that would confuse the students. Her tone is pleasant, non-threatening, and easy to articulate.
How does the Apprentice Teacher use questioning and assessment techniques to enhance students’ participation and learning?
When reviewing material or presenting new material via lecture, Ms. Williams probes with a variety of questioning. In her lecture that included Thomas Hunt Morgan discovering the sex chromosomes, X and Y, she asked “why did he think the chromosomes were different?” This question led to a discussion about the size of the chromosomes which was directly related to today’s essential question - Why are males more affected by sex- related disorders than females?
Also, she always strives to make sure that the ESE students are included in the questioning process.
How does the Apprentice Teacher demonstrate flexibility and responsiveness to students’ needs during instruction?
If students do not grasp a concept, Ms. Williams uses examples and/or analogies to help students comprehend the subject matter. Examples from this week’s genetics unit included how traffic lights are made to accommodate people that are color-blind and how Calico cats are primarily females due to sex-linked traits. Both of these examples tied in to the lecture on sex-linked traits and how offspring are affected by them.
When teaching dihybrids this week, she moved around the classroom to ensure the students were not confused and were following the steps she had previously reviewed.
Focus of Observation:
Teaching Preparation
Observer: Melissa Bozeman
Date of the Observation: Week of feb 13
Subject/Grade Level/Class Period: Honors Biology/10th/6th period
How does the Apprentice Teacher use subject knowledge to design activities that promote interest, participation, and learning for all students?
Ms. Williams has used “interactive” strategies to help teach the concepts of Genetics (Ex. Students passed a pair of “jeans” within the classroom to answer selected questions about “GENES”). Also, when reviewing the Genetics vocab, each student had a color-coded strip of paper with an answer that corresponded to the definition she read out loud. Ms. Williams has also developed interactive Power point presentations that coincide with the teaching material (Chromosomes and Inheritance ppt. has interactive slides on colorblindness where students can actually take the test to see if they have the trait.)
How does the Apprentice Teacher demonstrate an awareness of and make use of materials, resources, technology, and equipment?
Ms. Williams has taught on numerous occasions using powerpoint presentations that require usage of the computer and the LCD projector. She has guided the students through Dihybrid crosses using the ELMO machine that is wired to my computer and LCD projector. She is very astute in the latest technology and has even shared with me a newer version of powerpoint that she has learned in one of her classes at UF.
How does the Apprentice Teacher prepare subject specific activities to assess learning of all students?
Ms. Williams has included in her lessons “practice applications” for the students to ensure adequate learning of the subject matter. For example, she walked them through a dihybrid practice (“FOIL” method, Punnett Square, listing and color-coding of genotypes and phenotypes, ratio, etc.). Afterwards, they completed one that was similar on their own to make sure they had a grasp of the material. It was reviewed in class with student input. Homework was to complete another dihybrid using the same strategies taught and practiced in class. All students seem to have grasped the concept quite well.
How does the Apprentice Teacher demonstrate an awareness of individual student needs and make modifications to the instructional plan?
Ms. Williams is aware that there are several special needs students in the 6th period Honors Biology class that she is working with (one student from Korea that is not English proficient, and several that are in Learning strategies classes due to learning disabilities). She has planned lessons to accommodate all the different learning styles and needs to ensure student success. She routinely uses visual, hands–on, and interactive strategies that engage many senses and keep students “tuned in” to the learning process.
Focus of Observation:
Instruction and DeliveryObserver: Dr. G. Jones
Date of the Observation: Week of April 11, 2012
Subject/Grade Level/Class Period: Honors Biology/10th/ 6th period
How does the Apprentice Teacher manage student behavior and create rapport with and among students in an environment of respect?
Starts class promptly. Greets and chats students as they enter the classroom. Calls on students’ by name. Encourages and selects student volunteers to come to the front of the classroom to interpret a flowchart of the carbon cycle. Promises to bake cookies for the entire class if they volunteer to explain diagram (which they do and appreciate the offer for cookies). Circulates among lab groups to praise and prompt groups.
How does the Apprentice Teacher effectively and safely use physical space to enhance learning for all students (For Science Apprentice Teachers specifically address lab safety)?
Assigns students to specific lab groups. Posts groups’ numbers at lab stations to facilitate transition to the lab stations. Lab stations are spaced evenly along back of room.
How does the Apprentice Teacher manage classroom procedures to maximize time for instruction?
Utilizes student volunteers to distribute materials. Uses document camera to project diagrams for discussion and lab materials. Has designated area for students returning from an absence to find the handouts and other work they missed.
How does the Apprentice Teacher establish classroom standards that foster a culture of learning for all students?
Writes daily agenda and homework problems on the board. Decorates classroom with educational posters that correlate to topics of study.
Comments for Debriefing:
- Nice use of student volunteer to help with explanation at the front of the classroom
- Good use of diagrams to facilitate explanation of cycles
- Utilize proper questioning techniques to increase student participation (encourage hand-raising, increase wait-time, redirect student answers responses)
- Increase specific praise when possible
- Include formal summary of lesson and make end-of-class announcements (homework reminders, etc.)
Focus of Observation:
Instruction and Delivery
Observer: Dr. G. Jones
Date of the Observation: Week of March 12, 2012
Subject/Grade Level/Class Period: Honors Biology/10th/ 6th period
How does the Apprentice Teacher demonstrate the ability to teach the subject and cognitively engage all students in significant learning?
Class starts with a quick review of previous material then uses a short video clip to reinforce previously discussed topics and introduce new concepts. Conducts an active hands-on activity allowing students to apply new concepts. Assigns students to lab groups and stations to complete activity.
How does the Apprentice Teacher communicate clearly and articulately?
Writes agenda, course topics, and homework on the front board. Moves among students giving instructions to groups and individuals. Uses document camera to project pictures and diagrams. Use a powerpoint presentation to post vocabulary and definitions.
How does the Apprentice Teacher use questioning and assessment techniques to enhance students’ participation and learning?
Moves well among the lab stations to monitor and question students as they complete the lab activity.
How does the Apprentice Teacher demonstrate flexibility and responsiveness to students’ needs during instruction?
Spends extra time with a group helping them correct their procedure and catch-up with the rest of the class.
Comments for Debriefing:
- Make a stronger connection/transition between the video and the lab activity.
- Introduce the lab activity with a greater emphasis on inquiry.
- Do a formal wrap-up of the lesson with announcements of work due dates.
Focus of Observation:
Subject Matter Knowledge
Observer: Dr. Griff Jones
Date of the Observation:Week of March 20, 2012
Subject/Grade Level/Class Period: Honors Biology/10th/ 6th period
How does the Apprentice Teacher demonstrate an understanding of the subject?
Melissa incorporates relevant real-world examples into her instruction. She accurately explains a variety a broad concepts and connects the concepts with relevant examples from her life, educational video clips, and hands-on activities.
How does the Apprentice Teacher connect the content with previously learned topics, future topics, and other subjects?
Requires students to relate new material presented in Engagement video to concepts covered in the video. Provides accurate analogies to help student understand new material. Discusses links to other disciplines.
How does the Apprentice Teacher demonstrate an understanding of the philosophical and historical development of the subject?
Integrates video clips of historical development of evolution into her lesson. Uses contemporary clips narrated by Bill Nye Science Guy to facilitate student understanding of concept. Compares contrasting historical theories to illustrate the natural evolution of science content knowledge.
How does the Apprentice Teacher demonstrate an understanding of state and national standards and use this knowledge to enhance student achievement?
Provides a hands-on experience addressing state and national standards on Nature of Science (creativity, applying process skills of classification) and content knowledge. Uses her knowledge of the standards to design inquiry-based lessons that properly sequences concepts.
Comments for Debriefing:
- Pause video when interjecting information for students
- Require class to provide at least 3 examples.
- Increase number of higher order questions.
- Try not to read every slide. Ask students to read slide or answer questions regarding the slide.
- Nice time management of activity.
- Reduce amount of times you say “Right?”
When reviewing with groups, try to centralize your location between all groups. Call on groups farthest from your position.
Focus of Observation:
Teaching Preparation
Observer: Dr. G. Jones
Date of the Observation: 2/13/12
Subject/Grade Level/Class Period: Honors Biology/9th /6th
How does the Apprentice Teacher use subject knowledge to design activities that promote interest, participation, and learning for all students?
Designed active lesson involving all students working in small groups at lab stations. Uses analogy to help explain “Big Picture of Protein Synthesis” (Letters -> words -> Sentences - > Paragraph)(codons -> amino acids -> Proteins -> Cell job)
How does the Apprentice Teacher demonstrate an awareness of and make use of materials, resources, technology, and equipment?
Designed model-building activity to incorporate food items to simulate protein synthesis.
Prepared and organized all materials to facilitate timely construction of models with little confusion.
Utilized document camera to project instructions and pictures of sample models.
Prepared lab tables in advance by covering each with butcher-block paper.
Constructs powerpoint presentation with excellent photos and graphics to facilitate explanation and promote discussion.
How does the Apprentice Teacher prepare subject specific activities to assess learning of all students?
By the end of the construction process students check their work by decoding their sequence to determine the protein constructed. Student would match their model sequence to the correct sequence on poster board or protein poster. Prepared lab data sheet with post-lab questions to assess student knowledge gains from activity.
How does the Apprentice Teacher demonstrate an awareness of individual student needs and make modifications to the instructional plan?
Moved well among groups assisting and monitoring student work. Prompted and assessed student involvement by asking probing questions to individual group members. Made whole-class announcements to emphasize key steps of process.
Comments for Debriefing:
Use last few minutes of class to have students summarize goals and results of activity.
Classroom Management Tip (Try This!):
Move quickly between groups (prompt, praise, and move on)
Give time warnings to groups that fall behind.
OBSERVATIONS FROM MENTOR TEACHER, MRS. BOZEMAN.
Focus of Observation:
EQUITY AND INCLUSIVE DESIGN
Observer: Melissa Bozeman
Date of the Observation: Week of march 12
Subject/Grade Level/Class Period: Honors Biology / 10th / 6th period How did the Apprentice Teacher allow students choice in their activities and how were these choices related to different learning styles?
Students were allowed to choose partners to complete a Station-to-Station activity on “Linking Genetics and Evolution”. Each station had different but related topics and used a variety of learning strategies. A few required reading, while others emphasized drawings. All stations incorporated visuals to assist in the acquisition of the subject material (ex. Biological Species Concept vs. Morphological Species Concept). Before the activity, a role-playing scenario was used to compare Darwin’s Natural Selection to Mendel’s ideas. Students that were tall or short were asked to participate in the activity that reviewed the 4 steps of Natural Selection.
How did the Apprentice Teacher introduce the lesson, effectively manage time for students to progress through the activities, and summarize the lesson with the students?
The role playing scenario previously mentioned was used to introduce the lesson (students needed to know that Darwin did not know about Mendel’s studies and genes). Students were timed by Ms. Williams with a stopwatch to allow 7 minutes at each station. She announced a “two minute” warning to let students know that they would be rotating soon. The last few minutes of class students were allowed to go back to a previous station if they had not fully completed it in the allotted time. Tomorrow students will complete the last 2 stations and then a complete review/summary will take place.
How did the Apprentice Teacher assess individual accountability for the student work accomplished in the lesson?
Ms. Williams continually walked from lab station to lab station after each rotation. This way she could assess each lab group and make sure each lab member was on task and completing the assignment correctly. She gave “hints” if students were having difficulty understanding the concept(s) covered.
How does the Apprentice Teacher demonstrate an awareness of student diversity in their teaching (gender, ethnicity, students who are learning the content in a second language, accommodations for students with special needs)?
Ms. Williams continues to “reach out” to all students in the class. She is especially receptive to those with special needs (LD, ESE, and ESOL), especially one young man that speaks very little English. It was made sure that this particular young man was placed with a group that could help him by reading the material out loud, etc.
Focus of Observation:
Classroom Environment
Observer: Melissa Bozeman
Date of the Observation: Week of February 6
Subject/Grade Level/Class Period: Honors biology/10th/ 6th period How does the Apprentice Teacher manage student behavior and create rapport with and among students in an environment of respect?
Ms. Williams has interacted with the students in a very positive way. She assisted me during a lab in which students were very open to asking her for help or clarification of the directions. She has been very approachable to the students. Students were very engaged in a power point lesson she created and taught on the subject of DNA Replication. She has become familiar with the seating chart so is able to interact with them in a personal way. She has a very calm, pleasant, and patient demeanor.
How does the Apprentice Teacher effectively and safely use physical space to enhance learning for all students (For Science Apprentice Teachers specifically address lab safety)?
Ms. Williams is familiar with the safety guidelines we must follow in the lab at all times. Lab activities are planned with no more than four students to a station to ensure student safety. Lab protection gear (safety aprons and goggles) must be worn for specific lab activities. Also, Ms. Williams circulated during the first lab we had to keep students engaged and on task, therefore eliminating potential safety issues.
How does the Apprentice Teacher manage classroom procedures to maximize time for instruction?
When teaching the DNA Replication lesson, Ms. Williams made sure all students had the necessary materials out before instruction began (colored pencils, sheet for notes, etc.) She used student/teacher time wisely, only ending the lesson approximately a minute before the afternoon announcements came over the PA system.
How does the Apprentice Teacher establish classroom standards that foster a culture of learning for all students?
All students are acknowledged and held accountable for what is covered in the class. Different teaching techniques are being used to reach the variety of learning strategies employed by the students (video clips, visuals, notes, color coding diagrams in the notes, use of analogies relating to the subject matter, lab activities). Ms. Williams is aware of the students with special needs (Hearing Impaired, ESE, Learning Disabled etc.), and can give additional assistance if needed.
Comments for Debriefing:
I have found Ms. Williams to be very dependable and responsible in everything she has undertaken. She has done a great job teaming with me and she is an asset to my 6th period class.
Focus of Observation:
Instruction and Delivery
Observer: Melissa Bozeman
Date of the Observation:Week of February 27
Subject/Grade Level/Class Period: Honors biology/10th/6th Period
How does the Apprentice Teacher demonstrate the ability to teach the subject and cognitively engage all students in significant learning?
Ms. Williams is well versed in the subject matter (Genetics, Chromosomes and Inheritance, Genetic Disorders) and was directly involved in creating the power point lesson that is being used. Her power point is being used not only in 6th period (her class period) but for all the Honors Biology classes that I teach. She engages all students by randomly calling on them when going over homework, questioning during lecture, etc. That way, all students are held accountable and must be “ready” to add to the learning process. She continues to use different strategies to allow students to be interactive in the learning process.
How does the Apprentice Teacher communicate clearly and articulately?
Ms. Williams clearly states directions that are easily understood and comprehended. She does not address multiple tasks or questioning that would confuse the students. Her tone is pleasant, non-threatening, and easy to articulate.
How does the Apprentice Teacher use questioning and assessment techniques to enhance students’ participation and learning?
When reviewing material or presenting new material via lecture, Ms. Williams probes with a variety of questioning. In her lecture that included Thomas Hunt Morgan discovering the sex chromosomes, X and Y, she asked “why did he think the chromosomes were different?” This question led to a discussion about the size of the chromosomes which was directly related to today’s essential question - Why are males more affected by sex- related disorders than females?
Also, she always strives to make sure that the ESE students are included in the questioning process.
How does the Apprentice Teacher demonstrate flexibility and responsiveness to students’ needs during instruction?
If students do not grasp a concept, Ms. Williams uses examples and/or analogies to help students comprehend the subject matter. Examples from this week’s genetics unit included how traffic lights are made to accommodate people that are color-blind and how Calico cats are primarily females due to sex-linked traits. Both of these examples tied in to the lecture on sex-linked traits and how offspring are affected by them.
When teaching dihybrids this week, she moved around the classroom to ensure the students were not confused and were following the steps she had previously reviewed.
Focus of Observation:
Teaching Preparation
Observer: Melissa Bozeman
Date of the Observation: Week of feb 13
Subject/Grade Level/Class Period: Honors Biology/10th/6th period
How does the Apprentice Teacher use subject knowledge to design activities that promote interest, participation, and learning for all students?
Ms. Williams has used “interactive” strategies to help teach the concepts of Genetics (Ex. Students passed a pair of “jeans” within the classroom to answer selected questions about “GENES”). Also, when reviewing the Genetics vocab, each student had a color-coded strip of paper with an answer that corresponded to the definition she read out loud. Ms. Williams has also developed interactive Power point presentations that coincide with the teaching material (Chromosomes and Inheritance ppt. has interactive slides on colorblindness where students can actually take the test to see if they have the trait.)
How does the Apprentice Teacher demonstrate an awareness of and make use of materials, resources, technology, and equipment?
Ms. Williams has taught on numerous occasions using powerpoint presentations that require usage of the computer and the LCD projector. She has guided the students through Dihybrid crosses using the ELMO machine that is wired to my computer and LCD projector. She is very astute in the latest technology and has even shared with me a newer version of powerpoint that she has learned in one of her classes at UF.
How does the Apprentice Teacher prepare subject specific activities to assess learning of all students?
Ms. Williams has included in her lessons “practice applications” for the students to ensure adequate learning of the subject matter. For example, she walked them through a dihybrid practice (“FOIL” method, Punnett Square, listing and color-coding of genotypes and phenotypes, ratio, etc.). Afterwards, they completed one that was similar on their own to make sure they had a grasp of the material. It was reviewed in class with student input. Homework was to complete another dihybrid using the same strategies taught and practiced in class. All students seem to have grasped the concept quite well.
How does the Apprentice Teacher demonstrate an awareness of individual student needs and make modifications to the instructional plan?
Ms. Williams is aware that there are several special needs students in the 6th period Honors Biology class that she is working with (one student from Korea that is not English proficient, and several that are in Learning strategies classes due to learning disabilities). She has planned lessons to accommodate all the different learning styles and needs to ensure student success. She routinely uses visual, hands–on, and interactive strategies that engage many senses and keep students “tuned in” to the learning process.