Initial Report Last Modified:
03/17/2020
1. Teacher Candidate Last Name:
Text Response
Comunale
Statistic Value
Total Responses 1
2. Teacher Candidate First Name:
Text Response
Melissa
Statistic Value
Total Responses 1
3. Teacher Candidate Drexel Email Address:
Text Response
[email protected]
Statistic Value
Total Responses 1
4. Term:
# Answer Bar Response %
1 Fall Quarter (2019-2020) 0 0%
2 Winter Quarter (2019-2020) 1 100%
3 Spring Quarter (2019-2020) 0 0%
Total 1
Statistic Value
Min Value 2
Max Value 2
Mean 2.00
Variance 0.00
Standard Deviation 0.00
Total Responses 1
5. School Name:
Text Response
Greenfield
Statistic Value
Total Responses 1
6. Subject Area:
Text Response
Math
Statistic Value
Total Responses 1
7. Grade Level:
# Answer Bar Response %
1 K 0 0%
2 1 0 0%
3 2 0 0%
4 3 0 0%
5 4 0 0%
6 5 1 100%
7 6 0 0%
8 7 0 0%
9 8 0 0%
10 9 0 0%
11 10 0 0%
12 11 0 0%
13 12 0 0%
Statistic Value
Min Value 6
Max Value 6
Total Responses 1
8. Observation Number:
# Answer Bar Response %
1 1 0 0%
2 2 0 0%
3 3 0 0%
4 4 0 0%
5 5 0 0%
6 6 0 0%
7 7 0 0%
8 8 1 100%
Total 1
Statistic Value
Min Value 8
Max Value 8
Mean 8.00
Variance 0.00
Standard Deviation 0.00
Total Responses 1
9. Date of Observation: Qualtrics.SurveyEngine.addOnload(function(){var qid =this.questionId;var calid = qid +'_cal';var y
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$(x).setStyle({clear:'both'}); p.insert(x,{position:'before'}); cal1.selectEvent.subscribe(function(e,dates){var date = dates[0][0];if(date[1]
Text Response
03-10-2020
Statistic Value
Total Responses 1
10. Type of Experience
# Answer Bar Response %
1 Philadelphia Teacher Resident 0 0%
2 Undergraduate Resident 1 100%
3 Single-Term Student Teaching 0 0%
Total 1
Statistic Value
Min Value 2
Max Value 2
Mean 2.00
Variance 0.00
Standard Deviation 0.00
Total Responses 1
11. Domain 1. Planning and Preparation Constructs plans with clear and measureable instructional objectives Constructs plans
with coherent instructional design. Lesson procedures have a clear sequence, aligned with instructional goals and assessments
Constructs plans that have a clear assessment(s), which measures all students’ achievement in meeting the lesson instructional
goals Demonstrates originality in preparing and presenting lessons (creativity) Constructs plans include adaptations for special
needs and/or differentiation Uses appropriate resources and materials which enhance the learning Feedback:
Text Response
Your lesson addressed standards and eligible content for 5th grade math, particularly related to topics including operations with fractions having unlike denominators and mixed numbers. Instruction and station-based
tasks were designed for students to revisit prior knowledge, complete practice problems, use puzzles to model operations with fractions, activate number logic, and build fluency with skills that would be assessed.
Prompts and problems were thoughtfully prepared so that students could activate specific knowledge and critical thinking skills prior to a test. The logistics of the stations maximized your ability to check students'
understanding and clarify their problem-solving strategies in time to redirect misconceptions. A subsequent summative assessment would identify all students' understanding and skills with the material. Lesson
resources were creative and engaging; instructions for three of five stations were intuitive. One observation at the "Modeling" station: some students (incorrectly) assumed the puzzle pieces would fit together in only
one arrangement, thus giving them a possible incorrect model for the operation. All pieces were identical in "fit", which elevated the level of critical thinking needed to have the correct solution. The first group to visit
that station would have recalled the information you provided about this. It was difficult for all students to remember the directions you provided before rotations started, and several students had difficulty correctly
producing the accurate model. There was no easy way to validate conceptually correct models, so this would have been the station where the teacher would be most helpful. Do you think it would have been helpful to
go over one sample "puzzle" with the whole class before starting rotations?
Statistic Value
Total Responses 1
12. Domain 2. Classroom Environment Utilizes a system of positive reinforcement and behavior management strategies Creates a
respectful learning environment States expectations for learning and behavior clearly Creates an appropriate, safe and accessible
physical space for learning Responds to student inappropriate behavior in a timely, appropriate manner Feedback:
Text Response
Consistently, the students are cheerful, engaged, and optimistic. Yet, you are alert to reinforcing classroom behavior norms and cues. I have seen you use a variety of creative and preemptive management options as
need-be. Your versatility in redirecting students by choosing the least teacher-direct method possible has been effective. By putting classroom behavior management in the hands of students, as a group, you sustain a
respectful learning community and promote the kind of environment in which students can become self-directed learners. A significant piece of having an organized and respectful classroom environment has been
your own high standards of lesson preparation and personal readiness to teach the material at an appropriate level.
Statistic Value
Total Responses 1
13. Domain 3. Instructional Delivery Shows knowledge of content by using appropriate pacing, clear communication and
explanations Uses different levels of questioning and discussion strategies that engages all students Uses different types of
instructional strategies that actively engage the learners throughout the lesson Checks for understanding throughout the lesson and
adjusts lesson to meet needs of student(s) Uses collaborative and group activities Provides opportunities for independent practice
that challenges students and allows them to apply what they have learned Encourages and initiates higher order thinking Varies
voice, inflection, body movement Uses a variety of learning modalities (visual, auditory, etc.) Feedback:
Text Response
Lesson activities were consistent with standard(s) and objectives for the lesson. Instructions were clear and pacing through five learning stations was well-managed (timer). At two content-specific stations you could
provide additional support and differentiation. At each station student work was challenging at an appropriate level. At most stations, student thinking was collaborative and could be self-validated. I am not sure what
the best procedure could have been for students to validate their work at the Puzzle/Model station, unless it was simply by direct observation of the teacher. Being able to identify the visual model that represented an
operation with fractions proved difficult for some students - not because they could not solve the operations, but because they could not "visualize" the matching model. This was a very creative and high-level
application for an essential skill. Near the end of class, Mr Reo provided a whole-class demonstration of a sample operation and how to construct a matrix to illustrate the problem. Scaffolded reteaching seemed to be
effective; this way, instruction can address the while class using the same approach rather than (See add'l commentary - Domain 1.)
Statistic Value
Total Responses 1
14. Domain 4. Professionalism Exhibits professionalism in appearance and written and spoken language Effectively maintains
accurate records Communicates frequently and effectively with families in a culturally proficient manner Engages in/seeks
professional development opportunities Reflects upon and is receptive to feedback Uses feedback to modify/adjust instruction
Feedback:
Text Response
All plans, materials, and instruction for the lesson were entirely professional. It has been a pleasure working with you this year... especially rewarding to share feedback with you. I have learned so much from you and
Mr Reo!
Statistic Value
Total Responses 1
15. Site Director, please write three goals for the student's next formal observation:
Goal Goal
Goal 1
2 3
For the Exit Interview scheduled for 3/19, I will provide an update as soon as I can make details available. The session will be on-line; please keep Mr Reo informed. In the meantime, I will enjoy
looking through your PLP ahead of time.
Statistic Value
Total Responses 1
16. Site Director Name:
Text Response
Dianne Stahl
Statistic Value
Total Responses 1
17. Site Director Signature:
File Upload File Type File Size
signature.png image/png 2.3KB
Statistic Value
Total Responses 1
18. Site Director Email address for copy of responses:
Text Response
[email protected]
Statistic Value
Total Responses 1
19. Mentor Teacher Email for copy of responses:
Text Response
[email protected]
Statistic Value
Total Responses 1
20. Teacher Candidate's Seminar Instructor:
# Answer Bar Response %
1 Sarah Eckert (Undergraduate On-Campus Residency) 1 100%
2 Megan Fritz (Undergraduate Online Residency) 0 0%
4 MJ DeCarlo (PTR Residents) 0 0%
5 Val Klein (PTR Residents) 0 0%
6 Lori Severino (Special Education Undergraduate Residency) 0 0%
Total 1
Statistic Value
Min Value 1
Max Value 1
Mean 1.00
Variance 0.00
Standard Deviation 0.00
Total Responses 1
