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
mpc93@drexel.edu
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 1 100%
7 7 0 0%
8 8 0 0%
Total 1
Statistic Value
Min Value 6
Max Value 6
Mean 6.00
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
=QBuilder('div'); $(y).setStyle({clear:'both'});var d =QBuilder('div',{className:'yui-skin-sam'},[QBuilder('div',{id:calid}), y ]);var c
=this.questionContainer; c = $(c).down('.QuestionText'); c.appendChild(d);var cal1 =new YAHOO.widget.Calendar(calid);
cal1.render();var input = $('QR~'+ qid); $(input).setStyle({marginTop:'20px',width:'150px'});var p =$(input).up();var x =QBuilder('div');
$(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
02-03-2020
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, including operations with fractions and mixed numbers. Instruction and student tasks challenged students to apply prior knowledge and
problem-solving skills that would be assessed during the following math period. Prompts and scenarios were prepared to help students activate prior knowledge and apply critical thinking skills. Your instuctional
sequence was organized and efficient; you maximized instructional time by eliminating redundancy and used classroom technology to good advantage. The subsequent test would identify all students' understanding
and skills with the intended goals.
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
As has been the norm in your classes, students were cheerful and optimistic during the lesson. Interactions among students, and with you, are respectful and kind. With such a positive tone being sustained, learning
can be prioritized. Classroom management including dismissal was fluid, by now students know your expectations and they act accordingly. You are alert for keeping their movement around the room orderly and safe.
As a group, the class I visited seemed to be more social and outgoing than others; yet, they were attentive and respectful when you redirected them. On two occasions I noticed that a student quietly cued her peers,
"Can you stop talking?", and they did. This classroom is a comfortable and safe space for learning. One alternative way to redirect students during lessons when chattiness recurs (often, it is the same few students
who continue to lapse after being "sshhh'ed") is to: stop talking, stand up straight and take a few steps forward. Look around the room to be sure everyone is listening and keep eye contact while saying, "There are two
students in the class who are distracting all of us. I need you to pay attention before I can move on." Then wait a couple of extra seconds, quietly say "thank you" (because they will all be compliant at this point) and
resume teaching. The exact number of students you say doesn't matter - often it only a few. By doing this you are not singling out anyone by name but are still sending a clear message. There is a bit of drama involved
so the strategy has some novelty. The particular student(s) who is/are fidgetty will know you mean them, but it could include others who think they're the ones you are addressing. The effect might last a little longer.
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
The instructional procedures you used were appropriate for this lesson. The normal classroom routine (Do Now) settled students at the beginning of class and was an excellent way to activate critical thinking skills that
would be needed on the test. Direct instruction with independent practice and modeling were effective strategies for teaching this lesson. You leveraged instructional time effectively - students were shown the day's
agenda and had plenty of time to survey the problem-solving skills they were expected to know and apply. Instruction and Q/A were deliberately focused. The way you set expectations for students to take responsibiity
for producing high-quality work sends good messages. Re: "guesswork" on tests - "If you are guessing, do you really want your name on that work?" Re: chattiness - "You only have 35 minutes and this is your time.
Should you be using it to talk?" It was nice to see that students had choice in the set of problems they could select for review. The problem sets were equivalent in knowledge and skill required, but choosing a prompt
or task allows students to feel more invested in their own learning. Again, some novelty goes a long way to sustain engagement. You provided a bit more in-depth feedback for problems in one of the sets, but even if
students selected the other set they would have full benefit of your modeling; this way you avoided unnecessary duplication of examples. Just a thought: If you need to include differentiation or want to provide
enrichment for certain students, this strategy is a good way to accomplish that. You would need to design the problem sets to address different skill levels and would have to assign the sets yourself (not much choice
for students in that case), but each problem set could address goals that all students need to accomplish. The problems would "look" the same to all students, but the embedded complexity of the problems could be
tailored to different needs.
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
Your classroom presence is entrely professional. Planning habits are commendable. It is good that you are also experiencing non-teaching responsibilities. During the next few weeks of residency try to implement a
restorative behavior plan for an individual student or group of your choice. This could involve reaching out to parent(s) and professional support staff at school who might provide some insight. Work to complete
experiences described in the gradual release guidelines for February-March
Statistic Value
Total Responses 1
15. Site Director, please write three goals for the student's next formal observation:
Goal 1 Goal 2 Goal 3
Review gradual release experiences and try to close any gaps that exist going into March. One goal of residency is to plan and teach the If chattiness recurs during a lesson, explore a Your planning habits are
full day's schedule - or as much as is feasible - by the end of the placement. You have done this on many occasions, is it feasible to new strategy to extinguish it. (See one idea in commendable. Keep up
close-out the month by making that a routine? Domain 2 comments.) the fine work!
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
dgstahl@comcast.net
Statistic Value
Total Responses 1
19. Mentor Teacher Email for copy of responses:
Text Response
jreo@philasd.org
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
