NGU College of Education - Domain 1 + Domain 3 Checklist Report
Date of Observation:​ 3/26/2019
Student Name:​ Emily Justus
Student Level:​ 2nd Semester Senior/ Student Teacher
Student Email: ​ejustus0502@gmail.com
Which Lesson:​ 2
Lesson Topic: ​Types of Literature and Themes
Domain 1: Instructional Indicators Checklist
Exemplary (4)- Always: 90%-100%
Proficient (3)- Often: 60-89%
Needs Improvement (2)- Sometimes: 30-59%
Indicator
1. Standards and Objectives​:
Aligned; Connected to previous learning, and
Communicated; Evidence of Mastery of the
Objective.
2. Motivating Students​:
Content is Relevant, Engaging, and Meaningful.
3. Presenting Instructional Content​:
Clear and concise information in a logical sequence;
Examples given; Expectations modeled by teacher.
4. Lesson Structure and Pacing​:
Appropriate Beginning, Middle, End;
Efficient transitions and material distribution,
Timely pacing.
5. Activities and Materials​:
Varied,​ Relevant, Challenging, Support lesson
objectives; Technology is used by teacher and/or
students
6. Questioning​:
Variety of Bloom’s levels that are linked to SLO,
Wait time evident; Teacher generates​ ​High Order
Questions.
7. Academic feedback:
Specific, meaningful, frequent​, used for instructional
monitoring and adjusting
8. Guided Practice:
Program:​ Elementary Education
Term:​ Spring 2019
Evaluator’s Name:​ Kaylie Howard
Evaluator’s Role:​ Cooperating Teacher (student
teaching)
Evaluator’s Email:​ kaylieg06@yahoo.com
Unsatisfactory- (1)- Rarely: 0-29%
Not Applicable- N/A
Score Comments
4 SC Ready sample questions are aligned with standards and
connect to previous learning.
3 They love working for points! The use of points to motivate
them to work and talk less worked well during whole group
and modeling.
4 The mini lesson included the students sharing types of
literature they had read. It also had examples of literature for
the students to review before attempting the group work.
Modeling of strategies helped give clear instructions before the
group work.
3 Managing time is hard since we only have 90 minutes. The
timer is helping keep up the pace. Challenging the students to
compete with groups and other classes is motivating as well.
She reviewed groups and sent them one at a time which helped
manage their talking and behavior. Transitions were talkative
so Miss Justus addressed their behavior and asked them to be
quiet. She gave them wait time to quiet down.
4 The Brainpop video is very engaging with the Star Wars
theme!
SC Ready questions and example passages support the
objectives.
Students used IXL to work on their targeted skills for the
week.
3 How did you know?
What is a better answer?
How are fairy tales different from fables?
3 Group 2 did a great job!
Group 4 some fairy tales have animals but can you look for a
better answer?
4 Split students into different groups to work on reading
 NGU College of Education - Domain 1 + Domain 3 Checklist Report
Enhance learning; Roles assigned; Goals set and
learning evaluated; Accountability for individuals is
evident
9. Teacher Content Knowledge:
Accurate knowledge of material taught;
Subject-specific strategies utilize​d; Sufficient depth
of content.
10. Teacher Knowledge of Students:
Understands and anticipates needs; ​Differentiates
and makes accommodations in instruction;
incorporates cultural heritage.
11. Thinking/Problem Solving​: ​Provides
opportunities to: generate a variety of
ideas/solutions,
analyze problems and share information
passages and questions. Walked around the room to evaluate
how the groups were working together. Gave feedback to each
group as they were working. Students earned points for how
many questions they got correct during the guided practice.
Share time was used for students to discuss their thinking and
receive feedback as a closure.
3 You can always go deeper the more familiar you become with
the content. This takes time to develop.
4 Miss Justus discussed how to group the students with me and
asked for advice. She explained her thinking and reflected on
how they performed during class. This information was used
to change her groups from last week. Guided reading is used
to differentiate instruction. They have worked on test taking
strategies and analyzing literature for two weeks now, so they
have time to master these skills.
4 The students worked together to analyze the questions and
come up with strategies they should use to solve the problems.
They discussed their thinking and answers as a group and at
the end of the lesson with the class. They were able to learn
from each other during the mini lesson, guided practice, and
the closure.
 NGU College of Education - Domain 1 + Domain 3 Checklist Report
Domain 3: Environmental Indicators Checklist
Exemplary (4)- Always: 90%-100%
Proficient (3)- Often: 60-89%
Needs Improvement (2)- Sometimes: 30-59%
Indicator
Expectations
Teacher sets high and demanding academic
expectations for every student;
Teacher encourages students to learn from mistakes;
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
Students are well-behaved and on task;
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
Is organized;
Supplies, equipment, and resources are easily and
readily accessible for all students.
Respectful Culture
Teacher-student interactions demonstrate caring and
respect for one another;
Students are encouraged to exhibit care and respect
for one another.
Overall Average Score: 3.53
Overall Lesson Comments: ​Great job including a share time for students to reflect on their group work and discuss any
questions that arise. The students are comfortable and on task when an activity is in front of them. They feel
Unsatisfactory- (1)- Rarely: 0-29%
Not Applicable- N/A
Score Comments
3 Miss Justus sets the expectations from the beginning of
the lesson. She is able to correct the students while
validating their thinking. Everyone has an opportunity to
feel successful while working with their groups.
Optimizing instructional time will come as management
develops.
3 Miss Justus reviews rules and procedures. She deals
quietly with students who are not on task and addresses
excessive talking and speaking out of turn. She gives
positive feedback such as, "Great job!" "You did a good
job with that." She gives points to classes that earn them
and takes them away as a management technique when
they are too loud. She also used positive feedback as a
classroom management strategy. "Table one is ready.
Table 5 is ready. I'm waiting on Table 2." Transitions are
an area we can reflect on for future lessons.
4 All necessary materials are printed out and ready for the
lesson. Videos and passages are open on the computer
ready for use. Students have access to highlighters and
pencils.
4 When students were sharing or she was giving directions,
she made sure others were quiet. If they were not quiet,
she told them their behavior was rude and to pay
attention. She made sure to give positive feedback and
everyone clapped for the students that shared today. This
created a caring and respectful culture.