NGU College of Education - Domain 1 + Domain 3 Checklist Report

Date of Observation:​ 3/28/2019 Program:​ Elementary Education

Student Name:​ Hannah Reese Term:​ Spring 2019
Student Level:​ 2nd Semester Senior/ Student Teacher Evaluator’s Name:​ Kristin Thackston
Student Email: ​Reese3873@ngu.edu Evaluator’s Role:​ Cooperating Teacher (student
Which Lesson:​ ADEPT 4.0 teaching)
Lesson Topic: ​Author's Purpose Evaluator’s Email:​ nthackston@greenville.k12.sc.us
Domain 1: Instructional Indicators Checklist
Exemplary (4)- Always: 90%-100% Unsatisfactory- (1)- Rarely: 0-29%
Proficient (3)- Often: 60-89% Not Applicable- N/A
Needs Improvement (2)- Sometimes: 30-59%

Indicator Score Comments

1. Standards and Objectives​: 4

Aligned; Connected to previous learning, and
Communicated; Evidence of Mastery of the
Objective.

2. Motivating Students​: 4
Content is Relevant, Engaging, and Meaningful.

3. Presenting Instructional Content​: 4

Clear and concise information in a logical sequence;
Examples given; Expectations modeled by teacher.

4. Lesson Structure and Pacing​: 3 Lesson went a little over but Hannah adjusted the following
Appropriate Beginning, Middle, End; lesson to fit everything in.
Efficient transitions and material distribution,
Timely pacing.

5. Activities and Materials​: 4

Varied,​ Relevant, Challenging, Support lesson
objectives; Technology is used by teacher and/or
students

6. Questioning​: 4
Variety of Bloom’s levels that are linked to SLO,
Wait time evident; Teacher generates​ ​High Order
Questions.

7. Academic feedback: 4
Specific, meaningful, frequent​, used for instructional
monitoring and adjusting

8. Guided Practice: 4
Enhance learning; Roles assigned; Goals set and
learning evaluated; Accountability for individuals is
evident

9. Teacher Content Knowledge: 4

Accurate knowledge of material taught;
Subject-specific strategies utilize​d; Sufficient depth
of content.
 NGU College of Education - Domain 1 + Domain 3 Checklist Report

10. Teacher Knowledge of Students: 4

Understands and anticipates needs; ​Differentiates
and makes accommodations in instruction;
incorporates cultural heritage.

11. Thinking/Problem Solving​: ​Provides 4

opportunities to: generate a variety of
ideas/solutions,
analyze problems and share information
 NGU College of Education - Domain 1 + Domain 3 Checklist Report

Domain 3: Environmental Indicators Checklist

Exemplary (4)- Always: 90%-100% Unsatisfactory- (1)- Rarely: 0-29%

Proficient (3)- Often: 60-89% Not Applicable- N/A
Needs Improvement (2)- Sometimes: 30-59%

Indicator Score Comments

Expectations 4
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 4

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 4

Is organized;
Supplies, equipment, and resources are easily and
readily accessible for all students.

Respectful Culture 4
Teacher-student interactions demonstrate caring and
respect for one another;
Students are encouraged to exhibit care and respect
for one another.

Overall Average Score: 3.93

Overall Lesson Comments: ​Lesson went really well. Students were engaged and actively learning.