Classroom Observations
09/26/2023: Overall Observation Comments: Objective on the Board: Compare Indentured Servitude to Slavery Mr. Tuttle greeted the students and directed them to the Do Now in Google Classroom as he took attendance and asked the class how they were doing. He explained that they would begin class discussing enslaved people and indentured servitude. A chart was projected on the board and students worked as he circulated. The whole class reviewed that although hard labor and being new to the Americas were in common, the major and stark differences were reviewed. Students were asked to submit their answers. Mr. Tuttle explained that the class would consider a primary source document. Sourcing (when, who, where, what, how) was reviewed as a consideration. The document was from July, 1627 and an indentured servitude contract. Mr. Tuttle reviewed that indentured servitude was 3-5 years to earn land, etc. He explained how he would review the questions first when considering a primary source. Mr. Tuttle reviewed vocabulary words such as “monger” and “covenant” as he highlighted excerpts and questioned students on the text; he modeled annotating and highlighting. Students completed the questions after the reading was reviewed. Students then paired to review the second primary source document. Mr. Tuttle circulated and then had a student read the first paragraph to begin review. He then read through the remaining text to ask students to share their interpretations. Mr. Tuttle asked students to get into groups of 4. He handed out cards with letters to students. He started a “Who Wants to be a Millionaire” game and prompted students to discuss answers and raise letters to submit answers. Questions on defining indentured servitude, what was the most profitable export of Jamestown Settlement (tobacco-question from previous lesson), what did the indentured servant earn (50 acres of land), what was not a complaint of indentured servant (poor training), what needed to be paid for up front (passage), etc., were reviewed. Difference (all applied but only one was given). Questions on classroom environment and classroom trivia were also incorporated. The class was to continue the primary source analysis next class. Post-Observation Discussion: During the post observation conference, the following commendations and recommendations were discussed. Commendations: 1-emphasis on primary source documents; support questions provided 2-attempted integration of Securly (glitches prevented complete monitoring) 3-cooperative learning incorporated Recommendations: 1-prompt students to read from the texts to cite evidence and increase involvement; prompt students to paraphrase sections 2-chunk students’ consideration of the pair and share and independent reviews by setting a reading time, a time time to review questions/discuss, and a time to record answers to organize them and encourage conversation 3-develop/complete the planned primary source analysis activity prior to reviewing items from previous lessons or incorporating trivia and other questions
12/04/2023: OVERALL OBSERVATION COMMENTS: Mr. Tuttle started class by taking attendance and ensuring students had their IDs on. He then reviewed past class activities and informed the class that they would be involved in a Pictionary review activity. Students then broke off into random groups and were given a topic that they would have to explain to the class in the form of a picture. Students immediately go started on the activity as Mr. Tuttle moved around helping the groups. Students then shared their pictures and the class would identify the topic based upon the drawing. Mr. Tuttle then reenforced class topics in a class discussion as a short review for a quiz that was taken on their chromebooks. At the post observation discussion held on 12/6/23 the following commendations and recommendations were discussed. Commendations: Mr. Tuttle developed a well planned lesson that had students eagerly involved in the lesson objectives. It was very clear students enjoyed the activity and comprehended lesson objectives. Recommendations: Mr. Tuttle should try to provide students with a little more wait time for students to answer questions. Since the students were very much enjoying the activities some students yelled out answers because of their excitement. This made it more difficult for students who are more reserved to be involved in the activity.
03/20/2024: OVERALL OBSERVATION COMMENTS: SWBAT explain how the Mexican-American War affected westward expansion. Mr. Tuttle used a PowerPoint presentation and interactive lecture about the key events/timeline leading to Civil War, including Compromise of 1850, Uncle Tom's Cabin, Kansas-Nebraska Act, and Brooks Summer Incident. He used a lecture format with guided questions provided students with information explaining key events including places, maps, people, and literature and their contributions to the Civil War. Mr. Tuttle shared colorful descriptions of the accounts of the events during this time period. The students were observed to take notes and engaged in the lecture. The in-class support teacher contributed to the lesson and ensured students were on task. Post Observation discussion: Commendations: Mr. Tuttle demonstrates a natural rapprt with students. He maintains balance with the in class support teacher which evidences collaborative planning. Mr. Tuttle developed a well planned lesson that had students eagerly involved in learning the lesson objectives. It was very clear students enjoyed the activity and comprehended lesson objectives. Mr. Tuttle used an academic game to stimulate more student interest to make learning enjoyable and followed the lesson with an assessment. Recommendations: Mr. Tuttle should use strategies to include students reluctant to answer questions. Direct questions or perhaps a turn and talk will further engage the majority of the students and improve comprehension and understanding.
12/04/2023: OVERALL OBSERVATION COMMENTS: Mr. Tuttle started class by taking attendance and ensuring students had their IDs on. He then reviewed past class activities and informed the class that they would be involved in a Pictionary review activity. Students then broke off into random groups and were given a topic that they would have to explain to the class in the form of a picture. Students immediately go started on the activity as Mr. Tuttle moved around helping the groups. Students then shared their pictures and the class would identify the topic based upon the drawing. Mr. Tuttle then reenforced class topics in a class discussion as a short review for a quiz that was taken on their chromebooks. At the post observation discussion held on 12/6/23 the following commendations and recommendations were discussed. Commendations: Mr. Tuttle developed a well planned lesson that had students eagerly involved in the lesson objectives. It was very clear students enjoyed the activity and comprehended lesson objectives. Recommendations: Mr. Tuttle should try to provide students with a little more wait time for students to answer questions. Since the students were very much enjoying the activities some students yelled out answers because of their excitement. This made it more difficult for students who are more reserved to be involved in the activity.
03/20/2024: OVERALL OBSERVATION COMMENTS: SWBAT explain how the Mexican-American War affected westward expansion. Mr. Tuttle used a PowerPoint presentation and interactive lecture about the key events/timeline leading to Civil War, including Compromise of 1850, Uncle Tom's Cabin, Kansas-Nebraska Act, and Brooks Summer Incident. He used a lecture format with guided questions provided students with information explaining key events including places, maps, people, and literature and their contributions to the Civil War. Mr. Tuttle shared colorful descriptions of the accounts of the events during this time period. The students were observed to take notes and engaged in the lecture. The in-class support teacher contributed to the lesson and ensured students were on task. Post Observation discussion: Commendations: Mr. Tuttle demonstrates a natural rapprt with students. He maintains balance with the in class support teacher which evidences collaborative planning. Mr. Tuttle developed a well planned lesson that had students eagerly involved in learning the lesson objectives. It was very clear students enjoyed the activity and comprehended lesson objectives. Mr. Tuttle used an academic game to stimulate more student interest to make learning enjoyable and followed the lesson with an assessment. Recommendations: Mr. Tuttle should use strategies to include students reluctant to answer questions. Direct questions or perhaps a turn and talk will further engage the majority of the students and improve comprehension and understanding.
1st Year Evaluation Summary- May, 2023-June, 2024
Collectively, HS SS teachers met in curriculum committees and worked individually to update the COSs with the NJSLS for ELA. They have also worked individually and in committees to promote diversity awareness, overall inclusivity, interdisciplinary studies, and collaboration among students and staff. Teachers worked on creating and fostering a climate of safety and engagement in the classroom by implementing the use of software (Securly) to monitor students’ work online. Additionally, teachers increased awareness on cybersecurity best practices. In order to support students across the curriculum, teachers reviewed and promoted TutorMe, an online tutoring service, through communication and classroom assignments. A highlight of departmental efforts has been the Immigration History Week presented in February that featured a Gilder Lehrman exhibit, interdisciplinary lessons, and student artwork.
Mr. Tuttle’s coverage of a 6th class for a colleague is greatly appreciated. His work in preparing for the course level changes in grade 9 next year will benefit the students.
Mr. Tuttle is to be commended for his professionalism, expertise, flexibility, and care in providing instruction.
Mr. Tuttle has completed his Student Growth Objectives for the 2023-2024 school year.
Mr. Tuttle has met the 20 hour Professional Development requirement for the 2023-2024 school year.
The recommendation of the administrator to the Superintendent of Schools is as follows:
1. Re-employment with increment and adjustment
Mr. Tuttle’s coverage of a 6th class for a colleague is greatly appreciated. His work in preparing for the course level changes in grade 9 next year will benefit the students.
Mr. Tuttle is to be commended for his professionalism, expertise, flexibility, and care in providing instruction.
Mr. Tuttle has completed his Student Growth Objectives for the 2023-2024 school year.
Mr. Tuttle has met the 20 hour Professional Development requirement for the 2023-2024 school year.
The recommendation of the administrator to the Superintendent of Schools is as follows:
1. Re-employment with increment and adjustment
