Classroom Observation Sept 2024
OVERALL OBSERVATION COMMENTS:
On SMARTBoard:
Google Slides presentation “Medieval Art-Eastern Europe”
Mr. Tuttle greeted the class and took attendance. He led a discussion about the factors that led to Renaissance Art and different art philosophies of the time period. Mr. Tuttle paused to address a student phone ringing in the holder. He used the Deesis mosaic as an example of religious, 2-dimensional, and flat colored art; he reviewed Raphael’s The School of Athens in contrast (perspective, complexity of color, secular subject).
Mr. Tuttle prompted the class to write down the main points of the slide on Renaissance art: bright, perspective, balance, classical theme. He then reviewed Renaissance Masters: Donatello’s St. Mark (contrapposto), St. George, David & Masaccio’s The Tribute Money (chiaroscuro), Leonardo da Vinci’s Mona Lisa, Vitruvian Man, Michelangelo’s Pieta (signing symbolic of the pride of the artist), David, Moses, Sistine Chapel, & Creation of Adam, Last Judgment, Perugino’s Delivery of the Keys (patronage)
He noted that architecture of the Renaissance was balanced and symmetrical.
Student groups took part in a gallery walk in which they identified characteristics of different art works (identifying Medieval versus Renaissance). Students analyzed the characteristics and evaluated the time period of the art. Mr. Tuttle asked student groups to work together-he asked each member of the group to be a leader once. He asked students to start anywhere around the room and aim to do 4. As students worked, Mr. Tuttle concluded the activity to provide directions on the next step-essay writing. Mr. Tuttle modeled how to prepare a comparison essay on two pieces of art-one from each time period-using a venn diagram.
Students were assigned to complete a venn diagram to prepare an outline for a comparison between two of the examples they had analyzed. Students were asked to finish the venn diagram and start an essay for homework. Mr. Tuttle emphasized the importance of contextualization and finishing the essays with thesis statements with “Although,...” and topic sentences for all paragraphs. He concluded the lesson and then dismissed students at the bell.
Post-Observation Discussion:
During the post observation conference, the following commendations and recommendations were discussed. Mr. Tuttle shared that the objective was posted on the side board during the lesson.
Commendations:
1-Integration of art into World History
2-Circulation during the lecture
3-Emphasis on “I do, We do, You do” model via presentation, practice, and activity
4-Enforcement of school phone policy
Recommendations:
1-Assign groups to start and rotate in a pattern to expedite and organize the activity while ensuring all pieces of art are covered
2-Confirm that students have pieces of art from each time period before pre-writing; check for understanding before pre-writing and writing
3-Post the primary source art titles and artists on the SMARTBoard and via Google Classroom to be used in diagram and essay
4-Provide essay expectations on Google Classroom
On SMARTBoard:
Google Slides presentation “Medieval Art-Eastern Europe”
Mr. Tuttle greeted the class and took attendance. He led a discussion about the factors that led to Renaissance Art and different art philosophies of the time period. Mr. Tuttle paused to address a student phone ringing in the holder. He used the Deesis mosaic as an example of religious, 2-dimensional, and flat colored art; he reviewed Raphael’s The School of Athens in contrast (perspective, complexity of color, secular subject).
Mr. Tuttle prompted the class to write down the main points of the slide on Renaissance art: bright, perspective, balance, classical theme. He then reviewed Renaissance Masters: Donatello’s St. Mark (contrapposto), St. George, David & Masaccio’s The Tribute Money (chiaroscuro), Leonardo da Vinci’s Mona Lisa, Vitruvian Man, Michelangelo’s Pieta (signing symbolic of the pride of the artist), David, Moses, Sistine Chapel, & Creation of Adam, Last Judgment, Perugino’s Delivery of the Keys (patronage)
He noted that architecture of the Renaissance was balanced and symmetrical.
Student groups took part in a gallery walk in which they identified characteristics of different art works (identifying Medieval versus Renaissance). Students analyzed the characteristics and evaluated the time period of the art. Mr. Tuttle asked student groups to work together-he asked each member of the group to be a leader once. He asked students to start anywhere around the room and aim to do 4. As students worked, Mr. Tuttle concluded the activity to provide directions on the next step-essay writing. Mr. Tuttle modeled how to prepare a comparison essay on two pieces of art-one from each time period-using a venn diagram.
Students were assigned to complete a venn diagram to prepare an outline for a comparison between two of the examples they had analyzed. Students were asked to finish the venn diagram and start an essay for homework. Mr. Tuttle emphasized the importance of contextualization and finishing the essays with thesis statements with “Although,...” and topic sentences for all paragraphs. He concluded the lesson and then dismissed students at the bell.
Post-Observation Discussion:
During the post observation conference, the following commendations and recommendations were discussed. Mr. Tuttle shared that the objective was posted on the side board during the lesson.
Commendations:
1-Integration of art into World History
2-Circulation during the lecture
3-Emphasis on “I do, We do, You do” model via presentation, practice, and activity
4-Enforcement of school phone policy
Recommendations:
1-Assign groups to start and rotate in a pattern to expedite and organize the activity while ensuring all pieces of art are covered
2-Confirm that students have pieces of art from each time period before pre-writing; check for understanding before pre-writing and writing
3-Post the primary source art titles and artists on the SMARTBoard and via Google Classroom to be used in diagram and essay
4-Provide essay expectations on Google Classroom
Observation(12/10/2024)
Mr. Tuttle started class by taking attendance and having students place cell phones in holder. He then informed the class of an upcoming test, and a review activity they would do for the test. The students eagerly broke off into their groups for a "Who Wants To Be a Millionaire" review activity. After the review game Mr. Tuttle moved into a question and answer activity that students took notes on.
The following recommendation and commendations were discussed at the post observation discussion on 12/11/24 .
Commendation: Mr. Tuttle developed a well planned lesson the engaged all of his students by having them participate in popular game type activities.
Recommendations: Mr. Tuttle should have students explain their answers as part of the activity. This will ensure students clearly understand and avoid students guessing
The following recommendation and commendations were discussed at the post observation discussion on 12/11/24 .
Commendation: Mr. Tuttle developed a well planned lesson the engaged all of his students by having them participate in popular game type activities.
Recommendations: Mr. Tuttle should have students explain their answers as part of the activity. This will ensure students clearly understand and avoid students guessing
Observation (03/13/2025)
Standard 1-The teacher demonstrated strong leadership by effectively guiding students through an engaging and thought-provoking lesson on World War I propaganda. By incorporating active learning strategies, such as gallery walks and structured discussions, the teacher fostered a collaborative environment where students could analyze and interpret historical sources critically.
Standard 2- The teacher established a respectful environment for a diverse population of students by fostering an inclusive and culturally responsive classroom. They demonstrated sensitivity to students' backgrounds by incorporating diverse perspectives into the curriculum, ensuring that all voices were represented and valued. The teacher set clear expectations for respectful discourse, modeling and reinforcing positive interactions among students
Standard 3- The teacher effectively used a variety of instructional strategies, such as real-world applications, multimedia resources, and interactive activities, to enhance student comprehension. Additionally, the teacher confidently answered student questions, provided clear explanations, and encouraged critical thinking, further reinforcing their expertise in the subject area.
Standard 4: The teacher effectively facilitated learning by creating a student-centered environment that encouraged active engagement and critical thinking. The teacher had learning objectives posted on the board for students. The objective was clearly written and observable. They utilized a variety of instructional strategies, including hands-on activities, collaborative group work, and technology integration, to make lessons accessible and meaningful for all learners. The teacher consistently checked for understanding through formative assessments and provided timely feedback to guide student progress.
Standard 2- The teacher established a respectful environment for a diverse population of students by fostering an inclusive and culturally responsive classroom. They demonstrated sensitivity to students' backgrounds by incorporating diverse perspectives into the curriculum, ensuring that all voices were represented and valued. The teacher set clear expectations for respectful discourse, modeling and reinforcing positive interactions among students
Standard 3- The teacher effectively used a variety of instructional strategies, such as real-world applications, multimedia resources, and interactive activities, to enhance student comprehension. Additionally, the teacher confidently answered student questions, provided clear explanations, and encouraged critical thinking, further reinforcing their expertise in the subject area.
Standard 4: The teacher effectively facilitated learning by creating a student-centered environment that encouraged active engagement and critical thinking. The teacher had learning objectives posted on the board for students. The objective was clearly written and observable. They utilized a variety of instructional strategies, including hands-on activities, collaborative group work, and technology integration, to make lessons accessible and meaningful for all learners. The teacher consistently checked for understanding through formative assessments and provided timely feedback to guide student progress.
2024-2025 OVERALL SUMMATIVE EVALUATION COMMENTS:
Mr. Tuttle has completed another successful year at Dumont High School.
Collectively, HS SS teachers met in curriculum committees and worked individually to update COSs as needed. They have also worked individually and in district and building meetings to research and integrate ways to promote AI, academic effort, and honesty through education and communication. Teachers brainstormed options to promote an interdisciplinary study of the upcoming 250th Anniversary of the American Revolution (the Semiquincentennial) in an inclusive, goal-driven, and student-centered way. They continue to work together to prepare for the compression of course levels.
Mr. Tuttle continues to take part in the D.H.S.community both inside and outside the classroom. He is to be commended for his professionalism, expertise, flexibility, and care in providing instruction.
EXTENDED ACTIVITIES:
-Culture and Climate Committee
-Pride Alliance
-Teacher versus Teacher Basketball
Mr. Tuttle has completed his Student Growth Objectives for the 2024-2025 school year.
Mr. Tuttle has met the 20 hour Professional Development requirement for the 2024-2025 school year.
The recommendation of the administrator to the Superintendent of Schools is as follows:
1. Re-employment with increment and adjustmentRecommended actions for improvement
-Continue to pursue professional development opportunities that will enhance curriculum and instructionResources needed to complete these actions
