Professional Documents
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Nottoway Classroom Observation Form 1
Nottoway Classroom Observation Form 1
Teacher:
Inquiries
1. Describe the lesson which will be
observed.
Notes
SOL 4.4 a. Estimating Products
Students will learn to estimate by rounding to
the correct place value and then solve to find
the product. Teacher would like for the lesson
to be observed for about 45 min. to view the
entire process. Students will use prior
knowledge of multiplying by ten to begin
estimating and multiplying with zeros.
The class consists of 20 students. 3 Hispanics,
9 white, 8 black, 1 SWD, and 4 below average
students.
The lesson will be introduced using the reteach
activity consisting of problem solving skills
and higher level questioning. Students will
communicate and work collaboratively with
partners to practice skill and then complete
independent problems to check for mastery.
Homework will be assigned to reinforce the
skill.
Demonstrations of the skill will be provided.
Students will work in cooperative and
collaborative learning groups to reinforce peer
communication and critiquing. There will be
mixed grouping based on ability levels.
The main goal to be obtained is for students to
estimate to the correct place value and solve
finding the product.
Rounding to the correct place value and
knowing the correct procedure for completing
the multiplication steps. The change in the
did not participate in the teacher's math instruction and had not received prior knowledge to
assist in mastering the objective. Instructional technology was used to enhance the
demonstrations, such as the document camera and the smart board. The teacher checked for
understanding through independent practice problems as well as through the following nights
homework. Areas of difficulty were remediated individually. Formative assessment to check for
student understanding was used. Constructive and frequent feedback was offered to students to
help motivate and assist in achieving the objective. The classroom rules and objectives were
visibly posted and students were aware of the expectations. The teacher and students had a good
rapport and communicated with respect. Overall, the lesson was presented to maximize the
learning outcome of the students. It appeared the teacher was proficient in meeting the overall
objective.
Date: 11/24/14
1. Professional Knowledge
The teacher demonstrates an
understanding of the curriculum,
subject content, and the developmental
needs of students by providing relevant
learning experiences.
1.1 Effectively addresses appropriate
curriculum standards.
1.2 Integrates key content elements and
facilitates students use of higher level
thinking skills in instruction.
1.3 Demonstrates ability to link present
content with past and future learning
experiences, other subject areas, and
real world experiences and
applications.
1.4 Demonstrates an accurate knowledge of
the subject area(s) taught.
1.5 Demonstrates skills relevant to the
subject area(s) taught.
1.6 Bases instruction on goals that reflect
high expectations and an understanding
of the subject.
1.7 Demonstrates an understanding of the
intellectual, social, emotional, and
physical development of the age group.
1.8 Communicates clearly and checks for
understanding.
Comments:
Specific Examples
2. Instructional Planning
The teacher plans using the Virginia
Standards of Learning, the schools
curriculum, effective strategies,
resources, and data to meet the needs
of all students.
2.1 Uses student learning data to guide
planning.
2.2 Plans time realistically for pacing,
content mastery, and transitions.
2.3 Plans for differentiated instruction.
2.4 Aligns lesson objectives to the schools
curriculum and student learning needs.
2.5 Develops appropriate long- and shortrange plans and adapts plans when
needed.
Specific Examples
Comments:
3. Instructional Delivery
The teacher effectively engages
students in learning by using a variety
of instructional strategies in order to
meet individual learning goals.
3.1 Engages and maintains students in
active learning.
3.2 Builds upon students existing
knowledge and skills.
3.3 Differentiates instruction to meet the
students needs.
3.4 Reinforces learning goals consistently
throughout lessons.
3.5 Uses a variety of effective instructional
strategies and resources.
3.6 Uses instructional technology to
enhance student learning.
3.7 Communicates clearly and checks for
understanding.
Specific Examples
Specific Examples
Specific Examples
Learning Environment
The teacher uses resources, routines,
and procedures to provide a respectful,
positive, safe, and student-centered
environment that is conducive to
learning.
5.1 Arranges the classroom to maximize
Professionalism
The teacher maintains a commitment to
professional ethics, communicates
effectively, and takes responsibility for
and participates in professional growth
that results in enhanced student
learning.
6.1 Collaborates and communicates
effectively within the school
community to promote students wellbeing and success.
6.2 Adheres to federal and state laws,
school policies, and ethical guidelines.
6.3 Incorporates learning from professional
growth opportunities into instructional
practice.
6.4 Sets goals for improvement of
knowledge and skills.
6.5 Engages in activities outside the
classroom intended for school and
Specific Examples
student enhancement.
6.6 Works in a collegial and collaborative
manner with administrators, other
school personnel, and the community.
6.7 Builds positive and professional
relationships with parents/guardians
through frequent and effective
communication concerning students
progress.
6.8 Serves as a contributing member of the
schools professional learning
community through collaboration with
teaching colleagues.
6.9 Demonstrates consistent mastery of
standard oral and written English in all
communication.
Comments:
7
Specific Examples
AdditionalComments:Greatpeercommunication.Studentsweregiventheopportunityto
communicatewhilesolvingtheproblems.Theywererequiredtojustifytheirreasoningby
askingthequestionwhyorhowdoyouknow.Extendingthelessonbyincorporatingmore
vocabularyandhavingstudentssetupandsolvetheproblemusingthevocabularywouldtake
thelessontoahigherlevelofthinking.
TeachersName_______________________________________________________________
TeachersSignature_______________________________________Date________________
ObserversName______________________________________________________________
ObserversSignature______________________________________Date_________________
FeedbackSummary
Atthebeginningofthefeedbackconference,Icommendedtheteacheronthe
effectivenessofthestudentspeercommunicationandcollaboration.Ialsohighlightedher
strengthofrequiringstudentstojustifytheirthinkingwhenansweringaquestion.Iprovidedher
withfeedbackonimprovingtheuseoftheessentialknowledgevocabulary.Irecommended
givingthestudentsthevocabularyinasentenceandhavingthemcreateandsolvetheproblem
accordingly.Thiswouldincreasethelevelofrigorwhenmasteringtheobjective.Ialso
suggestedtheimplementationofrealworldproblems.Wecametoanagreementthiswouldbea
goaltoworktowardsforthefollowupmeeting.Wediscussedthefollowingquestionsas
providedbytheVirginiaDepartmentofEducation.Theschooldivisiondidnothaveapost
observationconferenceformavailable;therefore,Iusedthefollowingquestionstoassistinthe
feedbackconference.Theteacherrespondedaccordingly.
Assessmentspriortothelessonwereconductedtodeterminemasteryofroundingpriorto
movingforwardtoestimatingandfindingtheproduct.Studentshowedmasteryofthe
skill.
8. Howdidyouletstudentsknowwhattheobjectiveforthelessonwasandhowthe
studentswouldknowiftheysuccessfullyachievedit?
Thelessonwasintroducedtostudentsbydemonstratingandcommunicatingthe
objective.Whenstudentshadmasteredtheindividualpracticetheyreceivedtheir
homeworksheetforthenight.Studentswhodidnotmasterytheskillwereremediated
priortoleavingthatday.
9. Whatstudentcharacteristicsorneedsdoyoukeepinmindasyouaregiving
directions?
Whengivingthestudentsdirections,theteachertakesintoconsiderationtheneedsofthe
Tier3studentsbyrepeatinginstructionsandshowingvariousexamples.Studentswho
havedifficultypayingattentionandfocusingareredirectedfrequently.Also,theteacher
providesexamplesofmisconceptionstohelpreducecommonerrorswhensolving
problemswithestimationandfindingproducts.
10. Whatgoal(s)didyousetthisyearforstudentachievement?Howareyourstudents
progressingonthat/thosegoal(s)?
A70%studentgrowthgoalwassetatthebeginningoftheyearbasedoffofthe
beginningoftheyearsummativebaselineassessment;however,studentgrowthforthis
goalhasnotbeenmeasuredasthesummativemidyearassessmentwillbegivenin
January.Formalassessmentsareusedfrequentlytomonitorstudentgrowth.Student
datafromformalassessmentsisprogressingandprovidesanindicationofstudent
growth.
References
Gall, M. D., & Acheson, K. A. (2011). Clinical supervision and teacher development:
Preservice and Inservice Applications. Hoboken, NJ: John Wiley & Sons, Inc.
Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers. (2012,
July 1). Retrieved November 21, 2014, from Virginia Department of Education:
http://www.doe.virginia.gov/teaching/regulations/2011_guidelines_uniform_performance
_standards_evaluation_criteria.pdf