Teacher / Room / Subject / Class Period
Observation Date and Time / Conference Date and Time
Submitted By / Title
1.PLANNING AND PREPARATION
1.a / DEMONSTRATING KNOWLEDGE OF CONTENT AND THE STRUCTURE OF THE DISCIPLINE / S / NI / NA / U
1.a.1. / Demonstrates knowledge of prerequisite relationships
1.a.2. / Demonstrates knowledge of content-related pedagogy
1.a.3. / Indepth and thorough knowledge of content, pedagogy and PA Academic Standards, Assessment Anchors and Eligible Content
1.b. / DEMONSTRATING KNOWLEDGE OF STUDENTS / S / NI / NA / U
1.b.1. / Demonstrates knowledge of child and adolescent development
1.b.2. / Demonstrates knowledge of the learning process
1.b.3. / Demonstrates knowledge of students; skills, knowledge and language proficiency
1.b.4. / Demonstrates knowledge students’ special interests and cultural heritage
1.b.5. / Demonstrates knowledge of students’ special needs
1.b.6. / Thorough knowledge of students and how to use this knowledge to direct and guide instruction
1.c. / SETTING INSTRUCTIONAL OUTCOMES / S / NI / NA / U
1.c.1. / Value, sequence and alignments
1.c.2. / Clarity of student outcomes; student achievement
1.c.3. / Balance of outcomes reflecting more than one type of learning and more than one discipline, Standard, Anchor
1.c.4. / Suitability for diverse learners
1.c.5. / Clear and appropriate instructional goals that reflect PA Academic Standards, Assessment Anchors and Eligible Content and based on formative, benchmark assessments such as 4Sight
1.d. / DEMONSTRATING KNOWLEDGE OF RESOURCES / S / NI / NA / U
1.d.1. / Demonstrates knowledge of resources for classroom use
1.d.2. / Demonstrates knowledge of resource to extend content knowledge and pedagogy
1.d.3. / Demonstrates knowledge of resources for students
1.d.4. / Indepth and thorough awareness of resources, materials and technology available through the school, district or professional organizations
1.e. / DESIGNING COHERENT INSTRUCTION / S / NI / NA / U
1.e.1. / Learning activities
1.e.2. / Instructional materials and resources
1.e.3. / Instructional groups
1.e.4. / Lesson and unit structure
1.e.5. / Appropriate instructional design in which plans for various elements are aligned with instructional goals and have a recognizable sequence and required adaptations for individual student needs
1.f. / DESIGNING STUDENT ASSESSMENTS / S / NI / NA / U
1.f.1. / Congruence with instructional outcomes
1.f.2. / Criteria and standards based on results of 4 Sight Data, DIBELS and other formative student assessments.
1.f.3. / Design of formative assessments
1.f.4. / Use of 4 Sight Data, DIBELS and PSSA Released Items for planning differentiated instruction
1.f.5. / Appropriate assessments of student learning completely aligned to the instructional goals and adapted as needed for student needs.
2.THE CLASSROOM ENVIRONMENT
2.a: / CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT / S / NI / NA / U
2.a.1. / Teacher interaction with students
2.a.2. / Student interactions with other students
2.a.3. / Appropriate and highly respectful interactions between teacher and students and among students
2.b: / ESTABLISHING A CULTURE FOR LEARNING / S / NI / NA / U
2.b.1. / Importance of the content
2.b.2. / Expectations for learning and achievement
2.b.3. / Student pride in work
2.b.4. / High and clear expectations for student achievement with value placed on the quality of student work
2.c: / MANAGING CLASSROOM PROCEDURES / S / NI / NA / U
2.c.1. / Management of instructional groups
2.c.2. / Management of transitions
2.c.3. / Management of materials and supplies
2.c.4. / Performance of noninstructional duties
2.c.5. / Supervision of volunteers and paraprofessionals
2.c.6. / Highly effective classroom routines and procedures resulting in little or no loss of instructional time
2.d: / MANAGING STUDENT BEHAVIOR / S / NI / NA / U
2.d.1. / Expectations
2.d.2. / Monitoring of student behavior
2.d.3. / Response to student misbehavior
2.d.4. / Clear standards of conduct and effective management of student behavior
2.e: / ORGANIZING PHYSICAL SPACE / S / NI / NA / U
2.e.1. / Safety and accessibility
2.e.2. / Arrangement of furniture and use of physical resources
2.e.3. / Safe and skillful organization of physical space, to the extent it is under the control of the teacher, that provides accessibility to learning and the use of resources
3.INSTRUCTION
3.a: / COMMUNICATING WITH STUDENTS / S / NI / NA / U
3.a.1. / Expectations for learning based on Academic Standards, Assessment Anchors, test results and data analysis
3.a.2. / Directions and procedures
3.a.3. / Explanations of content
3.a.4. / Use of oral and written language
3.a.5. / Clear and appropriate communication of procedures and high quality explanations of content
3.b: / USING QUESTIONING AND DISCUSSION TECHNIQUE / S / NI / NA / U
3.b.1. / Quality of questions
3.b.2. / Discussion techniques
3.b.3. / Student participation
3.b.4. / Highly effective use of questioning and discussion strategies that encourage many students to participate
3.c: / ENGAGING STUDENTS IN LEARNING / S / NI / NA / U
3.c.1. / Activities and assignments
3.c.2. / Grouping of students
3.c.3. / Instructional materials and resources
3.c.4. / Structure and pacing
3.c.5. / High level engagement of students in learning and adequate pacing of instruction
3.d: / USING ASSESSMENT IN INSTRUCTION / S / NI / NA / U
3.d.1. / Assessment criteria based on analysis and interpretation of 4Sight, DIBELS and other formative, benchmark assessments
3.d.2. / Monitoring of student learning
3.d.3. / Feedback to students; providing results of assessments to students and parents in timely manner
3.d.4. / Student self-assessment and monitoring of progress using analysis of 4Sight data
3.d.5. / Equitable, accurate and constructive feedback to students on their learning
3.e: / DEMONSTRATING FLEXIBILITY AND RESPONSIVENESS / S / NI / NA / U
3.e.1. / Lesson adjustment based on formative assessments
3.e.2. / Response to students
3.e.3. / Persistence
3.e.4. / High degree of flexibility and responsiveness in meeting the learning needs of students
4.PROFESSIONAL RESPONSIBILITIES
4.a: / REFLECTING ON TEACHING
4.a.1. / Accuracy in assessing effectiveness of lesson as related to instructional outcomes
4.a.2. / Use in future teaching
4.b: / MAINTAINING ACCURATE RECORDS / S / NI / NA / U
4.b.1. / Student completion of assignments
4.b.2. / Student progress in learning
4.b.3. / Noninstructional records
4.b.4. / Full and active compliance with school and district requirements for maintaining accurate and complete records
4.c: / COMMUNICATING WITH FAMILIES / S / NI / NA / U
4.c.1. / Information about the instructional program
4.c.2. / Information about individual students
4.c.3. / Service to the school
4.c.4. / Participation in school and district projects
4.c.5. / Full and active compliance with district requirements for communicating with families regarding students
4.d: / PARTICIPATING IN A PROFESSIONAL COMMUNITY / S / NI / NA / U
4.d.1. / Relationships with colleagues
4.d.2. / Involvement in a culture of professional inquiry
4.d.3. / Service to the school
4.d.4. / Participation in school and district projects
4.e: / GROWING AND DEVELOPING PROFESSIONALLY / S / NI / NA / U
4.e.1. / Enhancement of content knowledge and pedagogical skill
4.e.2. / Receptivity to feedback from colleagues
4.e.3. / Service to the profession
4.e.4. / Full and active participation in professional development events and opportunities, consistent application of new learning in the classroom and sharing of learning with colleagues
4.f: / SHOWING PROFESSIONALISM / S / NI / NA / U
4.f.1. / Integrity and ethical conduct
4.f.2. / Service to students
4.f.3. / Advocacy
4.f.4. / Decision making
4.f.5. / Compliance with school and district regulations
4.f.6. / Full adherence to school and district procedures and regulations related to attendance, punctuality
4.f.7. / Full knowledge of Professional Code of Conduct and full commitment to professional standards
S = SATISFACTORY / NI = NEEDS IMPROVEMENT / NA = NOT APPLICABLE / U = UNSATISFACTORY
SUMMARY STATEMENT BY OBSERVER:
TEACHER RESPONSE:
Teacher’s Signature and Date
Indicates that the Observation has been received and read by the teacher / Observer’s Signature and Date
Original to Teacher Copies to Observer, District File
EXAMPLES OF DOCUMENTATION THAT TEACHERS SHOULD PROVIDE AS EVIDENCEOF EFFECTIVE TEACHING AND LEARNING AS RELATED TO THE 4 ASSESSED CATEGORIES
ü / CHECK THE DOCUMENTATION PRESENTED / ü / CHECK THE DOCUMENTATION PRESENTED
Professional meeting agendas and role played by teacher at faculty, department and grade level meetings / Lesson plans reflect varied learning styles: auditory, visual and kinesthetic
Formative and summative assessments of oneself / Teacher uses multiple data sources to inform decision making
Self-assessment results / Teacher uses multiple data sources to inform lesson planning
Rubrics and assessments developed for students and used by the teacher / Teacher provides evidence of student learning in advance of summative evaluation
Measurable goals written for cognitive, affective and psychomotor domains / Member of professional organization
Knowledge of Title 22 – Chapter 4: Academic Standards and Assessment / Complies with School Board and District policies and teacher handbook
Knowledge of Title 22 – Chapter 14: Special Education / Course work toward permanent certification
Knowledge of Title 22 – Chapter 16: Gifted Education / Working toward Master’s or Doctoral Degree
Knowledge of Title 22 – Chapter 15: Other Handicapping Condition / Substitute Folder complete and prepared for arrival of substitute teacher
4Sight Data with analysis and interpretation / Membership in professional organizations
SFA Data with analysis and interpretation / Leadership in professional organization
Methods used for grouping students for instruction / Attendance at a professional conference
Samples of school rules, expectations; activities that support instruction and learning / Evidence of reflection on current practice and associated changes made in future instruction
Effective use of bulletin boards and learning centers / Volunteer work in school community
Ways to organize the classroom / Volunteer work in community of residence
Graphic organizers and advance organizers / EDR Mentor position
Classroom management techniques / Skills, talents, hobbies, avocations
Application of learning theory to specific practice / Non-school related service to the community
Samples of behavior management plans / Professional reading
Samples of remediation and enrichment activities / Publication of professional articles
Incorporation of field trip experiences or school assemblies into classroom lessons and instruction / Articles from professional journals that influenced decision-making
Examples of follow-through and follow-up on responsibilities / Documentation of attendance at school board meetings
Examples of notes to students, teachers, parents and support staff / Annotated bibliography of professional materials reviewed or studied
Examples of ways of providing feedback to students, teachers, parents and support staff / Use of technology: email, office communications, computerized progress reports, teacher and student resources
Examples of ways used to motivate students / Use of assessment rubrics
Effective application of inclusive education practices / Use of multiple assessments
PA Standards, Assessment Anchors and Eligible Content integrated in lesson plans / Teacher complies with expectations of Classroom Observation Instrument
Particularly relevant and significant journal entries / Teacher’s previous formative and summative evaluation reports
On the spot thinking, ability to change plans with little notice
Reflections on teaching and learning and classroom leadership
Examples of own philosophy of education and leadership as demonstrated with students, staff, parents and support staff.
Documentation of participation in inservice day activities
IEP conferences, multidisciplinary team meetings
Formal pre and post conferences with teachers
Informal conferences with teachers
Masters’ or Doctoral level courses and their outcomes
Attendance at professional conferences
Progress toward completion of Act 48 Hours requirements
Presentation of workshop or lecture at a professional conference
Lesson plans reflect differentiated instruction
Consistent punctuality, attendance
Participation in professional organizations
Woodland Hills School District Professional Employee Formative Observation Report Page 1 of 4