SD5LRC Revised CM Guide for Observations 91814 (2)
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1 0 2 0 D u t c h F o r k R o a d , I r m o , S o u t h C a r o l i n a 2 9 0 6 3
Guide for Informal Classroom ObservationsSchool District Five of Lexington and Richland Counties
Fall 2014
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Table of Contents
Introduction 3
Framework for Sustained Practices 3
Purpose of Informal Classroom Observations 4
Description of Informal Classroom Observations 5
Three Bold Actions 6
Recommended Strategies for Ensuring Accurate Observations 7
Standard I: At A First Glance 8
Standard 2: Instructional Strategies 12
Standard 3: Instructional Activities 19
Standard 4: Technology Integration 21
Standard 5: Rigor/Relevance 24
Standard 6: Learning Conditions 28
Standard 7: Instructional Feedback 30
Standard 8: Assessment 33
Standard 9: Lesson Closure 38
Providing Quality Feedback to Teachers 39
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Introduction
The practice of conducting informal classroom observations provides all school
stakeholders with the opportunity to observe first hand the instructional strategies, practices,
and assessment formats used in classrooms throughout the district. This process provides
formative assessment data that answers the question, what does teaching and learning look
like in our district? Examining and analyzing data is a key practice of continuous improvement
in School District Five of Lexington and Richland Counties. The informal observation protocol
outlined in this document provides a structure for consistent expectations across the district
while allowing schools to address specific individual needs. This protocol is designed to
document the expected outcomes of the schools/districts focused professional learning and
the effectiveness of the district strategic and school improvement plan.
This protocol should be viewed as a non-threatening tool to stimulate professional
conversations, both internally and externally, as we raise expectations for all within a
collaborative environment. Consistent and appropriate use of this valuable tool will allow us to
continue providing a challenging curriculum with high expectations for learning that develops
productive citizens who can solve problems and contribute to a global society.
Framework for Sustained Practices
What would our school and/or district look like if structures were in place to clearly
denote what instruction actually looked like in all classrooms along with collected and
analyzed observational data that could speak precisely to patterns, trends, or other mitigating
factors that were the result of effective or ineffective instructional practices? Administrators
today can no longer serve in the capacity of building managers and maintain a continuous
pulse on the academic/instructional vital signs of the school.
Ing (2010) found, the logic underlying the relationship between classroom
observations and instructional leadership is that principals who observe classroom instruction
and provide feedback or take some other action help teachers adjust their practices or grow
professionally. A simple concept such as informal walk-through classroom observations has
far reaching implications if it is accompanied by a deep understanding of the organization,
vision and insight, a quest for new knowledge, a desire for improved performance, self-
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reflective activity, and a willingness to effect change(Fullan, 2000a, 2000b). In School District
Five of Lexington and Richland Counties, the goals of informal classroom observations are to
help administrators and teachers learn more about instruction and to identify what training
and support teachers need.
The purposes of these observations are as follows:
1. Give and receive safe, non-threatening, qualitative evidence-based feedback to
stimulate in-school dialogue.
2. Reinforce attention to a focus on teaching and learning priorities within a standards-
based environment.
3. Gather and provide qualitative data about instructional practice and student learning to
supplement other data about school and student performance.
4. Stimulate collaborative, professional conversations about teaching and learning
through the gathering of evidence related to the instructional expectation/focus.
5. Learn from each other and from colleagues outside of the school through observing
peers, asking questions, sharing experiences, and providing a variety of perspectives.
6. Deepen an understanding of teaching and learning through ongoing, formative
feedback related to school improvement that supports the schools instructional focus.
It is critical to understand that feedback, which inaccurately classifies observed practices
as either strong or weak can significantly impact the growth and improvement of
teaching and learning throughout the district.
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Description of an Informal Classroom Observation
An informal classroom observation is a. . .
1. tool for sustained incremental growth and progress that links research-based, effective
instructional practices with desired performance outcomes for teachers and students.
2. process for providing and receiving non-threatening evidence based feedback from
colleagues to stimulate collaborative conversations.
3.
strategy for breaking down isolation and promoting interaction between colleagues.
4. snapshot of an instructional focus within a school that when assembled reveals a clear
mosaic of what teaching and learning actually looks like.
An informal classroom observation is not a(n). . .
1. formal Observation
2. evaluation of individual teachers
3.
gotcha opportunity for supervisors or peers
4. dog and pony show
5. an isolated event
6. invitation for inappropriate discussion(s) or gossip
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To ensure that we experience sustained implementation, it is critical that we embrace three
bold actions.
1. Build ObserversCapacity
a. Make sure all observers are well-equipped to conduct accurate observations by
providing them with the knowledge, skills, and tools needed to provide the
type of feedback that will significantly boost student achievement and teacher
performance.
2. Create Conducive Conditions
a.
Ensure all observers have manageable caseloads given their other time
commitments. Asking observes to conduct too many observations might force
them to cut corners in ways that undermine accuracy. Adding more observers
in the form of peer observations and learning walks will create a cyclical culture
of observations and increase the breadth and depth of the program.
3. Monitor and Ensure Quality
a. Analyze data from observations in order to flag patterns that suggest problems
with accuracy.
b. Audit evidence collected by observers to confirm that it aligns with the
established expectations.
BuildObserversCapacity
CreateConduciveConditions
Monitor andEnsure Quality
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Recommended strategies for ensuring accurate observations
Before
School Year
During
School Year
After
School Year
1. Build Observers Capacity
Training
Certification
Tools
Reinforcement
Recertification
2. Create Conducive Conditions
Cultural Change
Caseload
3. Monitor and Ensure Quality
Data Analysis
Additional Observers
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Classroom Mosaic Standards and Indicators Calibration
Middle and High Schools
Standard 1 At A First Glance
When observing, At A First Glance creates the opportunity to scan the room very quickly and
determine what is being taught, what students are doing, how has it been communicated by
the teacher, and the degree of clarity and on-task behavior present.
1.1 Entry Time
a. Beginning The beginning of the class period is denoted by the first thirty minutes
of a ninety-minute block. If the school has less than ninety-minute class periods, the
total class time of a given period should divided by three and the first 1/3 of that
period should be referred to as the beginning.
b. Middle The middle of the class period is denoted by the middle thirty minutes of a
ninety-minute block. If the school has less than ninety-minute class periods, the
total class time of a given period should divided by three and the middle 1/3 of that
period should be referred to as the middle.
c. End The end of the class period is denoted by the last thirty minutes of a ninety-
minute block. If the school has less than ninety minute class periods, the total class
time of a given period should divided by three and the last 1/3 of that period should
be referred to as the end.
1.2 Learning Target/Essential Question/Focus Question of the Day
The learning target, essential question, or focus question of the day should frame the
instruction prominently throughout the class period. The purpose of the learning target or the
essential question of the day is to provide students an understanding of what they should learn
during the class on that particular day. If the objective or focus question is not displayed, then
the observer should enter No Learning Target, Essential Question or Focus Question of the
Day.
1.3 Clear Learning Intentions
Students learn best when they understand what they are learning and what is expected
of them.Clear learning intentions are present when:
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Students can clearly denote (upon request/prompting) what they should be doing or
the specific outcomes of the lesson
In order for teachers to create clear learning intentions, they must do the following:
o use words associated with learning
o use child friendly language
o use SMART learning intentions
o set the learning intention in context.
o address all learning modalities (visual, tactile, & kinesthetic) and framing the
intentions.
1.4 Students on Task
Students on task should be calculated by taking a sum total of the number of students
present in the class that are actively on task as indicated by the teachers instructions and applya mathematical generalization. They should be determined as follows:
1. None No students are on task as specified by the teacher
2. Few The bottom third of the sum total (example5 out of 20) are on task as
specified by the teacher.
3.
Some Half of the sum total (example10 or more out of 20) are on task as
specified by the teacher.
4.
Most Two thirds of the sum total (example15 or more out of 20) are on task asspecified by the teacher.
5. All All students present for the lesson are actively on task as specified by the
teacher.
1.5 Inserting a Picture
Inserting a picture into your observation can help to capture the essence o f whats
going on in the classroom. It should be intended to share the amazing work being done and
not to cast a negative light on any matter.
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1.6 Agenda/Notes
An agenda or list of instructional activities should be displayed prominently throughout
the class period. The purpose of an agenda is for students to be able to enter the class at
anytime and know immediately what will be done for the lesson. Also, the agenda will allow
those students who have missed a portion of the instructional period to determine that plus
what they have left to complete.
Samples:
ELA
Objective / Focus Question:
How do readers use evidence to support the development of a theme in a literary text?
Agenda:
1. Independent Reading- list response method
2. Mentor Sentence- list focus skill
3. Whole Class instruction- supporting themes with evidence
4. Small groups- finding and evaluating supporting evidence
5. Exit Slip- What questions or answers do you have in regards to today's focus.
Math
Objective/Focus Question
Today we will solve equations and inequalities in one variable.
Agenda:1. Set: Lesson Goal and Agenda
2. Problem Solving Day 2: Reread your task and make a plan for finding a solution (10
minutes)
3. Review of homework problems (10 minutes)
4. Whole Class Instruction guided practice with solving equations and inequalities (20
minutes)
5. Small Groups create and solve an equation or inequality from a word problem.
Present solutions to the whole group. (30 minutes)
6. Close: Homework Assignment
Exit Slip:What is one success you had today with solving equations and inequalities?
What is one question you still have about understanding todays work?
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Science
Objective / Focus Question
Students will identify the structure and function of eukaryotic cell organelles.
Agenda:
1. Journal / Bell Work
2. Notes Foldable on Organelles
3. Microscope Lab: Onion / Plant Cells
4. Notes Foldable on Organelles
5.
Assign Cell Project and Answer Questions
6. Exit Slip for the Day
US History and ConstitutionObjective/ Focus Question of the Day
Why and how did political parties develop in the 1790s?
Agenda:
1. Introduction of political parties
2. Small group preparation time
3. Simulation of President Washingtons cabinet meeting: domestic policy.
4. Complete Compare/Contrast graphic organizer
5. Small group preparation time
6. Simulation of President Washingtons cabinet meeting: foreign policy
7. Complete Compare/Contrast graphic organizer
8. 5 minute writing: How and why did political parties develop in the 1790s?
Fine Arts
Objective/Focus Question:
How is visual composition different between a Fine Artist and a Commercial Artist?
Agenda:1.
Discuss the differences between a Fine Artist and a Commercial Artist by using clear
examples.
2. Explain and model the 3 basic rules of visual composition used by a Fine Artist (Golden
Section, Rule of 1/3's and the S-Curve)
3. Student artists create a piece of artwork, which incorporates each of the 3 basic rules.
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Standard 2 Instructional Strategies
What constitutes effective instructional strategies, that when observed, will equate to
sound teaching and learning? Research convincingly demonstrates that when certain
instructional strategies are implemented appropriately, then they can increase student
achievement (Marzano, Pickering, & Pollock, 2001). Instructional strategies determine the
approach a teacher may take to achieve standards/indicators/essential questions. The methods
used by teachers to create learning environments specify the nature of the activity in which the
teacher and learning will be involved in during the lesson.
2.1 Activating Prior Knowledge-Activating prior knowledge helps students make
connections between previous learning and new information they will be learning. By tapping
into what students already know, teachers increase relevance and assess foundational
knowledge.
How it looks in the classroom:
KWL charts
Brainstorming
Turn and talk
Think, pair, share
Anticipating guides
Entrance Slips
Gallery Walks
Entrance Slips
Journal Prompts
2.2 Explicit Direct Instruction
a. Defines clear learning intentions - The learning intention (or objective) for a lesson or
series of lessons is a statement, which describes clearly what the teacher wants the
students to
know,
understand, and
be able to do...as a result of the learning and teaching activities.
How it looks in the classroom:
The teacher shares this learning intention with students, orally and in writing.
The learning intention is shared with students at the beginning of a lesson and
unit.
The learning intention could also be called the learning objective or goal. The
terminology is not important, but the purpose certainly is.
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b.
States explicit success criteria
Learning goals help students identify and understand what they are expected to learn.
Success criteria provide the tools for students to monitor their
progress towards achieving the learning goals. Clearly it is simply not enough for the
teacher to know what they are looking for, the student must also know. Hattie and
Timperly (2007) identify three questions to guide student learning:
Where am I going?
How am I going?
Where to next?
While learning goals help students answer the question Wheream I
going?,success criteria help students answer the question, Howam I
going?
How it looks in the classroom:
Checklists
Rubrics
Demonstration
Reflection
Practice
Evaluation
Clearly outlined
performance criteria
Exemplars posted in
the classroom
c.
Builds commitment and engagement in the learning task
Also known as the hook, this method is a short introductory moment
that captures what's interesting and engaging about the lesson and puts
it out front."
How it looks in the classroom:
Quick story, using quotes
Real world
examples/relating to
student experiences
Analogy
Use of a prop
Media infusion (videos,
spoken word, etc..)
Challenge, competition,
skit, etc
Inserting humor
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d.
Presentation of the lesson
Presenting subject matter often depends on the topic, resources
available, time allotted for the lesson, and the interest level expected of
the student.
How it looks in the classroom:
Direct Instruction
Modeling/Demonstration
Small group discussions
Simulations
Technology integration
e.
Guided practice
Guided practice is an activity that provides students the opportunity to
grasp and develop concepts or skills and requires teachers to monitorstudent progress. Teachers should use guided practice following the
introduction of new content and skills and as an additional check for
understanding, prior to closure, to determine the level of mastery, and to
provide individualized instruction and feedback.
How it looks in the classroom:
A set of questions that requires
students to work through newlearning.
Cooperative learning strategies
I do, we do, you do
Graphic Organizers
Jigsaw activities
Foldables
Interviews
Think, pair, share, write
Technology
Feedback
f. Independent Practice
Through independent practice, students have the opportunity to refine and
improve their skills and synthesize new knowledge by completing a task on their
own and away from the teachers direct involvement. Independent practice can
take the form of skill reinforcement activities but it is also important to think of
other ways for students to reinforce and practice the given skills during the
instructional period.
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How it looks in the classroom:
Completing Venn
diagrams
Graphic organizers
Quick write (minute
paper)
Journals
Assigned problems
g. Lesson closure
Closure is the time when you wrap up a lesson plan and help students
organize the information into a meaningful context in their minds.
How it looks in the classroom:
Questioning
Exit slip
Journal entry
Whip around
3-2-1
Gallery Walk
Fishbowl
Three Ws
2.3 Formative Evaluation/Feedback - According to Hattie (2012) and Black & William
(2001), formative evaluation refers to any activity used as an assessment of learning to gather
information before or during the learning process to guide further instruction. In contrast with
formative assessment, the summative assessment evaluates what students know or have
learned at the end of the teaching, after all is done.
How it looks in the classroom:
Observations
Questioning
Peer/Self assessment
Four corners
Discussion
Kinesthetic assessments
Written response
2.4 Facilitating Problem Solving- Creating structures in which students are working
through the details of the problem to reach a solution. Effective problem solving is the
intersection of what students know and what they have learned.
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How it looks in the classroom:
Real world problems
Brainstorming and barriers
Scenarios/analyses/solutions
Action plans
2.5 Questioning - The task of asking the right types of questions can be the difference
between a great lesson and a mediocre one. It can also be the difference between high and low
results. Effective open ended, higher order thinking strategies challenges students at an
appropriate level, invokes critical thinking and inquiry, motivates students, and leads into well
designed discussions. Questioning can be used as a formative assessment for the teacher and
to check for understanding. When students are required to ask questions, it can also be used
as a means of engaging the students in the content. Extra Descriptors: wait time, multiple
types of questions, students asking questions, wide variety of students participating, varying
levels of rigor in the questions, require or prompt for explanation in answers.
How it looks in the classroom:
Open-ended
Aligned to Webbs
Depth of Knowledge
Cold calls
No opt out
Think, ink, pair-share
Whiteboards
Hot seat
Fist-to-Five or Thumb-Ometer
Four Corners
2.6 Cooperative Learning - Research shows that organizing students into cooperative
groups yields a positive effect on overall learning. When applying cooperative learning
strategies, keep groups small, don't overuse this strategy, and be systematic and consistent in
your approach. Cooperative Learning is distinguished from interactive pairs in that the groups
in cooperative learning have an assigned task, project, or outcome to complete and that the
students in the groups have assigned roles including, but not limited to, facilitator and time-
keeper. The teachers intention for the task may drive how groups are formulated (interests,
ability-level, strengths). In addition, all students are required to participate in order to
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complete the task, project, or outcome. Students are held accountable as a group and as
individuals.
How it looks in the classroom:
When grouping students, consider a variety of criteria, such as common
experiences or interests.
Vary group sizes and objectives.
Design group work around the core components of cooperative learning-
positive interdependence, group processing, appropriate use of social skills,
face-to-face interaction, and individual and group accountability.
Integrate content and language through group engagement, readers theatre,
pass the pencil, circle of friends, cube it, radio reading, shared reading andwriting, plays, science projects, debates, jigsaw, group reports, choral reading,
affinity diagrams,
Students tackle word problems in groups and explain their answers, etc.
2.7 Generating and Testing Hypothesis - Research shows, a deductive approach (using a
general rule to make a prediction) to this strategy works best. Whether a hypothesis is induced
or deduced, students should clearly explain their hypotheses and conclusions.
General Hypothesis: How it looks in the classroom:
Students creating a new idea about something based on given information.
Could involve If/then statements.
Testing Hypothesis: How it looks in the classroom:
Problem-solving
Justifying (using evidence)
Researching, recording, and analyzing results.
Students defending the purpose of the hypothesis
2.8 Summarizing and Note Taking- These skills promote greater comprehension by asking
students to analyze a subject to expose what's essential and then put it in their own words.
According to research, this requires substituting, deleting, and keeping some things and
having an awareness of the basic structure of the information presented.
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How it looks in the classroom:
Teachers modeling and explaining strategies for determining what is important
and providing feedback to students as they practice.
Teacher provides a set of rules for creating a summary.
When summarizing, ask students to question what is unclear, clarify thosequestions, and then predict what will happen next in the text.
Students determining the most essential information using a variety of
structures.
2.9. Other Instructional Strategy - The other instructional strategy input is the area where
you would note any additional strategies utilized by the teacher that do not fall into one of the
aforementioned areas.
2.10. Notes Qualitative Feedback - The notes section should be used to provide precise
(objective) feedback to the teacher. The use of guiding and probing questions will prompt
teachers to reflect deeply about the instructional choices made during a lesson often by
strategically analyzing how specific practices affected student learning. Deliberate feedback is
the key resource for engaging in improved teaching and learning. Teachers need to receive
meaningful, high quality feedback during each observation with specific look-fors to act on to
enhance instruction.
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Standard 3 Instructional Activities
Instructional activities are the specific things students are doing in the classroom which
are specifically planned by the teacher to master the content taught. The ultimate instructional
activity places the student in charge of learning, creates a rich learning environment, a
motivation to learn, where students do all the hard work of learning, while the teacher merely
facilitates the learning. According to Myers and Jones (1993), active learning involves providing
opportunities for students to meaningfully talk and listen, write, read, and reflect on the
content, ideas, issues and concerns of an academic subject.
How it looks in the classroom:
3.1 Students are engaged in
Creating Authentic Work
Completing Projects
Using Technology for learning
Discussion (student-to-student,
student-to-teacher)
Delivering Presentations
Listening and Responding
Receiving Information (lecture,
video clip, etc)
Note Taking (Cornell, Two
Column, Outline, etc)
Guided Practice
Independent Practice
Problem Solving
Other - The other instructional strategy input is the area where you would note any
additional instructional activities utilized by the teacher that do not fall into one of
the aforementioned areas.
For informational purposes, we are linking to thiswebsite,where you will find aglossary of instructional strategies.
3.2 Student Configuration-How the teacher configures students for learning will play a
significant role in effectiveness of the learning outcomes. There are many different ways to
configure students for learning. In this section, we will speak about four different ones.
3.2.1 Whole Class:This configuration as it is clearly indicated by its name is when the class is
taught as a whole and the teacher teaches students within a common framework. This is
the simplest approach for teaching. The teacher benefits by:
having more contact with all students
easier monitoring of student progress and behavior
increased student engagement by working with the whole class in specifically
designed activities.
http://www.beesburg.com/edtools/glossary.htmlhttp://www.beesburg.com/edtools/glossary.htmlhttp://www.beesburg.com/edtools/glossary.htmlhttp://www.beesburg.com/edtools/glossary.html -
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3.2.2 Individual: This configuration occurs when students are assigned individual tasks and
are not allowed to work with their peers/classmates.
3.2.3 Cooperative Groups: This particular configuration is a method of teaching and
learning in which students team together to explore a significant question or create a
meaningful project. A defined group of students working together or students from
different schools working together over the Internet on a shared assignment are both
examples of cooperative grouping. Some specific strategies are as follows:
Think/Pair/Share
Placemat and Round Robin
Jigsaw
Numbered Heads
Plus, Minus, Intriguing (PMI) = Liked, Didnt, Intriguing
3.2.4 Interactive Pairs/Trios: This configuration occurs when students are grouped in 2s or
3s. It's important to have small groups (with specific parameters) to allow each student
to confer and discourse. This activity works ideally with questions to encourage deeper
thinking, problem-solving, or critical analysis. The students will first consider the
question on their own, then discuss it in pairs, and then finally together in the whole
class. Some examples include:
Interview or role play
Jigsaw
Case Studies
Concept Sharing
Brainstorming
Pro/Con Discussion
Notes Qualitative Feedback - The notes section should be used to provide precise (objective)
feedback to the teacher. The use of guiding and probing questions will prompt teachers to
reflect deeply about the instructional choices made during a lesson often by strategically
analyzing how specific practices affected student learning. Deliberate feedback is the key
resource for engaging in improved teaching and learning. Teachers need to receive
meaningful, high quality feedback during each observation with specific look-fors to act on in
lesson preparation, execution, and reflection.
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Standard 4 Technology Integration
The basis for our technology practices lies in our superintendents vision, the need to
prepare our students for an ever-changing job force, and technological advancements.
Integrating technology with classroom practice can be a great way to strengthen engagement
by linking students to a global audience, turning them into creators of digital media, and
helping them practice collaboration skills that will prepare them for the future. The key in
accomplishing this task is making absolutely sure our teachers and students comprehend the
SAMR (Substitution, Augmentation, Modification, and Redefinition) Model developed by Dr.
Ruben Puentedura.
The Substitution Augmentation Modification Redefinition Model offers a method of
seeing how computer technology might impact teaching and learning. It also shows a
progression that adopters of educational technology often follow as they progress through
teaching and learning with technology. While one might argue over whether an activity can be
defined as one level or another, the important concept to grasp here is the level of student
engagement. One might well measure progression along these levels by looking at who is
asking the important questions. As one moves along the continuum, computer technology
becomes more important in the classroom but at the same time becomes more invisibly woven
into the demands of good teaching and learning.
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How it looks in the classroom:
4.1 Technology used: Select this input if you see evidence of technology being used for a
specific instructional outcome during the lesson.
4.2
The teacher is:4.2.1 conducting 1:1 classroom lessons
4.2.2 delivering presentations with graphics and sound
4.2.3 presenting information visually
4.2.4 facilitating group discussions through devices
4.2.5
creating digital scaffolding for student projects
4.2.6
facilitating students using technology for an assessment
4.2.7
interacting with students and curriculum through appropriate social mediachannels.
4.3 The students are:
4.3.1 downloading instructional materials
4.3.2
creating and using online resources to facilitate inquiry
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4.3.3
posting and responding to online academic discussions
4.3.4
Research and discerning reliable information from credible sources
4.3.5 uploading classwork in a digital environment
4.3.6 engaging in individual and collaborative projects
4.3.7 using modeling and simulations
4.3.8 writing, developing, inventing, and publishing products
4.3.9 creating scaffolding for their own projects/products
4.3.10
participating in real time academic discussions
4.3.11
managing time and organizing work in digital environments
4.4 Inserting a photo
4.5Notes: Qualitative Feedback- The notes section should be used to provide precise(objective) feedback to the teacher. The use of guiding and probing questions will
prompt teachers to reflect deeply about the instructional choices made during a lesson
often by strategically analyzing how specific practices affected student learning.
Deliberate feedback is the key resource for engaging in improved teaching and
learning. Teachers need to receive meaningful, high quality feedback during each
observation with specific look-fors to act on in lesson preparation, execution, and
reflection.
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Standard 5 Rigor/Relevance
Rigor is aligned with Webbs Depth of Knowledge(DOK). The categories represent the
shift from the noun to a verb signifying actions to be mastered by the students. DOK and
Blooms can work together. DOK measures the depth at which a student must know,
understand or apply information. Its what comes after the verb. To what extent should
something be described? Different standards require different depths of knowledge or
understanding. Teachers need to match the DOK levels of activities, strategies and
assessments with what is required by the standard. When students are able to answer
questions designed for recall, skills and concepts, strategic thinking, and extended thinking,
they will be able to demonstrate cognitive behaviors consistent with performance levels (met
and exemplary) indicated in our states accountability manual. Lower level questions (recall
and skills and concepts) evaluate students preparation and comprehension. The higher level
questions require strategic and/or extended thinking which results in higher levels of content
mastery. They encourage students to think more deeply and critically, facilitate problem
solving, encourage discussions, and stimulate intellectual growth. For descriptive purposes,
the following should apply:
5.1.1 Level 1: Recall- Curricular elements in this category involve basic tasks that require
students to recall or reproduce knowledge and/or skills. The subject matter content at this
particular level usually involves working with facts, terms and/or properties of objects. It may
also involve use of simple procedures and/or formulas. There is little transformation or
extended processing of the target knowledge required by the tasks that fall into this category.
Key words that often denote this particular level include: list, identify and define. A student
answering a Level 1 item either knows the answer or does not; that is, the answer does not
need to be figured out or solved.
You will see them:
Reciting
Recognizing
Defining
Labeling
Matching
Identifying
Memorizing
Stating
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5.1.2 Level 2: Skills/Concepts- Level 2 includes the engagement of some mental processing
beyond recalling or reproducing a response. This level generally requires students to contrast
or compare people, places, events and concepts; convert information from one form to
another; classify or sort items into meaningful categories ; describe or explain issues and
problems, patterns , cause and effect, significance or impact, relationships, points of view or
processes. A Level 2 describe or explain would require students to go beyond a description or
explanation of recalled information to describe or explain a result or how or why. The
learner should make use of information in a context different from the one in which it was
learned.
Elements found in a curriculum that fall in this category involve working with or applying
skills and/or concepts to tasks related to the field of study in a laboratory setting. The subjectmatter content at this particular level usually involves working with a set of principles,
categories, heuristics, and protocols. At this level students are asked to transform/process
target knowledge before responding. Example mental processes that often denote this
particular level include: summarize, estimate, organize, classify, and infer. You will see them:
Classifying
Comparing
Inferring
Categorizing
Identifying patterns
Predicting outcomes
Making observations
Summarizing
5.1.3 Level 3: Strategic Thinking- Items in this category demand a short-term use of higher
order thinking processes, such as analysis and evaluation, to solve real-world problems with
predictable outcomes. Stating ones reasoning is a key marker of tasks that fall into this
particular category. The expectation established for tasks at this level tends to require
coordination of knowledge and skill from multiple subject-matter areas to carry out processes
and reach a solution in a project-based setting. Key processes that often denote this particular
level include: analyze, explain and support with evidence, generalize, and create. There is
almost always more than one right answer at level 3, which is why evidence is a crucial part.
You will see them:
Revising, Formulating, Critiquing, Assessing, Constructing, Investigating
Developing a logical argument
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Using concepts to solve non-routine problems
Drawing conclusions and citing evidence from the text
5.1.4 Level 4: Extended Thinking - Curricular elements assigned to this level demand
extended use of higher order thinking processes such as synthesis, reflection, assessment and
adjustment of plans over time. Students are engaged in conducting investigations to solve
real-world problems with unpredictable outcomes. Employing and sustaining strategic
thinking processes over a longer period of time to solve the problem is a key feature of
curricular objectives that are assigned to this level. Key strategic thinking processes that
denote this particular level include: synthesize, reflect, conduct, and manage. You will see
them:
Designing
Connecting
Synthesizing
Critiquing
Analyzing
Creating
Proving
Applying concepts
5.2 - The Relevance Framework - is based on the work of William R. Dagget. When
instructional practices and understanding are able to answer the inevitable question where
will I ever use what Im being taught today, the lesson has relevance. The only lingering
question at that point is to what degree?
5.2.1Knowledge in Subject Area: When material is presented in the context of a
singular course or topic, it is said to have only an acquisition degree of relevance. In this
mode, students gather and store bits of knowledge and information. Students are
primarily expected to remember.
5.2.2
Cross Curricular Connections: When course topics are presented in an integrated
thematic fashion that connects English to Social Studies or Math to Science, students
are able to draw conclusions and make connections to several concepts simultaneously.
When this occurs, they are able to solve problems, design solutions, and complete
work.
5.2.3 Connections to Student Experiences: Generally there is a disconnect between what is
taught and the experiences for all students. When information is presented in such a
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fashion that it connects student experiences to conceptual understanding, an increase
in student achievement will occur. Some examples are as follows:
Making connections between lesson content and popular culture, current events, global
landmarks, language, music, television, sports etc.
Using varied tools and strategies (quizzes, instant polls, "What do you know/want toknow charts, etc.) to learn more about students current content knowledge
Exploring similarities across languages and cultures to understand terms, concepts, and
new vocabulary
Taking advantage of student interests to investigate a concept or idea in greater depth
Incorporating personalized real-life scenarios, stories, or trivia to make objectives
relevant to students lives
5.2.4 Real World Applications: When material is presented in a real world authentic
context, it provides the highest degree of relevance and mimics the necessary hardskills needed in everyday life. Real world applications taught through vehicles such as
problem or project-based learning will allow students to demonstrate the competence
to think in complex ways and to apply their knowledge and skills. Even when presented
with unknowns and unpredictable situations, students are able to useextensive
knowledge and skill to create solutions and take action that further develops their skills
and knowledge.
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Standard 6 Learning Conditions
Learning conditions must be conducive for optimal results. When the learning conditions are adequate, the following will be
clearly present:
The teacher creates and maintains the physical environment of his or her classroom as a safe place that is conducive to
learning.
The teacher creates and maintains a positive affective climate in his or her classroom.
The teacher creates and maintains a culture of learning in his or her classroom.
Indicator Not Observed Approaching Evident
6.1 - Environment
Promotes Learning
Room is messy/chaotic OR
Room is too clinical/bare
All items on the wall have no
instructional purpose
Classroom arranged
with consideration of
classroom
management only,
not instructional
needs
Little student work
posted or academic
dcor
Classroom arranged in manner so that all may participate
Comfortable temperature; appropriate lighting
Rapport between teacher & students and students & students
Appropriate pace
Classroom environment is appropriate for learning with students comfortably at
ease and on task
Student work and academic dcor creates inviting atmosphere of learning
6.2 Student/Teacher
Interactions
Teacher is aloof and cold; or
teacher is too concernedabout being friends
Teacher acts solely as
instructor, not asfacilitator
Teacher is either too
rigid or too relaxed
Traditional pattern
TST
Teacher and students ask and answer questions.
Appropriate wait time
Mutual respect/rapport
All students participate random questioning technique employed Cooperative learning evident
Rich conversation evident
Exceptional pattern TSSST
or SSTS
6.3
Transitions/Routines/
Procedures
Students unclear about
proceduresTrans./Rout/Proc not
carried out
consistently
Established routines evident for non-instructional tasks
Minimal loss of ins tructional time for transitions/procedures
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6.4 Classroom
Management
Students disengaged
Rules are so rigid that
students are afraid to interact
with each other or the teacher
or no clear guidelines;
Too loose
Rules posted but not
consistently enforced
or ineffective
Rules/consequences posted
no/minimal disruption of learning due to student misbehavior
off task behavior addressed appropriately
PBIS use evident
6.5 Appropriate
Student Work Posted
No evidence of student work Material posted is outof date
exemplary work posted as model for student learning (Bulls eye)
sampling of student work posted grade undisclosed
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Standard 7 Instructional Feedback
Providing the right kind of feedback to students can make a significant difference in
their achievement. Feedback should be FAST Frequent, Accurate, Specific and Timely. There
are two key considerations. First, feedback that improves learning is responsive to specific
aspects of student work such as a test or homework answers and provides specific and related
suggestions. Second, It helps to reduce the gap between the students current level of
understanding and/or performance and a desired goal. You should see a clear link between the
teacher comment and the student's answer, and it must be instructive. This kind of feedback
extends the opportunity to teach by alleviating misunderstanding and reinforcing learning.
Students need frequent opportunities to demonstrate what they know and receive suggestions
for improvement. Formative feedback, which occurs during learning is active and helps
students to recognize their progress and respond to enhance their achievement. There are six
ways in which feedback that can be given to students:
7.1 Is feedback given? If so, how?Note specifically in the comments section.
7.2 Timely:Feedback must be timely. If students receive feedback no more than a day after a
test or homework assignment has been turned in, it will increase the window of opportunity for
learning. When students are engrossed in figuring out a difficult task, feedback should be
delayed; however, when students can use feedback to complete a task, immediacy helps.
Providing immediate feedback can encourage students to practice, and it helps them make
connections between what they do and the results they achieve. Delaying feedback may
encourage development of cognitive and metacognitive processing for high-performing
students, yet it may cause frustration for struggling and less-motivated students. Examples of
timely feedback are as follows:
Immediate oral responses to questions of fact
Feedback occurs while students are still mindful of the topic, assignment, orperformance in question
A test or assignment returned the next day
Response systems, text messaging, or polling to provide immediate results.
7.3 General:General feedback is just that; general. This type of feedback describes in vague,
general terms the teachers reaction to a skill attempted. It is somewhat socially reinforcing.
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These types of statements dont tell the students exactly what is good, nor do they give
him/her information to be used in the next skill attempt. Examples of such statements are:
Good job
Way to go
You can do it
Thats great
7.4 Clarifying:This type of feedback clears up misconceptions, redirects, and presses for
student understanding. Typically, feedback categorized as clarifying identifies concepts that
may be perceived as confusing or cumbersome. The goal of clarifying feedback is to ensure
that students demonstrate the desire intent of requirements. Some examples are as follows:
Students, remember we discussed that the patient has been depressed since she began
seeing her psychiatrist in 2009. In other words, she starting seeing her therapist at the
time her depression began in 2009.
The male golfers are handicapped, that is, have the advantage in the game.
7.5 Corrective: Corrective feedback should focus on the effectiveness (or ineffectiveness) of
the strategy employed by the student. As you begin to focus on providing feedback, place the
emphasis on assessment of the strategy the student was using to perform the task, the
outcomes produced by that strategy, and the need to use a more effective and/or efficient
strategy. In short, blame the lack of success on the strategy the student was using, not the
student. For example, consider the following:
Mary, it looks like the check for spelling strategy you were using wasnt working well
for you. Lets see if we can come up with a better way to check your spelling.
7.6 Reinforcing: This type of feedback acknowledges progress to learning and encourages
specific next steps. Reinforcing feedback tells students what they are doing that is working
well. When reinforcing feedback is given to students for achieving specific goals, their
level of achievement is higher. Some examples are as follows:
I love the way your thesis statement clearly sets the framework for your paper.
The design of that physics catapult will produce incredible distance during your vault.Great design!
7.7 Prescriptive: Prescriptive, or specific feedback is the type of feedback that most students
need. Statements that are specifically skill-related are the types of feedback students need as
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they learn the skills or concepts being taught. The types of feedback that are prescriptive and
specific in nature are statements such as:
Turn sideways
Follow through
Use the instep, not the toe to kick. Insert a semicolon here, and place a comma after the authors name
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Standard 8 Assessment
Classroom assessment is among a teachers most essential evaluation tools. When properly
developed and interpreted, assessments can help teachers better understand what their
students are learning. Quality assessment allow a teacher to gather evidence about:
What students know and can do
Students students strengths and weaknesses
Students learning styles and progress
How to plan and conduct instruction
In this section, we will cover several types of assessments.
8.1 Formative Assessments: Formative assessments are ongoing, repetitive measures
designed to provide information to both the instructor and the students concerning students'
understanding of small segments of course material. As an integrated approach to assessment
and instruction, formative assessments emphasize mastery of course material as opposed to
evaluation of performance or assignment of grades. Formative assessments are conducted
throughout the instructional process to monitor students' progress and provide feedback on
strengths and weaknesses. Examples of formative assessment are as follows:
Success Criteria
ABCD Cards Admit Slips
Exit Tickets
Comment Only Marking
Find and Correct Errors
Question Strips Best Composite Paper
Homework Help Board
Suggestion Box
8.2 Quizzes and Tests: Assessments such as quizzes and tests serve to determine how well
each student has achieved standards/indicators or essential questions with a high degree of
accuracy. Additionally, they serve to identify areas where instruction needs improvement, to
diagnose student problems, communicate what material is important and establish basis for
assigning grades. All assessments should be standards-based, contain some common items,
be free of errors and contain clear instructions. Some examples of quizzes or tests are as
follows:
Diagnostic Test
Unit Test
Chapter Quiz
Benchmark Test
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Final Exams
Pop Quizzes
Research Papers
8.3 Student Projects: Student projects are effective when they aligned to standards, contain
a rubric for expectations, appropriate time is given, varying options for different types oflearners are created, displayed in classrooms (without grades), and if group work is involved,
then specific assignments for individual students are given with scaffolded grading for longer
projects. Samples can include:
A study of propeller designs for wind generators
Everyday activities that illustrate chemical principles
Graphic Novel or Readers Theater
8.4 Inquiry: Inquiry-based assessment helps promote, encourage, and evaluate thinkingoutside of the box by participating in discussion, by questioning, doubting, critiquing and
agreeing to form hybridized new ideas. Some examples of inquiry-based assessment could
include:
Portfolios: a collection of information by and about a student that provides a broad
perspective of the student's achievement. A portfolio could contain samples of inquiry-
based projects, laboratories, journal entries and other class activities. Portfolios could
be included in an inquiry-molded assessment rubric and/or to develop a connection
between students, teachers, and parents. A portfolio could also encourage student
reflection, which is a key to inquiry-based learning.
Profile: a collection of ratings, descriptions, and summary judgments by teachers and
sometimes by the student and others to provide a broad perspective of the student's
achievement. A profile could ideally take the place of a normal interim-report or grade-
report. It may document academic achievement, nonacademic achievement, or both.
A profile differs from a portfolio bynot including samples of student work.
Performance Task: a task, a problem, or question that requires students to construct
(rather than select) responses and may also require them to devise and revise
strategies, organize data, identify patterns, formulate models and generalizations,
evaluate partial and tentative solutions, and justify their answers.
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Demonstration (or Exhibition) of Mastery: A formal, more or less, public performance of
student competence and skill that provides an opportunity for a summative
assessment. Demonstrations may also be formative, ongoing, informal, and embedded
in curricula and everyday practice.
8.5 Worksheets: While minimal, there are times when worksheets can be useful in the
classroom. Worksheets used in class can also help direct students' learning out-of-
class. The following list, gives examples of goals that can be addressed by using
worksheets.
Helping students focus on an underlying big picture
Bridging the gap between watching and doing
Focusing students attention in class
Delivering and/or summarizing content efficiently
Encouraging students to communicate their mathematical ideas
Teaching students how to learn from their textbooks
Connecting new material to previously-covered material
8.6 Entrance & Exit Slips: Entry slips and exit slips are written responses from students to
questions that are posed either at the beginning (entry) or the end (exit) of class. Completion
usually take no more than five minutes and you can tell very quickly from these responses
whether students understand the material. Some examples are as follows:
What is the cause/effect relationship between A and B?
What confuses you about the material you read for (entry) / we covered (exit) today?
What are three most important things you learned this class period?
8.7 Graphic Organizers: Venn diagrams, concept maps, charts, graphs, tables, etc. It is
important that students know how to use the graphic organizers to demonstrate knowledge,
make connections, and contrast differences. An example would be the five Ws chart:
What happened?
Who was there?
When did it happen?
Why did it happen?
Where did it happen?
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8.8 Checklists/Rubrics/Exemplars: Rubrics, checklists, and exemplars should provide the
criteria necessary for mastery of a topic or concept as well as outline the components necessary
for completion of an assignment or project. Teachers should review and explain checklists and
rubrics prior to the start of a project or assignment and use exemplars to model expectations.
Students must understand the components of the assignment and how the evaluation will occur.
In addition they should be able to explain and show precisely how to meet the levels of the rubric
or checklist. Sample examples could be:
Essay
Research paper
Science lab report
8.9 Authentic: With this type of assessment, students will demonstrate how to create/perform
a task with a high degree of originality. Students will perform original research or design a unique
composition with authenticity. They will engage in real life problem solving, constructing, and
creating. Some specific examples are as follows:
Essays
Speeches
Demonstrations
Unpredictable real world problem solving
8.10 Written Response(journal, constructed response, essays, reflections, etc.): Requiring
students to respond to prompts, answer questions, or solve problems in writing extends the
thinking process and allows them to establish their voice and practice their skills on a daily basis.
Some examples are as follows:
Informal response prompts
Creating a writing argument
Journal entries
Real world writing scenarios (business letters, newspaper editorials, etc..)
Social Media postings
Blogging
8.11 Performance Based(Art, Music, Dance, etc..): Performance tasks build on earlier content
knowledge, process skills, and work habits and are strategically placed in the lesson or unit to
enhance learning as the student pulls it all together. Such performance tasks are not add-ons
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at the end of instruction. They are both an integral part of the learning and an opportunity to
assess the quality of student performance. When the goal of teaching and learning is knowing and
using, the performance-based classroom emerges.
Performance tasks range from short activities taking only a few minutes to projects culminating in
polished products for audiences in and outside of the classroom. In the beginning, most
performance tasks should fall on the short end of the continuum. Teachers find that many
activities they are already doing can be shaped into performance-learning tasks. Some examples
are as follows:
Songwriting/Authentic Performance
Multimedia Projects
Schematic Drawing
Ted Talk
Writing a book
Delivering a presentation to an authentic audience
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Standard 9 Lesson Closure
Closure is what the instructor does to facilitate wrap-up at the end of the lesson. It is a
quick review to remind students what it is that they have learned (or should have learned) and
allows teachers to see where the studentsknowledge or understanding is in order to assist inplanning for the next lesson.
Indicator Not Observed Approaching Evident
9.1 Lesson
Closure
Observer did not stay
for the closure part of
the lesson or the
teacher did not
incorporate any
strategies to close the
lesson.
The teacher summarizes
the lesson and tells the
students what they
learned. The teacher
restates the objectives of
the lesson along with key
ideas or terms introduced
during the lesson.
Reviews with the
students what they
should know and be able
to do.
Intellectual work is done by the
students (not the teacher). Active
student participation is evident.
Formative assessment (ex. Exit Sips,
Journal Entries, Three Ws, 3-2-1
Processing, etc) is incorporated to
determine what additional practice
is needed, what needs to be re-
taught, and whether or not you can
move on to the next part of the
lesson. Students demonstrate
conceptual understandings, exhibit
their learning, and obtain previews
of future learning experiences.
Reflection is a key element!
9.2 Additional Comments: The additional comments portion of the template serves to bring
together the essential elements of the observed lesson. It is at this time that you will note specific
positive observations sandwiched in-between any items that could benefit from some re-
designing. This is also a great time to leave open-ended, reflective questions for teachers and/or
invite them to an instructional coaching opportunity in the near future (this can be with an
administrator, teacher leader, or peer teacher). Feedback following a lesson observation should
enable teachers to build on their strengths and develop and improve their weaknesses. It is
important to focus on the following:
1. Observed instructional behaviors (not the person)
2. On what you have seen or heard (not what you guess is causing it)
3. Being specific and not generalizing (use examples to support your findings)
4. Sharing ideas and information (connect them with peers performing exemplary)
5. Helping them to find solutions identify achievable targets (tie back into data
teams and/or smart goals).
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Providing Quality Feedback to Teachers
In order to achieve the type of outcomes we desire in our classrooms, the feedback we
provide to teachers must create the type of dialogue and reflection needed for continuous
improvement. When providing feedback to teachers, it is essential that we follow these guidelinesobtained from the University of Oregon:
Describe the positive teacher skill or behavior you saw.
(e.g. I saw or You (insert verb phrase)
Provide a rationale as to why/how that skill promotes or supports student learning.
(e.g. Practicing with partners engages everyone and supports student learning.)
Make statements affirming, but not overdone.
(e.g. avoid Wow! That was AWESOME! or You are the best teacher ever!)
Avoid evaluative statements or implied value judgments.
(e.g. avoid I like or I like the way you )
Here are some specific sample feedback statements (from the University of Oregon) that
can be used:
Allowing more wait time, which you did, gets kids thinking and participating
more.
You corrected every error that I saw. That will help kids become more accurate
decoders more quickly.
You consistently highlighted the new vocabulary words. That will build both
word knowledge and comprehension.
Your comprehension questions often went beyond the literal level. You are
really getting these kids to think about what they read!
I heard you praise kids who were not with an adult but who were doing the right
thing. That will keep them accountable and build independent work habits.