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5
District Name: Tolleson School Name: Desert Oasis Evaluator Type: Peer Evaluator
Teacher Stakeholder ID #
Evaluator Stakeholder ID It
M.I.
M. I.
9_10_12
Post-Conference Date:
9_17_12
Observation #
Cycle 1
4:1ntent br
Teacher Type:
Non-Continuing
Not counting the current school year, how many TOTAL years of teaching experience does this teacher have? Include years outside of this school district. Years: 3-10
Pre Conceptual Understanding Task Analysis Connections to Content Content Accessibility ssment Pre Real-Time Assessment Student Progress Correct Level of Difficulty instructional Strategiegi:A k
litig.:;;Jizafg
...
Obs
3 3
Post
0s
Post
h.-.
: 11:414. :::.
Pre Teacher Role Instructional Approach Practice / Aligned Activity Feedback Monitor and Adjust Analysis of Instruction Learner Engagement
Obs
4 4 4 5
Post
Learner Engagement Comments (Optional)
Mill
'
Student-to-Student Interaction Teacher-to-Student Interaction Authentic Engagement Critical Thinking Learning Community Pre Routines and Procedures Responsibility for Learning Monitoring and Responding to Student Behavior Relationships
4 3 3
Reinforcement Rubric:
Instructional Strategies
Element:
Monitor and Adjust
... .. . .... ... We discussed monitor and adjust as being an element that allows Ashley to check for understanding of her students and also have students evaluate themselves.
Refinement
3
We discussed focusing on student-to-student conversation starters in her writing block to help facilitate discussions.
Date Date
An employee signature on this document indicates that he/she has received the information and has had an opportunity to discuss with the supervisor.
Observation Score Collection Sheet for REIL Learning Observation Instrument Version 2.5
District Name: Tolleson Elementary School District Teacher Stakeholder ID # Evaluator Stakeholder ID # Assignment: Teacher Pre - Conference Date: 11/7/12 School Name: Desert Oasis
Teacher First Name:
Ashley
M.I. M. I.
L
Grade Observed: 5
Observation Date:
11/8/12
Post-Conference Date:
11/13/12
Observation #
Cycle 2
Teacher Type:
Continuing
Not counting the current school year, how many TOTAL years of teaching experience does this teacher have? Include years outside of this school district. Years: 3-10
Content br
e
Pre Conceptual Understanding Task Analysis Connections to Content Content Accessibility Obs
5 4 4
iOn
Post
Teacher guided students to create their own product using a color swatch they selected. She provided many effective representations of each step of the process to ensure students understood the the process as well as the importance.
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iftireZt
!DA - -
The modeling that students witnessed was effective, precise, timely, clear, and used academic vocabulary effectively throughout the entire lesson.
Teacher Role Instructional Approach Practice / Aligned Activity Feedback Monitor and Adjust Analysis of Instruction
Learner Engagement
Obs Student-to-Student Interaction Teacher-to-Student Interaction Authentic Engagement Critical Thinking Post
ni
Rubric:
Instructional Strategies
Reinforcement Element:
Teacher Role
Obs Routines and Procedures Responsibility for Learning Monitoring and Responding to Student Behavior Relationships
Post
Teacher role was varied throughout the entire lesson with the entire class as well as individual students.. Teacher led discussions and facilitation of student learning happened at many different points. Teacher effectively would guide using probing questions, students felt safe asking teacher for help (use of clothespins), teacher explicitly modeled without student input and then through questioning received information from students on stated objective. 1,11
Rubric:
Learner Engagement
Refinement Element:
Student to Student Interaction
There were many opportunities for student to student interaction and students were very focused when interacting. If students had to justify their answer and build on each others ideas they would work towards extending their learning as well as their partners.
Date
i-Ic-12
Date
An employee signature on thidocument indicates that he/she has received the information and has had an opportunity to discuss with the supervisor.
Observation Score Collection Sheet for REIL Learning Observation Instrument Version 2.5 Evaluator Type: Principal School Name: Desert Oasis Elementary
Teacher First Name:
Ashley
Teacher Stakeholder ID # Evaluator Stakeholder ID # Assignment: Fifth Grade Pre-Conference Date: 12-6-12
M.I. M. I.
Observation
Cycle 3
Teacher Type:
Continuing
Not counting the current seltsol year, how many TOTAL years of teaching experience does this teacher have? Include years outside of this school district. Years: 3-10
1 nte
u
Pre Obs 5 5 Post
4.
Obs
Post
Pre Teacher Role Instructional Approach Practice / Aligned Activity Feedback Monitor and Adjust Analysis of Instruction
terner
Obs
5
5
4
5
5
Engagement Post
Cm
(0 'oral
Reinforcement Rubric:
Content
Element:
Conceptual Understanding
Pre Routines and Procedures Responsibility for Learning Monitoring and Responding to Student Behavior Relationships
Obs s
Post
Rubric:
Content
Refinement Element:
Connections to Content
)\ i
Evaluator Si A. natur CtAk ft. Teacher Signatur6 Va.-1,-.c Date
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(2
Discussed how to move students to apply learned skill to interdisciplinary content knowledge to a real world question, problem, issue or event.
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(
1 . 2 - I C( Date
An employee signature on this document indicates that he/she has received the information and has had an opportunity to discuss with the supervisor.
Observation Score Collection Sheet for REIL Learning Observation Instrument Version 2.5
District Name: Tolleson
Teacher Stakeholder ID #
Evaluator Stakeholder ID # Assignment:
M.I. M. I.
Grade Observed:
3 13
Pre-Conference Date:
Observation #
Cycle 4
Teacher Type:
Non-Continuing
Not counting the current school year, how many TOTAL years of teaching experience does this teacher have? Include years outside of this school district. Years: 3-10
. . ts( .-
Instructional Strategies Obs Teacher Role Instructional Approach Practice / Aligned Activity Feedback Monitor and Adjust Analysis of Instruction Learner Engagement
Learning Community Comments (Optional)
Post
Learner Engagement Comments (Optional)
4 4
5 3 4
Student-to-Student Interaction Teacher-to-Student Interaction Authentic Engagement Critical Thinking Learning Community Rubric: Instructional Strategies Reinforcement Element: Critical Thinking
Routines and Procedures Responsibility for Learning Monitoring and Responding to Student Behavior Relationships
Ashley allowed her students to construct knowledge by giving them a problem and structured the problem to allow them to arrive at the multiplication principal of counting.
We talked about finding different ways to call on non-volunteers. Ashley mentioned using specific strategies to call on random students like flipping cards.
Date Date
An employee signature on this document indicates that he/she has received the information and has had an opportunity to discuss with the supervisor.