Dr. J oseph F. Pollack Academic Center Of Excellence, PACE academy
Name: Dunn, Barbara Classification: Observed by: Jamila Simmons Observation Date: Friday, December 13, 2013 at 11:57 AM Criteria: 1a: Highly Effective (4): Teacher's plans and practice reflect extensive knowledge of the content and of the students of the discipline. Teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding. 1b: Effective (3): Teacher actively seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for groups of students. 1c: Effective (3): Instructional outcomes are stated as goals reflecting high level learning and curriculum standards. They are suitable for most students in the class, represent different types of learning and are capable of assessment. The outcomes reflect opportunities for coordination. 1d: Effective (3): Teacher coordinates knowledge of content, of students, and of resources, to design a series of learning experiences aligned to institutional outcomes and suitable to groups of students. The lesson or unit has a clear structure and is likely to engage students in significant learning. 1e: Effective (3): Teacher's plan for student assessment is aligned with the instructional outcomes, using clear criteria, and is appropriate to the needs of students. Teacher intends to use assessment results to plan for future instruction in groups of students. 2a: Effective (3): Classroom interactions, between teacher and students and among students are respectful, reflecting general warmth and caring, and are appropriate to the culture and developmental differences among groups of students. 2b: Effective (3): The classroom culture is characterized by high expectations for most students, genuine commitment to the subject by both teacher and students, with students demonstrating pride in their work. 2c: Effective (3): Little instructional time is lost due to classroom routines and procedures, for transitions, handling of supplies and performance of non- instructional duties, which occur smoothly. 2d: Effective (3): Standards of conduct appear to be clear to students, and the teacher monitors student behavior against those standards. Teacher response to student misbehavior is appropriate and respects the students dignity. 2e: Effective (3): The classroom is safe, and learning is accessible to all students; teacher ensures that the physical arrangement is appropriate to the learning activities. Teacher makes effective use of physical resources, including technology. 3a: Effective (3): Expectations for learning, directions, procedures, and explanations of content are clear to students. Communications are appropriate to students cultures and levels of development. 3b: Effective (3): Most of the teacher's questions elicit a thoughtful response, and the teacher allows sufficient time for students to answer. All students participate in the discussion, with the teacher stepping aside when appropriate. 3c: Highly Effective (4): Students are highly intellectual, engaged throughout the lesson in significant learning, and make meaningful contributions to the activities, student groupings, and materials. The lesson is adapted as needed to the needs of individuals, and the structure is coherent, with appropriate pace. 3d: Effective (3): Assessment is regularly used in instruction, through self- assessment by students, monitoring of progress of learning by teacher and/or students, and through high quality feedback to students. Students are fully aware of the assessment criteria used to evaluate their work. 3e: Effective (3): Teacher promotes the successful learning of all students, making adjustments as needed to instructional plans and accommodating student questions, needs, and interests. Comments Activity Comments 11:57:22 AM Review & Focus (Do Now, Bellwork, etc.) Mrs. Dunn asked students to recall what they learned about Peacocks in their last class period. 3 students shared information that they remember from the last lesson. Students shared that there is a difference between the name of the male versus female. A student shared that the female can camouflage. Ms. Dunn asked students what differences they remember in the color of the feathers between male and female students. She also asked them to tell her what the word camouflage means. After the review and refocus, Ms. Dunn began handing back the students peacock art project. Students sat and talked quietly as Mrs. Dunn passed the art work back. Mrs. Dunn set the CHAMPS expectations for students before they began their activity. 12:05:26 PM Statement of Objective Mrs. Dunn told students they were going to focus on drawing the tail and that they would be working with oil colors. Mrs. Dunn gave each group a set of oil colors. 12:07:18 PM Input & Modeling of Information by Teacher Mrs. Dunn gave directions to students concerning how to proceed with the project as she model the image for them on the easel. Students worked and followed along. Ms. Dunn circulated the classroom to check student progress. Ms. Dunn reminded students the share the pastels with others at their table. 12:10:52 PM Independent Practice Demonstration After Ms. Dunn showed students the process. Students worked on their own to draw the feathers on the peacock. Students sat and worked on their projects. They maintained a quiet voice level and were on task. Ms. Dunn circulated the classroom to check student progress. As students finished, Ms. Dunn ask them to signal when they were finished. She told them when they were finished she needed to pull them to the demo table to show them the next step. 12:16:46 PM Input & Modeling of Information by Teacher Mrs. Dunn told students they were going to use a tracer for the peacock body. She told students they were going to use a pencil to trace the body. She demonstrated how they were going to trace the body. She also demonstrated to students how they would cut it out. She demonstrated to students how to take their time and cute the shape neatly. Mrs. Dunn allowed one student at the table to pass out the paper and each student was given a tracer or a pencil. 12:21:08 PM Independent Practice Demonstration Once students received their paper, pencil and tracer, they started to trace their peacock body. Ms. Dunn encouraged students to help each other with tracing. Students did well with sharing materials and helping one another when necessary.
Summary Notes: This project was well organized and orchestrated. Your students are aware of the expectations set for the classroom. They were own task and cooperative with one another. I was very impressed with how much detail students remember about peacocks to share with the class. Very well planned and organized lesson.