MeadowbrookFarmsElementarySchool

ObservationFeedbackForm

Teacher:CeliaTafuri

Date:6/5/14

Grade/Subject:Grade2ELA,POV,newsarticle

Evaluator:NeilMarcaccio

Time:1:302:15

Announced/Unannounced:ANNOUNCED

TableofContents

2a.CreatinganEnvironmentofRespect&Rapport
2b.EstablishingaCultureforLearning
2c.ManagingClassroomProcedures
2d.ManagingStudentBehavior
3a.CommunicatingwithStudents
3b.UsingQuestioning/Prompts&DiscussionTechniques
3c.EngagingStudentsinLearning
3d.UsingAssessmentinInstruction
EvaluatorNotes

2a.CreatinganEnvironmentofRespect&Rapport:Rating:3
ReturntoTableofContents
LevelDescription
CriticalAttributes

4
Classroominteractionsbetweentheteacherandstudentsand
amongstudentsarehighlyrespectful,reflectinggenuinewarmth,
caring,andsensitivitytostudentsasindividuals.Studentsexhibit
respectfortheteacherandcontributetohighlevelsofcivility
amongallmembersoftheclass.Thenetresultisanenvironment
whereallstudentsfeelvaluedandarecomfortabletaking
intellectualrisks.
Theteacherdemonstratesknowledgeandcaringaboutindividualstudentslives
beyondtheclassandschool.

Thereisnodisrespectfulbehavioramongstudents.

Whennecessary,studentsrespectfullycorrectoneanother.

Studentsparticipatewithoutfearofputdownsorridiculefromeithertheteacheror
otherstudents.

Theteacherrespectsandencouragesstudentsefforts.

3
Teacherstudentinteractionsarefriendlyanddemonstrategeneral
caringandrespect.Suchinteractionsareappropriatetotheages,
cultures,anddevelopmentallevelsofthestudents.Interactions
amongstudentsaregenerallypoliteandrespectful,andstudents
exhibitrespectfortheteacher.Theteacherrespondssuccessfully
todisrespectfulbehavioramongstudents.Thenetresultofthe
interactionsispolite,respectful,andbusinesslike,thoughstudents
maybesomewhatcautiousabouttakingintellectualrisks.
Talkbetweenteacherandstudentsandamongstudentsisuniformlyrespectful.

Theteachersuccessfullyrespondstodisrespectfulbehavioramongstudents.

Studentsparticipatewillingly,butmaybesomewhathesitanttooffertheirideasin
frontofclassmates.

Theteachermakesgeneralconnectionswithindividualstudents.

Studentsexhibitrespectfortheteacher.

2
Patternsofclassroominteractions,bothbetweenteacherand
studentsandamongstudents,aregenerallyappropriatebutmay
reflectoccasionalinconsistencies,favoritism,anddisregardfor
studentsages,cultures,anddevelopmentallevels.Studentsrarely
demonstratedisrespectforoneanother.Theteacherattemptsto
respondtodisrespectfulbehavior,withunevenresults.Thenet
resultoftheinteractionsisneutral,conveyingneitherwarmthnor
conflict.
Thequalityofinteractionsbetweenteacherandstudents,oramongstudents,is
uneven,withoccasionaldisrespectorinsensitivity.

Theteacherattemptstorespondtodisrespectfulbehavioramongstudents,with
unevenresults.

Theteacherattemptstomakeconnectionswithindividualstudents,butstudent
reactionsindicatethattheseattemptsarenotentirelysuccessful.
EvaluatorNotes
2a.Evidenceand/orEvaluatorFeedback:Interactionswereindicativeofindividualcaringandrespect.Offtaskbehaviorswerehandledquickly,
effectively,withaseriousyetwarmapproach.

2b.EstablishingaCultureforLearning:Rating:4
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LevelDescription CriticalAttributes

4
Theclassroomcultureisacognitivelybusyplace,
characterizedbyasharedbeliefintheimportanceof
learning.Theteacherconveyshighexpectationsfor
learningforallstudentsandinsistsonhardworkstudents
assumeresponsibilityforhighqualitybyinitiating
improvements,makingrevisions,addingdetail,and/or
assistingpeersintheirpreciseuseoflanguage.
Theteachercommunicatespassionforthesubject.

Theteacherconveysthesatisfactionthataccompaniesadeepunderstandingofcomplex
content.

Studentsindicatethroughtheirquestionsandcommentsadesiretounderstandthecontent.

Studentsassisttheirclassmatesinunderstandingthecontent.

Studentstakeinitiativeinimprovingthequalityoftheirwork.

Studentscorrectoneanotherintheiruseoflanguage.

3
Theclassroomcultureisaplacewherelearningisvalued
byallhighexpectationsforbothlearningandhardworkare
thenormformoststudents.Studentsunderstandtheirrole
aslearnersandconsistentlyexpendefforttolearn.
Classroominteractionssupportlearning,hardwork,andthe
preciseuseoflanguage.
Theteachercommunicatestheimportanceofthecontentandtheconvictionthatwithhard
workallstudentscanmasterthematerial.

Theteacherdemonstratesahighregardforstudentsabilities.

Theteacherconveysanexpectationofhighlevelsofstudenteffort.

Studentsexpendgoodefforttocompleteworkofhighquality.

Theteacherinsistsonpreciseuseoflanguagebystudents.

2
Theclassroomcultureischaracterizedbylittle
commitmenttolearningbytheteacherorstudents.The
teacherappearstobeonlygoingthroughthemotions,and
studentsindicatethattheyareinterestedinthecompletion
ofataskratherthanthequalityofthework.Theteacher
conveysthatstudentsuccessistheresultofnaturalability
ratherthanhardwork,andrefersonlyinpassingtothe
preciseuseoflanguage.Highexpectationsforlearningare
reservedforthosestudentsthoughttohaveanatural
aptitudeforthesubject.
Theteachersenergyfortheworkisneutral,neitherindicatingahighlevelofcommitmentnor
ascribingtheneedtodotheworktoexternalforces.

Theteacherconveyshighexpectationsforonlysomestudents.

Studentsexhibitalimitedcommitmenttocompletetheworkontheirownmanystudents
indicatethattheyarelookingforaneasypath.

Theteachersprimaryconcernappearstobetocompletethetaskathand.

Theteacherurges,butdoesnotinsist,thatstudentsusepreciselanguage.
EvaluatorNotes
2b.Evidenceand/orEvaluatorFeedback:Studenteffortwasexpectedandencouragedthroughoutthelesson.Studentswereobservedself=motivatingto
improvetheirworkproductsrelativetowritinganewsstoryfromtheperspective/POVofafairytalecharacter.Theteacherusedhighlyexpressivelanguageto
illustratepointsandengagestudentsintheprocess.Studentsthemselvesassistedclassmateswithunderstandingbyextendingdiscussionandtalkingwith
tablemates.

2c.ManagingClassroomProcedures:Rating:3
ReturntoTableofContents
LevelDescription CriticalAttributes

4
Instructionaltimeismaximizedduetoefficientand
seamlessclassroomroutinesandprocedures.Students
takeinitiativeinthemanagementofinstructionalgroupsand
transitions,and/orthehandlingofmaterialsandsupplies.
Routinesarewellunderstoodandmaybeinitiatedby
students.
Withminimalpromptingbytheteacher,thestudentsensurethattheirtimeisused
productively.

Studentstakeinitiativeindistributingandcollectingmaterialsefficiently.

Studentsthemselvesensurethattransitionsandotherroutinesareaccomplishedsmoothly.

3
Thereislittlelossofinstructionaltimeduetoeffective
classroomroutinesandprocedures.Theteachers
managementofinstructionalgroupsandtransitions,or
handlingofmaterialsandsupplies,orboth,areconsistently
successful.Withminimalguidanceandprompting,students
followestablishedclassroomroutines.
Thestudentsareproductivelyengagedduringsmallgrouporindependentwork.

Transitionsbetweenlargeandsmallgroupactivitiesaresmooth.

Routinesfordistributionandcollectionofmaterialsandsuppliesworkefficiently.

Classroomroutinesfunctionsmoothly.

2
Someinstructionaltimeislostduetopartiallyeffective
classroomroutinesandprocedures.Theteachers
managementofinstructionalgroupsandtransitions,or
handlingofmaterialsandsupplies,orboth,areinconsistent,
leadingtosomedisruptionoflearning.Withregularguidance
andprompting,studentsfollowestablishedroutines.
Studentsnotworkingdirectlywiththeteacherareonlypartiallyengaged.
Proceduresfortransitionsseemtohavebeenestablished,buttheiroperationisnotsmooth.

Thereappeartobeestablishedroutinesfordistributionandcollectionofmaterials,but
studentsareconfusedabouthowtocarrythemout.

Classroomroutinesfunctionunevenly.
EvaluatorNotes
2c.Evidenceand/orEvaluatorFeedback:Routinesandproceduresweresmoothwithlittlelossofinstructionaltimeduringtransitions.Studentsrequired
aminimalnumberofremindersandrespondedwelltotheseverbalprompts.
2d.ManagingStudentBehavior:Rating:3
ReturntoTableofContents
LevelDescription CriticalAttributes

4
Studentbehaviorisentirelyappropriate.Studentstakean
activeroleinmonitoringtheirownbehaviorand/orthatof
otherstudentsagainststandardsofconduct.Teacher
monitoringofstudentbehaviorissubtleandpreventive.The
teachersresponsetostudentmisbehaviorissensitiveto
individualstudentneedsandrespectsstudentsdignity.
Studentbehaviorisentirelyappropriateanystudentmisbehaviorisveryminorandswiftly
handled.

Theteachersilentlyandsubtlymonitorsstudentbehavior.

Studentsrespectfullyintervenewithclassmatesatappropriatemomentstoensurecompliance
withstandardsofconduct.

3
Studentbehaviorisgenerallyappropriate.Theteacher
monitorsstudentbehavioragainstestablishedstandardsof
conduct.Teacherresponsetostudentmisbehavioris
consistent,proportionate,andrespectfultostudentsandis
effective.
Standardsofconductappeartohavebeenestablishedandimplementedsuccessfully.

Overall,studentbehaviorisgenerallyappropriate.

Theteacherfrequentlymonitorsstudentbehavior.

Theteachersresponsetostudentmisbehavioriseffective.

2
Standardsofconductappeartohavebeenestablished,but
theirimplementationisinconsistent.Theteachertries,with
unevenresults,tomonitorstudentbehaviorandrespondto
studentmisbehavior.
Theteacherattemptstomaintainorderintheclassroom,referringtoclassroomrules,butwith
unevensuccess.

Theteacherattemptstokeeptrackofstudentbehavior,butwithnoapparentsystem.

Theteachersresponsetostudentmisbehaviorisinconsistent:sometimesharsh,othertimes
lenient.
EvaluatorNotes

2d.Evidenceand/orEvaluatorFeedback:Focustechniquessuchastheverbalrepetitionofakeyphrasewereemployedfrequently(Class,class,
class...yes,yes,yes).Minorindividualofftaskbehaviorswerecorrectedwithsimpleverbalredirectionandproximitycontrol.

3a.CommunicatingwithStudents:Rating:4
ReturntoTableofContents
LevelDescription CriticalAttributes

4
Theteacherlinkstheinstructionalpurposeofthelesson
tothelargercurriculumthedirectionsandprocedures
areclearandanticipatepossiblestudent
misunderstanding.Theteachersexplanationofcontentis
thoroughandclear,developingconceptualunderstanding
throughclearscaffoldingandconnectingwithstudents
interests.Studentscontributetoextendingthecontentby
explainingconceptstotheirclassmatesandsuggesting
strategiesthatmightbeused.Theteachersspokenand
writtenlanguageisexpressive,andtheteacherfinds
opportunitiestoextendstudentsvocabularies,bothwithin
thedisciplineandformoregeneraluse.Students
contributetothecorrectuseofacademicvocabulary.
Ifasked,studentsareabletoexplainwhattheyarelearningandwhereitfitsintothelarger
curriculumcontext.

Theteacherexplainscontentclearlyandimaginatively,usingmetaphorsandanalogiestobring
contenttolife.

Theteacherpointsoutpossibleareasformisunderstanding.

Theteacherinvitesstudentstoexplainthecontenttotheirclassmates.

Studentssuggestotherstrategiestheymightuseinapproachingachallengeoranalysis.

Theteacherusesrichlanguage,offeringbriefvocabularylessonswhereappropriate,bothfor
generalvocabularyandforthediscipline.

Studentsuseacademiclanguagecorrectly.

Theinstructionalpurposeofthelessonisclearly
communicatedtostudents,includingwhereitissituated
withinbroaderlearningdirectionsandproceduresare
explainedclearlyandmaybemodeled.Theteachers
Theteacherstatesclearly,atsomepointduringthelesson,whatthestudentswillbelearning.

Theteachersexplanationofcontentisclearandinvitesstudentparticipationandthinking.

Theteachermakesnocontenterrors.

3
explanationofcontentisscaffolded,clear,andaccurate
andconnectswithstudentsknowledgeandexperience.
Duringtheexplanationofcontent,theteacherfocuses,as
appropriate,onstrategiesstudentscanusewhenworking
independentlyandinvitesstudentintellectualengagement.
Theteachersspokenandwrittenlanguageisclearand
correctandissuitabletostudentsagesandinterests.
Theteachersuseofacademicvocabularyispreciseand
servestoextendstudentunderstanding.

Theteacherdescribesspecificstrategiesstudentsmightuse,invitingstudentstointerpretthem
inthecontextofwhattheyrelearning.

Studentsengagewiththelearningtask,indicatingthattheyunderstandwhattheyaretodo.

Ifappropriate,theteachermodelstheprocesstobefollowedinthetask.

Theteachersvocabularyandusagearecorrectandentirelysuitedtothelesson,including,where
appropriate,explanationsofacademicvocabulary.

Theteachersvocabularyisappropriatetostudentsagesandlevelsofdevelopment.

Theteachersattempttoexplaintheinstructionalpurpose
hasonlylimitedsuccess,and/ordirectionsand
proceduresmustbeclarifiedafterinitialstudent
confusion.Theteachersexplanationofthecontentmay
containminorerrorssomeportionsareclear,others
difficulttofollow.Theteachersexplanationdoesnotinvite
studentstoengageintellectuallyortounderstand
strategiestheymightusewhenworkingindependently.
Theteachersspokenlanguageiscorrectbutuses
vocabularythatiseitherlimitedornotfullyappropriateto
thestudentsagesorbackgrounds.Theteacherrarely
takesopportunitiestoexplainacademicvocabulary.

Theteacherprovideslittleelaborationorexplanationaboutwhatthestudentswillbelearning.

Theteachersexplanationofthecontentconsistsofamonologue,withminimalparticipationor
intellectualengagementbystudents.

Theteachermakesnoseriouscontenterrorsbutmaymakeminorones.

Theteachersexplanationsofcontentarepurelyprocedural,withnoindicationofhowstudents
canthinkstrategically.

Theteachermustclarifythelearningtasksostudentscancompleteit.

Theteachersvocabularyandusagearecorrectbutunimaginative.

Whentheteacherattemptstoexplainacademicvocabulary,itisonlypartiallysuccessful.

Theteachersvocabularyistooadvanced,ortoojuvenile,forstudents.
EvaluatorNotes
3a.Evidenceand/orEvaluatorFeedback:Contentexplanationwasexpressiveandfreeoferrors.Theteacherusedavarietyofexamplesincorporatingstudent
responsesandfeedbacktoillustratekeypointsaboutPOV.Studentswerefrequentlychargedwithexplaininganddemonstratingcontenttoclassmates,both
individuallyandinsmallgroups(Tableauwasoneexample).

3b.UsingQuestioning/Prompts&DiscussionTechniques:Rating:4
ReturntoTableofContents
LevelDescription CriticalAttributes

4
Theteacherusesavarietyorseriesofquestionsor
promptstochallengestudentscognitively,advance
highlevelthinkinganddiscourse,andpromote
metacognition.Studentsformulatemanyquestions,
initiatetopics,challengeoneanothersthinking,and
makeunsolicitedcontributions.Studentsthemselves
ensurethatallvoicesareheardinthediscussion.
Studentsinitiatehigherorderquestions.

Theteacherbuildsonandusesstudentresponsestoquestionsinordertodeepenstudent
understanding.

Studentsextendthediscussion,enrichingit.

Studentsinvitecommentsfromtheirclassmatesduringadiscussionandchallengeoneanothers
thinking.

Virtuallyallstudentsareengagedinthediscussion.

3
Whiletheteachermayusesomelowlevel
questions,sheposesquestionsdesignedtopromote
studentthinkingandunderstanding.Theteacher
createsagenuinediscussionamongstudents,
providingadequatetimeforstudentstorespondand
steppingasidewhendoingsoisappropriate.The
teacherchallengesstudentstojustifytheirthinking
andsuccessfullyengagesmoststudentsinthe
discussion,employingarangeofstrategiesto
ensurethatmoststudentsareheard.
Theteacherusesopenendedquestions,invitingstudentstothinkand/oroffermultiplepossible
answers.

Theteachermakeseffectiveuseofwaittime.

Discussionsenablestudentstotalktooneanotherwithoutongoingmediationbytheteacher.

Theteachercallsonmoststudents,eventhosewhodontinitiallyvolunteer.

Manystudentsactivelyengageinthediscussion.

Theteacherasksstudentstojustifytheirreasoning,andmoststudentsattempttodoso.

2
Theteachersquestionsleadstudentsthrougha
singlepathofinquiry,withanswersseemingly
determinedinadvance.Alternatively,theteacher
attemptstoasksomequestionsdesignedtoengage
studentsinthinking,butonlyafewstudentsare
involved.Theteacherattemptstoengageallstudents
inthediscussion,toencouragethemtorespondto
oneanother,andtoexplaintheirthinking,withuneven
results.
Theteacherframessomequestionsdesignedtopromotestudentthinking,butmanyhaveasingle
correctanswer,andtheteachercallsonstudentsquickly.

Theteacherinvitesstudentstoresponddirectlytooneanothersideas,butfewstudentsrespond.

Theteachercallsonmanystudents,butonlyasmallnumberactuallyparticipateinthediscussion.

Theteacherasksstudentstoexplaintheirreasoning,butonlysomestudentsattempttodoso.
EvaluatorNotes

3b.Evidenceand/orEvaluatorFeedback:Questioningincludedhigherorder,openended,andknowledgelevelpromptsalldesignedtofurtherandenrich
studentparticipationinthediscussionprocess.Ofparticularnotewasthehighimpactofbasicquestioninginkeepingthediscussionmovingforward.
1. Whohassomethingtoaddto?
2. Whichlittlepigdoyouthinkitis?
3. Wouldanyoneliketoaddsomethingtowhat________said?
4. Whoissayinggoodbyetothem?
5. If________isspeakingaboutwhathe/sheissayingwhosePOVisit?
6. Canyougivemeanexampleof________?

3c.EngagingStudentsinLearning:Rating:
ReturntoTableofContents
LevelDescription CriticalAttributes

4
Virtuallyallstudentsareintellectuallyengagedinchallenging
contentthroughwelldesignedlearningtasksandactivitiesthat
requirecomplexthinkingbystudents.Theteacherprovides
suitablescaffoldingandchallengesstudentstoexplaintheir
thinking.Thereisevidenceofsomestudentinitiationofinquiry
andstudentcontributionstotheexplorationofimportant
contentstudentsmayserveasresourcesforoneanother.
Thelessonhasaclearlydefinedstructure,andthepacingof
thelessonprovidesstudentsthetimeneedednotonlyto
intellectuallyengagewithandreflectupontheirlearningbut
alsotoconsolidatetheirunderstanding.
Virtuallyallstudentsareintellectuallyengagedinthelesson.

Lessonactivitiesrequirehighlevelstudentthinkingandexplanationsoftheirthinking.

Studentstakeinitiativetoadaptthelessonby(1)modifyingalearningtasktomakeitmore
meaningfulorrelevanttotheirneeds,(2)suggestingmodificationstothegroupingpatterns
used,and/or(3)suggestingmodificationsoradditionstothematerialsbeingused.

Studentshaveanopportunityforreflectionandclosureonthelessontoconsolidatetheir
understanding.

3
Thelearningtasksandactivitiesaredesignedtochallenge
studentthinking,invitingstudentstomaketheirthinkingvisible.
Thistechniqueresultsinactiveintellectualengagementby
moststudentswithimportantandchallengingcontentandwith
teacherscaffoldingtosupportthatengagementThelesson
hasaclearlydefinedstructure,andthepacingofthelessonis
appropriate,providingmoststudentsthetimeneededtobe
intellectuallyengaged.
Moststudentsareintellectuallyengagedinthelesson.

Mostlearningtaskshavemultiplecorrectresponsesorapproachesand/orencourage
higherorderthinking.

Studentsareinvitedtoexplaintheirthinkingaspartofcompletingtasks.

Materialsandresourcesrequireintellectualengagement,asappropriate.

Thepacingofthelessonprovidesstudentsthetimeneededtobeintellectuallyengaged.

2
Thelearningtasksandactivitiesrequireonlyminimalthinking
bystudentsandlittleopportunityforthemtoexplaintheir
thinking,allowingmoststudentstobepassiveormerely
compliant.Thelessonhasarecognizablestructurehowever,
thepacingofthelessonmaynotprovidestudentsthetime
neededtobeintellectuallyengagedormaybesoslowthat
manystudentshaveaconsiderableamountofdowntime.
Somestudentsareintellectuallyengagedinthelesson.

Learningtasksareamixofthoserequiringthinkingandthoserequiringrecall.

Studentengagementwiththecontentislargelypassivethelearningconsistsprimarilyof
factsorprocedures.

Fewofthematerialsandresourcesrequirestudentthinkingoraskstudentstoexplaintheir
thinking.

Thepacingofthelessonisunevensuitableinpartsbutrushedordragginginothers.
EvaluatorNotes
3c.Evidenceand/orEvaluatorFeedback:Virtuallyallstudentswereintellectuallyengagedinthelessonandpracticeexercises.Theaccountabilityofall
membersofthesmallgroupswasstrong.Eachknewhisorherexpectationsrelativetothecollectivetaskandappearedaccountable.Materialsand
manipulativesservedtofurtherengageandpromoteunderstandingofthelessonandassignedtasks(propsforactingoutTableau).

3d.UsingAssessmentinInstruction:Rating:4
ReturntoTableofContents
LevelDescription CriticalAttributes

4
Assessmentisfullyintegratedintoinstruction,through
extensiveuseofformativeassessment.Studentsappear
tobeawareof,andthereissomeevidencethattheyhave
contributedto,theassessmentcriteria.Questionsand
assessmentsareusedregularlytodiagnoseevidenceof
learningbyindividualstudents.Avarietyofformsof
feedback,frombothteacherandpeers,isaccurateand
specificandadvanceslearning.Studentsselfassessand
monitortheirownprogress.Theteachersuccessfully
differentiatesinstructiontoaddressindividualstudents
misunderstandings.
Studentsindicatethattheyclearlyunderstandthecharacteristicsofhighqualitywork,andthere
isevidencethatstudentshavehelpedestablishtheevaluationcriteria.

Theteacherisconstantlytakingthepulseoftheclassmonitoringofstudentunderstandingis
sophisticatedandcontinuousandmakesuseofstrategiestoelicitinformationaboutindividual
studentunderstanding.

Studentsmonitortheirownunderstanding,eitherontheirowninitiativeorasaresultoftasksset
bytheteacher.

Highqualityfeedbackcomesfrommanysources,includingstudentsitisspecificandfocused
onimprovement.

Theteachersadjustmentstothelesson,whentheyareneeded,aredesignedtoassistindividual
students.

3
Studentsappeartobeawareoftheassessmentcriteria,
andtheteachermonitorsstudentlearningforgroupsof
students.Questionsandassessmentsareregularlyused
todiagnoseevidenceoflearning.Teacherfeedbackto
groupsofstudentsisaccurateandspecificsome
studentsengageinselfassessment.Ifimpromptu
measuresareneeded,theteachermakesaminor
adjustmenttothelessonanddoessosmoothly.
Theteachermakesthestandardsofhighqualityworkcleartostudents.

Theteacherelicitsevidenceofstudentunderstanding.

Studentsareinvitedtoassesstheirownworkandmakeimprovementsmostofthemdoso.

Feedbackincludesspecificandtimelyguidanceatleastforgroupsofstudents.

Whenimprovisingbecomesnecessary,theteachermakesadjustmentstothelesson

2
Studentsappeartobeonlypartiallyawareofthe
assessmentcriteria,andtheteachermonitorsstudent
learningfortheclassasawhole.Questionsand
assessmentsarerarelyusedtodiagnoseevidenceof
learning.Feedbacktostudentsisgeneral,andfew
studentsassesstheirownwork.Adjustmentofthelesson
inresponsetoassessmentisminimalorineffective.
Thereislittleevidencethatthestudentsunderstandhowtheirworkwillbeevaluated.

Theteachermonitorsunderstandingthroughasinglemethod,orwithoutelicitingevidenceof
understandingfromstudents.

Feedbacktostudentsisvagueandnotorientedtowardfutureimprovementofwork.

Theteachermakesonlyminorattemptstoengagestudentsinselforpeerassessment.

Theteachersattemptstoadjustthelessonarepartiallysuccessful.
EvaluatorNotes
3d.Evidenceand/orEvaluatorFeedback:Assessmentwasprimarilyinformalwiththeteacherofferingverbalfeedbacktoindividualsandgroupsrelative
tolessonobjectivesatvariousstagesofthelessonandaccompanyingactivities.Theteachercirculatedandmetwithvirtuallyallstudentsduringthe
newsarticleindependentpiece.Studentswereobviouslyincorporatingteacherfeedbackintotheirsmallgroupandindividualprocesses.

_________________________________________________________________________________________________________________________________

2a.CreatinganEnvironmentofRespect&Rapport
2b.EstablishingaCultureforLearning
2c.ManagingClassroomProcedures
2d.ManagingStudentBehavior
3a.CommunicatingwithStudents
3b.UsingQuestioning/Prompts&DiscussionTechniques
3c.EngagingStudentsinLearning
3d.UsingAssessmentinInstruction
_________________________________________________________________________________________________________________________________

EvaluatorNotes:Overallaveryengaginglessonwithaclearsetofobjectivesandstudentexpectations.Studentswereclearlyembeddedintheprocess
andtookinitiativetocontributeandextendthediscussionandfeedbackprocess.YouractivitiesrelatedtoPOVwerewellstructuredandincludedmultiple
opportunitiesforsmallgroupandindividualpractice.Whilethereweresomeofftaskbehaviorsthesewerewellmanagedanddetractedonlyminimally
fromtheflowofthelesson.Youruseofconsistentandcreativevisualsandactivitiesisnoteworthy.Nicelydone.

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