: cae PROFE! ANSER Charter School (ONAL GROWTH AND ACCOUNTABILITY: Classroom Observation Teacher: Sara Garrett — Early Childhood Grades | & 2 (third year at Anser) Date: 09.20.11 Observer: Suzanne Gregg DOMAIN I: CLASSROOM AND SCHOOL CULTURE N/O Not Observed LS/St Learning Skills and Strategies Evidence Observed [7] 4 Teacher maintains a classroom thatis oR EVIDENCE/ARTIFACTS jst maa eee |B Snudent work & thinking (anchor charts) displayed | yaee be (See photos) instructional & Character cards distributed on a consistent basis (as practices evidenced by distribution at WSC) and | Bl Regular Crew Meetings (3-4x/wk) (observation) collaborative interactions. Saris |G) Iniiaives (at least 1x) Ciassom makes iteasy toaccess | 22 Class responsibilities and roles established (See materials, and put them away in their proper places. There are | Photo) . Sarious ateas for students to work alone, in partners, in small | 3 Goal Setting opportunities (Goal Setting Conferences) groups as well as a large group setting. I've never walked into | {5 Whole School Community Leadership (Today's Crew: Sara's classroom in whieh the students didnot know exactly | Aeeying) what the tasks or expectations were. 3 Parent & CHGGUATRRAIREEABE (students | 4 Teacher consistently utilizes | Glaibene A tine Teeronl | lasoom sual, tations, A Cee routines and expectations. A Acne ME eens classrooms, as part of their morning, ritual, have a crew meeting eting focused on 1 Behavior referrals Communication (i.e Today's crew mi OBSERVABLE TEACHER BEHAVIORS. Sara's crew preparing to present 10 /planners) Whole School Community next week a | © Character Traits and EL Design Principles posted | 4 Teacher models, integrates and refers to Character Traits and (See photo) | Expeditionary Leaming Design Principles in the life of the | Peer teaching classroom and school. In Crew meeting today Sarah gave her | 0 Discussion leaders crew three choices regarding what they would present for 1 Varied use of physical space (See photos) | Whole Schoo Community next week. One choice was toact | 53} Thaffic patterns established (See photos) pat! Se eety | Slinstructional leader cueing system (i.e. chimes, clap, Uipectedin | Music, ete.) Song for transition and the last Respectful voice tone & volume (Observation) the school | being something | 681 Positive feedback Observation) | to do with the © Community Courtesies/BOUMBGSIES (Observation) |e as SRG | Bl Students empowered to take control of situations read part of book that | talked about ‘ae and lttbe students know they could write a poem about three different character traits, She then asked the students to vote on their choice by standing up. One student stood for one of the choices |__| and Sara quickly let the students know, “Sean, it took a lot of cour only one that voted (for that“4 Teacher demonstrates genuine personal warmth, caring and respect toward students and other adults. Sara has a wonderful repoire with her students. She is ind and warm in her expectations and recognizes those Who are demonstrating these ‘Kennedy. thank you for raising your hand.” When students were not being respectful, Sara | focused students on what the issue was and why, “Why did t have to stop (explaining)?” One student stated, “Because everybody was talking.” Sara gently told the children, “You will need to wait your tum.” 4 Teacher supports students’ development of skills for responding to inequity and disrespect. The Crew meeting began with the expectation of singing a greeting, Before everyone to the greeting when their names were sung. Students replied with responses that included: waving, standing, and smiling, Once the song began, students greeted one another and the students being greeted responded in one of the suggested ways. The students included me as well! began the song, Sara asked the students how they could respond | Above in an example of an anchor chart that Sara has | displayed in her classroom. This chart shows the expectations of reading and writing their Boise State » | Buddy letters. 4 Teacher values students for who they are regardless of backgrounds, interests, and developmental learning needs. Sara provides equal access for every child and tolerates disrespect from no one, Sara models these behaviors on consistent basis in and out ofthe classroom. Students are honored for what they bring to the classroom and learning. becomes unlimited for all students 4 Teacher establishes and communicates school and classroom expectations. Most students understand and abide by them. | Avter our first Whole School Community when “The Story of the Geese” was shared with our community along with the eee oe ‘meaning of our schoo! name, Anser, Sara had her students retum to their classroom and interpret the story. All around the classroom one ean see how Sara and her crew carry out and learn about school expectations. 4 Teacher addresses student misbehavior with an emphasis on ‘education rather than punishment. Most misbehaviors are taken care of in the classroom until a consistent pattern or Level 3 Major Violation occurs. It is very rare that I receive a discipline referral © my office from Sara’s classroom. She takes the time to support her students when an error in judgment has been made by a child. I have noted on multiple occasions Sara | speaking to a student. This usually all it takes unless a student | needs some further monitoring, which again, Sara takes full responsibility in doing so. There is such respect between Sara and her students. It's joy to experience the relationship between her and alt her students won This is an example of Sara’s Leaning Targets for the day. Students know what they will be leaming as well as what is expected in their learning. This last picture is an example of classroom expectations regarding noise levels and what they mean in and outside | of the classroom. This is a school wide expectation.4 Teacher promotes and supports student leadership. In today's Crew meeting + students chose to demonstrate for the rest of | the schoo! what some || expected and unexpected behaviors are inthe school They decided as a crew | among three choices. Their next task will be to decide how they want to present this information. Sara is a master at letting students lead when appropriate but knows «exactly how to set parameters that allow for reasonable and developmental choice within boundaries || 4 Teacher uses work samples and anchor charts that promote _| thinking and reflection. Sara's room i led with bei chars that allow students to think about thelr work in mliple ways. She and te cilren | disass what oes on th chats thugh the work dys Chidren dsb abou these tatgis througout lessons _| investigations and projects. Sara, It’s always a joy to come into your classroom. Today was such a special treat to experience the planning you and your crew do for your special day at Whole School Community. I can’t wait to see Suzanne won