Pre-Observation Conference Record

Teacher:

School: Blackstone Primary School

Grade / Subject: 4th / Math

School Year: 2014-2015

Conference Date: 11/21/14

Evaluator: Pamela Stepko

Inquiries
1. Describe the lesson which will be
observed.

The minimum length for an

observation is 20 minutes. Would you
like me to stay longer based on the
lesson you have planned?

What have/will you have done

instructionally with students in the
days prior to the observation?

2. Describe the population of the class.

3. What will be observed?

4. What instructional methods will be

used?

5. What would you like to be highlighted

in this lesson?
6. What do you believe to be any areas of
concern?

Notes
SOL 4.4 a. Estimating Products
Students will learn to estimate by rounding to
the correct place value and then solve to find
the product. Teacher would like for the lesson
to be observed for about 45 min. to view the
entire process. Students will use prior
knowledge of multiplying by ten to begin
estimating and multiplying with zeros.
The class consists of 20 students. 3 Hispanics,
9 white, 8 black, 1 SWD, and 4 below average
students.
The lesson will be introduced using the reteach
activity consisting of problem solving skills
and higher level questioning. Students will
communicate and work collaboratively with
partners to practice skill and then complete
independent problems to check for mastery.
Homework will be assigned to reinforce the
skill.
Demonstrations of the skill will be provided.
Students will work in cooperative and
collaborative learning groups to reinforce peer
communication and critiquing. There will be
mixed grouping based on ability levels.
The main goal to be obtained is for students to
estimate to the correct place value and solve
finding the product.
Rounding to the correct place value and
knowing the correct procedure for completing
the multiplication steps. The change in the

students schedule due to the observation time

may be a concern.
Analysis of Observation
The observation was performed using Nottoway County Public Schools observation form
for the Teacher Performance Standards provided by the Virginia Department of Education.
Students were required to meet the objective SOL 4.4 a., estimating and solving problems to find
the product. Students were actively engaged in the instruction and participated by asking
questions and responding accordingly. When students responded with an answer they were
required to provide justification for their thinking by being asked why or how do you know.
The teacher was very knowledgeable about the content and provided opportunities for students to
communicate about the instruction. The instruction and the activities were all based on
achieving the overall objective. The activities were age appropriate and met the needs of all
learning styles. The teacher remained engaged with students by walking around the room and
informally observing procedures to check for understanding. Students who were having
difficulty with the skill were remediated individually with the teacher to achieve mastery. All
students were seated, listening, and participating. The classroom and instruction was set up to
achieve the maximum learning outcome. Students were seated with a shoulder partner and
were all facing the direction of the instruction. Partners communicated to solve problems
together. Prior to the lesson introduction, the teacher reviewed prior knowledge of rounding to
help assist in the steps of estimating and finding the products. The teachers instruction was
aligned to the division pacing guide, standards, and essential knowledge. The practice problems
ranged in difficulty and met the needs of all learners. The lesson was adapted to accommodate
the observation time; therefore, special education students were reading during the lesson. They

did not participate in the teacher's math instruction and had not received prior knowledge to
assist in mastering the objective. Instructional technology was used to enhance the
demonstrations, such as the document camera and the smart board. The teacher checked for
understanding through independent practice problems as well as through the following nights
homework. Areas of difficulty were remediated individually. Formative assessment to check for
student understanding was used. Constructive and frequent feedback was offered to students to
help motivate and assist in achieving the objective. The classroom rules and objectives were
visibly posted and students were aware of the expectations. The teacher and students had a good
rapport and communicated with respect. Overall, the lesson was presented to maximize the
learning outcome of the students. It appeared the teacher was proficient in meeting the overall
objective.

Observation/Document Review Form

Evaluators use this form to document the required annual observations of the teacher. This form
focuses on the seven performance standards. Some standards may not be documented in a single
observation. A copy of this form will be given to the teacher.
Teacher

Date: 11/24/14

Observer: Pamela Stepko

Documentation Log Review: ___Yes

Class/Time: Math / 2:15 3:00

X No

1. Professional Knowledge
The teacher demonstrates an
understanding of the curriculum,
subject content, and the developmental
needs of students by providing relevant
learning experiences.
1.1 Effectively addresses appropriate
curriculum standards.
1.2 Integrates key content elements and
facilitates students use of higher level
thinking skills in instruction.
1.3 Demonstrates ability to link present
content with past and future learning
experiences, other subject areas, and
real world experiences and
applications.
1.4 Demonstrates an accurate knowledge of
the subject area(s) taught.
1.5 Demonstrates skills relevant to the
subject area(s) taught.
1.6 Bases instruction on goals that reflect
high expectations and an understanding
of the subject.
1.7 Demonstrates an understanding of the
intellectual, social, emotional, and
physical development of the age group.
1.8 Communicates clearly and checks for
understanding.
Comments:

Specific Examples

Estimating to find products.

Asking students to explain why requires
students adequate time to justify their
reasoning.
Demonstrating and communicating. Teacher
talks, students answer. No present connection
to real world experiences.
Teacher is knowledgeable in the content and
explains procedures and steps clearly to
students.
Students demonstrate skills to practice the
content taught.
The instruction and activities are based on the
overall goal of estimating and finding the
products.
Students are given age appropriate material
and teacher interacts with students based on
their individual learning needs.
Teacher walks around room during small group
to check for student understanding.

2. Instructional Planning
The teacher plans using the Virginia
Standards of Learning, the schools
curriculum, effective strategies,
resources, and data to meet the needs
of all students.
2.1 Uses student learning data to guide
planning.
2.2 Plans time realistically for pacing,
content mastery, and transitions.
2.3 Plans for differentiated instruction.
2.4 Aligns lesson objectives to the schools
curriculum and student learning needs.
2.5 Develops appropriate long- and shortrange plans and adapts plans when
needed.

Specific Examples

Students have mastered rounding and are now

using step to find the products.
Teacher is following pacing guide.
The level of practice problems range in
difficulty based on student learning needs.
Same as 2.3
The lesson was adapted to accommodate the
observation time; therefore, special education
students were in the room but were reading
during the lesson.

Comments:
3. Instructional Delivery
The teacher effectively engages
students in learning by using a variety
of instructional strategies in order to
meet individual learning goals.
3.1 Engages and maintains students in
active learning.
3.2 Builds upon students existing
knowledge and skills.
3.3 Differentiates instruction to meet the
students needs.
3.4 Reinforces learning goals consistently
throughout lessons.
3.5 Uses a variety of effective instructional
strategies and resources.
3.6 Uses instructional technology to
enhance student learning.
3.7 Communicates clearly and checks for
understanding.

Specific Examples

Students are actively engaged and are

participating by asking questions and
explaining their reasoning when solving.
Students review prior knowledge of estimating
by rounding to prepare for current lesson.
Students are given opportunities to apply
knowledge
Same as 3.3

Document camera and smart board were used.

Teacher checks for understanding through

independent practice problems and from
students homework.
Comments: Requiring students to create the problem by giving them the vocabulary to
set the problem up accordingly.

4. Assessment of and for Student

Learning
The teacher systematically gathers,
analyzes, and uses all relevant data to
measure student academic progress,
guide instructional content and
delivery methods, and provide timely
feedback to both students and parents
throughout the school year.
4.1 Uses pre-assessment data to develop
expectations for students, to
differentiate instruction and to
document learning.
4.2 Involves students in setting learning
goals and monitoring their own
progress.
4.3 Uses a variety of assessment strategies
and instruments that are valid and
appropriate for the content and for the
student population.
4.4 Aligns student assessment with
established curriculum standards and
benchmarks.
4.5 Uses assessment tools for both
formative and summative purposes and
uses grading practices that report final
mastery in relationship content goals
and objectives.
4.6 Uses assessment tools for both
formative and summative purposes to
inform, guide, and adjust students
learning.
4.7 Gives constructive and frequent
feedback to students on their learning
and progress toward their learning
goals.
Comments:

Specific Examples

Specific Examples

Learning Environment
The teacher uses resources, routines,
and procedures to provide a respectful,
positive, safe, and student-centered
environment that is conducive to
learning.
5.1 Arranges the classroom to maximize

Prior assessments on rounding had been used

to determine if students were ready to move on
to estimating with rounding. Data proved
successful.

Formative assessments were used to check for

student understanding by walking around and
monitoring progress.

Teacher gives constructive and frequent

feedback to motivate and assist students in
meeting the objective.

Students are grouped with a shoulder partner

learning while providing a safe

environment.
5.2 Establishes clear expectations, with
student input, for classroom rules and
procedures early in the school year, and
enforces them consistently and fairly.
5.3 Maximizes instructional time and
minimizes disruptions.
5.4 Establishes a climate of trust and
teamwork by being fair, caring,
respectful, and enthusiastic.
5.5 Promotes cultural sensitivity.
5.6 Respects students diversity, including
language, culture, race, gender, and
special needs.
5.7 Actively listens and pays attention to
students needs and responses.
5.8 Maximizes instructional learning time
by working with students individually
as well as in small groups or whole
groups.
Comments:
6

Professionalism
The teacher maintains a commitment to
professional ethics, communicates
effectively, and takes responsibility for
and participates in professional growth
that results in enhanced student
learning.
6.1 Collaborates and communicates
effectively within the school
community to promote students wellbeing and success.
6.2 Adheres to federal and state laws,
school policies, and ethical guidelines.
6.3 Incorporates learning from professional
growth opportunities into instructional
practice.
6.4 Sets goals for improvement of
knowledge and skills.
6.5 Engages in activities outside the
classroom intended for school and

and all students are facing the front of the

room. The room is very organized a safe.
Classroom rules are posted and are whole class
developed. Procedures and rules have been
reinforced as students are aware of
expectations.
Keeps students on task and minimizes
disruptions. Classroom routines are posted and
are written to maximize instructional time.
Very respectful of student concerns and
comments regarding content. Fair and
enthusiastic. Teacher and students have a good
rapport.
All students are treated equally.
Actively listens and allows students adequate
time to respond.
Students work in small groups while teacher
provides assistance to struggling learners.

Specific Examples

student enhancement.
6.6 Works in a collegial and collaborative
manner with administrators, other
school personnel, and the community.
6.7 Builds positive and professional
relationships with parents/guardians
through frequent and effective
communication concerning students
progress.
6.8 Serves as a contributing member of the
schools professional learning
community through collaboration with
teaching colleagues.
6.9 Demonstrates consistent mastery of
standard oral and written English in all
communication.
Comments:
7

Student Academic Progress

The work of the teacher results in
acceptable, measurable, and
appropriate student academic progress.
7.1 Sets acceptable, measurable, and
appropriate achievement goals for
student learning progress based on
baseline data.
7.2 Documents the progress of each student
throughout the year.
7.3 Provides evidence that achievement
goals have been met, including the
state-provided growth measure when
available as well as other measures of
academic progress.
7.4 Uses available performance outcome
data to continually document and
communicate student progress and
develop interim learning targets.
Comments:

Specific Examples

Students Read-Up goals and progress are

posted in the class to promote growth in
reading.

AdditionalComments:Greatpeercommunication.Studentsweregiventheopportunityto
communicatewhilesolvingtheproblems.Theywererequiredtojustifytheirreasoningby
askingthequestionwhyorhowdoyouknow.Extendingthelessonbyincorporatingmore
vocabularyandhavingstudentssetupandsolvetheproblemusingthevocabularywouldtake
thelessontoahigherlevelofthinking.
TeachersName_______________________________________________________________
TeachersSignature_______________________________________Date________________
ObserversName______________________________________________________________
ObserversSignature______________________________________Date_________________

FeedbackSummary
Atthebeginningofthefeedbackconference,Icommendedtheteacheronthe
effectivenessofthestudentspeercommunicationandcollaboration.Ialsohighlightedher
strengthofrequiringstudentstojustifytheirthinkingwhenansweringaquestion.Iprovidedher
withfeedbackonimprovingtheuseoftheessentialknowledgevocabulary.Irecommended
givingthestudentsthevocabularyinasentenceandhavingthemcreateandsolvetheproblem
accordingly.Thiswouldincreasethelevelofrigorwhenmasteringtheobjective.Ialso
suggestedtheimplementationofrealworldproblems.Wecametoanagreementthiswouldbea
goaltoworktowardsforthefollowupmeeting.Wediscussedthefollowingquestionsas
providedbytheVirginiaDepartmentofEducation.Theschooldivisiondidnothaveapost
observationconferenceformavailable;therefore,Iusedthefollowingquestionstoassistinthe
feedbackconference.Theteacherrespondedaccordingly.

Post Observation Conference Record

1. WhatwentwellduringthelessonIobserved?
Studentsgraspedtheconceptveryquicklybyestimatingandfindingtheproduct.
Studentsknewtheirmultiplicationfacts,whichassistedinmasteringthenewconcept.
2. Whatwouldyoudodifferentlythenexttimeyouteachthislessonand/orusea
particularinstructionalstrategy?
Wouldusemorevocabularytosetuptheprobleminordertoincreasetherigorand
providemorepracticewithwordproblems.
3. Howwouldyoudescribethelearningclimateoftheclassroomduringthelesson?
Allstudentswereengagedandontask.Studentswereparticipatingappropriatelyand
respondingaccordingly.
4. WhatoccurredduringthedaybeforeIarrivedfortheobservationthatmayhave
influencedwhathappenedduringthetimeIspentinyourclass?
Theschedulewaschangedtoaccommodatetheobservationtime;therefore,special
educationstudentswhodonotnormallyattendthemathlessonwerepresent.These
studentsreadduringthemathinstruction.
5. Howdidyouaddressstudentswhoneededmoretimetofullyunderstandand
mastertheconcept?
Teachermetwithstudentindividuallytohelpmastertheskill.
6. Iobservedasnapshotofyourinstruction.Howwelldidthestudentslearning
reflectyourintendedlearningoutcomes?
Theintendedlearningoutcomewasachievedafterreviewingindependentpractice
problemsandtheassignedhomework.
7. Whatinformalorformalassessmentsdidyouconductpriortoteachingthislesson?
Howdidthedatafromtheassessmentsinfluencethislesson?

Assessmentspriortothelessonwereconductedtodeterminemasteryofroundingpriorto
movingforwardtoestimatingandfindingtheproduct.Studentshowedmasteryofthe
skill.
8. Howdidyouletstudentsknowwhattheobjectiveforthelessonwasandhowthe
studentswouldknowiftheysuccessfullyachievedit?
Thelessonwasintroducedtostudentsbydemonstratingandcommunicatingthe
objective.Whenstudentshadmasteredtheindividualpracticetheyreceivedtheir
homeworksheetforthenight.Studentswhodidnotmasterytheskillwereremediated
priortoleavingthatday.
9. Whatstudentcharacteristicsorneedsdoyoukeepinmindasyouaregiving
directions?

Whengivingthestudentsdirections,theteachertakesintoconsiderationtheneedsofthe
Tier3studentsbyrepeatinginstructionsandshowingvariousexamples.Studentswho
havedifficultypayingattentionandfocusingareredirectedfrequently.Also,theteacher
providesexamplesofmisconceptionstohelpreducecommonerrorswhensolving
problemswithestimationandfindingproducts.
10. Whatgoal(s)didyousetthisyearforstudentachievement?Howareyourstudents
progressingonthat/thosegoal(s)?
A70%studentgrowthgoalwassetatthebeginningoftheyearbasedoffofthe
beginningoftheyearsummativebaselineassessment;however,studentgrowthforthis
goalhasnotbeenmeasuredasthesummativemidyearassessmentwillbegivenin
January.Formalassessmentsareusedfrequentlytomonitorstudentgrowth.Student
datafromformalassessmentsisprogressingandprovidesanindicationofstudent
growth.

References

Gall, M. D., & Acheson, K. A. (2011). Clinical supervision and teacher development:
Preservice and Inservice Applications. Hoboken, NJ: John Wiley & Sons, Inc.
Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers. (2012,
July 1). Retrieved November 21, 2014, from Virginia Department of Education:
http://www.doe.virginia.gov/teaching/regulations/2011_guidelines_uniform_performance
_standards_evaluation_criteria.pdf