Academy of Notre Dame de Namur Villanova, PA Educator Observation Report Teachers Name: High School or Junior School: Observer:

Objective: Class Size: Planning and Preparation Demonstrates knowledge of content Unsatisfactory In planning and practice, teacher makes content errors or does not correct student content errors Basic Teacher is familiar with the important concepts in the discipline but displays lack of awareness of how these concepts relate to one another Teacher displays the importance understanding how learn Goals represent moderately high expectations for students Teacher displays basic awareness of school resources for classroom use Proficient Teacher displays solid knowledge of the important concepts in the discipline and the ways they relate to each other Teacher understands the active nature of learning Most goals represent rigorous and important learning Teacher displays awareness of resources not only from the school but also from sources external to the school Teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned with goals All learning goals have an assessment component Distinguished Teacher displays extensive knowledge in the discipline and the ways they relate to one another and to other disciplines Teacher actively seeks knowledge of students levels of development All goals represent rigorous and important learning Teacher displays extensive knowledge of resources from the school and sources external to the school and also from professional other organizations or Teacher designs an instructional plan that coordinates in depth content knowledge, understanding different student needs and use of available resources All learning goals have an assessment component and assessment allows an opportunity for student choice Teacher takes a leadership role Additional Comments Subject/Grade: Date: Time:

Demonstrates knowledge of students Selects appropriate instructional goals Demonstrates knowledge of resources

Teacher displays little or no understanding of how students learn Goals represent low expectation for students and lack of rigor Teacher is unaware of school resources for classroom use

Designs coherent instruction

The learning experience is poorly aligned with goals

Some of the learning experience is aligned with goals

Assesses student learning

Assessments do not match instructional goals

Some assessments match instructional goals

Shows professionalis

Teacher displays dishonesty in

Teacher is honest in

Teacher displays high

m Classroom Environment Creates an environment of respect and rapport

interactions with Unsatisfactory colleagues, students and Teacher in parents, or does deal public with disrespectful behavior

Establishes a culture for learning

Management of classroom procedures

Management of student behavior

Organizes physical space

interactions with standards of with colleagues Basic Proficient and can be Distinguished colleagues, honesty, students and integrity, and counted on to Teacher attemptsconfidentiality Talk between hold Talk highest parents, and in the between to deal with teachers and standards of and teachers public in interactions disrespectful students and students and with colleagues, honesty, integrity, behavior among students and among studentsand among students students with is respectful is respectful and parents, and in confidentiality uneven results public teacher demonstrates knowledge and caring about individuals needs beyond the classroom Teacher Teachers energy Classroom Teacher conveys trivializes for the work is interactions high learning goals or neutral and the support learning expectations for assignments or teacher conveys and hard work learning from all indicates that an high students and assignment is too expectations only insists on hard challenging for a for some work by all student students students There are no Procedures for Procedures for Procedures for established distributing or distributing or distributing or procedures for collecting collecting collecting distributing or materials seem materials run materials run collecting to be in place but smoothly and smoothly and materials. need classroom classroom Procedures for improvement. activities activities other activities Classroom function function are confusing or activities smoothly. smoothly and chaotic function students take unevenly. initiative with their classmates to ensure that their time is productive. The teacher does The teacher The teacher Students take an not monitor attempts to keep monitors student active role in student behavior. tract of student behavior against monitoring their behavior but with established own behavior no apparent standards of with the system. conduct. teachers monitoring of behavior being subtle and preventive. There are The physical The physical The physical physical hazards environment is environment is environment is in the classroom safe and most safe and all safe and all or many students students can see students can see students can see cant hear the the board and the board and the board and teacher or see hear the teacher. hear the teacher. hear the teacher the board. and the teacher makes accommodations for students with special needs.

Additional Comments

Instruction Communicates clearly and accurately

Unsatisfactory At no point does the teacher state what students will be learning

Basic The teacher refers in passing what the students will be learning

Proficient The teacher states clearly at some point during the lesson what students will be learning

Distinguished The teachers explanation of content is thorough and clear and the teacher links the instructional purpose of the lesson to students interest Teacher uses open ended questions inviting students to think and/or offer multiple answers and students initiate higher order questions All students are intellectually engaged in the lesson and students take initiative to modify a learning task to make it more meaningful or relevant to their needs. Assessment is fully integrated in instruction through extensive use of formative assessment

Additional Comments

Use of questioning and discussion techniques

Questions are rapid and convergent with only one correct answer. Questions do not invite thinking

Teacher frames some questions to promote student thinking but only a small number of students are involved

Teacher uses open ended questions inviting students to think and/or offer multiple answers

Engages students in learning

Few students are intellectually engaged in the lesson. Learning tasks require only recall.

Some students are intellectually engaged in the lesson and learning tasks are a mixture of learning and recall

Most students are intellectually engaged in the lesson and the learning tasks have multiple correct answers and/or demand high order thinking Assessment is used regularly by the teacher and/or students during the lesson through the monitoring of learning progress and results in accurate feedback that advances learning Teacher promotes the successful learning of all students making

Provides feedback to students

Students do not appear to be aware of the assessment criteria and do not engage in self assessment

Assessment is used sporadically by the teacher and/or students to support instruction through some monitoring of student progress

Demonstrates flexibility and responsiveness

Teacher ignores indication of student boredom or lack of understanding

Teachers efforts to modify the lesson are only partially successful

Teacher seizes the opportunity to enhance learning, building on a

minor adjustments as needed to accommodate student questions, needs and interests

spontaneous event or students interests or successfully adjusts and differentiates instruction to address individual misunderstandin gs

Suggested Areas For Improvement and/or Development

Commendation in this Lesson

In Addition to this Lesson, Teacher Involvement Supporting the Mission of the School

Observers Signature: _____________________________________________________

Date: _______________________

Educators signature demonstrates that he/she has seen the completed observation report. It does not signify that he/she agrees with the contents of the report. Educators Signature: _____________________________________________________ ( ) Educator comments are attached. Date: _______________________

( ) No educator comments are attached.

Copy to: Main Office, Educator, Principal, Supervisor