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Name Empl ID
Job
02/09/2018
Action Zone
02/07/2018
Document Completed
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Document History
Document Responsible
Target Action Position Last Updated
Stage Person/Dept
Matthew Principal
New Licensed Observation Document 02/07/2018 3:32PM
Cormier Elementary (215)
Matthew Principal
Completed Evaluator's Signature 02/14/2018 8:21AM
Cormier Elementary (215)
Matthew Principal
All Apprvd Send To Employee 02/14/2018 8:21AM
Cormier Elementary (215)
I have received this observation document. My signature does not Caroline Tchr SPED Learning
Confer 02/14/2018 8:22AM
indicate agreement or disagreement with this observation. Saunders Specialist
Indicators
Professional Preparation
Demonstrates accurate, up-to-date You demonstrate knowledge and use of LLI and Bridge to Curriculum
a. Effective
knowledge of subject(s) resources. You attend an access staff PD opportunities to support students.
Connected to previous learning when you asked about the difference between a
biography and autobiography
You words with your students show that you are building on previous lessons
When students worked on problem 1 you saw the misconception created by the
students not fully reading the direction paragraph.
I see evidence that you engage students in instruction that is purposeful, direct,
Plans and Implements research- explicit, systematic to meet grade level standards. A couple of next steps might be
c. Effective
based best practices to consider possible conceptions and misconceptions as you plan the lesson. Also
consider how you can align the discussion of the topics in the LLI to best meet the
needs of all members of the class. Consider which students are more likely to take
most of the airtime and which students will hesitate or require longer to respond.
You gave some background information about the book. Asked students to put
Develops lesson plans incorporating their finger on the painting on the front cover of the book.
d. Effective
effective lesson design Asked the students to read the back cover of the book on their own
Asked the students to flip back to the front cover of the book
Students asked to flip over to page 2 and 3 and told some information about person
being discussed.
Provided a great deal of scaffolding to help the students understand the subject of
the book and information about their disability.
Math
Reviewed the LT
Gave students time to work on problems
Reviewed the 6 problems with a group. One suggestion to consider would be to
give the students the correct answer to the six problems and ask them to discuss
and say why or why their answer is not accurate. This idea would connect directly
to the SC.
Closure to the lesson did not include the LT
A few areas you might consider as next steps are closing the lesson with a
connection to the LT and SC and helping kids to be more successful with turn and
talks. Consider how you might differentiate within these small groups. While that
might be difficult with the LLI group of 3 I wondered if it was possible with your
math group.
Plans and Implements district-
adopted curriculum through Highly Your work in PLC shows that you collaboratively utilize the pacing guides to develop
e.
alignment of resources and Effective course outline and for lesson planning and assessments.
assessments
Your work around the PARCC performance descriptors in PLC shows that you
Aligns content within course and collaboratively align content
Highly
f. with previous and succeeding within own grade level(s) and course(s) to coordinate with previous and/or
Effective
grades/courses succeeding grade level(s) and course(s). Also you bring your middle school
perspective and understanding of expectations to the PLC conversation.
Professional Techniques
Reading Group
Reviewed the LT and SC for the lesson
Reviewed the LT and SC before releasing the students to independent work
Today we learned about a guy named chuck. He has a disability. We were learning
about how he would paint faces.
Communicates to students
a. Effective Barrett - What are you learn today, Nothing can change. I doesn’t really matter
expectations for learning
what happens to you. He connected to moral of the story and specifics of the story.
Math
Student read the LT: I can read and interpret line pots and bar graphs
You asked if a student knew why this was being taught. You took answers from
students. I wondered about your process here. My thought was to engage the
students in a turn and talk to get all kids thinking and talking. You can then take a
few answers and in the situation like today you could have taken Jenna’s answer,
reinforced that it was a good idea and moved forward.
Did not close the lesson with the Learning target
Ben: How to use bar graphs and line plots. Why is that important? So when we
grow up and our boss gives us a bar graph and line plot.
Russell - What? We were learning about bar graphs and line graphs. Why is this
important? In the future if someone asks us a questions about line plots and bar
graphs we will know the answer. Had good answer about what types line plots and
bar graphs he would see later in life.
Alex: What? Bar graphs and line plots. Using them to tell different information
about ice create. He knew that problem 5 was a two-step problems, why? So
when you get older your boss gives you a paper to show how many people got
math scores right.
What are you wondering about Chuck Close? Barrett responded and owned the
airtime. Scarlett did add on after Barrett finished.
Finn: What are you thinking his life must be like? Barrett took twice as much time
as Finn to answer
Finn: what do you think it would feel like to??I think you were talking about not
being able to move? I struggled to hear.
Models and facilitates higher-level On page 10 - What information do you expect to read? Finn was asked to read
b. thinking, problem solving, creativity, Effective I am wondering. Do you think his face blindness helps his artwork? What do you
and flexibility think? Barrett answered then Finn and Scarlett went last. Not sure Scarlett got an
answer out before Finn shared that his grandfather was 86 when he died
Math
What is something that could have been recorded with a bar graph or line plot
Ben, why did you say $80
What kind of operation do I need? Good opportunity for a turn and talk
A really nice success for this lesson is that your questions encourage students to
think flexibly and creatively from different perspectives. Consider the questions
referenced above.
How could you have students start to create their own questions to ask during the
lesson?
How might you provide structures to allow for all students to have higher-level
thinking opportunities?
Your turn and talks show an effort to balance teacher talk vs. student talk however
how can you push kids to think deeper about the content with your questions?
I was looking for the following items during the lesson but did see much evidence
to support an effective rating. I am more than happy to discuss this indicator to see
if an Effective rating is more appropriate that PE.
Adapts instruction to meet the Partially Use of data for lesson planning and student grouping is evident
c.
instructional needs of all students Effective Purposeful and flexible student groupings
Adapts modalities based on student needs (lessons are auditory, visual and
kinesthetic)
Uses continuous/informal assessment to adapt instruction in the moment
Utilizes verbal and visual scaffolds (i.e. graphic organizers, picture cues, etc.)
Remediates and /or accelerates content (what students are learning)
At the post observation conference that you look at MAP, scores and connect with
the teachers. You use the data points to help you determine the type of
comprehension. Collecting data daily. Use of MAP data and conversations with
teachers to determine next steps.
Provides varied opportunities for From 12:37 - 12:44 I am not sure I heard Scarlett speak. Barrett owned the
e. Effective
student demonstrations of learning majority of the airtime with Finn adding at times.
Scarlett asked to read. I am not sure if she read before you asked a question of the
group.
Students asked to read the side-bar on one of the pages
Asked the kids to turn to page 10. What information do you expect to read.
Barrett went first during the turn and talk. Scarlett interrupted before Barrett
finished. Barrett used information from the text to prove his point.
Asked Finn to share his thoughts as well.
What about this turning point in our story says about Chuck
Any other comments about good old chuck
Consider ways to give all students an opportunity to demonstrate their learning and
see if you can build some student choice in the way they can demonstrate their
learning.
Students were told the SC is “I can find the turning point in Luli’s party and rocks in
his shoes.”
Math
Explicitly communicates criteria for Partially Christopher read the SC “I know I’m successful when I solve 1 and 2 step word
f.
student success Effective problems by using the data and I check my work with my partner.
To Scarlett: “Good answer, I like what you said? One suggestion is to tell Scarlett
why you like what she said.”
Provides meaningful and Jenna- Good, great answer (I thought it was important to tell her why)
g. Effective
constructive feedback to students
Your feedback is timely and positive. Based on the data collected your feedback is
mostly summative. Consider providing feedback that is specific. I often hear
teachers say things like, good job, nice work or I like that. The part that I am
looking for is the why and a why that is connected to the learning goal for the day.
One question I have about the math lesson is why do the students leave you and go
and work in the hallway. It seems like it would be a better idea for the students to
stay with you and receive your instruction throughout the entire math block.
k. Collaboratively develops, models, Effective Reviewed the expectation of staying in seat with Finn
and communicates clear I observed you “shhh” or “hush” Barrett so that Finn could finish his thought.
expectations for student behavior
within a learning environment Math
Why are we brining dull pencils into math class? That is focusing on the
negative. Consider reminding the students the expectation of coming prepared
rather than connecting with the things that had not been done. You want to clearly
communicate standards and expectations.
I like that Ben wrote his name on the paper. Then you said other names? This is an
example of focusing on the expectation.
To Alex your comment was, “broken pencil and drink too much water” See
comments above.
Reviewed group rules before they began partner work. I was happy to see this
reviewed and wondered if it might have been more appropriately placed at the
very beginning of the lesson rather them before releasing them to partner work.
Consider connecting with the GIRR language and utilizing positive paws. Consider
Implements classroom and building
l. Effective ways that you might create a routine or model for Barrett how to take turns and
rules and procedures
not dominate the discussion.
Professional Responsibilities
You show clear evidence that you, follow school, team, dept. communication norms
Establishes and maintains during school day. Your communication enhances the situation and is productive
b. professional communication which is Effective and your communication is clear, focused You are a wonderful addition to the
clear, responsible, and respectful Wilmot staff and you go out of your way to contribute positively to the culture of
the school. Thanks for all you do.
Establishes and maintains
I reviewed your email communications with parents and found that you are
meaningful two-way communication Highly
c. working to have the parent be a full partner in their child’s education. Your
in a timely manner with students Effective
communication is timely and ensures opportunities for student success
and guardians
I see evidence that you actively contribute and support your team with PLCs and
Collaborates to accomplish team,
the direction of the school with your participation in PD opportunities. Through
d. school-wide, and district-wide goals Effective
your PLC work you have on-going conversations with colleagues about proactive
and practices
action steps to collaborate on student success
Highly
f. Meeting IEP requirements
Effective
2.i and 3.C - I reviewed your email communications with parents and found that
you are working to have the parent be a full partner in their child’s education. Your
communication is timely and ensures opportunities for student success
2.B - A really nice success for this lesson is that your questions encourage students
to think flexibly and creatively from different perspectives. Consider the questions
Strengths: referenced above.
How could you have students start to create their own questions to ask during the
lesson.
How might you provide structures to allow for all students to have higher-level
thinking opportunities?
Your turn and talks show an effort to balance teacher talk vs. student talk however
how can you push kids to think deeper about the content with your questions.
Indicators 1.E and 1.F - Your work around the PARCC performance descriptors in
PLC shows that you collaboratively align content within own grade level(s) and
course(s) to coordinate with previous and/or succeeding grade level(s) and
course(s). Also you bring your middle school perspective and understanding of
expectations to the PLC conversation.
2.G - Your feedback is timely and positive. Based on the data collected your
feedback is mostly summative. Consider providing feedback that is specific. I often
hear teachers say things like, good job, nice work or I like that. The part that I am
looking for is the why and a why that is connected to the learning goal for the day.