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APPENDIX A: Examples of Observations and Documentation

1. Centering instruction on high expectations for student achievement.

Examples of Observations Examples of Documents Students communicate goals and objectives. Standards-based lesson plans Teacher communicates goals and objectives in lesson opening and closing.

Standards-based unit plans

Teacher-created assessments, formative and summative Standardized assessments, formative and summative Assessment plan Syllabus Pacing calendars Student goal setting sheets Student planners Classroom achievement goals Objective-driven daily plans Essential questions

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2. Demonstrating effective teaching practices.

Examples of Observations Examples of Documents Teachers deliver factually correct content :

in a well-organized manner that shows progression throughout the lesson

by emphasizing key points in a memorable way.

Sample questions reflecting Blooms taxonomy

Teacher maintains a dynamic presence . . . uses engaging body language, tone, and volume; orchestrates student learning, acting as a guide and a leader; delivers content with confidence; conveys enthusiasm for the content; and speaks clearly using age-appropriate language.

Student or teacher-created models of assignment.

Students are . . . attentive and focused, completing the assigned task, and participating in activities

Students are: Maintaining eye contact Nodding Volunteering to answer questions

Students are: Talking to peers Writing Calculating Experimenting Completing assignments Asking questions

Teacher uses strategies to capture students’ attention and connect them to the content or activity. For instance, a teacher may use think-pair-share to increase the level of participation in response to a question

Teacher circulates around the classroom, monitoring student performance and providing assistance as needed to complete the

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assigned task. For instance, during independent practice in a math class, teacher may circulate to monitor student progress and kneel down to provide assistance to a student who is struggling with long division. Teacher establishes and maintains clear expectations for student engagement during the lesson. For instance, while working in small groups, all students have assigned roles, such as timekeeper, facilitator, scribe, and reporter.

Teacher uses varied methods to frequently check for understanding throughout the lesson.

Teacher uses appropriate types of questioning based on Blooms Taxonomy.

Teacher responds to misunderstandings and enriches student understanding.

Teacher uses instructional strategies that purposefully target the various learning styles of the students.

Teacher targets multiple learning needs by modifying and varying the content, process, product, or the learning environment of their lesson by:

Using varied media to present content; visual, auditory, kinesthetic, tactile, interpersonal, social, linguistic

Designing learning centers Using graphic organizers Teaching to multiple intelligences Allowing for student choice

Teacher provides: accommodations/adaptations for students who have 504 and

IEP plans. differentiated Instruction based on language levels of

students.

Teacher uses efficient procedures and routines to move students through classroom activities

Teacher maintains efficient instructional pacing by spending an

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appropriate amount of time on each phase of the lesson. Teacher:

refers to objectives asks questions demonstrates research-based strategies provides feedback leads students through guided practice (examples) provides clear directions uses graphic organizing methods uses “on the fly” adjustments

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3. Recognizing individual student learning needs and developing strategies to address those needs

Examples of Observations Examples of Documents Teacher differentiates instruction based on needs of students Record of interventions for students Teacher targets multiple learning needs by modifying and varying the content, process, product, or the learning environment of the lesson by:

Using varied media to present content; visual, auditory, kinesthetic, tactile, interpersonal, social, linguistic

Designing learning centers Using graphic organizers Teaching to multiple intelligences Allowing for student choice

Record of observations of students

Teacher provides for: accommodations/adaptations for students who have 504

and IEP plans differentiated instruction based on levels of students

Record of reports made to appropriate professionals

Teacher uses instructional strategies that purposefully target the various learning styles of the students by:

Depicting examples on chart paper (visual), Talking through examples in everyday life

(auditory), Asking students to respond using their arms

(kinesthetic), and Having students use objects to represent the concepts

during independent practice (tactile).

IEP’s, 504 plans

Record of resources requested and accessed for students Lesson plans reflecting differentiation addressing students’

needs Materials used to differentiate instruction Student progress reports

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4. Providing clear and intentional focus on subject matter content and curriculum

Examples of Observations Examples of Documents Teacher delivers factually correct content in a well-organized manner using instructional strategies that match the lesson objectives.

Samples of student work or projects demonstrating connections to future academic work and to life beyond the classroom.

Teacher emphasizes key points in a memorable way. Lesson plans Teacher uses engaging body language, tone, and volume to maintain a dynamic presence

Objectives posted in classroom

Students communicate goals and objectives; refer to lesson objectives. Samples of assignments that illustrate rigor. Teacher communicates goals and objectives in lesson opening and closing

Students’ learning goals

Teacher uses strategies to capture students’ attention and connect them to the content or activity.

Vocabulary lists

Teacher circulates around the classroom, monitoring student performance and providing assistance as needed to complete the assigned task.

Teacher establishes and maintains clear expectations for student engagement during the lesson.

Teacher checks for understanding. Teacher responds to student misunderstandings by scaffolding learning. Teacher responds to students’ correct answers by probing for higher-level understanding.

Teacher’s response to students suggests that everyone is capable of expanding their knowledge and skills.

Teacher establishes high expectations for students and their work and assign rigorous academic work

Teacher demonstrates supportive relationships with all students. Teacher encourages students to develop personal learning goals based on their needs, interests, and curiosity.

Teacher uses academic vocabulary. Students use academic vocabulary.

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5. Fostering and managing a safe, positive learning environment.

Examples of Observations Examples of Documents

Teacher defines, teaches, and models the rules for the behavior in the classroom.

Classroom management plan

Teacher explains and enforces consequences for appropriate and inappropriate behavior.

Records of parent communications (phone calls, e-mails, conferences) that explain rules for behavior

Teacher demonstrates that procedures are in place for routines, such as: Taking attendance Distributing materials Bringing the classroom to attention Sharpening pencils Lining up Using the restroom Transitions Turning in papers/homework

Records of tracking student behavior including referrals, suspensions, expulsions

Teacher teaches, models and practices procedures with students. Student recognition (awards) Teacher implements and re-enforces procedures. Discipline forms Classroom is arranged to support teaching and learning. Classroom rules/expectations. All materials are ready to use. Student handbook. Teacher uses procedures and routines to move students through classroom activities efficiently.

Student work displayed.

Teachers and students use positive interactions as evidenced by: shared activities social conversation smiling laughter enthusiasm praise eye contact warm and calm voices respectful language

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Teacher displays a positive affect when interacting with students. Teacher builds relationships with students by showing interest in individual students and by providing students with individual acknowledgement.

Teacher demonstrates respect for students. Teacher communicate desired behaviors to students Teacher recognizes, praises, or rewards students who are demonstrating the expected behaviors.

Teacher re-engages students without disrupting the flow of instruction. When challenging behavior arises, teacher responds calmly, quickly, and in alignment with OSD Student Discipline Matrix and established classroom consequence.

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6. Using multiple student data elements to modify instruction and improve student learning.

Examples of Observations Examples of Documents Teacher targets multiple learning needs by modifying and varying the content, process, product, or the learning environment of their lesson by:

Using varied media to present content; visual, auditory, kinesthetic, tactile, interpersonal, social, linguistic

Designing learning centers Using graphic organizers Teaching to multiple intelligences Allowing for student choice

Records of: Student progress Assessment data Assignment completion data Special needs data (IEP goals, 504 plans) Language Proficiency levels Attendance data Observational data

Teacher provides: accommodations/adaptations for students who have 504 and

IEP plans. differentiated instruction based on levels of students.

Samples of data used to evaluate student progress

Uses “on the fly” adjustments Records of interventions Teacher uses daily, weekly, and/or unit assessments to track student progress and inform instruction.

Records of enrichment

Teacher uses assessment methods and items that accurately measure the lesson objective or unit goals, Grade Level Standards, and English Language Development Standards.

Lesson plans, reflecting modifications to long terms plans and practices, as appropriate

Teacher uses a variety of assessment methods and question formats. Student goal sheets Teacher provides multiple opportunities over the course of the unit or year for students to demonstrate mastery.

Grade reports

Teacher re-teaches concept(s). Assessment schedule/plan Records of informing students and parents of progress,

including parent conference reports PLC minutes and agendas Sample assessments Rubrics

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7. Communicating with parents and school community.

Examples of Observations Examples of Documents Teacher communicates with parents and school community at school events.

Record of parent contacts such as: phone calls, conferences, e-mails, newsletters, school events, meetings

Teacher communicates with parents and school community at district events and projects.

Student progress reports

Teacher communicates with parents and school community at community events.

Parent surveys

Teacher displays a positive affect when interacting with parent and the school community.

Samples of communication with community

Teacher builds relationships with parents and the school community by showing interest in individuals and by providing individual acknowledgement.

Teacher demonstrates respect for parents and the school community.

8. Exhibiting collaborative and collegial practices focus on improving instructional practice and student learning

Examples of Observations Examples of Documents Participates in meetings Lesson plans Attends meetings Team feedback forms Makes contributions at meetings PLC minutes and agendas Demonstrates positive interactions with staff PLC group norms

Team agreements