Quarter:
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Q1
Q2
Q3
Q4
Teacher
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Grade Level / Team
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Date of observation
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Year
Date
Time of observation
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AM/PM Option
Mathematics
Phase 1: Opening, Objectives, & Anticipatory Set
Missing
Developing
Progressing
Pervasive
N/A
Objectives are posted, easily read, and aligned to the standard, with the 3 W's included (2b, 1c)
Teacher explains how learning will be demonstrated/assessed (3a)
Objective is unpacked with students (vocabulary is defined here) (3a)
Objective is revisited throughout the lesson (1e, 3a)
Anticipatory set is motivational, not a drill (1b, 3c, 1d)
Anticipatory set elicits discussion + discourse (3b, 3a)
Anticipatory set is "low floor, high ceiling" with multiple entry points (1b, 1c, 1d))
When asked, students can explain what they are doing, and why (2b, 3a)
Phase 2: Teaching & Modeling
Missing
Developing
Progressing
Pervasive
N/A
Teacher explains, models, and thinks aloud (3a, 3b)
Concrete, semi-concrete, and/or abstract representations are utilized simultaneously (1a, 1d)
Modeling, objective, assessment and standard* are aligned (1e, 1f)
ALL students are engaged and involved (2d, 3c)
Teacher utilizes math talk with correct use of content-specific vocabulary (3a, 3b)
Students utilize math talk with correct use of content-specific vocabulary (3a, 3b)
Cognitive demand increases as the modeling progresses (1a, 1e)
Modeling prepares students for the rigor of the summative assessment (1f)
Content-specific vocabulary is large, pictorial, and prominently displayed (2e)
Phase 3: Guided Practice & Formative Assessment
Missing
Developing
Progressing
Pervasive
N/A
Teacher is utilizing observation of student practice to determine small groups (3d, 3e)
Students are practicing the new learning in a variety of ways (1e, 3c)
Teacher maintains pace by limiting individual tutoring (2c)
Content-specific vocabulary is predominantly displayed and referenced by students (2e)
Phase 4: CIT, Independent Learning, & Assessment
Missing
Developing
Progressing
Pervasive
N/A
Small group instruction is differentiated according to student needs (1b, 3e)
Independent work matches the rigor of the standard and is aligned with objective (1d, 1e, 3c)
Students are explaining their thinking using writing, drawings, and diagrams (1a, 3a)
Student explanations correctly utilize content-specific vocabulary (1a, 3a)
Phase 5: Closing
Missing
Developing
Progressing
Pervasive
N/A
Students can communicate the what, how, and why of the lesson in their own words (1c, 1e, 2b)
Students use content-specific vocabulary when discussing what they learned (1a, 3a)
Math Notes:
Math Suggestions:
ELA
ELA: There is evidence of knowledge and implementation of multi-sensory phonics instruction.
Missing
Developing
Progressing
Pervasive
N/A
Formal and informal assessment data is gathered using a data board (1b, 3d, 1f)
Students are given opportunities to apply decoding strategies to connected text (1e)
The teacher has utilized data to plan for differentiated small groups for phonics (3c, 3d, 3e)
Visual resources are available- anchor charts, phoneme maps, etc. (1e, 3a)
Objectives are aligned, posted, and unpacked with students (1a, 1c, 3a)
ELA: Effective first instruction is aligned to meet student needs.
Missing
Developing
Progressing
Pervasive
N/A
The teacher's planning demonstrates knowledge of student's skills (1b)
The teacher develops anchor charts and resources to support student learning (3a)
Objectives are aligned to standards and are processed with students (1a, 1c, 3a)
The teacher utilizes data to plan meaningful learning activities and centers (2c, 3e)
Instructional groups are intentionally organized to support learners' needs (2c, 3d, 3e)
The teacher implements all components of the ELA block in a timely manner (1e, 2c)
Students are engaged in rigorous learning activities (1b, 3d)
Support staff are utilized in small-group instruction, rigorous centers (2c, 3e)
ELA: Guided reading groups are utilized for students below grade level or identified on the SPP.
Missing
Developing
Progressing
Pervasive
N/A
Planned lesson demonstrates knowledge of the structure of guided reading (1a, 1e)
The teacher utilizes appropriate resources to support guided reading (1d, 1e)
Students understand the procedures and structure of guided reading (2c)
Teacher uses gesturing, prompts, discussion techniques to build comprehension+fluency (3b)
The teacher utilizes F&P and progress monitoring to collect guided reading data (3d)
The teacher collects and utilizes running records/anecdotal notes during guided reading (3d)
ELA Notes:
ELA Suggestions:
Climate
Climate: Developing Positive Culture and Climate
Missing
Developing
Progressing
Pervasive
N/A
Students understand and follow classroom routines (2c)
Students understand and follow classroom expectations (2b)
Teacher appropriately responds to student behaviors (2d)
Teacher uses effective restorative statements (2a)
Teacher is proactive in solving conflicts (2c)
Teacher provides opportunities for responsive circles, meetings, and/or conferences (2a)
Teacher has established a community culture in the classroom (2b)
Teachers provide brain/movement breaks for students (2d)
Teachers develop organizational strategies for students (2e)
Teachers create a calming corner/safe space/R&R space for student use (2d)
Clubs, groups, & activities planned to develop relationships w/students & motivate them to learn (2b)
Climate Notes:
Climate Suggestions:
Special Area Subjects
Special Area: Developing a culture of literacy
Missing
Developing
Progressing
Pervasive
N/A
Anchor charts are posted (CD1.d, 1.e, 2.e, 3.c)
Anchor charts are referenced (CD1.d, 1.e, 2.e, 3.c)
The teacher uses content vocabulary (CD1.a, 3.a, 3.b)
The students use content vocabulary (CD1.a, 3.a, 3.b)
"I can" statements are posted (CD1.c, 3.a)
"I can" statements are shared/referenced (CD3.a)
Success criteria are posted (CD3.d)
Success criteria are referenced (CD3.d)
The teacher's planning demonstrates knowledge of students' skills (CD1.b)
Special Area: Blended learning opportunities are available for students
Missing
Developing
Progressing
Pervasive
N/A
The teacher's planning demonstrates knowledge of student's skills (CD1.b)
The teacher's planning demonstrates students' interests (CD1.b)
The teacher's planning demonstrates knowledge of students w/special needs (CD1.b)
Instructional outcomes are appropriate for all learners (CD1.c)
Instructional groups are intentionally organized to support learners' needs (CD1.e)
The teacher utilizes data to plan blended learning activities (CD1.f, 3.c)
There are procedures to support blended learning opportunities (groups) (CD2.c, 3.c)
The classroom is organized to support blended learning (CD3.a)
Students understand expectations and directions for blended activities (CD3.a)
Students are engaged in rigorous activities (CD3.c, 1.b, 3.d)
The teacher effectively utilizes support and resource staff to support blended learning (CD2.c)
Special Area: There is evidence of collaborative planning and data analysis in order to customize instruction
Missing
Developing
Progressing
Pervasive
N/A
Formal and informal assessment data is gathered using a data board (CD1.b, CD1.f, 3.d)
The teacher uses knowledge about the students' interests to plan instruction (CD1.b)
The teacher uses knowledge about individual student needs to plan instruction (CD1.b, 3.d)
Outcomes are differentiated to support students of differing abilities (CD1.c, 3.d)
The teacher has utilized data to plan learning groups (CD1.e, 1.f, 3.d)
There are a variety of performance opportunities (CD1.f)
The teacher responds to student needs based on collected data (CD3.e)
Special Area Notes:
Special Area Suggestions:
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