Domain Two and Three

Observer: THOMAS GARNER Organization: Salem Avenue Elementary Teacher: TYLER NEWCOMER Grade: 5 Subject: Mathematics Submitted on Tue, 10-15-2013 Washington County, MD Custom Survey Provide the answers to as many questions/topics as you can.

Focus on 2a: Creating an Environment of Respect and Rapport

2a: Respectful interactions among teacher and students

Evident Not Evident Unable to Determine

2a: Respectful interactions among students

Evident Not Evident Unable to Determine

2a: Comments

Focus on 2b: Establishing a Culture for Learning

2b: Practices observed that demonstrate the importance of the content

Active Participation Teacher Enthusiasm

Student Curiosity Student Enthusiasm Students Taking Initiative None Other:

2b: Identify expectations for learning and achievement

High Expectations Have Been Established For All Students High Expectations Have Been Established For Some Students Unable To Determine

2b: Comments

Focus on 2c: Managing Classroom Procedures

2c: Identify Grouping Format

Whole Group Small Group Paired Individual

2c: Identifiy Transitions

Smooth Transitions Initiated By Students Smooth Transitions Initiated By Teacher Transitions That Resulted In Some Loss Of Instructional Time

Chaotic Transitions No Transitions Observed

2c: Materials/Supply Handling

Students Assumed The Responsibility Of Materials And Supplies Teacher Assumed The Responsibility Of Materials And Supplies. Routines For The Management Of Materials Resulted In The Loss Of Some Instructional Time. Not Observed

2c: Non-Instructional Duties

Students Assumed The Responsibility Of Non-Instructional Duties. Teacher Assumed The Responsibility Of Non-Instructional Duties.

Routines For The Management Of Non-Instructional Duties Resulted In The Loss Of Some Instructional Time. Not Observed

Supervision of Volunteers and Paraprofessionals

Volunteers And/Or Paraprofessionals Were Productively Engaged. Volunteers And/Or Paraprofessionals Appeared To Have No Clearly Defined Duties. Not Observed

2c: Comments

Focus on 2d: Managing Student Behavior

2d: Evidence of Expectations

Most Students Were Adhering To Appropriate Standards Of Conduct. Some Of The Students Were Adhering To Appropriate Standards Of Conduct. No Standards Of Conduct Appeared To Have Been Established.

2d: Student behavior is monitored as evidenced by:

Teacher Circulated The Room. Students Corrected One Another's Behavior.

Teacher Implemented A Song/Phrase/Behavior Routine.Teacher Subtly Responded To A Student.Not Observed Teacher Subtly Responded To A Student. Not Observed

2d: Response to Student Misbehavior

Response To Student Misbehavior Was Effective. Response To Student Misbehavior Was Effective For Some, And Ineffective For Others. Response To Student Misbehavior Was Ineffective. No Student Misbehavior Was Observed.

2d: Comments

Focus on 2e: Physical Space

2e: Evidence of a Safe Physical Environment

Learning Was Physically Accessible To All Students.

Resources Were Easily Accessible To Teacher/Students. Pathways Were Clear Of Debris. Resources Were Not Easily Accessible To Teacher/Students.

Pathways Contained Items That Could Have Been Hazardous To Safety Of The Students/Teacher. Learning Was Not Physically Accessible To All Students.

2e: Comments

Focus on 3a: Communicating with Students

3a: Expectations, Directions, Procedures, and Content

Teacher's Explanation Of Learning Appears Clear To All Students. Teacher's Explanation Of Learning Appears Clear To Most Students. Teacher's Explanation Of Learning Does Not Appear Clear To The Majority Of Students.

3a: Comments

Focus on 3b: Using Questioning and Discussion Techniques

3b: Questions and Discussion is evidenced by the following:

Teacher-Directed High Quality Questions Student-Directed High Quality Questions Teacher-Directed Questions Student-Directed Questions Teacher-Led Discussion

Student-Led Discussion

3b: Comments

Focus on 3c: Engaging Students in Learning

3c: Activities and Assignments

Activities And Assignments Were Cognitively Engaging To All Students. Activities And Assignments Were Cognitively Engaging To Some Students. Activities And Assignments Minimally Engaged The Students.

3c: Grouping of Students

Students Were Instructionally Grouped. Students Appeared To Be Randomly Grouped. Students Were Not In Groups At The Time Of The Walk-Through.

3c: Instructional Materials and Resources

Instructional Materials And Resources Were Suitable To The Instructional Purpose. Instructional Materials And Resources Were Not Provided, But Appeared Necessary. Not Applicable

3c: Structure and Pacing

Pacing Observed Was Appropriate For All Students. Pacing Observed Was Generally Appropriate. Pacing Was Inconsistent.

3c: Comments Good use of tech. Great example of force multiplier.

Focus on 3d: Using Assessment in Instructions

3d: The following assessment practices were evident:

Formal Assessment One to one assessment and learning. Student Observations One to one assessment and learning. Rubrics One to one assessment and learning. Informal Assessment One to one assessment and learning. Whole Group Questioning One to one assessment and learning. Student Generated Work One to one assessment and learning. No Assessment Was Observered At This Time. One to one assessment and learning. Other: One to one assessment and learning. 3d: Feedback to Students

Teacher Was Offering Consistent Feedback To Students. Teacher Was Offering Inconsistent Feedback To Students. No Feedback To Students Was Observed.

3d: Comments

Feedback was specific to individual students. High quality.

Focus on 3e: Demonstration Flexibility and Responsiveness

3e: Flexibility and Responsiveness was observed through:

Lesson Adjustment Teacher Utilized Multiple Approaches To Aid In Student Learning. Response To Students None Observed Other:

3e: Comments

Final Comment
Nice class walk though. Kids 100% "on". Kids could communicate what they are learning and enthusiasm was spot on (2b, 3a). Good questioning of students (3b) and 1-1 assessment (3d). Excellent tone (2a) and you are proving "shift" happens at the 1323.