GoObserve Observation Report

Dr. Joseph F. Pollack Academic Center Of Excellence, PACE academy

Name: Black, Wanda
Classification:
Observed by: Jamila Whitaker
Observation Date: Monday, June 1, 2015 at 10:30 AM
Criteria:
1a: Effective (3): Teacher's plans and practice reflect solid knowledge of the
content, prerequisite relations between important concepts and of the
instructional practices specific to that discipline.
1b: Effective (3): Teacher actively seeks knowledge of students' backgrounds,
cultures, skills, language proficiency, interests, and special needs, and attains
this knowledge for groups of students.
1c: Effective (3): Instructional outcomes are stated as goals reflecting high
level learning and curriculum standards. They are suitable for most students
in the class, represent different types of learning and are capable of
assessment. The outcomes reflect opportunities for coordination.
1d: Effective (3): Teacher coordinates knowledge of content, of students, and
of resources, to design a series of learning experiences aligned to institutional
outcomes and suitable to groups of students. The lesson or unit has a clear
structure and is likely to engage students in significant learning.
1e: Effective (3): Teacher's plan for student assessment is aligned with the
instructional outcomes, using clear criteria, and is appropriate to the needs of
students. Teacher intends to use assessment results to plan for future
instruction in groups of students.
2a: Highly Effective (4): Classroom interactions among the teacher and
individual students reflect genuine warmth, caring, and sensitivity to student's
cultures and levels of development. Students themselves ensure high levels
of civility among members of the class.
2b: Effective (3): The classroom culture is characterized by high expectations
for most students, genuine commitment to the subject by both teacher and
students, with students demonstrating pride in their work.
2c: Effective (3): Little instructional time is lost due to classroom routines and
procedures, for transitions, handling of supplies and performance of noninstructional duties, which occur smoothly.
2d: Effective (3): Standards of conduct appear to be clear to students, and the
teacher monitors student behavior against those standards. Teacher
response to student misbehavior is appropriate and respects the students
dignity.
2e: Effective (3): The classroom is safe, and learning is accessible to all
students; teacher ensures that the physical arrangement is appropriate to the

learning activities. Teacher makes effective use of physical resources,

including technology.
3a: Highly Effective (4): Expectations for learning, directions, procedures, and
explanations of content are clear to students. Teacher's oral and written
communication is clear and expressive, and appropriate to students.
3b: Effective (3): Most of the teacher's questions elicit a thoughtful response,
and the teacher allows sufficient time for students to answer. All students
participate in the discussion, with the teacher stepping aside when
appropriate.
3c: Effective (3): Activities and assignments, materials and groupings of
students are fully appropriate to the instructional outcomes, and students'
cultures and levels of understanding. All students are engaged in work of a
high level of rigor. The lesson's structure is coherent, with appropriate pace.
3d: Highly Effective (4): Assessment is used in a sophisticated manner in
instruction, through students involvement in establishing the assessment
criteria, self-assessment by students and monitoring of progress by both
students and teachers, and high quality feedback to students from a variety of
sources.
3e: Highly Effective (4): Teacher seizes an opportunity to enhance learning,
building on a spontaneous event or student interests. Teacher ensures the
success of all students, using an extensive repertoire of instructional
strategies.
Comments

Activity

Comments

10:30:51 AM

Review & Focus (Do

Now, Bellwork, etc.)

Ms. Black had students

come in and stand by
their chairs and repeat
the affirmation in Spanish.
She ant one student out
of class with a packet of
work.
Students also recited the
pledge of allegiance in
Spanish as well.
Ms. Black told students
when they are reciting the
pledge to think about the
English words because
many of the words are
similar.
Ms. black handed out an
assignment.
Ms. Black took
attendance. During

attendance she asked

student how they were
and the weather and
students responded. Ms.
Black told students she
was going to throw a
curve ball and ask
someone something
different. She asked a
student her age.

10:37:13 AM

Review & Focus (Do

Now, Bellwork, etc.)

Ms. Black told students to

take a look at their Do
Now. She reviewed the
Do Now which was to tell
facts about 2 groups of
people AfricanAmericans & Mexicans.
She then told them to
think about what it is like
to be those people. She
told them they had 7
minutes and then they
would discuss.
Ms. Black stopped by a
table of a students to give
him ideas about what to
write. She stopped by
several other tables
sharing ideas with
students.

10:43:54 AM

Discussion

Ms. Black asked students

to share the information.
She asked student to
check ones that others
came up with so that we
would not duplicate.
Students harmed various
information about each
culture. Students were
talking while others were
talking. Ms. Black
addressed the student
and kept on with the

lesson.
A student asked if
Guatemala is on Mexico,
Ms. Black told him no it's
in Central America and
asked him to look at the
map to locate it. Students
asked if she had been to
other countries. She
shared that she'd been to
a few. One student asked
about Brazil Ms. Black
told student they speak
Portuguese in Brazil.
Students continued to
share their answers.
Ms. Black addressed a
student who was being
disruptive.
10:54:33 AM

Reading

Ms. Black had students

read about the people of
Mexico. She chose a
student to read aloud.

Summary Notes: Why did you remove the one student from the class?