Page 1 of 3 Informal Classroom Observation Form Directions: This form is to be used for probationary professional educators and professional educators with continuing contract status. Observers should use the form to provide feedback to professional educators about the observation. Some standards may not be documented in a single observation. One form should be given to the professional educator and one copy should be maintained by the evaluator for the entire evaluation cycle to document growth and development. Some standards may not be documented in a single observation. Professional Educator Observed: Kayla Pollak Time: :20 p.m. — 2:55 p.m. Date: October 22, 2014 1. Professional Knowledge ‘= Effectively addresses appropriate curriculum standards. ‘= Integrates key content elements and facilitates students’ use of higher level thinking skills. ‘= Demonstrates ability (0 link present content with past and future learning experiences, other subject areas, and real world experiences and applications. ‘= Demonstrates an accurate knowledge of the subject matter. ‘= Demonstrates skills relevant to the subject area(s) taught. ‘* Bases instruction on goals that reflect high expectations forall students. ‘+ Demonstrates an understanding of the students” intellectual, social, emotional and physical development. ae ‘Specific Examples: Mrs. Pollak was leading a small group math lesson, targeting a third grade math standard. She demonstrated knowledge of the subject matter and also the individual needs of her students. 2 Instructional Planning ‘* Analyzes and uses data to guide planning. ‘* Plans instruction effectively for content mastery and pacing. ‘* Plans for differentiated instruction. ‘+ Aligas lesson objectives to the school division's curriculum and the Virginia Standards of, Learning. ‘+ Develops appropriate instruction such as course, unit and daily plans and adapts plans when needed. Specific Examples: ‘The lesson was aligned with Third Grade Virginia math standards: 34 ‘The student will estimate solutions to and. solve single-step and multistep problems olving the sum or difference of two ‘whole numbers, each 9,999 or less, with or without regrouping. ‘The learning outcomes were clear and appropriate for her students.Page 2 of 3 3. Instructional Delivery + Engages and maintains students in active learning, ‘© Builds upon students’ existing knowledge and. skills ‘ Differentiates instruction according to content, process and/or product to meet the students? needs. * Reinforces learning goals throughout lessons. ‘+ Uses a variety of effective instructional strategies and resources. ‘+ Uses instructional technology to enhance student learning, ‘* Communicates and presents material clearly and checks for student understanding, ‘Assist students with connecting learning goals with issues or events outside the classroom. Specific Examples: Mrs. Pollak was facilitating guided practice with her students on solving two-digit addition problems ‘with regrouping. A problem was written on the ‘Smart Board and she was guiding the students to solve it using virtual base ten blocks. She asked targeted essential questions, including “What is regrouping?” Additional questions asked targeted students’ conceptual understanding of regrouping What does the one represent when we put it in the tens place column?") After completing several practice problems as a group on the Smart Board, she transitioned the students to their desks, where place value mats and individual base ten blocks ‘were already out and ready. She then wrote a problem on the board and asked students to represent the problem on their individual place value mat using their base ten blocks. As students worked, she circulated around and supported students as needed. She recognized that students were having difficulty with doing this, so she called all of the students back up to the front to do several more practice problems together on the Smart Board using the virtual base ten blocks. This lesson was a great example of guided practice (Gvith individual support) leading to independent practice. Mrs. Pollak consistently reinforced place value concepts by having students explain why they are “carrying a ten” and not a “one.” She used instructional technology very effectively (the virtual base-ten blocks), and supported that with students using the actual base ten blocks. 4. Learning Assessments ‘Uses pre-assessment data to develop learning goals for and/or with students, to differentiate instruction, and to document learning. * Uses a variety of assessment strategies and instruments that are valid and appropriate for the content and for the student population, ‘= Permits students to demonstrate learning ina variety of ways. ‘= Aligns student assessment with established ‘curriculum standards and benchmarks. ‘+ Uses assessment tools for both formative and summative purposes to inform, guide, and adjust students’ learning. * Gives constructive and frequent feedback to students on their learning and progress. * Gives feedback to parents regarding student learning progress. ‘Specific Examples: ‘Throughout the lesson, Mrs. Pollak informally ‘checked for student understanding by using questioning strategies and by individually checking students’ work on their place value mats. She effectively adjusted her instruction and level of support based on her observations and these informal checks for understanding (she brought everyone back up to the front to do more practice problems together after she realized many were still struggling).Page 3 of 3 5. Learning Environment * Provides a safe physical, intellectual, and ‘emotional setting that maximizes instructional time with minimum disruptions. ‘+ Establishes and posts clear expectations for classroom rules and procedures and enforces them consistently and appropriately. ‘© Creates and maintains an educational environment in which students feel comfortable enough to take risks and explore learning. '* Models caring, fairness, respect, and enthusiasm for learning. ‘© Promotes a climate of trust and teamwork within the classroom. ‘+ Respects students’ diversity, including language, cculture, race, gender, and special needs. ‘Specific Examples: Mrs. Pollak’s classroom is organized and engaging. ‘She has visual aids, including a word wall, displayed around the classroom to promote student learning. Materials and resources were prepared ‘and ready for the lesson to maximize instructional time. During the lesson, Mrs. Pollak consistently interacted with her students in a respectful manner. She demonstrates enthusiasm for learning and that clearly transfers over to her students. She hhad grouped the students together in the front of the classroom during the guided practice. This allowed proximity for discussions and increased student engagement 6. Professionalism ‘* Adheres to federal and state laws, school policies, and ethical guidelines. ‘* Maintains professional demeanor and behavior (©, appearance, punctuality and attendance). ‘* Respects and maintains confidentiality. ‘= Incorporates learning from professional growth ‘opportunities into instructional practice. ‘+ Sets goals for professional growth + Participates in ongoing professional growth activities to enhance learning in the classroom. ‘= Works in a collegial and collaborative manner with administrators, other school personnel, and the community. ‘+ Engages in ongoing communication by sharing expectations and student progress with families ina timely and professional manner. + Collaborates with colleagues and community to reach educational decisions that enhance and promote student learning, ‘Mrs, Pollak demonstrates professionalism at all times. She actively participates in professional development workshops, team meetings, atid other instructional conversations. She willingly shares resources and instructional ideas with her team to promote student learning. Mrs. Pollak has made an outstanding transition to MPES and the third grade team! She collaborates extremely well with her colleagues and our literacy ‘team and is very receptive to feedback. She consistently seeks out ways to grow profe ‘and improve her practices. nally 7. Student Academie Progress + Sets measurable, reasonable, and appropriate ‘achievement goals for student progress. ‘© Monitors and documents student progress through the use of formative and summative assessments. ‘© Identifies and explores additional means of ‘support to increase achievement levels for all students, + Provides evidence that students are meeting, measurable, reasonable, and appropriate achievement goals. ‘Specific Examples: ‘Mrs, Pollak has set measurable, reasonable and appropriate achievement goals for student progress. NOTE: It is unlikely that all professional educator performance standards would be documented in a ‘single classroom visit. In fact, an observation might focus on a specific standard, Profesional Eucatr's Signatgg hind 6. Poh Date 1OfA 41/4 Evaluator’s Signature © Date Loy ye