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 eycle 10 document growth and development. Some standards may not be documented in a single observation. Professional Educator Observed: Kayla Pollak ‘Time: 8:25 - 8:55 Dat 14-2015, I. Professional Knowledge + Effectively addresses appropriate curriculum. standards, ‘= Integrates key content elements and facilitates students’ use of higher level thinking skills. ‘= Demonstrates ability to 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. ‘Specific Examples: he lesson was based on the Virginia ‘Standards and incorporated the resource “Joumeys". Mrs, Pollak demonstrated an understanding of the standards being taught. ‘Mrs. Pollak encourages students to demonstrate a higher level of thinking. 2. Instructional Planning ‘© Analyzes and uses data to guide planning. ‘Plans instruction effectively for content mastery and pacing. ‘© Plans for differentiated instruction, «© Aligns 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 plan reflected efficient use of instructional time and key components ofa good lesson, The lesson aligned with the Virginia Standards.Page 2 of 3 3. Instructional Delivery + Engages and maintains students in active learning. '* Builds upon students’ existing knowledge and s + Differentiates instruction according to content, process and/or prodiuct to meet the students’ needs + Reinforces leaming 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 going over the ong vowels while Mrs. Baldwin assisted with how to use the vowel patterns Mrs, Pollak explained tothe students they were going to learn how to read with expression. Mrs Pollak read the tory “The Bixby Bridge”. The first paragraph was without expression while the rest ofthe story was read with expression. Mrs. Pollak reviewed what expression was “withthe students. She asked the students to tll her the different ways she read with expression. ‘The students were asked to read the first two paragraphs together. A student was called on to read the next paragraph to the class using expression. “Another student was called on o read the next paragraph. Mrs. Pollak completed the reading of the story to the class. The students were asked to open their “Journeys” book to page 110. Students ‘were asked to read the word and then read the sentence together. 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 forthe content and forthe student population + Permits students to demonstrate learning in a 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: Students were called up to the board to underline the long vowels and pronounce the words. ‘Students were asked 10 use context clues to help with different vocabulary words. ‘The students were asked questions about the story, ‘Students were called on to read with expression, 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 Specific Examples: ‘The students felt comfortable coming up to the board, The students felt comfortable answering {questions throughout the lesson. ‘There were a variety of leaning resources around the room,Page 3 of 3 * Creates and maintains an educational environment in Which students feel comfortable enough to take risks and explore learning ‘+ Models caring, faimess, respect, and enthusiasm for learning + Promotes a climate of trust and teamwork within the classroom. ++ Respects students’ diversity, ineluding language, culture, race, gender, and special needs. ‘© It is clear that Mrs, Pollak has established clear expectations for her students in the classroom, 6. Professionalism '* Adheres to federal and state laws, school policies, and ethical guidelines. ‘* Maintains professional demeanor and behavior (e.g. 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 in a timely and professional manner. Collaborates with colleagues and community to reach educational decisions that enhance and promote student learning, Specific Examples: ‘Mrs, Pollak is an educator that adheres to the guidelines and policies of MPES and the school division, ‘© Mrs, Pollak participates in ongoing, professional development provided by the school division ‘+ Mrs, Pollak collaborates with her team members through Power Team meetings and informal conversations and planning, 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: ‘Student academic achievement goals hhave not been set for the 2015-2106 school year 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. Additional Comments: Professional Educator's Signature Evaluator’s Signature Kayla Folla HK yy, 4-1b-!S pate _P-LefS~ _