Descriptors of Practice, Element Level

Teacher Name Jennifer Ramos

Administrator Rhonda Pitts
Formal Observation Form
School Capitol Heights ES -Observation # - 2
Location 3/4 Combination Date March 25, 2014
EIN
Administrator
Domain 1: Planning and Preparation - Component lc: Establishing ]~nstructional Outcomes
Element#: Value, Sequence, and alignment, Clarity, Balance, Suitability for diverse learners
Element Unsatisfactory Basic Proficient Disfinguished
Outcomes represent low expectations for Outcomes represent moderately high Most outcomes represent high All outcomes represent high expectations and
students end lack Of rigor. They do not expectations end rigor. Some reflect expectations end rigor, end important rigor, end importent learning inthe discipline.
Value and reflect important learning inthe important learning inthe discipline end at learning inthe discipline. They are They are connected to a sequence of learning
[Sequence
discipline nor a connectionto a sequence least some connectionto a sequence of connected to a sequence of learning. both inthe discipline and related disciplines.
of learning. learning.
[]
Outcomes are either not clear or are Outcomes are only moderately clear, or Most of the outcomes are clear, but may All the outcomes are clearing, ,~tten in the
stated as not as student learning but as consist of a combinationof outcemes end include a few activities. Most suggest formof student learning, end permit viabIe
Clari&
a~tivities.Outcomes do not permit viable activities. Some outcomes permit viable viable methods of assessment. methods of assessment.
methods of assessment. methods of assessment.
[]
Outcomes reflect only one type of Outcomes reflect several types of Outcomes reflect several different types Where appropriate, outcomes (effect several
learning and oflly one discipline or learning but teacher has made no attempt of learning end opportunities for different types of learning and opportunities
Balance
strand. at coordinationor integyation. coordination. for both coordinationand integration.
[]
Outcomes are not suitable for the class, Most of the outcomes are suitable for Most of the outcomes are suitable for all Outcomes are based ona comprehensive
Suitability
or are not based oneny assessment of most of the students inthe class based on students inthe class, end are based on assessment of student learning and take into
for Diverse
student needs global assessments of student learning. evidence of student proficiency. account the varying needs of individual
However, the needs of some individual students or groups.
learners students may not be accommodated.
[]
Evidence:
* Value, Sequence, andAlignment - See Lesson Plan for evidence
o Clarity -
o Balance -
~ Suitability for Diverse Learners -
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Descriptors of Practice, Element Level
Teach6r Name Jermifer Raanos
Administrator Rh0nda Pit~s
Formal Observation Form
School Capitol-Heights ES
Location 3/4 Combination
Observation # 2
Date March 25, 201.4
EIN
Administrator
Domain 1: Planning and Preparation - Component le: Designing Coherent Instruction
Elements: Learning activities, Instructional materials and resources, Instructional groups, Lesson and unit structure
Element Unsatisfactory Basic Proficient
Activities
Instructional
Materials
and
Resources
Instructional
Groups
Lesson and
Unit
Structure
Evidence:
Learning activities are not suitable to
students or to instructional purposes, and
are not designed to engage students in
active intellectual activity.
[]
Materials and resources are not suitable
for students, do not support the
thstmctional outcomes nor engage
students inmeaningful learning.
Instructional groups do not support the
instructional outcomes and offer no
variety.
[]
The lessonor unit has no clearly defined
stracture, or the structure is chaotic.
Activities do not follow anorganized
progression, and time alloca~ons are
unrealistic.
Only some of the learning activities are
suitable to students or to the
instructional outcomes Some represent
a moderate cognitive challenge, but
with no differentiation for different
students.
Some of the materials and resources are
suitable to students, support the
instructional outcomes, and engage
students inmeaningful learning.
fustmctinnal groups partially support
the instructional outcomes, with an
effort at providing some variety.
[]
The lessonor unit has a recognizable
structure, although the structure is not
uniformly maintained throughout.
Progressionof activities is uneven,
most time allocations are reasonable.
All of the learning activities are suitable
to students or to the instructional
outcomes, and most represent
significant cognitive challenge, and with
some differentiationfor different groups
of students.
[]
All of the materials and resources are
suitable to students~ support the
instructional outcomes, and are
designed to engage students in
meaningful learning.
Instructional groups arevaried as
appropriate to the students and fue
different instructional outcomes.
[]
The lessonor unit has a clearly defined
structure around which adtivifies are
organized. Progressionof activifies is
even, with reasonable time allocations.
Distinguished
Learning activities are highly suitable to
diverse learners and support the instructional
outcomes. They are all designed to engage
students inhigh-level cognitive activity, and
are differentiated, as appropriate, for
individual learners.
All of the materials and resources are
suitable to students, support the instructional
outcomes, and are designed to engage
students inmeaningful learning. There is
evidence of appropriate use o f tecImology
and 9f stadant participationinselecting or
adapting materials.
Instructional groups are varied as
appropriate to the students and the different
instructional outcomes. There is evidence of
student choice inselecting the different
patterns ofinstruedonal groups.
The lessons or units structure is clear and
allows for different pathways according to
diverse s~dant needs. The progressionof
activities is highly coherent.
Learning activities-
Instructional materials and resources - See Lesson Plm~ for evidence
Instructional groups -
Lesson and unit structure -
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Page 2 of 15
Administrator
Formal Observation Form "
Descriptors of Practice, Element Level
Teacher Name Jermifer Ramos School Capitol Heights ES Observation # 2 EIN
Administrator Rhonda Pitts Location 3/4 Combination Date March 25, 2014
Domain 2: The Classroom Environment - Component 2b: Establishing a Culture for Learning
Elements." Importance of the content, Expectations br learning and achievement, Student pride in work
ELement Unsatisfactory Basic Proficient Distinguished
Teacher or students conve~ a negative Teacher communicates importance of Teacher conveys genuine enthusiasm Students demonstrate through their active
fmportance
attitude toward the content, suggesting the work but with little convictionand for the content, and students partialpation, anriosity, and taking initiative that
of the that it is not important or has been only minimal apparent buy-inby the demonstrate consistent commitment to they value the contents importance.
Content
mandated by others, students, its value.
Expectations Instructional outcomes, activities and Instructional outcomes, activities and Instructional outcomes, activities and Instmctinnal outcomes, activities and assignments,
assignments, and classroom assignments, and classroom assignments, and classroom and classroominteractions convey high
for Learning interactions convey low expectations interactions cofivey only modest interactions convey high expectations expectations for all students. Students appear to
t~nd
for at least some students, expectations for student learning and for most students, have internalized thase expectations.
achievement.
Achievement
[]
[] []
-
[]
Students demonstrate little or no pride Students minimally accept the Students accept the teachers Students demonstrate attentionto detail and tmke
Student
intheir work. TSey seemto be responsibility to "do good work" but insistence onwork of high quality and obvious pride intheir work initiating improvements
Pride in
motivated by the desire to complete a invest little of their energy into its demonstrate pride inthat work. in it by, for example, revising drafts on their own,
task rather thanto do high-quality quality, or helping peers.
Work.
Evidence:
Importance of the content- Teacher displayed the question: Why do great readers ask questions while they read? on the smartboard.
Teacher said to a s, tudent: Great queston. Whats yours? That is very subjective. Teacher asked students "Do you want themto answer
the question any way or do you want themto be specific when you pose your questions today? Ts:I an~ going to challenge you to create
thick questions ..... I amgoing to model ....... Ts: We just might use those questions in tl~e wmrn-up next weekl
Expectations for learning and achievement- Ts:Why do think Fern cared about Wilbur? Is it thin or thick (question)? Ss: Thick.
Teacher had students categorize iftheh" questions were thin or thick. Ts:You do not have to put your hands up for shared inquiry, Ts: YoU
are going to help me create an anchor chart. Teacher asked students to open their books to page 52 and read Chapter 8 of the story
Charlottes Web to the class while students followed along. Ts: Close your text and think.
Student pride in work- Ss: I say it is thick .....Because it is kind of like a baby question. Students placed their questions under an anchor
chart category to say whether their question was thin or thick and they explained why. Students shared responses to questions posed by
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Administrator
Formal Observation Form
I)escriptors of Practice, Element Level
the students. Students talked to each other about the "best questions" they :~bn-ned. Students shared their best questions with the class. ]
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Page 4 of I5
Descriptors of Practice, Element Level
Teacher Name Jennifer Rmnos
Administrator Rhonda Pitts
Formal Observation Form
School Capitol Heights ES
Location 3/4 Combination
Observation # 2
Date March 25, 2014
EIN
Administrator
Domain 2: The Classroom Environment - Component 2d: Managing Student Behavior
Elements: Expectations, Monitoring of student behavior, Response to student misbehavior
Element Unsatisfactory Basic Proficient Distinguished
No standards of conduct appear to
Standards of conduct appear to have Standards of conduct are clear to all Standards of conduct are clear to all students and
appear to have beendeveloped with student
Expectations
have beenestablished, or students are beenestablished, and most students students.
confused as to what the standards are. seemto understand them.
participation.
[]
Monitoring
Student behavior is not monitored, and Teacher is generally aware of student Teacher is alert to student behavior at Monitoring by teacher is subtle and preventive.
Students monitor their ownand their peers
of Student
teacher is unaware of what the students behav or but may miss the activities of all times.
are doing. some students:
behavior, correcting one another respectfully.
Behavior
[]
Teacher does not respond to Teacher attempts to respond to student Teacher response to misbehavior is Teacher response to misbehavior is highly effective
Response to
misbehavior, or the response is misbehavior but with unevenresults, appropriate and successful and and sensitive to students individual needs, or
student behavior is entirely appropriate.
Student
inconsistent, overly repressive, or does or inflactions of the rules are minor. respects the students dignity, or
not respect the students dignity.
student behavior is generally
Misbehavior appropriate.
[]
Evidence:
o Expectations - Classroomrules were posted. No evidence of misbehavior. Students raised their hand to respond to teacher questions.
Monitoring of student behavior- Ts: Tyree sit up. Teacher moved over to Tyree and asked himthe question "Why do great readers ask
questions? Tyree responded. Ts: Good stuff. Teacher circulated aroundthe room.
Response to student misbehavior- Ts:We aie waiting for Joshua. Ready. Ts:I arn going to need you to simmer down 5,4,3,2. Ready in
10,9,8,7. ....
TheDanielsonGrou
p
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Page5of I5
Descriptors of Practice, Element Level
Teacher Name Jennifer Ramos
Administrator Pdaonda Pitts
Formal Observation Form
School Capitol Heights ES
Location 3/4 Combination
Observation # 2
Date March 25, 2014
EIN
Administrator
Domain 3: Instruction - Component 3b: Using Questioning and Discussion Techniques
Elements." Quality of questions, Discussion techniques, Student participation
Element Unsatisfactory Basic Proficient Distinguished
Teachers questions are virtually all of Teachers questions are a combinationof Most of teachers questions are of high Teachers questions are of uniformly high
Quality of
poor quality, with low cognitive low and high quality, posed inrapid quality. Adequate time is provided for quality, with adequate time for students to
students to respond. respond. Students formulate many
Questions
challenge, single correct responses, and succession. Only some invite a thoughtful
asked inrapid succession. response.
questions.
[]
Interactionbet~veanteacher and students Teacher makes some attempt to engage Teacher creates a genuine discussion Students assume considerable
Discussion
is predominantly recitationstyle, with the students ingenuine discussionrather than among students, stepping aside when respons bi ty for the success of the
appropriate. discussion, initiating topics and making
Techniques
teacher mediating all questions and recitation, with unevenresults.
unsolicited contributions.
[]
Student
A few students dominate the discussion.
Teacher attempts to engage all students in Teacher successfully engages all students Students themselves ensure that all Voices
are heard inthe discussion.
Participation
the discussion, but with only limited inthe discussion.
SUCCESS.
[]
Evidence:
Quality of questions - Which question is the best question he has written? What will Wilbur do without, Fern? Why is the story abgut
Charlot~ce~s web when it mostly about Wilbur? Ts" What did we say we were going to m~ap up today? Ss: We are going to work on our
reading skills. Ts: Why do great readers ask questions? Ss: To get a better understanding of the story. Ss:We ask questions to see how a
character is feeling. Ts: Can we ask questinns about the stories message? Raise yore" hand if you gave me a "who" question? Did
question? ...... Does a thin question make you thillk? Ss: NO Why does Chmiotte care about saving a pig? Teacher displayed thick
questions on the screen and read themto the students. Ts: Can someone relate this Story to one we have read? I-Iow is Charlottes "~eb
close to the story of the Sneetches? What character traits describe "Duh duh duh duh? Why do you thirdc ldds would see things flaat
really arent there? Ss: It is just the way your body functions.
Discussion technique - Students were sharing questions with one another in paired groups (turn and tall@ Shared inquiry was utilized to
initiate unprompted discussion. Students responded to teacher questions when asked. An anchor chart was created to prompt students to
share whether their phrases generat.ed fromthe stolT7 would create a thick or thin question.
Studentpat~ticipation - Students responded by raising their hands to answer teacher questions. Teacher called on students to respond to
some questions? Student participation occurred through "shared inquiry" and turn and talk.
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Administrator
Formal Observation Form
Descriptors of Practice, Element Level
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Page7of 15
Administrator
Descriptors of Practice, Element Level
Teacher Name Jermifer Ramos
Administrator Rhonda Pitts
Formal Observation Form
School Capitol Heights ES Observation # 2
Location 3/4 Combi_nation Date March 25, 2014
EIN
Domain 3: Instruction Component 3c: Engaging Student in Learning
Elements: Activities and assignments, Grouping of students, Instructional materials and resources, Structure and pacing
Element
Unsatisfactory 1
Basic Proficient Distinguished
Activities mad assignments are Activities and assignments are Most activities and assignments All students are cognitively engaged inthe activities and
Activities
inappropriate for students age appropriate to some students and dngage are appropriate to students, and assignments inthe r exp orat onof content. Students initiate
and or background. Students are not
themmentally, but others are not almost all students are eognitively or adapt activities and projects to enhance their
Assignments
mentally engaged inthem. engaged. engaged. understanding.
[]
Instructional groups are Instructional groups are only partially Instructional groups are productive Instructional groups are productive and fully appropriate to
Grouping of
inappropriate to the students or appropriate tO the students or only and fully appropriate to the the students or to the instructional purposes of the lesson.
moderately successful inadvancing the students or to the instructional
Students take the initiative to influence the formationor
Students
to the instructional outcomes.
instructional outcomes of the lesson. purposes of the lesson. adjustment of instructional groups.
[]
Instructional
Instructional materials and Instructional materials and iesources are Instructional materials and Instmctinnal materials and resources are suitable to the
resources are suitable to the instructional purposes and engage students mentally.
Materials
resources are unsuitable to the only partially suitable to the instructional
instructional purposes or do not purposes or students are only partially instructional purposes and engage Students initiate the choice, adaptation, or creationof
and engage students mentally. mentally engaged with them. students mentally. materials to enhance their learning.
Resources []
The lessonhas no clearly The lessonhas a recognizable structure, The lessonhas a clearly defined The lessons structure is highly cohereng allowing for
Structure
drfined sWacture, or the pace of although it is not uniformly maintained structure around which the reflectionand closure. Pacing of the lessunis appropriate for
throughout the lesson. Pacing of the activities are organized. Paalng of all students.
and Pacing
the lessonis too slow, or
rushed, or both. lessonis ineonsistem. the lessonis generally appropriate.
[]
Evidence:
* Activities and assignments- Teacher asked students to share questions they had about "Charlottes Web". Turn and Talk. Teacher gave
question prompts and students responded by telling whether the question starter was thick or thin. Ts: Close your book and think of a
question that is a thick question? Poweqgoint - Why do good readers ask questions while they read? Discuss and share. Teacher read a
portion of the story to the class (Chapter 8). Shared Inquiry.
o Grouping of students- Students were paired for the lesson activities involving talking and discussion. The lesson was whole group with
students reciting answers to teacher questions but also pairing for portions.
Instructionalmaterials and resources- Visual display on smartboard - Why do good readers ask questions while they read? Teacher showed
a display of a sample of thick and thin questions. Book Charlottes Web was read by the teacher. Students had papers to write their
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Page 8 of 15
Administrator
Formal Observation Form

~escriptors of Practice, Element Level

questions for the story Charlottes web. Anchor chart. Power point. Pencils
Structure andpacing- Ready in 7, 6,5 ..... You should now be ready. The lesson structure utilized a Directed Teaching Activity.Folxaat.
Tlae lesson provided modeling by the teacher (I do), guided practice and independent/collaborative practice by the students (You do!we
do).
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Descriptors of Practice, Element Level
Teacher Name Jermifer Rmnos
Administrator Rhonda Pitts
Formal Observation Form
School Capitol Heights ES
Location 3/4 Combination
Observation # 2
Date Maxch 25, 2014
EIN
Administrator
Domain 4: Professional Responsibilities - Component 4a: Reflecting on Teaching
Elements." Accuracy, Use in future teaching
Element Unsatisfactory Basic Proficient Distinguished
Teacher does not know whether a Teacher has a generally accurate Teacher makes an accurate Teacher makes a thoughtful and accurate
lesson was effective or achieved impression of a lessons assessment of a lessons assessment of a lessons effectiveness and the
(
its goals, or profoundly misjudgeseffectiveness and the success to effectiveness and the success to extent to which it achieved its goals, citing
Accuracy the success of a lesson. which instmctinnal goals were which it achieved its instructional many specificexamples fromthe lesson and
met. goals and can cite general weighing the relative strengths of eagh.
references to suppor~ the judgment.
[]
Teacher has no suggestions for Teacher makes ganerai Teacher makes a few specific Drawing on an extensive repertoire of skills,
Use in how a lesson could be improved suggestions about how a lesson suggestions of what could be tried teache~" offers specificalternative actions,
TeachingF Uture
another time the lesson is taught[] could be improved another time another time the lesson is taught. complete with probable successes of different
the lesson is taught. approaches.
[]
Evidence:
Accuracy - See Domain 4 evidence provided by the teacher
Use in future teaching -
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PageI0of 15
Descriptors of Practice, Element Level
Teacher Name Jennifer Rmnos
Administrator Rhonda Pitts
Formal Observation Form
School Capitol Heights ES
Location 3/4 Combination
Observation # 2
Date March 25, 2014
EIN
Administrator
Domain 4: Professional Responsibilities - Component 4c: Communicating with Families
Elements." Information about the instructional program, Information about individual students, Engagement of families in the instructional program
Element Unsatisfactory Basic Proficient
Information
Teacher provides little or no
About the
information about the instructional
Instructional
programto families.
Program
Information
About
Individual
Students
Engagement
of Families
in the
Instructional
Program
Evidence:
[]
Teacher provides minimal
information to parents about
individual students, or the
communication is inappropriate to
the cultures of the families. ~leacber
does not respond, or responds
insensitively to parent concerns
about students []
Teacher makes no attempt to engage
families in (he instructional
program, or such efforts are
inappropriate.
Teacher participates in the
schools activities for parent
communication, but offers little
additional information.
Teacher adheres to the schools
required procedures for
communicafmg with families.
Responses to parent concerns are
minimal, or may reflect
occasional insensitivity to
cultural norms.
Teacher makes modest and
Teacher provides frequent
information to families, as
appropriate, about the
instructional program.
[]
Teacher communicates with
parents about students
progress on a regular basis,
respecting cultural norms, and
is available as needed to
respond to parent concerns.
[]
Teachers efforts to engage
Distinguished
Teacher provides frequent information to families,
as appropriate, about the ins~cuctiunal program.
Students pm-ticipate in preparing materials for
their ~amilies.
Teacher provides information to parents
frequently on student progress, with students
contributing to the design of the system. Response
to parent concerns is handled with great
professional and cultural sensitivity.
Teachers efforts to engage families ha the
partially successful attempts to
engage families in the
instructional program.
families in the instructional
programare frequent and
successful.
instructional programare frequent and successful.
Students contribute ideas for projects that will be
enhanced by family participation.
@
Information about the instructional program -
Information about individualstudents - See Domain 4 evidence provided by the teacher. Ratings also reflect post conference
h~formation provided by the teacher.
Engagement of families in the instructional program -
Dat~ Administrator Signature
Date
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