Bloomington Public Schools - Tenured Classroom Teacher Peer Observation Form

Teacher Name: SA

Observation Date: 4/29/16

School: OLE

Class Observed: 1st Grade

Observer: Geislinger

Activity/Lesson: Guided Reading

Specific info about class:

Lots of pull outs, The students will be working with me in guided reading or choosing from these choices: read to self,
listen to reading, word work, or RAZ Kids on the computer.
One girl that is diagnosed with Bipolar, FAS, ADHD -- careful with partnership.

Objective:
Daily 5 - Various objective depending on student choice.
Guided Reading - Students can fluently read grade level text.
Red Group - Students can read high frequency words in isolation and in context. Students can use text features to
understand the text.
Orange Group - Students can retell key details of a text. Students can use text features to understand the text.

Interactive Read Aloud - Students can ask and answer questions about details in an informational text.
Students can retell key details of a text.

Activity/lesson observed:
Daily 5
Read to Self - reading books independently from their book boxes
RAZ Kids - listening to stories, reading stories, answering questions about stories
Listening Station - listening to a story and responding using one of 3 response formats
Word Work - playing various word work games to practice our phonics work from the past three weeks
Guided Reading - Practice high frequency words (there are 2 girls that are really struggling), reviewing new vocabulary
( sand trays) , reading text (easy read), responding in reading journals (structured sentence frame if they get to it. )

Interactive Read Aloud

Introduction - Introduce A Kangaroo Joey Grows Up. Discuss vocabulary: joey, pouch, kidney bean, curious, lickety-split,
grazing
Modeling - As Im reading I will model using the heading to identify the main idea. At the end of the first chapter I will
retell a detail that supports the main idea.
Guided Practice - With their partners, the students will use think-pair-share and retell a different detail to support the main
idea. We will do this several times.
Emma - Summer

Dawson - Mariam
Anh Tu - Allison
Norah - Monica
Matt - Sam
Leyla - Wes
Jocelyn - Zach
Megan - Brooklyn
Faheem - Malia
Hadley - Jack
Cara - Lauren
Independent Practice - Once I read the last chapter for the day, the students will fill out an index card to retell a key detail
from that section.
Sharing/Conclusion - Think-pair-share: Why is it important for strong readers to be able to retell key details?

Assessment:
The biggest tie in here will be for the students to write their own informational reports. In a week and half, each student will
choose a topic they wish to research and write about. Currently, the books Im providing through interactive read alouds and
guided reading will be books students might use for research.
My assessment pieces will be within guided reading and the interactive read aloud. For guided reading it will be through
observation during discussion and student responses. During interactive read aloud Ill also observe during their partner
discussions. Ill also use their exit slips to guide future instruction.
I envision that my interventions and follow-ups will take place within guided reading. If a students is struggling to record a
fact that matches the main idea, we can focus on that in group.

Goal met? Stephanie reports that only 3 kids have not met growth. She has met her goal.
Domain Components:
Components of Strength: 1e Design of Coherent Instruction
Components of Growth: 1f: Designing Student Assessments

Any specific evidence you want me to try to collect?

Student Engagement Strategies:

Student choice is a huge component of the Daily 5 structure, which is very engaging for students. Also, the books that I have
chosen are interesting for first graders and will also promote engagement.
What will be some indicators that students are engaged?
Students.
talking to each other
responding to the questions asked
listening to the teacher and each other
reading books, playing games, working on the computer
asking questions

Evidence of stated objectives and selected Domain(s): Domain 1 Planning and Prep

Evidence of professional development toward Individual Student Achievement or PLC goal:

Summary Comments
Things that appear to be working well:
SA is a thorough planner. She thinks about the many different ways that she can reach her
students (sand trays, note card vocabulary visuals, magic E), . She uses many different visuals
and relatable stories that helps the kids connect their ideas and prior learning. She has a
multitude of materials available to support the learning targets and abilities of her students.
Students are excited to work with her and are disappointed when they dont get to continue with
their station learning. Stephanie keeps accurate records of her students learning and works to
find ways to make her assessment meaningful - knowing that it doesnt support the report card.
She checks in often with students to monitor progress and utilizes groups and turn and talks as a
way to promote engagement. Stephanie is aware that she needs to set students up for success,
so she revisits expectations throughout the class period when a change in activity occurs. It is
clear that students know what they are to accomplish - students were able to explain to the
observer what they do at their stations (word work, listening, reading to self). Most students do
an excellent job of accomplishing the expectations. The students know where to find the
resources in the classroom that will support their learning. For example, the group working on es
and s used the poster that helped them determine what to add at the end of the word. Students
references word walls and I CAN wall during observation. There is a very high level of
excitement for learning and engagement from students and teacher. Little celebrations are
happening all the time!
Student conversations and Daily 5 Observations:
The table that was working on word work explained to me that you add es when the word ends in
ch, sh, s, x, z (anh tu, monica, emma, jack, brooklyn)
S; the poster is really useful
Students finished and moved to games on the floor -- anh tu took a bit longer but used the
poster more after we talked about it. I gave him a word not on list (milk,) he was able to
complete it and read me the words. (he is so cute)
Miriam sat by a friend on the pillows. I reminded her that she needs would read better if she
had her book open :)

Guided Reading - Cara was able to recall the first grade high frequency words. Summer was able to apply using magic e to
the new words in the story.
Interactive Read Aloud - The students did a great job of taking turns and speaking in complete sentences. They also focused
in on retelling key details from each section. I have their notecards from todays lesson to look through and see how students
retold details independently.

Discussions of areas for growth:

Daily 5 - after looking through students word work, there a couple students still working on when to add -es. This is an
introductory skill for first grade. Mastery is expected for second grade.
Guided Reading - Cara is still working on mastering how magic e is used in reading new words.

In what ways did your instruction and activities engage students?

Student choice and the high interest topic were engaging for the students.

What evidence supports your conclusions?

Students were mostly on task, they were talking with partners about the appropriate subject at the appropriate time, they were
taking turns, and responding to questions as expected.

Teacher Signature:
SA
Peer Coach Signature: Molly Geislinger

Date: 5/4/16
Date: 5/4/16

(If applicable)

Administrator Signature:
(If applicable)

Date:

Bloomington Public Schools

Tenured Classroom Teacher Peer Observation Form

Key: U... Unsatisfactory B... Basic P... Proficient D... Distinguished

Rating

Domain 1: Planning & Preparation

Component 1a: Demonstrating Knowledge of Content and Pedagogy
T; makes the name -- that is what we say.
T; sounds like you are all done.
Teacher shows sumersault visual.
T; this is a silent W
T; this is a true fact story -- when we look at a true fact story -- it is called an informational text.
Teacher discusses the term Joey and compares it to puppies, kittens, ect.
T; can you show me about what a half an inch is.
T; teacher shared her expereience with Mrs. Duffey.
T; I just answered that what did I say.
Lauren can you help her.
T; practice while you are waiting.
T; can you use a 1st grade first.
T; what does it mean if he sumersaults -T; yesterday the words we worked on had short vowel sounds. Cara you told us this AM and so I
am going to give you a chance.
T; I want you to peek out -- teacher takes hands and hides face.
T; if he springs, it means he jumped (used card with jump visual)
T; this is super important
T; this one is the hardest one (chose a smart place to sit).
Teacher went over the short vowel sounds.
T; lets look at our patners -- teacher reads off parterens.
T; this reminds me of what Brooklyn said -- jelly beans and kidney beans are the same side and
that is a half an inch.
T; so I am going to get the Read to self poster
T: lets practice by telling partner what you are planning on playing at recess.
T; I want you to think about what you already know about Kangaroos -- turn and talk with your
partner about what you already know.
T; I need someone to tell me what we are going to remember.
Teacher uses chimes.
T; teacher used clothespins.
Teacher rings bell
T what do you call that first sentence.
T; who remembers what their partner said.
T; can you pu this is a complete sentence.
T; all of the facts here are going to be about how they are all about the joey in his mothers pouch.
We know this because of the title.
T; I left a note for myself to think about what I know so far. As a reader I am trying to think
about the most important things.
T; before I go on, as a reader -- I need to think... as a reader I need to remember the important
things.
When magic E is at the end it doesn't make any sound it does the work by reaching over and
bonking it on the head..
T; today we are going to flip it and do long vowel sounds -- say the
T; they all have a magic E --

T; if you sit at the Wednesday table you can line up, thursday, monday and tuesday
T; right but in short vowel sounds we don't use Y.
Teacher displays solid knowledge of the important concepts in the discipline and how these relate
to one another.
Teachers plans and practice reflect accurate understanding of prerequisite relationships among
topics and concepts.
Teachers plans and practice reflect familiarity with a wide range of effective pedagogical
approaches in the discipline.
Component 1b: Demonstrating Knowledge of Students
T; teacher shared her expereience with Mrs. Duffey.
T; I just answered that what did I say.
Lauren can you help her.
T; practice while you are waiting.
T; can you use a 1st grade first.
T; what does it mean if he sumersaults -T; yesterday the words we worked on had short vowel sounds. Cara you told us this AM
and so I am going to give you a chance.
T; I want you to peek out -- teacher takes hands and hides face.
T; if he springs, it means he jumped (used card with jump visual)
T; this is super important
T; this one is the hardest one (chose a smart place to sit).
Teacher went over the short vowel sounds.
T; lets look at our patners -- teacher reads off parterens.
T; this reminds me of what Brooklyn said -- jelly beans and kidney beans are the same side
and that is a half an inch.
T; so I am going to get the Read to self poster
T: lets practice by telling partner what you are planning on playing at recess.
T; I want you to think about what you already know about Kangaroos -- turn and talk with
your partner about what you already know.
T; I need someone to tell me what we are going to remember.
Teacher uses chimes.
T; teacher used clothespins.
Teacher rings bell
T; word work - I made some choices for you.
T; 1st graders -- I know that some of you were nervous about the being the only round -- we
will do more but we are going to do something else.
T; I noticed some friends that were a bit silly.
T; what are the reasons that you come to school
T; what are some things you learn at school
T; yes, and what is the best way to learn to read
T; right and if you are distracting others and making silly noises are you learning to read.
T; Summer are you allowed to take the pillows and move around the room
T; what does the magic e do
T; well I would say Sam, I was hear first and I need you to sit somewhere else so I can make
good choice.
Teacher and students go over the rules of read to self.
T; we will have the rest of thursday and then Friday before we share out. For those that
finish you will have time to do your own topi.
T; alright 1st graders I had fun working with some friends today and I learned that some of
you are already done today.
T: I am going to start with ___ and ____

Teacher displays accurate understanding of the typical development characteristics of the age
group as well as exceptions to the general patterns.
Teachers knowledge of how students learn is accurate and current. Teacher applies this
knowledge to the class as a whole and to groups of students.
Teacher recognizes the value of understanding students skills, knowledge, and language
proficiency, and displays this knowledge for groups of students.
Teacher recognizes the value of understanding students interests and cultural heritage, and
displays this knowledge for groups of students.
Teacher is aware of students special learning and medical needs.
Component 1c: Setting Instructional Outcomes
T; this is super important
T; this one is the hardest one (chose a smart place to sit).
Teacher went over the short vowel sounds.
T; lets look at our patners -- teacher reads off parterens.
T; this reminds me of what Brooklyn said -- jelly beans and kidney beans are the same side
and that is a half an inch.
T; so I am going to get the Read to self poster
T: lets practice by telling partner what you are planning on playing at recess.
T; I want you to think about what you already know about Kangaroos -- turn and talk with
your partner about what you already know.
T; I need someone to tell me what we are going to remember.
T what do you call that first sentence.
T; who remembers what their partner said.
T; can you pu this is a complete sentence.
T; all of the facts here are going to be about how they are all about the joey in his mothers
pouch. We know this because of the title.
T; I left a note for myself to think about what I know so far. As a reader I am trying to
think about the most important things.
T; before I go on, as a reader -- I need to think... as a reader I need to remember the
important things.
When magic E is at the end it doesn't make any sound it does the work by reaching over
and bonking it on the head..
T; today we are going to flip it and do long vowel sounds -- say the
T; they all have a magic E -T; I noticed some friends that were a bit silly.
T; what are the reasons that you come to school
T; what are some things you learn at school
T; yes, and what is the best way to learn to read
T; right and if you are distracting others and making silly noises are you learning to read.
T; Summer are you allowed to take the pillows and move around the room
T; what does the magic e do
T; well I would say Sam, I was hear first and I need you to sit somewhere else so I can make
good choice.
Teacher and students go over the rules of read to self.
T; we will have the rest of thursday and then Friday before we share out. For those that
finish you will have time to do your own topi.
T; today - you are going to learn specifically about kangaroo joey.
T; as we are reading I am going to key in on the most important things.

T: right the making Meaning is I can retell key details from an informational text.
T; thank you -- when we share with our partner we are going to practice complete
sentences too.
T; when we read the next section we are going to listen for the most important things and
then we will share them with a partner.
T; I am going to do some check ins with you to see where you are.

Most outcomes represent high expectations and rigor and important learning in the discipline.
They are connected to a sequence of learning. All the instructional outcomes are clear, and
written in the form of student learning. Most suggest viable methods of assessment.
Outcomes reflect several different types of learning and opportunities for coordination.
Most of the outcomes are suitable for all students in the class and are based on evidence on
student proficiency. However, the needs of some individual students may not be accommodated.
Component 1d: Demonstrating Knowledge of Resources
T; so I am going to get the Read to self poster
Teacher uses chimes.
T; teacher used clothespins.
Teacher rings bell
T; today we are going to flip it and do long vowel sounds -- say the
T; they all have a magic E -Teacher and students go over the rules of read to self.
T; it shows up better when we dim the lights.

Teacher displays awareness of resources available for classroom use through the school or
district and some familiarity with resources external to the school and on the Internet.
Teacher displays awareness of resources to enhance content and pedagogical knowledge
available through the school or district and some familiarity with resources external to the
school and on the Internet.
Teacher displays awareness of resources for students available through the school or district and
some familiarity with resources external to the school and on the Internet.
Component 1e: Designing Coherent Instruction
T: lets practice by telling partner what you are planning on playing at recess.
T; I want you to think about what you already know about Kangaroos -- turn and talk with
your partner about what you already know.
T; if you sit at the Wednesday table you can line up, thursday, monday and tuesday
T; we will have the rest of thursday and then Friday before we share out. For those
that finish you will have time to do your own topi.
T; when we read the next section we are going to listen for the most important things
and then we will share them with a partner.
T; I am going to do some check ins with you to see where you are.
T; I need you to clean up and move to your carpet spots.
All of the learning activities are suitable to students or to the instructional outcomes, and
most
represent significant cognitive challenge, with some differentiation for 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 are varied as appropriate to the students and different instructional
outcomes.
The lesson or unit has a clearly defined structure around which activities are organized.
Progression of activities is even with reasonable time allocations.
Component 1f: Designing Student Assessments

I gathered student work from word work about plural nouns, I gathered notes from my observations during
small groups, and I collected cards from students from day 2 of the interactive read aloud. After making
observations and looking at student work, I believe that there was a high level of student engagement. With
the exception of a few students, there were also high levels of understanding. With the students who still do
not have mastery, I will address these objectives through small groups.

T; I need someone to tell me what we are going to remember.

T; right but in short vowel sounds we don't use Y.
Teacher and students go over the rules of read to self.
T; alright 1st graders I had fun working with some friends today and I learned
that some of you are already done today.
T: I am going to start with ___ and ____
T; I am going to do some check ins with you to see where you are.
T; awesome.
Teacher keeps records of student progrress.
T; tell me what the magic E doesn
T; you need to take turns. Emma needs to report too.
T; what did you and Megan talk about.
T; like a dive -- that makes sense Timmy

All the instructional outcomes are assessed through the approach to assessment; assessment
methodologies may have been adapted for groups of students.
Assessment criteria and standards are clear.
Teacher has a well-developed strategy to using formative assessment and has designed particular
approaches to be used.
Teacher plans to use assessment results to plan for future instruction for groups of students.
Summary Rating (U, B, P, or D):

Domain 2: The Classroom Environment

Component 2a: Creating an Environment of Respect and Rapport
Teacher-student interactions are friendly and demonstrate general caring and respect. Such
interactions are appropriate to the age and cultures of the students. Students exhibit respect for
the teacher.
Student interactions are generally polite and respectful.
Component 2b: Establishing a Culture for Learning
Teacher conveys genuine enthusiasm for the content, and students demonstrate consistent
commitment to its value.
Instruction outcomes, activities, and assignments and classroom interactions convey high
expectations for most students.
Students accept the teachers insistence on work of high quality and demonstrate pride in that work.
Component 2c: Managing Classroom Procedures
Small group work is well organized, and most students are productively engaged in learning
while unsupervised by the teacher.
Transitions occur smoothly with little loss of instructional time.
Routines for handling materials and supplies occur smoothly, with little loss of instructional time.
Efficient systems for performing non-instructional duties are in place, resulting in minimal loss
of instructional time.
Volunteers and paraprofessionals are productively and independently engaged during the
entire class.
Component 2d: Managing Student Behavior
Standards of conduct are clear to all students.
Teacher is alert to student behavior at all times.
Teacher response to misbehavior is appropriate and successful and respects the students
dignity or student behavior is generally appropriate.
Component 2e: Organizing Physical Space
The classroom is safe, and learning is equally accessible to all students.
Teacher uses physical resources skillfully, and the furniture arrangement is a resource for
learning activities.
Summary Rating (U, B, P, or D):

Rating

Domain 3: Instruction
Component 3a: Communicating with Students
Teachers purpose for the lesson or unit is clear, including where it is situated within broader
learning.
Teachers directions and procedures are clear to students.
Teachers explanation of content is appropriate and connects with students knowledge and
experience.
Teachers spoken and written language is clear and correct and conforms to standard English.
Vocabulary is appropriate to the students ages and interests.
Component 3b: Using Questioning and Discussion Techniques
Most of the teachers questions are of high quality. Adequate time is provided for students to
respond.
Teacher creates a genuine discussion among students, stepping aside when appropriate.
Teacher successfully engages all students in the discussion.
Component 3c: Engaging Students in Learning
Most activities and assignments are appropriate to students, and almost all students are
cognitively engaged in exploring content.
Instructional groups are productive and fully appropriate to the students or to the instructional
purposes of the lesson.
Instructional materials and resources are suitable to the instructional purposes and engage
students mentally.
The lesson has a clearly defined structure around which the activities are organized. Pacing of
the lesson is generally appropriate.
Component 3d: Using Assessment in Instruction
Students are fully aware of criteria & performance standards by which their work will be
evaluated.
Teacher monitors the progress of groups of students in the curriculum, making limited use of
diagnostic prompts to elicit information.
Teachers feedback to students is timely and of consistently high quality.
Students frequently assess and monitor the quality of their own work against the assessment
criteria and performance standards.
Component 3e: Demonstrating Flexibility and Responsiveness

Rating

Teacher makes a minor adjustment to a lesson and the adjustment occurs smoothly.
Teacher successfully accommodates students questions or interests.
Teacher persists in seeking approaches for students who have difficulty learning, drawing on a
broad repertoire of strategies.
Summary Rating (U, B, P, or D):

Domain 4: Professional Responsibilities

Component 4a: Reflecting on Teaching
Teacher makes an accurate assessment of a lessons effectiveness and the extent to which it
achieved its instructional outcomes and can cite general references to support the judgment.
Teacher makes a few specific suggestions of what could be tried another time the lesson is taught.
Component 4b: Maintaining Accurate Records
Teachers system for maintaining information on student completion of assignments is fully
effective.
Teachers system for maintaining information on student progress in learning is fully effective.
Teachers system for maintaining information on non-instructional activities is fully effective.
Component 4c: Communicating with Families
Teacher provides frequent information to families, as appropriate, about the instructional program.
Teacher communicates with families about students progress on a regular basis, respecting
cultural norms, and is available as needed to respond to family concerns.
Teachers efforts to engage families in the instructional program are frequent and successful.
Component 4d: Participating in a Professional Community
Relationships with colleagues are characterized by mutual support and cooperation.
Teacher actively participates in a culture of professional inquiry.
Teacher volunteers to participate in school events, making a substantial contribution.
Teacher volunteers to participate in school and district projects, making a substantial contribution.
Component 4e: Growing and Developing Professionally
Teacher seeks out opportunities for professional development to enhance content knowledge and
pedagogical skill.

Rating

Teacher welcomes feedback from colleagues when made by supervisors or when opportunities
arise through professional collaboration.
Teacher participates actively in assisting other educators.
Component 4f: Showing Professionalism
Teacher is active in serving students.
Teacher works to ensure that all students receive a fair opportunity to succeed.
Teacher maintains an open mind and participates in team or departmental decision making.
Teacher complies fully with school and district regulations.