Page 1of3 Informal Classroom Observation Form Directions: This form is to be used for probationary professional educators and professional educators with continuing contraci 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 Date: 9/6/2016 Time: :20 am. T. Professional Knowledge «© Bifectvely addresses appropriate curriculum standards. ‘Integrates key content elements and facilitates students’ use of higher level thinking skills ‘+ Demonstrates ability t 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 for all students, ‘+ Demonstrates an understanding of the students" intellectual, social, emotional and physical development. ‘Specific Examples: The objective of the lesson was based on the VA Standard 3.5 h, story elements. Mrs. Pollak has high expectations for her students which is evident in her instructional delivery. Mars. Pollak demonstrated an understanding of how to question students for comprehension through guided reading, 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: ‘Mrs. Pollak’s lesson plan reflected efficient use of instructional time. The plan reflected whole group instruction and center work. The center work incorporated guided reading, word study, listening to reading and read to self. ‘Mrs, Pollak differentiated the lesson by ‘grouping the students according to the their reading levelsPage 2 of 3 ‘3 Instructional Delivery ‘* Engages and maintains students in active learning. '* Builds upon students’ existing knowledge and skills. ‘Differentiate 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 working with 4 students at the kidacy table - guided reading. The other students were om the Goole tablet listening oa story, reading tose or working with Mrs. Wagner in the hallway with Word Study. The students were asked to read. Mes, Pollak stopped 10 assist student o chunk a word to help him with the pronunciation ofa word. Another studont was called onto fead and questions were asked about the story. All he Students inthe group had the opportunity to reed. Mrs. Pollak esd a page end explained to the stents they wore going o get the chance to read te work on socuracy and fueney. Mrs. Pollak and the students read the page together. ‘Afler 20 minutes the groups switched. The studens did a ice jab when switching groups. Learning Assessments «Uses pre-assessment data to develop leaming goals for and/or with students, to differentiate instruction, and to document learning. 1 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 in a var 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: Mrs. Pollak did a nice job asking questions while doing a "book walk’ *What do you think? *What does mean? While reading the text, Mrs. Pollak stopped several times to go over vocabulary and ‘check for comprehension by asking ‘questions about the story. ‘Mrs. Pollak did a great job providing feedback to the students she worked with. 'S. 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 environmen Which students feel comfortable enough to take risks tnd explore learning. ‘+ Models caring, faimess, respect, and enthusiasm for learning, «Promotes a climate of trust and teamwork within the classroom, «Respects students" diversity, including language, culture, race, gender, and special needs, Specific Examples: ‘The students were engaged in the variety of activities. Students in the guided reading group ‘answered questions and followed along during ‘the reading. ‘The students working on the Google| tablets did a nice job listening to the story and not talking to their neighbors. /Mrs. Pollak's classroom is set up for student success Mrs, Pollak had the groups for the centers on the SMARTboard for the students to see. ‘The students demonstrated they understand the routines and procedures of the classroom by doing a nice job switching groups.Page 3 of 3 & Professionalism 4 Adhere 10 federl and state laws, school polici and ehical guidelines + Maintains professional demeanor and behavior (© appearance, punetuality and attendance). + Respects and maintains confidentiality. 4 Incorporates leaning from professional growth opportunities into insiructional practice + Sets goals for professional growth * Participates in ongoing professional growth activities to enhance fearing in the elassroom. «Works in collegial and collaborative manner with administrators, other school personnel, nd the commit. «Engages in ongoing communication by sharing expectations and student progress with families ina ly and profesional manner. + Collaborates with colleagues and community to reach educational decisions that enhance and promote stent learing ‘Specific Examples: ‘Mrs. Pollak is an educator that sets high standards for her students. She respects the diversity of the students in her classroom and allows them to learn ina variety of ways. Mrs. Pollak collaborates with her colleagues formally through Power Team ‘meetings and informally during planning time ‘Mrs. Pollak is an educator that follows the policies and guidelines set by MPCS and MPES. 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 achievernent levels for all students ‘+ Provides evidence that students are meeting, ‘measurable, reasonable, and appropriate achievement goals. Spei fic Examples: Student academic achievement goals have not been set for the 2016-2017 school year. NOTE: Itis 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 Fvatuator’s Signatwre'L Ye bs pae_4-416 date 9-2 Hee