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    62 views6 pages

    Observations

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    api-305213050

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    © All Rights Reserved
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    Page 1 of 4 Formal Classroom Observation Form ‘Directions: This form is 10 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: Kayl Pollak Date: 12/3/16 _ Time: 12:30pm 1. Professional Knowledge ‘The professional educator demonstrates an understanding of the curriculum, subject content, and the developmental and social needs of students by providing relevant learning experiences. «Effectively addresses appropriate curriculum '* Demonstrates skills relevant to the subject standards, area(s) taught + Integrates key content clements and facilitates ‘* Bases instruction on goals that reflect high students" use of higher level thinking skills. cexpeetations for all students ‘+ Demonstrates ability to link present content with ‘+ Demonstrates an understanding of the past and future learning experiences, other subject students” intellectual, social, emotional and areas, and real world experiences and physical development. applications. + Demonstrates an accurate knowledge of the subject matter. ‘Comments: Mrs. Pollak demonstrated a good understanding of the standard being taught. She incorporated different activities to keep the students engaged in their learning. Mrs. Pollak is an educator that has high expectations for her students learning. She incorporates different strategies to meet the varied needs of her students, 2. Instructional Planning The professional educator plans using the school’s curriculum, Virginia Standards of Learning, effective strategies, resources, and data to meet the needs of all students. + Aligns lesson objectives to the school division's curriculum and the Vieginia Standards of Learning. + Develops appropriate instruction such as course, unit and daily plans and adapts plans when needed. ‘Analyzes and uses data to guide planning, « Plans instruction effectively for content mastery and pacing. « Plans for differentiated instruction. Comments: Mrs. Pollak's lesson plan was based on the Virginia Standard 3.5 The student will recall multiplication facts through the twelves table, and the corresponding division facts. 3.6 The student will represent multiplication and division, using area, set, and number line models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less Mrs. Pollak's math lesson plan incorporated whole group instruction and center work. It contained a variety of ways to assess the students understanding of multiplication using equal groups and arrays. The lesson plan reflected efficient use of instructional time. Page 2 of 4 3. Instructional Delivery The professional educator engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. ‘© Engages and maintains students in active + Uses instructional technology to enhance Tearning, student learning. ‘* Build upon students" existing knowledge and * Communicates and presents material clearly skills. and checks for student understanding. « Differentiates instruction according to content, + Assist students with connecting learning goals ‘process and/or product to meet the students” ‘with issues or events outside the classroom, reeds. + Reinforces leaming goals throughout lessons. 1 Uses a variety of effective instructional strategies and resources. ‘Comments: Mr. Pollak wrote the problem 256-4 340 on the board and asked the students o think about different ways to solve it, Several students \were called on to give the answer and then Mrs. Polls called on the student who go the correct answer to explain how she got her answer. Two. ‘other stents that sid they got the answer correct were called onto explain to the class how they go the answer correct. Mrs. Pollak wrote the

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