Sefer « Bevtteny Meby theatre - Ha Deity, Si bape PED Sutertehis X-'S Dele = fraps byudecgartere sHercbesilg . beeen - hapten calocs | wasg qieleee earals, thew “modaitg catertullens ‘edhe Crenhicg. A aTadent,, mabe vie emufertedha Ttachu Prtcenee.- aura worth nateratley madicmce. s/he wide Heabin' Kp ane typlerscer dl Hache, > Sedbitle ane foucsad, hedpy, + ifort, Mabing aXings Maca | bey ahihius - Whet pucker dae, lex any ? (wwfcard) - thats knw many, tele yonned Yo yo “cal apt lier (ang waneekiel w/ Miguel nuowhive fo bla then - Lk hoe A ‘ enone « ba masiy deffabal wor fa vusuetrs + sddeyly are Apter, © antueriug hour aceunatily, / Cotaig anally owt We eter Uke windadec Ma. natiratty CHeakin muh tile canting agportnsites ot ee ee eed, hod ke rreke ‘pee mre! ~ da den a ht?” whats ar unt nuuche” - Stedeuf aber “A medy howe” when be attend ¥ atichirs tn - She ashe at e Mitte fil gee — Certs 0] them amubiny Pierte yf Condy Tay eat an Musee «Sutin But we ~ Le hhily, Etebrepicer Tibaeagen hey t dake - eet heen ~ I Crate Math Lest 1) merits beled 2 prmecle atten - srnain dergly fouad rhinighalt Lirint. Rerturr © wen a bof apehibin I She 1 angle Lipit* feomea pat > = Afudoule eae eee ane Aen tae "thre ae ine - whet ait?” Sadie keew: “o* Conezgt - did haven't hanger eotul phic ioutebing & erfern awd]. vechicably a ark. - Craliing Baice of 10a ¥ In ~ entching (benening teal catacta ) Ms. Mtn Lath a nen tothe ud danlly on Ma lace ate eee cnet totals ac Hay Age Cocegh «when fre haate wine Han 10 nber tae car tp lealpe fea doug" 4 Aenea ote (Aunar'ucug) Se abre abtretsy repel Ma term 'arlid erlne’ (‘Yay aloo uptet) Yo gatcbainn 4 4strd ales bath ithe bag ‘pourenigt pace: Wad Problonta - adele tak Va geoblinn - *Sourkat Lo pan eed jo ho?’ ~ ‘iow manag J0'm bo Yan haste oe 2"? StadeuT han deflcol ty bet Kunoo whine nigt member ia 15. Ma Si¢hariats & * hea 5 otes, Obie bo ceucet fr * 52, folly yrapevad al danchiing | Lenensing Lesnar | She dles Usd wth Y Hui senap plans fr leot werk and Hur week.Observer: _Y% Duty Sele Freftsen Date: _3-/4 -/4 Subject: Matt, School Adusnfure— Teacher Candidate: ectteny fatty Internship: ‘B= Subleecting Frechns Lesson Scale: (Individual, Small group, Whole Class) Quality Urban Classrooms: Observation Protocol—Classroom Climate Check 5 minutes suggested observation time [ Domains and indicators to look for during observation (Check box indicator occurred) 4) Physical characteristics of the classroom support academic learning. i 3AL1 Learning and language objectives visibly displayed in room, including nonlinguistic representations “td ee 12 Student work displayed. phansh Gu 241.3 Teacher flexibly uses the space to be conducive to different groupings, student interactions. — cafe mare, 22¥1.4 A resourceich environment has been created (eg, word walls, charts and pictures of key content learning). 11.5 Teacher moves around the dassroom, attends to most students (may include students with unique learning needs). 2) Socio-emotional climate ofthe classroom supports student engagement and belonging. 32.1 Teacher-student and student student interactions seem cohesive, supportive, safe, and often characterized by humor and warmth 282.2 Teachers are respectfully assertive and attend to behavior issues promptly and appropriately, and avoid power struggles with students; ALTERNATIVELY, there areno incidents of poor behavior. 5% 23 Teacher demonstrates caring, e.g, personal knowledge of students (names, families, learning needs), greeting student postive affect wih students, =“ 2.4 There is absence or intolerance of bullying and teasing. 3) Interpersonal interactions support the learning community. G 3.1 Teachers share appropriate aspects of their personal lives and experiences with students, 8Y3.2 Teacher sets a positive tone for learning. C1 3.3 Regarding use of native language, teacher is sensitive, responsive, and accepting ....... OR: N/A HAC 3.4 students use thelr fist language &/or vernacular ways of speaking to support thelr peers socially. ce pecestine prot Cand Tins tle math = oe Aacorth (asan Tine in wdabe land, atending o4 o- prrap, wees atecachine, ) pean building v wrTisk augund astuities — daft yenrng yf acher®, Used with express permission from the Denver Public Schools Preparation Partnership Team Consortium for use only in the UC Denver Urban Community Teacher Education Program—please do not distribute beyond that use.Observer: Late Danibe = Sail Prosser Date: 3/76/16 Subject: Maxd School Aduteture _ Teacher Candidate: iitteuy k hy Intemship:_3 = Sublonctiat Lesson Scale: (Individual, Small group, Whole Class) Pachince ality Urban Classrooms: Observation Protocol—Teacher Focus 20 minutes suggested observation time Domains and indicators to look for during observation (Check box if indicator occurred) 1) Focusing on clear and challenging learning goals. 221.4 Evidence that teacher has set and conveyed clear content and skill objectives {2.22 Evidence that teacher has set and conveyed clear language objectives. 3113 Teacher refers to challenging learning goals which align to grade level expectations. [SLA Teacher has identified “big ideas" and key learning, and emphasizes/ceminds students of these throughout the lesson/unit. JB1LS Teacher selects appropriate learning materials and tasks fr learning objectives. 11.6 Learning objectives include higher order thinking language (e.g. Apply know! knowledge, engage in dialogue, make predictions, sythesze evaluate, and analy), Gonommeed 2) Engaging students in content and leaming activites. 2.2 Teacher makes lesson’s content relevant/useful tothe lives oftheir students. 2.22 Teaching includes multiple perspectives/lenses to encourage students to think critically (Optional ways to solve/ think, divergent thinking, look att from a different viewpoint). Dita airasiar aac Hghecouie ning aise ag ee ee ee interaction wth substance) with students e.g. One-on-one or with group, follow up question, builds upon/scafolds information, probes thinking) 32.4 Teachers check in frequently to probe and gain knowledge of students’ understanding. 3BC25 Teachers model metacognition, thinking aloud, discuss thought processes. hae tite late how to meet learning objectives. ” Dee ampere Male 2126 Teacher invites students to generate and neg. 3) Supporting students in their academic progress. (28. Paces instruction and provides scaffolding (e.g. Break projects/tasks down, differentiates) of information/tasks to meet students needs, so all students can access Ifformation and meet goals. (13.2 Teacher builds opportunities for meaningful application of content (eg, projects, thematic instruction, connections to community and/or cutture outside of school) 443.3 Provides structures so that students develop increased responsibility for their learning. (e.g. Automaticity, empower students, ownership in leamning, note taking, protocols/group work, pair share). — 4) Strategies are present for supporting culturally and linguistically diverse earners. 4.1 Teacher links vernacular to academic language/discipline-area terms. 1.42 Teacher makes strategic use of students’ first language (if not English) OR: SYAVA (1.43 Teacher integrates instructional strategies to support language development (English language learners as well as transitions from vernacular to academic language). '5) Responsive to students’ questions and their personal connections to content. 15.4 Shows regard for students’ perspectives on the world and/or content. 1875.2 Permits/supports meaningful peer interactions and conversations with regard to academic content, (15.3 Responsive to student questions/concems, and takes advantage of “teachable moments” to clarify students? Understandings of learning goals of lesson/unit. ‘Observer Notes: ques L 4% Z Confident sncottent Kanabidpe + Mahi mhaatepenntil Used with express permission from the Denver Public Schools Preparation Partnership Team Consortium for use only in the UC Denver Urban Community Teacher Education Program—please do not distribute beyond that use,Observer: Kia Qaady ~ Sibe Profiene Date:_3~/& - 74 Subject:_ Mart School Adweusfuee Teacher Candidate: “Pye: Intemship_ W- sebhach itg__ Lesson Scale: (Individual, Small group, Whole Class) fitchote Quality Urban Classrooms: Observation Protocol—Student Focus 20 minutes suggested observation time Domains and indicators to look for during observation (Check box if indicator occurred) = 41) Students take an active role in creating and maintaining classroom norms and protocols. 4211.1 Students are able to access resources and know where to get materials. 0.12 Students prompt and remind one another of classroom norms and expectations. 113 Students appear to be self-directed, able to initiate activity or tasks without waiting for teacher to tell them what. todo, or to correct or approve. 2) Students generate and/or negotiate how to meet learning goals and assignments. 212.1 Students have multiple options to represent, solve, and/or respond to a problem or question, and/or choice in tople or structure of task. 2.2 Students may negotiate group/individual work (complete a task alone or request to work with partner) — (23 Students ask one another questions regarding learning activities. epee wsrbert toperir. wlue|, _ ~ Sarita absriete — '3) Students participate in learning and support each other socially and academically in learning. (23.1 Students volunteer their background experiences, 23.2 Students seek out opportunities to extend their understanding of the content (e.g., asking questions beyond those posed by teacher, bring in outside materials or references to academic topic), 13.3 Students use their first language and/or vernacular ways of speaking to support their peers academically, to lrify their thinking, and to build bridges to academic ways of talking. 343.4 Most students are productively, actively, and appropriately engaged in learning activities most ofthe time (not just behavior compliance, e.. “playing school,” but engagement in learning). 3.5 Students can monitor their individual and collective progress toward learning objective(s). 743.6 Ingeneral, students are actively engaged in academic talk. ‘Observer Notes: S “Taba a Cem + bey fo telus at” (4. re >) «Quer auipnie ate a chef feat wag 2° “De yet att ate ing ade dik Veet? Used with express permission from the Denver Public Schools Preparation Partnership Team Consortium for use only in the UC Denver Urban Community Teacher Education Program—please do not distribute beyond that use.