BCPS Formal Observation Tool

Teacher: Kristy Kuehn Date: April 27, 2017

Grade: K Subject: English Language Arts

School/Office:Winfield Elementary

Observer: Indicate a rating for components observed during the formal observation and provide justification in the
evidence/comments sections below. Refer to the Formal Observation Rubric for descriptions of teacher behaviors associated with
each rating.

Domain 1 PLANNING AND PREPARATION

Highly Effective Effective Effective Developing Ineffective
1a: Demonstrates Knowledge of Content and Pedagogy
1b: Demonstrates Knowledge of Students
1c: Selects Instructional Outcomes
1d: Demonstrates Knowledge of Resources
1e: Designing Coherent Instruction
1f: Designing Student Assessments
Evidence/Comments:Ms. Kuehn shows that she has knowledge of the kindergarten content. Her word work objective is
"Today we will blend words with a_e, long a in order to read 3 phoneme words." Her instruction in phonics skills is
following the progression of the kindergarten Wonders phonics curriculum. She has students in groups based on
their reading levels and current needs. She shows knowledge of her students needs and provides supports to
students that she knows will struggle with certain content, such as having examples of the word work for students to
reference when working independently and having sentence stems for the students to complete in the writing
center. Ms. Kuehn utilizes leveled books from the book room to help her plan her small group lessons. Assessments
were informal during small group instruction. A suggestion may be to keep a log to write notes on students reading
behaviors as they are reading. Work from the word work station and writing station are used as assessment and
students know that this work is turned in in the blue bin to be reviewed by Ms. Kuehn. Ms. Kuehn then uses this data
to plan lessons and support for future lessons.

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BCPS Department of Staff Relations and Employee Performance Management
Teacher Evaluation Formal Observation Tool
August 29, 2013
Domain 2 THE CLASSROOM ENVIRONMENT
Highly Effective Effective Effective Developing Ineffective
2a: Creating an Environment of Respect and Rapport
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
2d: Managing Student Behavior
2e. Organizing Physical Space
Evidence/Comments:Ms.Kuehn's classroom is colorful and inviting. Her room is extremely organized and enjoyable for
students and adults to enter. There are designated areas in the room for each subject and the room is student
centered. Students have access to all materials that they may need as they go through their ELA centers. There are
spots in the room for students to read independently. As students moved through the centers, they knew where to
go and what to do and it is apparent that routinues and procedures for centers are in place. The room was busy as
students were working as expected in a kindergarten classroom. Looking around the room, most students were on
task. Ms. Kuehn did a great job of using planned ignoring for problems that were not urgent or a safety issue and
addressing issues that needed attention. Ms. Kuehn went through the levels of support to address student behaviors.
Ms. Kuehn made sure to praise students for positive behavior and use them as role models for the rest of their group
and class to follow. A suggestion may be to use the mammoth squares during center time to help keep students
focused and working.

Domain 3 - INSTRUCTION
Highly Effective Effective Effective Developing Ineffective
3a: Communicating with Students
3b: Using Questioning and Discussion Techniques
3c: Engaging Student in Learning
3d: Using Assessment in Instruction
3e: Demonstrating Flexibility and Responsiveness
Evidence/Comments: Students were seated on the carpet to discuss the directions for the word work station which was
"magic e" with long a. Students had to color the words that contained long a with magic e and then write the words
at the bottom of the paper. Students then went to their first rotation. Students were on the computer, at the writing

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BCPS Department of Staff Relations and Employee Performance Management
Teacher Evaluation Formal Observation Tool
August 29, 2013
center, at word work, or with Ms. Kuehn. At the writing center, students are working independtly on plot, which was
taught through the whole group lesson. At the word work station, the struggling students were given an example to
help them find the words with magic e. When Ms. Kuehn brought the group back to work with her, she went over the
words with magic e and stressed that these words rhymed. This was helpful for the students when they were then
asked to read the words to her. A suggestion might be to give this group differentiated work at the word work
station as they may not be ready for the concept of magic e. When Ms. Kuehn pulled the group back to work with
her, she had them read a story with repeated text. Students took turn to read pages of the text. One student in
particular seemed to struggle with the reapeated text on each page. A suggestion may be to go over the words of
the repeated text before reading through the text. The book was about helping and Ms. Kuehn asked the students to
relate the story to their own life by asking them if they have ever helped somebody. To work on phonics, Ms. Kuehn
then had the students read nonsense words. One of the students really struggled with this task as she is not solid
in her letter sounds.

Overall Rating of Lesson: Highly Effective Effective Effective Developing Ineffective

Teachers Signature: Date:

Observers Signature: Date:

Observers Signature: Date:

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BCPS Department of Staff Relations and Employee Performance Management
Teacher Evaluation Formal Observation Tool
August 29, 2013