Page 1 of 3 Informal Classroom Observation Form Directions: This form is to 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 maimained by the evaluator for the entire evaluation cycle to document growth and development. Some standards may not be documented in a single observation. Professional Edueator Observed: Kayla Pollak Tim 12:40 pm Date: 2/27/2017 T. Professional Knowledge + Effectively addresses appropriate curriculum standards, ‘¢ Integrates key content elements and facilitates students’ use of higher level thinking skills. # Demonstrates ability to 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 lesson was based on the Virginia Standard: 3.9 The student will estimate and use U.S. Customary and metric units to measure ) liquid volume in cups, pints, quarts, gallons, and liters; ©). weight/mass in ounces, pounds, grams, and kilograms Mrs, Pollak demonstrated a good understanding of the skills being taught. She did a nice job introducing weight and then review of volume. Mrs. Pollak understands the varied needs of her students and did a nice job using different activities to meet their needs. 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 tothe 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: The lesson plan was aligned to the Virginia Standards and demonstrated efficient use of instructional time. The lesson included whole group instruction with review and introductions to new concepts. The lesson also included center work with the focus on - review of capacity, Dreambox and spiral review.Page 2 of 3 3. Instructional Delivery * Engages and maintains students in active learning. * Builds upon students’ existing knowledge and skills. + Differentiates instruction according to content, process andior 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: ‘The sdents were working ona number tlk with he problem 0x3. Several stants were cllod onto explain wat satay they ‘sed salve te poem Mrs, Polak sk the students to explain what they Ire last week, Several students were called on, Mrs Pollak explained to the stents they would be learning about weight. Stadens were ‘alld oo give examples a hngs you might weigh Mrs. Pll sed the “enVision math resource to introdce ‘weight -ounees, pounds and tons. She asked several questions ‘troghout he video to rake sure the student ad an tnderstanding of weigh The tents were ake to write the abbreviation fr pout o ounce when answering the questions fiom the board, Mts. Polak wrote the abbreviations onthe bard forthe students o see. Te students wer sed to old up tee boards SoM. Polk could chek their ses, Mrs. Pollak assigned the sade hee goups and explained who ‘was going to what sation The torte went other ston, Mrs. Pollak woeked witha group of students om estimating cacy, 4. Learning Assessments ++ Uses pre-assessment data to develop learning goals for and/or with students, to differentiate instruction, and to document learning. «+ 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 variety 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 leaming progress, Specific Examples: Students reviewed what they learned last week with Customary measurement. ‘Mrs, Pollak assessed the students throughout the lesson by asking questions during the video. She gave examples of different items and the students were asked to write down if the weight of the object was ounces or pounds. She showed the students the abbreviation for each and were asked to write the abbreviation down on their white-boards. Students worked in different centers to review capacity with Mrs. Pollak, and Mrs. Smith helped a group of students with their Spiral Review. 3. Learning Environment «* Provides a safe physical, intellectual, and emotional seting 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 environment in which students feel comfortable enough to take risks and explore leaming. ‘+ Models caring, faimess, respect, and enthusiasm for leaming, + 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 demonstrated they understood the expectations and procedures of the classroom. They did a nice job at the carpet raising their hands to answer questions. /Mrs. Pollak provided a safe environment jwhere students felt comfortable anssering land answering questions. asking There are several learning aids around the ‘classroom to assist the students in their earning.Page 3 of 3 6. Professionalism ‘* Adheres to federal and state laws, school policies, and ethical guidelines. ‘= Maintains professional demeanor and behavior (¢.8. ‘appearance, punctuality and attendance). + Respects and maintains confidentiality + Incorporates leaning from professional growth ‘opportunities into instructional practice. ‘= Sets goals for professional growth. + Participates in ongoing professional growth activities to enhance learning in the classroom. ‘* Works in a collegial and collaborative manner with administrators, other school personnel, and the community, + Engages in ongoing communication by sharing, expectations and student progress with families in a timely and professional manner. + Collaborates with colleagues and community to reach educational decisions that enhance and promote student learning, Specific Examples: Mrs. Pollak is an educator that participates in professional development and takes ‘what she learns back into the classroom. Mrs, Pollak collaborates with the other members on her team. She shares strategies and technology she uses in her classroom, Mrs. Pollak is professional in her duties and assignment at MPES. She is always willing to help out when needed. 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 achievement levels forall students. + Provides evidence that students are meeting ‘measurable, reasonable, and appropriate achievement goals, ‘Specific Examples: ‘Student academic achievement goals have been set and monitored for the 2016-2017 school year. NOTE: It is 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 Evaluator’s Signature kayla le lat Date_ 2-7,