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 maintained by the evaluator for the entire evaluation cyele to document growth and development. Some standards may not be documented in a single observation Professional Educator Observed: Kayla Pollak Date: 2/22/2016 "Time: 12:35 pm 1. Professional Knowledge | Specific Examples: + Bietvey aes appropiate criolun oF « Integrates key content elements and facilitates understanding of how to use a number line students’ use of higher level thinking skills. to teach fractions. She linked the centers *+ Demonstrates ability to link present content with past | to content students already learned while and future leaming experiences, oer subject areas, assisting students that need extra help. eee Perce cect /MtS. Pollak bases her instruction on the ne feeurate o 2 different needs of her students and + Demonstrates skills relevant to the subject area(s) challenges the students during the lesson, taught. Bases instruction on goals that reflect high expectations for all students ‘+ Demonstrates an understanding of the students? intellectual, sociel, emotional and physical development. 2. Instruetional Planning Specific Examples: + Analyzes and uses data to guide planning * Plans instruction effectively for content mastery and _ | Mars. Pollak's lesson plan reflected efficient pacing. use of instructional time and listed the + Plans for differentiated instruction, different centers for the day. The lesson * Aligns lesson objectives tothe school division's was based on the Virginia Standards and curriculum and the Virginia Standards of Learning. | incorporated a variety of activities to keep + Develops appropriate instruction such as eourse, unit | ents -d with their learni and daily plans and adapis plans when needed. aePage 2 of 3 3. Instructional Delivery + Engages and maintains students in active learning. * Builds upon students” existing knowledge and skill. + Differentiates 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: Students were called to gta white board and marke and to come to tho carpet. Mi. Polak reviowed withthe stents: sumertoy, denoenator, and wrote en example ‘on the board. She Went over what the atudens would he earning tdey and the tations, Mrs, Pollak showed a short video on fractons and tha rvlewed withthe stants diferent types of trations. Mrs. Pollak ven over how to ‘ws a number ine to belp with rection, She showed an ‘ovarple and asked students to answor diferent estos. Students were asked to slve diferent number ines and show thet answers on their whit boards. Mis, Polk ‘want over he diffrent contre with tho students. Sho ‘med off the students and assigned them a group, The students did nie ob moving to the different exer ‘Mis, Poll wrk through a problem witha stadt before walking around the elassaom, Mrs. Pollak rang a bell ad ‘ted the studens to move totes ext tation. Mis Pollak walked around and observed the diferent eaters, 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 leaming 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 learning Progress. Specific Examples: Students were assessed informally by answering questions. They were assessed on understanding fractions using a number line by writing their answer on a white board, Mrs. Pollak checked each white board to check for understanding, Students were assessed on the different centers and individually with the students she was ‘working with individually, 3. 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 environment in ‘Which students feel comfortable enough to take risks and explore learning. ‘© Models caring fainess, respec, and enthusiasm for Tearning. «Promotes a climate of trust and teamyvork within the classroom. «© Respects students” diversity, including language, celture, race, gender, and special needs. ‘Specific Examples: ‘The students demonstrated a great lunderstanding of the routines and procedures set in the classroom. Mrs. Pollak provided a safe environment for her students, The felt comfortable participating in whole group instruction and center work.i Page 3 of 3 6. Professionalism ‘ Adheres to federal and state laws, school policies, and ethical guidelines ‘© Maintains professional demeanor and behavior (e.g, appearance, punctuality and attendance), + Respects and maintains confidentiality. + Incorporates learning from professional growth ‘opportunities into instrctional 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 enhanee and promote student learning, Specific Examples: Mrs, Pollak is professional in her duties and assignment at MPES, She communicates with parents in a variety of ‘ways and maintains confidentiality, Mrs, Pollak participates in weekly Power Team meetings and collaborates well with the co-teacher she works with, 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 summstive assessments + Identities 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 Example: Student academic achievement goals have been set and monitored for the 2015-2016 school year. NOTE: Itis unlikely that all professional educator performance standards would be documented ina single classroom visit. In fact, an observation might focus on a specific standard. Additional Comments: Professional Educator's Signature Kana Re thal Evaluator’s Signature ¢