Observation Template #1 Classroom Observation Report Teacher: Abby Hasebroock Observer: Maura Maloney Class: English 3 Date ‘eptember 13, 2016 PDP Goals / Areas of Focus: Educator relates the subject matter to students’ own experiences. Educator updates class materials that model the Ignatian Pedagogical Paradigm in order to meet the individualized instructional needs of all students. Educator develops lessons and cffers learning opportunities that will broaden students’ awareness and encourage them to consider the wpoints of others. Narrative / Data Collection: | Abby began class by projecting a Do Now on the front board. Before the bell rang, Abby welcomed the students to class and projected the instructions for the opening quiz activity a reading quiz on Cantos 6-13 of Beowulf. Students were skied to turn up the brightness on their iPads and to lay the iPads flat on their desks for this assignment. After the students completed the projected assignment, the students who had finished early were asked to complete a series of guided reading questions. Abby circulated throughout the classroom checking student work, She reminded students if they finished to start to work on the guided reading questions and to continue on to complete a second activity. ‘At 1:25, Abby congratulated the students on completing the quiz. Abby asked the students to check the two posted questions and prepare a written response, in three minutes, which they would share with a partner. Throughout this student work time, Abby circulated throughout j the classroom.Observation Template #1 After 3 minutes, Abby, asked the students to turn around and talk to a partner about their answers to the posted questions. After about 3 minutes, once the conversations stopped, Abby asked the students to turn around. At 1:32, Abby began to discuss the answers to the posted questions. Students were called on by name to provide their thoughts about the questions. Abby affirmed each answer with a positive comment. This large group question/answer discussion took place for approximately 7 minutes. At the conclusion of this conversation, Abby asked if the students had any further questions from the reading. A student raised his hand to ask a question and Abby provided the answer to this question. At 1:40, Abby asked the students to stand for prayer and intentions. She also reminded students that they shculd be wearing their lanyards. Several students offered intentions. The prayer was projected and the class recited it together. Once the students were seated, Abby reviewed the day's objective and agenda which were also projected on the PowerPoint slide. At 1:42, Abby explained that the students were going to do a close reading of the two battle scenes from the text. Abby asked the students to create a Venn diagram in the white space of their electronic texts. She detailed the things that she would want included in the Venn diagram, including supporting evidence. Next, students were directed how to find a partner in a specific row, choosing whoever they would like to work with. Students had 15 minutes to complete this task. They moved quickly into pairs to complete the activity. Abby circulated throughout the classroom making sure that each student had a partner/group to work with. Throughout the student work time, Abby answered questions and reminded students about the goals of the task. At 1:56, Abby congratulated the students for work well done. Abby led a large group discussicn about the work that the students completed, specifically the similarities from their Venn diagrams from both battles. Several students raised their hands and were called on by name to provide their ideas. Abby suggested that the students include this specific information in their notes/diagrams. At 1:59, Abby asked the students to move back into their assigned seats. Next, Abby asked the students to find a specific section in their text. Abby read this passage aloud. She explained how this introductory paragraph sets the context for the final four cantos of Beowulf. Abby asked the students to highlight certain references in their notes using different colors for different ideas. Abby projected a color key for reference, Abby used the last minute of class to read the text aloud. She asked the students to follow along and annotate using the annotation key. ‘At 2:05, the bell rang. As the students packed up and exited the classroom, Abby reminded the students to continue the reading, She also projected the homework assignment and previewed an upcoming test.Observation Template #1 Data Analysis: | have ital ied the things that I have observed during this class period. 'A. VALUES STUDENTS AS INDIVIDUALS AND TREATS THEM WITH EMPATHY 2. Educator makes an effort to knew and care for students inthe spritof |. *Educator inquires about students’ lives outside the classroom. [1 Demonstrates knowledge about and care for indvidual students’ Ives beyond the class. Lows the range of interest and needs of students nthe as. Calls on students by name, [EVIDENCE / COMMENTS: {All students called on by name. 8. HOLDS STUDENTS, OTHERS, AND ONESELF ACCOUNTABLE TO REASONABLE ACADEMIC AND BEHAVIORAL EXPECTATIONS 1. Educator enforces all school polcies outlined in the Parent-Student and Faculty-Staff Handbooks, inluding Submits electronic attendance. 0 Enforces student dress cone, G__Sends late students to Dean Office 2. Edventor demonstrates sound cssroom management ond maintons an | 3. "Educator demonstrates superior classroom management ond mointons an ‘effective learning environment. ‘effective learning environment 0 0 i ies to engage students disrespectful behavior. (Ensures that transitions ae seamless. Encourage al tense ppt 2 Respects and encourages studems efforts. [60-204] u (© Subtly monitors student behavior without disuntin thelesson, (2 Students respectuly correct one another, when necessary. (0234) Q Student behovr s entirely appropriate: ony student mbchaviers D__ Students come to clas prepared. {CD24} ‘minor and swiftly handled {CD:2a4)EVIDENCE / COMMENTS: Observation Template #1 All students were in dress code. Abby reminded students that they should have thelr ids on. | did not noice Abby taking attendarce. peal pen was taken clase, urhile ee 0 Tar cn pre cl (G, HELPS STUDENTS GAIN THE SKILLS TO BECOME LIFE-LONG LEARNERS, INCLUDING FOSTERING CREATIVE, AVALYTICAL, AND IMAGINATIVE THINKING Educator Demonstrates af rafor students abilities and cony ‘expectation of high levels of student effort. [CD:2b3] (1 Stotes or displays the objective ofthe lesson clearly. 1 Explains content clearly. Uses open-ended questions inviting students to think andor offer ‘multiple possible enswers, [363] 0 Makes effective use of wait time, [CD:363] Asks students to justify thee reasoning, and mast students attempt to doso.{CD:368) 1D allson most students, even those who don intially volunteer. (ea) Creates discussions that enable students to talkto one another without ongoing mediation >y the educator. [C0:3b3] a re (co:2b3} 11 Students ore atively engaged and productive during dscuss ‘group, oc independent work [CO:2¢3 2, *Educator rolates the subject matter to students’ own experiences, ff 0 0 o Communicates passion forthe subject. (CD:2b4] Explains content cleorly ond imagin Uses rich language, offering brief vocabulary lessons where appropriate, both for general vocabulary and forthe discipline, [CD:3a4] 5 think rate tograde eve Bul on ond uses student responses (0 questions in order to deepen student understanding CD:3b6) Provides resources for reference. i ms and ‘riderstond the content, (C0:204? {With minimal promoting by the educator, students ensure thee time i used productively (C0 208] If asked, students are able to explain what they ae learning and where efits into the larger context. [CD:3a4] ‘Students attempt to use language ofthe discipline correct. Students invite comments from their classmates duringa discussion and. ‘challenge one anothers thinking. (CO:3b4] ‘Virtually all students are engaged in the discussion, [CO 364} EVIDENCE / COMMENTS: Abby set up activities to guide student understanding. GD ee Aext for Covureamatinye ee paleo peel bears de Cornycaa tine, | Hine mumbo tn she spocusedObservation Template #1 1D SOLICITS FEEDBACK FROM STUDENT AND COLLEAGUES ON THE TEACHING-LEARNING PROCESS 6. Educator provides timely and ccnstuctive feedback to students using | 11. “Educator uses assessment in dally Instruction. variety of methods. 11 Monitors student understanding and makes use of strategies to (1 Differentiates feedback to students. strengthen student understanding 1) Makes adjustments to the overall lesson when student feedback 1 Makes adjustments designed to asist individual students when student Indicates a lack of understanding, ‘feedback indicates a lack of understanding 1 Blots evidence of student understanding, [C0:305} Uses ongoing methods to assess students’ ski levels are designs Invites students to assess their own work and make improvements; instruction accordingly. (CD:1b4] most of them do so. Students insicate thas they clearly understand the characteristics of high-quality work EVIDENCE / COMMENTS: Socratve cuz tests stunt understanding ofthe easing. Results were not shared orusedinthe nstuction, — KPtUoLenTA AD Aeeewe immediate rack. while talting be Bre, bur Meo, Gol iclea te comyeer! F. USES A VARIETY OF ASSESSMENTS TO EVALUATE A STUDENT'S HOLISTIC GROWTH 4, Educator corrects, critiques, anc returns student work within a reasonable | 5. *Educator uses various assessments that evaluate different skis and time frame. knowledge. 1D Demonstrates evidence of having cea al student work ° assessment for earning outcones. [C0-115] Provides feedback to studerts that is informative, insightful, and 2 Writes clearly written assessment criteria. {CD:1f3} helpful Uses formative aseosemants to chack far studant understanding 1 Returns student work regularly. (For most assignments, a maximum ‘during instruction. return time is 2 week) Makes adjustments to the lesson during instruction, based on formative assessment data gathered, when necessary Designs some assessments that are authentic, with real-world application as appropriate. Designs some assessments that provide opportunities for student choice. EVIDENCE / COMMENTS: Student quizzes collected electronically but no work was returned during this period. i } |Observation Template #1 6G. GUIDES INQUIRY INTO SUBJECT MATTER FOR AN AWARENESS AND A DEEPER UNDERSTANDING OF SIGNIFICANT ISSUES AND COMPLEX VALUES THAT IMPELS TO ACTION. 1, Educator demonstrates competence in subject areas) Communicates the importonce oft th ‘with hard work al studentscan master the material. [CD:2b3] Makes no content errors [C0:203] Describes specific strategies students might use, inviting students to Interpret them in the context of what they're learning. [CD:3a3} The educator: it ‘appropriate 0) Uses materials and resources that equi intellectual ‘eopeoprlate,£C0:3c3] © Mlenites imporcontconceps of the discipline and how they celte to ‘one another, LD Provides cear explanations 2f the content, [CD:103] [Answers students’ questions accurately and provides feedback that furthers learning. 1C0:103} 1 Desians instructional statecies in unit and lesson plans that are entcoy suitable to the content 1CD:t03) 2. "Educator provides a variety of learning opportunities to hep students gain knowledge ofthe subject and to develop a valetyof ski a u 0 nites ” nent to their elassimates.[CD:3 Ces intra-and interiscplinary content relationships. (CD:134] Demonstrates, where appropriate, awareness of posible student ‘misconceptions and how they can be addressed. (CD:212/] Provides a variety of appropriately challenging materialsand resources. ([co:1e3} ‘Designs and implements lesson octiviies that require hidher-order ‘thinking skils. Provides students with an opportunity for reflection andclosure on the lessoa inorder to check for understanding Thoughtfully organizes instructional student groups in ower to maximize Jeaening and build on students’ strengths, 13. "Educator treats ‘eligious and social Justice isues appropriately in hisfher academic tiscipine Demonstrates awareness of social justice Issues within hisfher Asciptine and refers to them in clas. EVIDENCE / COMMENTS: ‘Abby circulated during the student par work time encouraging students to work together to complete the assigned task Pair work allows students to expan the content toa classmate, H. INCORPORATES ADVANCES IN TECHNOLOGY INTO THE TEACHING LEARNING PROCESS 1 the technoloayavalable to develop lesson plans that | 2. *Educator regularly uses technology tools to enhance curriculum. ‘nconorate the appropriate use ofechnoloay. Uses technology to transform and futher the lesson. (Augmentation 1D Uses technology to achieve lesson th ‘and Modification levels in the SAMR Model) SAME Model, U__Engages in optional technology professional growth opeortunties within the school community EVIDENCE / COMMENTS: ‘Abby projected a Do Now activity using Socrative, ‘Abby encouraged students to include electronic notes In thelr texts, t i iObservation Template #1 ‘A. I KNOWLEDGEABLE ABOUT THE FOUNDATIONAL DOCUMENTS OF JESUIT EDUCATION 2, *Educator integrates ignatn values and references into the clesstoom when possible [EVDENCE / COMMENTS: notorsenes, Atudente pracgeol Hu "Anima Chitsti." Ce Prager Motrd Vg natia) tag eicher in elasd, . +e ‘8. IS OPEN TO THE EXPERIENCE OF THE SPIRITUAL EXERCISES AND ENGAGES IN ONGOING LEARNING AND DEVELOPMENT IN THE PRINCIPLES OF IGNATIAN SPIRITUALITY AND PEDAGOGY 2, "Educator understands and uses core principles of the Spiritual Exercises and/or the ignatian Pedagogical Paradlgm in individual lessons, assignments, and/or assessments. EVIDENCE / COMMENTS: Not observed. G. VALUES HIS/HER WORK AS A VOCATION TO THE MINISTRY OF EDUCATION AND WORKS TO PROMOTE A FAITH THAT DOES JUSTICE 1. Educator models foith ond justice lathe classroom. 2. "Educator purposefully nd appropriately addresses justice andfalth 2 tncomporates prover into cuss. Issues with students 1 Values students a: individ 5, Provides clear clossrcom expectations to foster student success EVIDENCE / COMMENTS: Abt eteciayncrated per antte nents statanstonateramirndaDonow sci. Walon! Tare, you!Observation Template #1 "| D. SHARES AND HELPS TO SHAPE THE SCHOOL'S VISION AND ANIMATE THE SCHOOL'S 1, Educator supports the vison znd mission ofthe school to students, colleagues, and the general publ. EVIDENCE / COMMENTS: Not observed Other Recommendations/ Commendations | was impressed that Abby knew each student's name so early on in the school year. This is excellent! Abby has clearly established a classroom routine. Students listened, waited, and followed activity directions. There was very little talking or need for clarification once a directive was given. Throughout the lesson, students were challenged to not only recall information from their reading but to do a "deep dive" into the text to highlight and recognize important parts of this very difficult text. | would suggest that Abby develop an effective closure activity. At the end of the class period, Abby began an oral reading activity which could have | been substituted for a wrap up activity. This would have allowed Abby to see how much of this material the students understood in order to plan the next day's activities. This would have also allowed the students to pause and reflect on the material presented. This was an excellent class! It is cbvious to me that you have done a great deal of thoughtful planning for this course. Keep up the fabulous work. Thank you! Thank ypu for your feedback!Observation Template #1 Post-Conference Comments/Reflections (Teacher) _flligas! teactrivck, __{pe/rere Date Vlaws 2 ‘Observer Signature