Professional Documents
Culture Documents
Directions: For each formal lesson observed, please use the space provided for narrative feedback as needed.
Domain: Feedback:
I. Planning & Preparation • Plans are complete and include differentiation
• Constructs plans with clear and measureable throughout the procedure
instructional objectives
• Constructs plans with coherent instructional design.
• Independent practice groups are established prior to
Lesson procedures have a clear sequence, aligned with lesson based on ability level
instructional goals and assessments
• Constructs plans that have a clear assessment(s), which
measures all students’ achievement in meeting the
lesson instructional goals
• Demonstrates originality in preparing and presenting
lessons (creativity)
• Constructs plans include adaptations for special needs
and/or differentiation
• Uses appropriate resources and materials which
enhance the learning
II. Classroom Environment • Management is clear and effective
• Utilizes a system of positive reinforcement and behavior • Positive reinforcement used throughout the lesson
management strategies
• Creates a respectful learning environment • Transitions are strong because of management
• States expectations for learning and behavior clearly strategies
• Creates an appropriate, safe and accessible physical • While working with students on carpet, Elizabeth is
space for learning aware of and corrects behavior of children at desks
• Responds to student inappropriate behavior in a timely,
appropriate manner
• Be aware of students who finish entrance ticket early.
How can you continue to reinforce on task behavior at
desks while you work with students?
III. Instructional Delivery • Begins lesson with a warmup problem/entrance ticket
• Shows knowledge of content by using appropriate • During the whole group minilesson, instead of telling
pacing, clear communication and explanations students the math concepts, Elizabeth asks questions
• Uses different levels of questioning and discussion
strategies that engages all students to get students to make content conclusions
• Uses different types of instructional strategies that • Think pair share/have them answer on whiteboards
actively engage the learners throughout the lesson so they are all held accountable for thinking and
• Checks for understanding throughout the lesson and answering (As I write this, you begin to do it.)
adjusts lesson to meet needs of student(s)
• Uses collaborative and group activities
• After minilesson students complete independent
• Provides opportunities for independent practice that practice. This work is differentiated as well.
challenges students and allows them to apply what they • When you have more than one student who needs
have learned help, bring students to back table
• Encourages and initiates higher order thinking
• Varies voice, inflection, body movement
• Uses a variety of learning modalities (visual, auditory,
etc.)
IV. Professionalism • Maintains records for all lessons
• Exhibits professionalism in appearance and written and • Uses feedback to improve instruction and planning
spoken language
• Effectively maintains accurate records
• Communicates frequently and effectively with families in
a culturally proficient manner
• Engages in/seeks professional development
opportunities
• Reflects upon and is receptive to feedback
• Uses feedback to modify/adjust instruction
Additional Feedback/Goals for Next Observation:
Elizabeth continues to excel in each of the domains. Based on feedback from previous lessons, she has successfully
differentiated lessons based on students’ ability levels.