Teacher: Albert Einstein

School: Central York High School

Supervisor: Matt Monahan (Graduate Student- Millersville University

Date of Observation: October 27, 2017

Enclosed are rubrics derived from Charlotte Danielson’s Frameworks For Teaching and are used by permission from Charlotte Danielson.
The Supervisor will use this form to provide feedback on an Observation. Teachers/Supervisor will use rubrics related to the teacher’s specific goal.

Formal Observation Process

Teacher will complete Pre-observation Planning Notes and attend a Pre-observation Conference with the administrator prior
to each formal observation.

A Formal Observation will be scheduled. The administrator will use the rubrics describing the criteria from the Framework for
Teaching/CSSU Teaching Standards to assess teaching performance during the observation and to guide improvement.

A Post-observation Conference will occur after each formal observation to provide feedback to the teacher. Administrator
completes a Formal Observation Summary.

Signatures

_____________________________________________________ _______________________________________________
Teacher Signature Date Supervisor Signature Date
 Domain 1: Planning & Preparation
UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED
1a: Teacher displays little understanding of the Teacher’s content and pedagogical knowledge Teacher demonstrates solid understanding of Teacher’s knowledge of the content and
subject or structure of the discipline, or of represents basic understanding but does not the content and its prerequisite relationships and pedagogy are extensive, showing evidence of a
Demonstrating content-related pedagogy. extend to connections with other disciplines or connections with other disciplines. Teacher’s continuing search for improved practice.
Knowledge of to possible student misconceptions. instructional practices reflect current Teacher actively builds on knowledge of
Content and pedagogical knowledge. prerequisites and misconceptions when
Pedagogy describing instruction or seeking causes for
student misunderstanding.
1b: Teacher makes little or no attempt to Teacher demonstrates partial knowledge of Teacher demonstrates thorough knowledge of Teacher demonstrates thorough knowledge of
acquire knowledge of students’ students’ backgrounds, skills, and interests, and students’ backgrounds, skills, and interests, and students’ backgrounds, skills, and interests, and
Demonstrating backgrounds, skills, or interests, and does attempts to use this knowledge in planning for uses this knowledge to plan for groups of uses this knowledge to plan for individual
Knowledge of not use such information in planning. the class as a whole. students. student learning.
Students
1c: Teacher’s goals represent trivial learning, Teacher’s goals are of moderate value, or Teacher’s goals represent valuable learning and Teacher’s goals reflect high-level learning
are unsuitable for students, or are stated suitability for students in the class, consisting of are suitable for most students in the class; they relating to curriculum frameworks and
Selecting only as instructional activities, and they do a combination of goals and activities, some of reflect opportunities for integration and permit standards; they are adapted, where necessary, to
Instructional Goals not permit viable methods of assessment. which permit viable methods of assessment. viable methods of assessment. the needs of individual students, and permit
viable methods of assessment.
1d: Teacher is unaware of school or district Teacher displays limited knowledge of school or Teacher is fully aware of school and district Teacher seeks out resources for teaching in
resources available either for teaching or district resources available either for teaching or resources and knows how to gain access to professional organizations and in the
Demonstrating for students who need them. for students who need them. school and district resources for students who community, and is aware of resources available
Knowledge of need them. for students who need them, in the school, the
Resources district, and the larger community.
1e: The various elements of the instructional Some of the elements of the instructional design Most of the elements of the instructional design All of the elements of the instructional design
Designing Coherent design do not support the stated support the stated instructional goals and engage support the stated instructional goals and engage support the stated instructional goals, engage
instructional goals or engage students in students in meaningful learning, while others do students in meaningful learning, and the lesson students in meaningful learning, and show
Instruction meaningful learning, and the lesson or unit not. Teacher’s lesson or unit has a recognizable or unit has a clearly defined structure. evidence of student input. Teacher’s lesson or
has no defined structure. structure. unit is highly coherent and has a clear structure.
1f: Teacher’s approach to assessing student Teacher’s plan for student assessment is partially Teacher’s plan for student assessment is aligned Teacher’s plan for student assessment is fully
learning contains no clear criteria or aligned with the instructional goals and includes with the instructional goals at least nominally, aligned with the instructional goals, containing
Assessing Student
standards, and lacks congruence with the criteria and standards that are not entirely clear with clear assessment criteria and standards that clear assessment criteria and standards that are
Learning instructional goals. Teacher has no plans or understood by students. Teacher uses the have been communicated to students. Teacher not only understood by students but also show
to use assessment results in designing assessment to plan for future instruction for the uses the assessment to plan for groups of evidence of student participation in their
future instruction. class as a whole. students of individuals. development. Teacher’s students monitor their
own progress in achieving the goals.

Evidence/Notes: DOMAIN 1 SCORE = 2

1a: (2) Teacher demonstrates fluid knowledge of content in lesson plan and in pre-observation conference. Lesson plan indicates understanding of pedagogy by providing for review of
past content, introduction of lab activity, implementation of lab, and assessments.

1b: (2) Teacher articulates knowledge of students, including IEP/504 plans and use of student interns and Special Education teacher, in pre-observation conference.

1c: (2) The lesson objective, “students will be able to conduct and understand a lab activity showing osmosis. Students will be able to explain osmosis by completing the analysis and
post quiz on the lab.” is valuable and suitable for most students.

1d: (2) Lesson plan calls for use of “NeoSCI” resource, lab materials, and school-issued technology.

1e: (2) Lesson plan indicates a clear plan for review of past content, introduction of lab activity, implementation of lab, and assessments.
1f: (2) Students have taken a pre-quiz prior to this lesson, and will take a post quiz when they have finished. There are also questions in the activity packet that students will answer.
 Domain 2: The Classroom Environment
UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED
2a: Classrooms interactions, both between the Classroom interactions are generally Classroom interactions reflect general warmth Classroom interactions are highly respectful,
teacher and students and among students, are appropriate and free from conflict but may and caring, and are respectful of the cultural and reflecting genuine warmth and caring toward
Creating an negative or inappropriate and characterized by be characterized by occasional displays of developmental differences among groups of individuals. Students themselves ensure
Environment of sarcasm, put-downs, or conflict. insensitivity. students. maintenance of high levels of civility among
Respect and members of the class.
Rapport
2b: The classroom does not represent a culture for The classroom environment reflects only a The classroom environment represents genuine Students assume much of the responsibility for
Establishing a learning and is characterized by low teacher minimal culture of learning, with only culture for learning, with commitment to the establishing a culture for learning in the
commitment to the subject, low expectations for modest or inconsistent expectations for subject on the part of both teacher and students, classroom by taking pride in their work,
Culture for student achievement, and little student pride in student achievement, little teacher high expectations for student achievement, and initiating improvements to their products, and
Learning work. commitment to the subject, and little student pride in work. holding the work to the highest standard.
student pride in work. Both teacher and Teacher demonstrates a passionate commitment
students are performing at the minimal to the subject.
level to “get by.”
2c: Classroom routines and procedures are either Classroom routines and procedures have Classroom routines and procedures have been Classroom routines and procedures are seamless
Managing nonexistent or inefficient, resulting in the loss of been established but function unevenly or established and function smoothly for the most in their operation, and students assume
much instruction time. inconsistently, with some loss of part, with little loss of instruction time. considerable responsibility for their smooth
Classroom instruction time. functioning.
Procedures
2d: Student behavior is poor with no clear Teacher makes an effort to establish Teacher is aware of student behavior, has Student behavior is entirely appropriate, with
expectations, no monitoring of student standards of conduct for students, established clear standards of conduct, and evidence of student participation in setting
Managing Student
behavior, and inappropriate response to student monitor student behavior, and respond to responds to student misbehavior in ways that expectations and monitoring behavior. Teacher’s
Behavior misbehavior. student misbehavior, but these efforts are are appropriate and respectful of the students. monitoring of student behavior is subtle and
not always successful. preventive, and teacher’s response to student
misbehavior is sensitive to individual student
needs.
2e: Teacher makes poor use of the physical Teacher’s classroom is safe, and essential Teacher’s classroom is safe, and learning is Teacher’s classroom is safe, and students
environment, resulting in unsafe or inaccessible learning is accessible to all students, but accessible to all students; teacher uses physical contribute to ensuring that the physical
Organizing conditions for some students or a serious the furniture arrangement only partially resources well and ensures that the arrangement environment supports the learning of all
Physical Space mismatch between the furniture arrangement supports the learning activities. of furniture supports the learning activities. students.
and the lesson activities.

Evidence/Notes: DOMAIN 2 SCORE = 2

2a: (3) Good use of humor to keep rapport with students. “I’ll bet (other teacher) wouldn’t do that”. Students respond to teacher’s appropriate use of humor receptively by smiling and
with humor. Students comfortable joking with teacher appropriately and without loss of instructional time.

2b: (2) Students show pride in their work through conversation with peers and appropriately challenging each other by correcting mistakes. Lesson plan and teacher instructions set
expectation for student achievement.

2c: (1) Classroom environment is loud. Lots of background noise from hallway via another teacher, vents and size of room, side conversation and SPED teacher conversation with
student. Some loss of instructional time.

2d: (2) Student watching video/playing game on computer. Teacher addressed it by saying, “you’re not going to do so hot on your quiz.” When student said that he would, teacher
asked a few questions about active transport. Student opened the notes on his computer and began to look at them, continuing to look at notes when teacher went away.

2e: (2) Lab stations set up with sufficient room for student work, conversation, and learning. Stations close enough for teacher to monitor student progress, including use of chemical
solution. Desks in classroom not set up in a discernable manner.

UNSATISFACTORY
3a: Teacher’s oral and written communication
contains errors or is unclear or in
Communicating Clearly and appropriate to students.
Accurately
3b: Teacher makes poor use of questioning and
discussion techniques, with low-level
Using Questioning and
questions, limited student participation,
Discussion Techniques and little true discussion.
3c: Students are not at all intellectually engaged
in significant learning, as a result of in
Engaging Students in Learning appropriate activities or materials, poor
representations of content, or lack of
lesson structure.
3d: Teacher’s feedback to students is of poor
quality and is not given in a timely manner.
Providing Feedback to
Students
3e: Teacher adheres to the instruction plan in
spite of evidence of poor student
Demonstrating Flexibility and
understanding or students’ lack of interest,
Responsiveness and fails to respond to students’ questions;
teacher assumes no responsibility for
students’ failure to understand.
Domain 3: Instruction
BASIC
Teacher’s oral and written communication
contains nor errors, but may not be
completely appropriate or may require
further explanations to avoid confusion.
Teacher’s use of questioning and
discussion techniques is uneven, with some
high-level questions, attempts at true
discussion, and moderate student
participation.
Students are intellectually engaged only
partially, resulting from activities or
materials of uneven quality, inconsistent
representations, of content, or uneven
structure or pacing.
Teacher’s to students in uneven, and its
timeliness in inconsistent.
Teacher demonstrates moderate flexibility
and responsiveness to students’ needs and
interests during a lesson, and seeks to
ensure the success of all students.
PROFICIENT
Teacher communicates clearly and
accurately to students, both orally and in
writing.
Teacher’s use of questioning and
discussion techniques reflects high-level
questions, true discussion, and full
participation by all students.
Students are intellectually engaged
throughout the lesson, with appropriate
activities and materials, instructive
representations of content, and suitable
structure and pacing of the lesson.
Teacher’s feedback to students is timely
and of consistently high quality.
Teacher seeks ways to ensure successful
learning for all students, making
adjustments as needed to instruction plans
and responding to student interests and
questions.
DISTINGUISHED
Teacher’s oral and written
communication is clear and expressive,
anticipating possible student
misconceptions.
Students formulate many of the high-
level questions and assume responsibility
for the participation of all students in the
discussion.
Students are highly engaged throughout
the lesson and make material
contributions to the representation of
content, the activities, and the materials.
The structure and pacing of the lesson
allow for student reflection and closure.
Teacher’s feedback to students is timely
and of consistently high quality, and
students make use of the feedback in
their learning.
Teacher is highly responsive to students’
interests and questions, making major
lesson adjustments if necessary, and
persist in ensuring the success of all
students.

Evidence/Notes: DOMAIN 3 SCORE = 2

3a: (1) Unclear whether some teacher comments and directions are intended for all students or groups/individuals. Teacher starts directions before all students get to the stations, but
once he begins talking they catch up. Students quietly listening to the directions. Some loss of instructional time.

3b: (2) REQUESTED LESSON FOUCS: Teacher sat down with student pair to go over observations and results. Very conversational with students asking questions and adding to
dialogue. Student pushed back on teacher answer appropriately, then teacher clarified concept/result. When speaking about movement of molecules and polarity of water, teacher
navigated through a series of questions with a student. She asked “how could we ever figure that out?” to which the teacher responded, “just like I did.” Student said “I would never
ask myself all of those questions.” Teacher asked guiding questions that help students arrive at answers.

3c: (2) All students participate in questions, lab, and post-lab notetaking.

3d: (3) Student conversations with teacher, and responses to teacher questions reflect curiosity and desire to understand content. Students apply teacher feedback to their work right
away.

3e: (2) Students ask several relevant questions to teacher regarding lesson. Teacher responds in ways that help students understand and advance in lesson.
 Domain 4: Professional Responsibility
UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED
4a: Teacher does not reflect accurately on the Teacher’s reflection on the lesson is generally Teacher reflects accurately on the lesson, citing Teacher’s reflection on the lesson is highly accurate
lesson or propose ideas as to how it might accurate, and teacher makes global general characteristics. Teacher makes some and perceptive, citing specific examples. Teacher
Reflecting on be improved. suggestions as to how it might be improved. specific suggestions about how it might be draws on an extensive repertoire to suggest
Teaching improved. alternative strategies.
4b: Teacher has no system for maintaining Teacher’s system for maintaining accurate Teacher’s system for maintaining accurate Teacher’s system for maintaining accurate records
accurate records, resulting in errors and records is rudimentary and only partially records is efficient and effective. is efficient and effective, and students contribute to
Maintaining
confusion. effective. its maintenance.
Accurate Records
4c: Teacher provides little or no information Teacher complies with school procedures for Teacher communicates frequently with families Teacher communicates frequently and sensitively
to families and makes no attempt to communicating with families and makes an and successfully engages them in the with families and successfully engages them in the
Communicating engage them in the instructional program. effort to engage families in the instructional instructional program. instructional program; students participate in
with Families program. communicating with families.
4d: Teacher’s relationships with colleagues are Teacher’s relationships with colleagues are Teacher participates actively in school and Teacher makes a substantial contribution to school
negative or self-serving, and teacher avoids cordial, and teacher participates in school and district projects, and maintains positive and district events and projects, assuming
Contributing to the being involved in school and district district events and projects when specifically relationships with colleagues. leadership with colleagues.
School and District projects. requested.
4e: Teacher does not participate in Teacher’s participation in professional Teacher participates actively in professional Teacher makes a substantial contribution to the
professional development activities, even development activities is limited to those that development activities and contributes to the profession through such activities as action
Growing and
when such activities are clearly needed for are convenient. profession. research and mentoring new teachers, and actively
Developing the development of teaching skills. pursues professional development.
Professionally
4f: Teacher’s sense of professionalism is low, Teacher’s attempts to serve students based Teacher makes genuine and successful efforts to Teacher assumes a leadership position in ensuring
and teacher contributes to practices that on the best information are genuine but ensure that all students are well served by the that school practices and procedures ensure that all
Showing are self-serving or harmful to students. inconsistent. school. students, particularly those traditional underserved,
Professionalism are honored in the school.

Evidence/Notes: