Descriptors of Practice, Element Level

Formal observation Form

Teacher Name: Jennifer Ramos
EIN#: 62776
Administrator: Herman Whale
School: Capitol Heights Elementary
Domain 1: Planning and Preparation - Component lc: Establishing Instructional Outcomes
Elements: Value, Sequence, and alignment, Clarity, Balance, Suitability for diverse learners
Observation #3 (Circle One)
Date: February 28, 2013
Element
Unsatisfactory Basic Proficient Distinguished
Outcomes represent low Outcomes represent moderately high
Most outcomes represent high
All outcomes represent high expectations and rigor, and
expectations for students and tack expectations and rigor. Some reflect expectations and rigor, and important ~rtant learnin~ in the discipline. They are connected
Value and of rigor. They do not reflect import~int learning in the discipline learning in the discipline. They are
to a sequence of earn n~ both in the discipline and
Sequence important learning in the discipline and at least some connection to a
connected to a sequence of teaming. related disciplines.
nor a connection to a sequence of ; sequence of Ieaming.
learning.
Outcomes are either not clear or
Outcomes are only moderately clear, Most of the outcomes are clear, but may All the outcomes are clearing, written in the form of
are stated as not as student learning or consist of a combination of
include a few activities. Most suggest student learning, and permit viable methods of
Clarity but as activities. Outcomes do not outcomes and activities. Some viable methods ofassassmenf. assessment.
permit viable methods of outcomes permit viable methods of
assessment.
assessment.
Outcomes reflect only one type of
Outcomes reflect several types of Outcomes reflect several different types
Where appropriate, outcomes reflect several different
Balance learning and only one discipline or learning but teacher has made no ofleamin~ and opportunities for types of learning and opportunitie~ for both
strand. attempt at coordination or integration. coordination. coordknation and integration.
Suitability
Outcomes are not suitable for the Most of the outcomes are suitable for Most of the outcomes are suitable for all
Outcomes are based on a comprehensive assassment.of
student l~amin.~ and take into account the varying
for
class, or are not based on any most of the students in the class based students in the class, and are based on
assessment of student needs. on global assessments of student
evidence of student proficiency. needs of individual students or zroups.
Diverse
learning. However, the needs of some individual
learners students may not be accommodated.
Evidence:
Value, Sequence, and aligntnent
Maryland Standard i .0 - Skills wilI demonstrate the thinking and acting inherent in the practice of science.
Indicator - Raise questions about the world around them and be willing to seek answers to some of t~em by making careful observations and trying things
out.
Objective - Students will seek infon~aation through reading, observation, exploration and investigations.
Objective - Students will identify the vibrations of objects that cause sounds.
o Clarity
The teacher will raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying
things out.
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The teacher will activate students prior knowledge about musical lnsn-umems.
o Balance
Students will activate their schema and reveal their prior knowledge about sound.
Students wil! participate in a class discussion about their sound schema,
Students will use the "Turn and Talk" s~ra~egy rerespond teachers questions,
Student will conduct three experiments regarding sound: Whisper to Peer, Sound Cups and Duck Kazoos.
Suitability for diverse learners
The comprehensive class includes 4 special education students with a Dedicate Aide arid 2 EngIish Language Learners. The teacher will divide students
into pairs to the "Turn and Talk" strategb~ m respond to quesnons. Students will work independently on the experiments and proqide suppor~ to their peers as
needed.
13.
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Descriptors of Practice, Element Level
Formal Observation Form
Teacher Name: Jemaifer Ramos EIN~: 62776 Observation # 3 (Circle One)
Administrator: Herman Whaler School: Capitol Heights Elemerrtar Date: February 28, 2013
Domain 1: Planning and Preparation - Component le: Designing Coherent Instruction
Elements: Learning activities, fnstructional material~ and resou?ces, fnstructional groups, Lesson and unit structure
Element Unsatisfactory Basic Proficient Distinguished
Learning
A ctivities
Instructional
Materials
aud
]l~esources
J~nstructional
Groups
Lesson and
Unit
Structure
Learning activities are not suitable to
students or to instructional purposes,
and are not designed to engage students
in active intellectual acfivit3,.
Materials and resoul~es are not suitable
for students, do not support the
:instructional outcomes nor engage
students in meaningful learning.
Instructional Noups do not support the
instructional outconqes and offer no
variety.
The lesson or unit h~s no clearly defined
structure, or the stmctm~ is cgaotic.
Activities do not foIlow an organized
proNession, and time allocations are.
Only some of the learning activities are
suitable to stud~mts or to the
instructional outcomes. Some 1~present
a moderate cognitive challenge, but
with no differentiation for different
students.
Some of the matetqals and resoumes
suitable to students, support the
instructional outcomes, and engage
students in meaningful teamin&
Instructional Noups partially support
the instructional outcomes, with an
effort at providing some variety.
*I]~e lesson or unit has a recognizable
stmctm~, although file stla~ctu~ is not
unifomgy maintained throughout.
Progression of activities is uneven, -
most time allocations are reasonable.
All of the learning activities a~e suitable to
studmatsor to the instructional outcomes~
and most represent ~i~lificant eo~itive
challenge, and with some differentiagon for
different ~oups of students.
All of the materials and resources are
suitable to stu dea ts~s_u_s u~
instructional outcomes, and me de.siNned to
engaxe students in meanin~
Instructional ~oups are vaiqed as
at~propdate t~ the studea~ ts and the different
instructional outcomes,
The lesson or unit has a clearly defined
s~axctur~ around which activities are
organized. Progression of activities is even,
~vith reasonable time allocations.
Learaing activities are hio~ly suitable to diverse learners and
suppo(- the inswactional outcomes. Tbey are all designed to
ei~gage students in hiNa-level cognitive activity, and al~e
diffgrentiated, as appmp6ate, for individua! learners.
meaningful leamin~ ~het:e is evidence of appropriate use of
materials.
The lessons or units st~lcture is clear and allows for different
pathways according to diverse student needs. Tbe proNression of
activities is hiN~l coherent.
~vidence:
Learning activities
fhe teacher will work in pairs to conduct "Turn and Talk" conversations.
The teacher will as~ig~ students to conduct three experinaents: Whisper to Peer, Sound Cups and Duck Kazoos.
~ Instructional materials and resources
The teacher will use the following: paper, pencil, balloons, cups, plastic wrap/rice, straws and robber bands.
Students will use the paper, pencil, balloons, cups, plastic wxap/rice, straws and rubber bands to conduct experiments.
o Instructionalgroup
Whole gqoup instruction: the teacher will model how to conduct Sound Cups and Duck Kazoos experiments.
Lesson and unit structure
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Descriptors of Practice~ Element Level
Formal Observation Form
Teacher Name: Jennifer Ramos
EIN#: 62776 Observation # 3 (Circle One)
Administrator: Herman Whale School: Capitol Heights Elementary
Date: February 28, 2013
Domain 2: The Classroom Environment - Component 2b: Establishing a Culture for Learning
Elements: fmportance of the content, Expectations "or learning and achievement, Student pride~in work
Element Unsatisthctory Basic Proficient Distinguished
Importance
Teacher or students convey a negative Teacher communicates importance of Teacher conveys genuine enthusiasm
Students demonstrate through their active
participation, curiosity, and taking initiative that
of the
attitude toward the content, suggesting the wdrk but with little conviction and for the content, and students
that it !s not important or has been only minimal apparent buy-in by the demonstrate consistent commitment to theyvalue the contents importance.
Content
mandated by others. ~ students. its value.
Expectations
Instructional outcomes, activities and Instructional outcomes, activities and Instructional outcomes, activities and Instructional outcomes, activities and assi~:nments,
and classroom interactions convey higl!
or Learning
assignments, and classroom assignments, and classroom assignments, and classroom
interactions convey l~w expectations interactions convey only modest interactions convey high expectations expectations for all students. Students appear to
and
for at least some students. expectations for student learning and for most students. have internalized these expectations.
Achievement
achievement.
Students demonstrate little or no pride Students minimally accept the Students accept the teachers Students demonstrate attention to detail and take
Stttdent in their work. They seem to be respons b ity to "do gnod work" but insistence on work of h gh quatity and obvious pride in their work initiating improvements
Pride in motivated by the desire to complete a invest little of their energy into its demonstaate pride in that work. in it by, for example, revising drafts on their own,
Work
task rather than to do high-quality quality. or helping peers.
work,
Evidence:
Importance of the content
The teacher shared the learning goals for the lesson with the students. The teacher presented the lesson with a high level of energy and excitement as she
circulated throughout the room monitor students performance.
, Expectations for lem~b~g and acMevement :
The teacher modeled how to produce sounds with objects such as straws and plastic wraps over a cup with rice to demonstrate expectations for the learning
activity. 72qe teacher developed and shared high-quality instructional outcomes, expectations and experiments for students based on their ability and background
laaowledge.
o Studentpride in Work
Through questioning and modeling, the teacher consistentIy reinforced students development of conceptual understanding. The teacher probed students with
questions and students were able to express what they learned throughout the lessors. All students were engaged in their work throughout the lesson.
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Descriptors of Practice. Elements Level
Formal Observation Form
Teacher Name: Jenrflfer Ramos
Administrator: Herman WhaIey
EIN#: 62776
Schooh Capitol Heights Elementary
Observation # 3 (Circle One)
Date: February 28, 2013
Domain 2: The Classroom Environment - Component 2d: Managing Student Behavior
Elements: Ex ~ectations. Monitoring of student behavior, Response ro student misbehavior
Element
Expectations
Monitoring
of Student
Behavior
Response to
Student
Misbehavior
Unsatisfactory
No standards of conduct appem- to
have been established, or students
are confused a~ to what t~e
standards are.
Student behavior is not monitored,
and teacher is unaware of what fl~e
students are doing.
Teacher does not respond to
misbehavior, or the response is
inconsistent, overly repressive, or
does not respect the students
dignity.
Basic
[
Proficient
Standards of conduct appear to.
have been established, and most
students seem to understand them.
Teacher is generally aware 9f
student behavior b u t may miss the
activities of some students.
-Teacher attempts to respond to
student misbeha~dor bnt with
uneven results, or infractions of the
mles are minor.
Standards of conduct are clear to
ai1 students.
Teacher is alefi to student behavior
at all times.
Teacher response to misbehavior is
appropriate and successful and
respects fl~e students dignity, or
student behavior is generally
appropriate.
Distinguished
Standards of conduct are clear to all students
~nd appear ~o have been developed with
studefit participation.
MoNtoring by teacher is snbfle and
preventive. Students monitor their own and
their peers behavior, col~ecting one another
respectfully.
Teacher response to misbehavior is highly
effective and sensitive to students individual
needs, or student behavinr is entirely
_a~riate.
~viden ce:
Expectations
Students are aware of Positive Behavioral Interventions and Supports system schooI-wide expectations. Students understood the rituals and routines for whole
group msnucnon. It is also evident that students understood the code of conduct: students were on-task throughout the lesson.
Monitoring of student behavior
Throughout the lesson, the teacher circulated throughout room to monitor student behavior and student engagemem.
Response to stndent misbehavior
No misbehavior was observed.
16.
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Descriptors of Practice, Elements Level
Teacher Name: Jennifer Ramos
Administrator: Herman Whaley
Formal Observation Form
EIN#: 62776
School: Capitol Heights Elementary
Observation # 3 (Circle One)
Date: February 28, 2013
Domain 3: Instruction - Component 3b: Using Questioning and Discussion Techniques
Elements." Quality of questions. Discussion techni, rues, Student yarticipation
Element Unsatisfactory Basic Proficient Distinguished
Teachers questions are virtually Teachers questions are a Most of teachers questions are of Teachers questions are ofuinformly high
Quality of
all of poor quality, with !ow combination pf Iowand high high qualiW. Adequate time is quality, wit
h
adequate time for students to
quality, posed in rapid succession. provided for students to respond. respond. Students formulate many questions.
Questions
cognitive challenge, single 6otaect
responses, and asked in rapid Only some invite a thoughtful
succession. response.
Interaction between teacher and Teacher makes some attempt to Teacher creates a ~ennine Students assume considerable responsibility
Discussiou
students is predominantly engage students in genuine discussion amou~ for the success of the discussion, initiating
recitation style, with the teacher discussio~ rather than recitation, stepping aside when approptiate. topics and making unsolicited contributions.
Techniques
mediathig a!l questions and" with uneven results.
answers.
Student A few students dominate the Teacher attempts to engage alI Teacher successfully engages all Students themselves ensure that all voices are
Participation
discussion. studeuts in the discussion, but with students in the discussion. heard iri the discussion.
only limited success.
Eviden ce:
~ Quality of questions
The teacher used the following questions:
"What do you know about sound?"
"What is your schemer?"
"What did you discovered?"
"Did anytI~mg happen to Kevin?"
"What happen to the rice now?"
"Did your rice move?"
"What cause your rice to move off the cup?"
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"What do you thirfl~?"
"Wily are you amazed when the sound vibrated through your throat?"
"What does it feel like?"
"what does vibration mean?"
"What happen?"
"What were the different results?"
"Would the sound be louder if it vibrated more?"
Discussion technique
Students used the "Turn and Talk" strategy to respond teachers questions. Throughout the lesson, the teacher continued to probe students with additional
questmns.
o Studentparticipation
Students raised their hands to respond to teacher and shared their responses as follows:
"Sound travels"
"You can hear it."
"You can hear the sound."
"Sound in music note.--
"Shake a cup of rice and you can hear the sound."
"Sound travels"
"The balloon is talking to the balloon.
"Sounds trave! through the air."
"When talking into the bal!oon. The sound went into the balloon and bounce."
"The rice move."
"The rice move.--
"when you move the rice move."
"The rice fell down."
"My rice moved and made an echo."
"My rice move a little bit."
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"My rice moved because my voice went into the cup."
"There is air inside the cup."
"The rice fell down because the air pushed the rice down."
"The air blew down the rice.--
Your eyes get bigger."
"I feel a vibration"
"Neck bone"
"Tonsils"
"It keeps going"
"You can feel it.-
"I t hird< it is yesF
"The straw provides more air."
"The straw produces more vibration."
"The big one was a big one and little one was little."
"The little straw was louder than the bigger straw."
"The little duck sounds louder than mama duck."
17.
The Danielson Group www.danielson~roup.org Copyright 2006, Charlotte Danielson. All rights reserved.
Descriptors of Practice, Elements Level
Teacher Name: Jermifer Ramos
Administrator: Herman Whale
Formal Observation Form
EIN~: 62776
School: Capitol Hei~hts Elementary
Observation # 3 (Circle One)
Date: February 28, 2013
Domain 3: Instruction Component 3c: Engaging Student in Learning
Elements." Activities and assigmnents, Grouping of students, ~rnstructional materials and resources. Structure and pacing
Element Unsatisfactory Basic Profi~ent Distinguished
Activities
Activiiies and assignments are All students are cognitively engaged in the activities and
and
inapprop~ate for students ageor approprlatb to some studenVs and.engage a~llLql!rlate to students, and almost assignments in their exploration of content. Students initiate or
backgound. Students are not them mentally, but others are not all students are~ognitively en~ed, adapt activities and projects to enhance their understanding.
Assignments
mentally engaged in them. engaged,
Instructional ~oups are Ol~Iy partially Instructional ~roups are productive Instructional groups are productive and fully appropriate to the
Grouping of inappropriate to the students or to appropriate to the students or ordy and fully appropriate to the students students or to the i~structinnal purposes of the lesson. Students
Students
the instructional outcomes. moderately successful th advancing the or to the instructional purposes of the
take the initiative to influence the formation or adjusm~ent of
instructional outcomes of the lesson. lesson. instructional groups.
Instructional
Instructional materials and Instructional materials and resources are Instructinnal materials and resources are suitable to the
Materials
resourcesare unsuitable to the only partially suitable to the instructional are suitable to the instructional instructional purposes and engage students mentally. Students
and
instructionaI purposes or do not purposes or students are only partially purposes and en~a~e students initiate the choice, adaptation, or creation of matarlals to
enhance their learning.
Resources
engage students mentally. mentally engaged with them.
Tt~e lesson has no clearly defined The lesson has a recognizable structure,
The lesson has a clearly defined The lessons structure is highly coherent, allowing for reflection
structure, or the pace of the lesson althougb it is not mtiformly maintaine.d structure around which the activities and closure. Pacing of the lesson is appropriate for all students.
and Pacing is too slow, or rushed, or both. throughout the lesson. Pacing of the are organized. Pacing of the lesson is
leeson is inconsistent.
Evidence:
Activities and assignments
The teacher modeled for students how to conduct Sound Cups and Duck Kazoos experiments.
The teacher used the arategy "Turn and Talk" to womote conservations anaong the students.
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~ Grouping of students
The teacher assigned students to learning pairs for the "Turn and Talk" conversations throughout the lesson.
~ Instructionalmaterials and resources
The teacher used the following: balloons, cups, rice, straws, robber bands and plastic sheets.
~ Structure andpacing
The transitions were smooth as ~tudents moved from one activary to another with minimum !oss of instructional time. The teacher coordinates use of time and
space with the learmng activity.
18.
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Descriptors of ]Practice, Elements Level
Formal Observation Form
Teacher Name: Jennifer Ramos EIN#: 62776
Administrator: Herman Whale Scbooh Capitol Heights Elementary
Domain 4: Professional Responsibilities - Component 4a: Reflecting on Teaching
Observation # 3 (Circle One)
Date: Febrtmrg 28, 2013
Elements.: Accuracy, Use in future teaching
Eiement Unsatisfactory Basic Proficient Distinguished
Accuracy
Teacher does not know whether a
lesson was effective or achieved
its goals, or profoundly misjudges
the success of a lesson.
Teacher has no suggestions for
how a lesson could be kmproved
anoflaer time the lesson is taught.
Teacher has a generally accurate
impression ofa Iessons
9ffectiveness and the success to
which instructional goals were
lnet.
Teacher makes genera!
suggestions about how a lesson
cquld be in, proved another time
the iesson is taught.
Teacher makes an accurate
assessment of a lessons
effectiveness and the success to
wl-~lch it achieved its instructional
~oals and can cite general
references to support the
Teacher makes a few specific
suggestions of what could be
tried another time the lesson is
t~
Use in ~tttare
Teaching
Teacher makes a thoughtfu! and accurate
assessment of a lessons effectiveness mad the
extent to which it achieved its goals, citing
many specific examples fi-om the lesson mad
weighing the relative strengths ~f each.
Drawing on an extensive repertoixe of skills,
teacher offers specific altemative actions,
complete with probable success,s of different
approaches.
)F, vidence:
~ Accuracy
The teachers reflection form revealed that the students were able to surmis6 the elements of the lesson. Students discovered how sound travels through air an~l
vibrations and it also has pitch.
Use in future teachiug
The teacher expressed that she would create Ieaming stations for the experiments and assign students to lead each group. She will become a facilitator and
circulate around the room to assist the groups as needed.
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Formal Observation Form
Descriptors of Practice. Elements Level
Teacher Name: Jem~ifer Ramos
Administrator: Herman Whaler
EIN#: 62776
School: Capitol Heights Elementary
Observation = 3 (Circle One)
Date: February 28, 2013
Domain 4: Professional Responsibilities - Component4c: Communicating with Families
Elements: In brmation about the instructional progra
m,
Information about individual students. Engagement o f families in the instructional program
Element Unsatisfactory Basic Proficient Distinguished
Information
Teacher provides little or no Teacher Dirticipates in the Teacher provides frequent Teacher provides frequent infolmation to families, as
About the
infm~nation about fire instructional schoo!s activities for parent information to families, as apt~mpriate about fire insmlctional program. Students
trnstructional program to families. communication but offers little appropriate, about the participate in I~reparing materials ~or their families.
Progrmn
additional ilffol~atinn. instractinnal pin,am. .
Teacher provides ~rinaimal Teacher adher6s to the schools Teacher commtmicates with Teacheg provides information to parents f!equently on
information to parents about - requirdd procedm-es for ~ parents about students student progress, with stadents contributing to the
~(uformation individual students, or the commtmicating with families. progress on a re~ design ofth} system. Response to parent concerns is
About conmrunication is inappropriate to Responses to parent concerns ~ cutturaI non-us, and bandied with great professional a3~d cnlturaI
Individual
the cultures of the fmNlies. are minimal, or may reflect is available as needed to sensitivity.
Students
Teacher does ,not respon~l, or occasional insensitivity to respond to parent concerns.
responds insensitively to parent cultt~al nom~s.
concetras about students.
Engagement Teacher makes no attempt to Teacher makes modest and Teachers efforts to engage Teachers efforts to engage families in tire
of Families
engage families in the partially successfuI attempts to families in tire instmctionaI insWactiouaI program are frequent and successful.
in the
instructional program, or such engage families in the rpx~ranr are frequent and Students conl~ibute ideas for projects that wi!l be
enhanced by family pm~cipation.
Instructional
efforts are inappropriate. insWactional program. successfnl.
Program
Evidence:
~ InJbrmation about the instructionalprogram
The teacher provided parents with infmraation regarding the curricuhma through parent conferences.
Information about individual students
The teacher corrm~unicates with parents about learning activities, students progress and instructional outcomes via letters, emails, progress reports,
report cards and phone calls.
Engagement of families in the instructional program
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The teacher has informed families about Stem and Math Night, Literacy Night, and conducted classroom celebratiolas regarding student work. The
teacher uses Edmodo to keep parents abreast of learning activities and homework assignments.
20.
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