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Obs Post

Teacher Role 2
Instructional Approach
Practice / Aligned Activity
Feedback
Monitor and Adjust
Analysis of Instruction
Learner Engagement
Student-to-Student Interaction
Teacher-to-Student Interaction
Authentic Engagement
Critical Thinking
Learning Community
Routines and Procedures
Responsibility for Learning
Monitoring and Responding to
Student Behavior
Relationships
Instructional Strategies
Observation Score Collection Sheet for REIL
Learnin
g
Observation Instrument Version 2.5
District Name: Tolleson Elementary School District School Name: Desert Oasis Evaluator Type: Assistant Principal
Teacher Stakeholder ID # Teacher First Name:
Valerie
Teacher Last Name:
Payne
M.I.
Evaluator Stakeholder ID # Evaluator First Name:
Krystal
Evaluator Last Name:
Bolf L
M. I.
Assignment: 7/8 Science Grade Observed:
7
Subject Observed: science
Pre-Conference Date:
8/24/12
Observation Date: 8/28/12 Post-Conference Date: 8/31/12
Observation #
Cycle I
Teacher Type:
Non-Continuing
Not counting the current school year, how many TOTAL years of teaching experience does this
teacher have? Include years outside of this school district. Years: o
(4)-u p6o.__C)
Evaluator Signature
V O MS,
Teacher Signature
Hands-on representation offood chains and webs as well as what happens
when certain parts of the web die off
la wasenstam
Valerie had a lot of data on students and was ready to move forward with her
lesson based on the knowledge of the vocabulary and
Instructional Strategic:I Comments (Optional)
-
Learner Engagement Comments (Optional)
Learning Community Comments ptiobalf
Routines and procedures are in place but students need to work towards taking
responsibility for their own learning.
Reinforcement
Rubric:
Instructional Strategies
Valerie reviewed vocabulary
they would be creating using
model that the students created.
their model the teacher continued
students questions in a timely
Element:
Instructional Approach
words and explicitly modeled the situation that
picture cards, vocabulary words and an actual
As students were working through creating
to review the vocabulary words and ask the
manner.
Refinement
Rubric:
Learner Engagement
Element:
Student to Student Interaction
One way to increase student to student interaction during this lesson would
have been to put the students in smaller groups after demonstrating the process
for the activity and having them work together to determine where to begin the
food chain and justifying the progression of the chain. While students are
doing this, the teacher can walk around and take notes and/or ask questions
(clari(ying or extension).
1:51 IA
Date
1-1112-
Date
An employee signature on this document indicates that he/she has received the information and has had an opportunity to discuss with the supervisor.
Content Rubric
Conceptual Understanding
Task Analysis
Connections to Content
Content Accessibility
Real-Time Assessment
Student Progress
Correct Level of Difficulty
Instructional Strategies
Teacher Role
Instructional Approach
Practice / Aligned Activity
Feedback
Monitor and Adjust
Analysis of Instruction
Learner Engagement
Student-to-Student Interaction
Teacher-to-Student Interaction
Authentic Engagement
Critical Thinking
Learning Community
Routines and Procedures
Responsibility for Learning
Monitoring and Responding to
Student Behavior
Relationships
ftL
Evaluator Signature
NUL,
Teacher Signature
O bservation Score Collection Sheet for REIL
Learning O bservation Instrument V ersion 2.5
District Name: Tolleson Elementary School District School Name: Desert Oasis Evaluator Type: Assistant Principal
Teacher Stakeholder ID # Teacher First Name:
Valerie
Teacher Last Name:
Payne
M.I.
Evaluator Stakeholder ID # Evaluator First Name:
Krystal
Evaluator Last Name:
Bolf L
M. I.
Assignment: Teacher Grade Observed:
8
Subject Observed: science
Pre-Conference Date: 10/29/12 Observation Date:
10/30/12
Post-Conference Date: 11/2/12
Observation #
Cycle 2
Teacher Type:
Non-Continuing
Not counting the current school year, how many TOTAL years of teaching experience does this
teacher have? Include years outside of this school district. Years: o
&len oritiO n


Ft
Instructional Strategies Comments (O ptional)
Learner Engagement Comments (Optional)
1 ig . n I .1 il it (..
Reinforcement
Rubric:
Instructional Strategies
Lab experiment and your questions
students to use precise academic
Doing this also provided support
level so that they were able to
Element:
Instructional Approach
, . . . . . , . . . . . . , . .
to individual students and groups allowed
vocabulary while clarifiing understandings.
to the students at the essential subobjective
completely understand the lesson objective.
Refinement
Rubric:
Learner Engagement
Element:
Critical Thinking
Encouraging student to recognize and explain misconceptions, draw
conclusions and make connections on their own will help deepen their level of
understanding. You can do this through sentence frames which require
students to justzb
,
answers, leveling work, and making connections.
An employee signature on this document indicates that he/she has received the information and has had an opportunity to discuss with the supervisor
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Instructional Strategies Comments (Optional)
Learner Engagement Comments (Optional)
Learning Community Comments (Optional)
Reinforcement
- - ,
Rubric: Element:
Instructional Strategies Task Analysis
Ms. Payne varied her teacher role effectively and consistently in relation to
content and purpose of instruction at the sub-group kveL She moved between
instructor, facilitator, and audience roles in response to the information she
gathered about her students progress towards the lesson objective.
Refinement
Rubric: , Element:
Learner Engagement Teacher to Student Interaction
i
Ms. Payne did use a series of purposeful questions, activities, participation
checks, and time limits throughout the lesson. However, student engagement
was low during various question activities due to the pacing of the class.
Adjusting the level of concern by focusing on pacing, would keep students
engaged throughout the entire lesson.
;;-
luato nature
O thAi.to
Teacher Signature
Date
te
Obs I Post
Obs Post
Analysis of I nstruction
Learner Engagement
Obs Post
Authentic Engagement
Critical Thinking
Learning Community
Routines and Procedures
Responsibility for Learning
Monitoring and Responding to
Student Behavior
Relationships
I nstructional Strategies
3
Observation Score Collection Sheet for REIL
Learnin
g
Observation Instrument Version 2.5 _
District Name: Tolleson School Name: Desert Oasis Elementary School Evaluator Type: Peer Evaluator
Teacher Stakeholder ID # Teacher First Name:
Valerie
Teacher Last Name:
Payne
M.I.
Evaluator Stakeholder ID # Evaluator First Name:
Jacquelyn
Evaluator Last Name:
Kelly
M. I.
Assignment: science Grade Observed:
7
Subject Observed: Science
Pre-Conference Date:
12/4/2012
Observation Date:
12/5/2012
Post-Conference Date:
12/11/2012
Observation #
Cycle 3
Teacher Type:
Non-Continuing
Not counting the current school year, how many TOTAL years of teaching experience does this
teacher have? Include years outside of this school district. Years: Choose an item.
An employee signature on this document indicates that he/she has received the information and has had an opportunity to discuss with the supervisor.
Observation Score Collection Sheet for REIL
LearningObservation Instrument Version 2.5
District Name: Tolleson School Name: Desert Oasis Evaluator Type: Peer Evaluator
Teacher Stakeholder ID # Teacher First Name:
Valerie
Teacher Last Name:
Payne
M.I.
Evaluator Stakeholder ID # Evaluator First Name:
Jacquelyn
Evaluator Last Name:
Kelly
M. I.
Assignment: Science Grade Observed:
7
Subject Observed: Science
Pre-Conference Date:
3/18/2013
Observation Date: 3/20/2013 Post-Conference Date: 3/22/2013
Observation #
Cycle 4
Teacher Type:
Not K nown
Not counting the current school year, how many TOTAL years of teaching experience does this
teacher have? Include years outside of this school district. Years: Not K nown
Content entS.(
F O
' '
. ..
Instructional Strategies Comments (Optional)
Learner Engagement Comments (Optional)
Learning Community Comments (Optional)
Reinforcement
-I
Rubric: Element:
Learner Engagement Critical Thinking
Students used complex reasoning to determine the best model for the layers of
the Earth.
Refinement
_ _
Rubric: 1 Element:
Learner Engagement Student to Student Interaction
Many times students were not engaged throughout the lesson. Often only one
student in a group would be completing the work.
Date
Teacher Signature Da e
An employee signature on this document indicates that he/she has received the information and has had an opportunity to discuss with the supervisor.
Obs Pre
Obs Post
Content Rubric
Post
Conceptual Understanding
Task Analysis
Connections to Content
I nstructional Strategies
Obs Pre Post
Teacher Role
Instructional Approach
Practice! Aligned Activity
Feedback
Monitor and Adjust
Analysis of Instruction 4
Learner Engagement
Pre
Learning Community
Content Accessibility
Formative AUessitien
inimirmimmomm
Obs Pre Post
Real-Time Assessment
Student Progress
Correct Level of Difficulty
,
5
Student-to-Student Interaction
Teacher-to-Student Interaction
Authentic Engagement
Critical Thinking
2
2
3
Pre Obs Post
Routines and Procedures 3
3
3
Responsibility for Learning
Monitoring and Responding to
Student Behavior
Relationships
2
2
I a or gnature