GoObserveObservationReport

Dr.JosephF.PollackAcademicCenterOfExcellence,PACEacademy
Name:Golson,Monica
Classification:
Observedby:JamilaWhitaker
ObservationDate:Friday,January23,2015at11:45AM
Criteria:
1a:Effective(3):Teacher'splansandpracticereflectsolidknowledgeofthe
content,prerequisiterelationsbetweenimportantconceptsandofthe
instructionalpracticesspecifictothatdiscipline.
1b:Effective(3):Teacheractivelyseeksknowledgeofstudents'
backgrounds,cultures,skills,languageproficiency,interests,andspecial
needs,andattainsthisknowledgeforgroupsofstudents.
1c:Effective(3):Instructionaloutcomesarestatedasgoalsreflectinghigh
levellearningandcurriculumstandards.Theyaresuitableformost
studentsintheclass,representdifferenttypesoflearningandarecapable
ofassessment.Theoutcomesreflectopportunitiesforcoordination.
1d:Effective(3):Teachercoordinatesknowledgeofcontent,ofstudents,
andofresources,todesignaseriesoflearningexperiencesalignedto
institutionaloutcomesandsuitabletogroupsofstudents.Thelessonorunit
hasaclearstructureandislikelytoengagestudentsinsignificantlearning.
1e:Effective(3):Teacher'splanforstudentassessmentisalignedwiththe
instructionaloutcomes,usingclearcriteria,andisappropriatetotheneeds
ofstudents.Teacherintendstouseassessmentresultstoplanforfuture
instructioningroupsofstudents.
2a:Effective(3):Classroominteractions,betweenteacherandstudentsand
amongstudentsarerespectful,reflectinggeneralwarmthandcaring,and
areappropriatetothecultureanddevelopmentaldifferencesamonggroups
ofstudents.
2b:Effective(3):Theclassroomcultureischaracterizedbyhigh
expectationsformoststudents,genuinecommitmenttothesubjectbyboth
teacherandstudents,withstudentsdemonstratingprideintheirwork.
2c:HighlyEffective(4):Studentscontributetotheseamlessoperationof
theclassroomroutinesandprocedure,fortransitions,handlingofsupplies,
andperformanceofnoninstructionalduties.
2d:Effective(3):Standardsofconductappeartobecleartostudents,and
theteachermonitorsstudentbehavioragainstthosestandards.Teacher
responsetostudentmisbehaviorisappropriateandrespectsthestudents
dignity.

2e:HighlyEffective(4):Theclassroomissafe,andthephysical
environmentensuresthelearningofallstudents,includingthosewith
specialneeds.Studentscontributetotheuseofadaptationofthephysical
environmenttoadvancelearning.Technologyisusedskillfully,as
appropriatetothelesson.
3a:HighlyEffective(4):Expectationsforlearning,directions,procedures,
andexplanationsofcontentarecleartostudents.Teacher'soraland
writtencommunicationisclearandexpressive,andappropriatetostudents.
3b:Effective(3):Mostoftheteacher'squestionselicitathoughtful
response,andtheteacherallowssufficienttimeforstudentstoanswer.All
studentsparticipateinthediscussion,withtheteachersteppingasidewhen
appropriate.
3c:HighlyEffective(4):Studentsarehighlyintellectual,engaged
throughoutthelessoninsignificantlearning,andmakemeaningful
contributionstotheactivities,studentgroupings,andmaterials.Thelesson
isadaptedasneededtotheneedsofindividuals,andthestructureis
coherent,withappropriatepace.
3d:Effective(3):Assessmentisregularlyusedininstruction,through
selfassessmentbystudents,monitoringofprogressoflearningbyteacher
and/orstudents,andthroughhighqualityfeedbacktostudents.Students
arefullyawareoftheassessmentcriteriausedtoevaluatetheirwork.
3e:Effective(3):Teacherpromotesthesuccessfullearningofallstudents,
makingadjustmentsasneededtoinstructionalplansandaccommodating
studentquestions,needs,andinterests.
Comment
s

Activity

Comment
s

11:44:51
AM

Review&
Focus(Do
Now,
Bellwork,
etc.)

Students
were
seated
quietly
completin
gtheirDo
Now.Mrs.
Golson
complime
nted
students
whowere
usingtheir
notesto
complete
theDo
Now.Mrs.
Golson
moved

around
the
classroom
assisting
individual
students.
Mrs.
Golson
movedto
theElmo
toreview
theDo
Now.Mrs.
Golson
askedto
studentto
tellher
howtoset
upthe
problem.
Asthe
student
gaveMrs.
Golson
the
informatio
n,she
wrote
whatthey
said.Mrs.
Golson
chose
different
students
toanswer
different
partsof
the
problem.M
rs.Golson
asked
students
whatto
multiply
2/5thsby
toget

one.Stude
nt1:
1/5Studen
t2:
5/2Mrs.
Golson
worked
through
the
problem
usingboth
answers
and
showed
students
whichone
equaled
one.Mrs.
Golson
askeda
student
whocame
tothe
answer
differently
thanwhat
was
explained
toexplain
howhe
gotthe
answer.
Hetalked
her
through
the
process
asshe
wrotehis
stepson
the
overheard
.Mrs.
Golson
gotlost
through

his
explanatio
nsothe
student
wasasked
tocome
upand
writeout
hisown
process.St
udents
laughed
afterhe
completed
his
answeras
itwasnot
mathemati
cally
correct.
One
student
supported
him
saying
she
followed
his
thinking.M
rs.
Golson
thanked
Davonfor
hishelp
buttold
himshe
wasalittle
confused
byhis
methods.
Hesaid
okay.
12:02:37
PM

Independe Mrs.
ntPractice Golson
had

12:07:53
PM

Demonstr
ation

students
complete
thesame
typeof
problem
they
reviewed
ontheDo
Nowon
theback
sideof
theirDo
Now.Mrs.
Golson
circulated
the
classroom
tohelp
students
whilethey
worked.Mr
s.Golson
lookedat
astudents
paperand
affirmed
hersaying
"hmmwe
aregetting
somewher
e"Mrs.
Golson
askedfor
ayoung
lady
volunteer
toshare
her
answer.

Checkfor
Understan
ding

Astudent
wentto
the
overhead
toshare
her

answer
withthe
class.Mrs.
Golson
reminded
the
audience
tobe
respectful.
Mrs.
Golson
askedthe
student
whereone
ofher
numbers
come
from.Mrs.
Golson
reminded
students
that#26
onANet
was
similarto
the
problems
theyjust
completed
.Shetold
students
theywere
aboutto
reviewthe
question.
Mrs.
Golson
mentioned
thatother
students
gotthe
answer
butdidit
another
way.She
allowed

students
toshare
theother
methods
theyused.
12:13:07
PM

Guided
Practice

Mrs.
Golson
statedthat
theywere
goingto
be
critiquing
each
others
workas
theywork
through
#26on
ANet.Mrs.
Golson
explained
theywere
goingto
complete
the
problem
individuall
y,then
workin
groupsto
compare,
andand
thenlook
athow
others
answered
the
question
fromother
classes.

SummaryNotes:Yourstudentswereengagedandworkingthroughouttheentire
lesson.Studentsparticipatedinthediscussionandvolunteeredwhencalledupon.
HowcouldyouhaveusedDavon's"oops"asateachablemomentandopportunity?