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  • Bloomington Public Schools Tenured Classroom Teacher Peer Observation Form

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    Teacher's plans and practice reflect familiarity with a wide range of effective pedagogical approaches. Teacher's knowledge of how students learn is accurate and current. Most outcomes represent high expectations and rigor and important learning in the discipline.

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    domainoneclassroomteacherpeerobservationform

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    Teacher's plans and practice reflect familiarity with a wide range of effective pedagogical approaches. Teacher's knowledge of how students learn is accurate and current. Most outcomes represent high expectations and rigor and important learning in the discipline.

    Copyright:

    © All Rights Reserved
    Als PDF, TXT herunterladen oder online auf Scribd lesen
    Markieren Sie unangemessene Inhalte
    69 Ansichten2 Seiten

    Bloomington Public Schools Tenured Classroom Teacher Peer Observation Form

    Hochgeladen von

    api-289746491
    Teacher's plans and practice reflect familiarity with a wide range of effective pedagogical approaches. Teacher's knowledge of how students learn is accurate and current. Most outcomes represent high expectations and rigor and important learning in the discipline.

    Copyright:

    © All Rights Reserved
    Als PDF, TXT herunterladen oder online auf Scribd lesen
    Markieren Sie unangemessene Inhalte
    von 2

    BloomingtonPublicSchools

    TenuredClassroomTeacherPeerObservationForm

    Key:U...UnsatisfactoryB...BasicP...ProficientD...Distinguished

    Rating

    Domain1:Planning&Preparation
    Component1a:DemonstratingKnowledgeofContentandPedagogy

    Teacherdisplayssolidknowledgeoftheimportantconceptsinthedisciplineandhowtheserelate
    tooneanother.

    Teachersplansandpracticereflectaccurateunderstandingofprerequisiterelationshipsamong
    topicsandconcepts.

    Teachersplansandpracticereflectfamiliaritywithawiderangeofeffectivepedagogical
    approachesinthediscipline.

    Component1b:DemonstratingKnowledgeofStudents

    Teacherdisplaysaccurateunderstandingofthetypicaldevelopmentcharacteristicsoftheage
    groupaswellasexceptionstothegeneralpatterns.

    Teachersknowledgeofhowstudentslearnisaccurateandcurrent.Teacherappliesthis
    knowledgetotheclassasawholeandtogroupsofstudents.

    Teacherrecognizesthevalueofunderstandingstudentsskills,knowledge,andlanguage
    proficiency,anddisplaysthisknowledgeforgroupsofstudents.

    Teacherrecognizesthevalueofunderstandingstudentsinterestsandculturalheritage,and
    displaysthisknowledgeforgroupsofstudents.

    Teacherisawareofstudentsspeciallearningandmedicalneeds.

    Component1c:SettingInstructionalOutcomes

    Mostoutcomesrepresenthighexpectationsandrigorandimportantlearninginthediscipline.
    Theyareconnectedtoasequenceoflearning.Alltheinstructionaloutcomesareclear,and
    writtenintheformofstudentlearning.Mostsuggestviablemethodsofassessment.

    Outcomesreflectseveraldifferenttypesoflearningandopportunitiesforcoordination.

    Mostoftheoutcomesaresuitableforallstudentsintheclassandarebasedonevidenceon
    studentproficiency.However,theneedsofsomeindividualstudentsmaynotbeaccommodated.

    Component1d:DemonstratingKnowledgeofResources

    Teacherdisplaysawarenessofresourcesavailableforclassroomusethroughtheschoolor
    districtandsomefamiliaritywithresourcesexternaltotheschoolandontheInternet.

    Teacherdisplaysawarenessofresourcestoenhancecontentandpedagogicalknowledge
    availablethroughtheschoolordistrictandsomefamiliaritywithresourcesexternaltothe
    schoolandontheInternet.

    Teacherdisplaysawarenessofresourcesforstudentsavailablethroughtheschoolordistrictand
    somefamiliaritywithresourcesexternaltotheschoolandontheInternet.
    Component1e:DesigningCoherentInstruction

    Allofthelearningactivitiesaresuitabletostudentsortotheinstructionaloutcomes,andmost
    representsignificantcognitivechallenge,withsomedifferentiationfordifferentgroupsof
    students.

    Allofthematerialsandresourcesaresuitabletostudents,supporttheinstructionaloutcomes,
    andaredesignedtoengagestudentsinmeaningfullearning.

    Instructionalgroupsarevariedasappropriatetothestudentsanddifferentinstructional
    outcomes.

    Thelessonorunithasaclearlydefinedstructurearoundwhichactivitiesareorganized.
    Progressionofactivitiesisevenwithreasonabletimeallocations.

    Component1f:DesigningStudentAssessments

    Alltheinstructionaloutcomesareassessedthroughtheapproachtoassessmentassessment
    methodologiesmayhavebeenadaptedforgroupsofstudents.

    Assessmentcriteriaandstandardsareclear.

    Teacherhasawelldevelopedstrategytousingformativeassessmentandhasdesignedparticular
    approachestobeused.

    Teacherplanstouseassessmentresultstoplanforfutureinstructionforgroupsofstudents.

    SummaryRating(U,B,P,orD):

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