LPSD4134AAdministratorsObservationsofTeacherPGDPConferenceDomain1&4

Thisreportistobeleftwiththeteacherasarecordofaclassroomvisitbytheadministrator.Thisis
intendedtobehelpfulandisanobservationonthedateofthevisitonly.ThisdocumentisNOTtobe
usedasaletterofrecommendationorreference.Thisobservationwillberetainedonfileuntila
summativereporthaswritten.
Duringthelessonobservationandconference,therubricwillbeusedtoreportevidenceofeach
component.

TeacherObservationReport

DomainI:PlanningandPreparation

DomainIV:ProfessionalResponsibilities

Administrator:NicoleLepage
IamveryimpressedwiththequalityofteachingAshleyDalrympleprovidesinherclassroom.Sheisvery
intunewithherstudentsandworkshardtoensuretheirneedsaremet.Shehaspositiveandhealthy
relationshipswithparentsandthisisattributedtohereffortstobeproactivewithproblemsolving.Sheis
enthusiasticandhasgreatworkingrelationshipswithhercolleaguesaswell.Sheworkshardtoimprove
herpracticeregularly.Welldone!

DOMAINS1AND4PartialRUBRICATTACHEDWITH
EVIDENCE
AND
RECOMMENDATIONS

LPSD4134AAdministratorsObservationsofTeacherPGDPConferenceDomain1&4

Domain1
PlanningandPreparation

1b

DemonstratingKnowledgeofStudents

Unsatisfactory
Theteacherdoesnotunderstandchilddevelopmentcharacteristicsandhasunrealisticexpectations
forstudents.
Theteacherdoesnottrytoascertainvariedabilitylevelsamongstudentsintheclass.
Theteacherisnotawareofstudentsinterestsorculturalheritages.
Theteachertakesnoresponsibilitytolearnaboutstudentsmedicalorlearningdisabilities.
Basic

Theteachercitesdevelopmentaltheorybutdoesnotseektointegrateitintolessonplanning.
Theteacherisawareofthedifferentabilitylevelsintheclassbuttendstoteachtothewhole
group.
Theteacherrecognizesthatstudentshavedifferentinterestsandculturalbackgroundsbutrarely
drawsontheircontributionsordifferentiatesmaterialstoaccommodatethosedifferences.
Theteacherisawareofmedicalissuesandlearningdisabilitieswithsomestudentsbutdoesnot
seektounderstandtheimplicationsofthatknowledge.

Proficient
Theteacherknows,forgroupsofstudents,theirlevelsofcognitivedevelopment.
Theteacherisawareofthedifferentculturalgroupsintheclass.
Theteacherhasagoodideaoftherangeofinterestsofthestudentsintheclass.
Theteacherhasidentifiedhigh,medium,andlowgroupsofstudentswithintheclass.
Theteacheriswellinformedaboutstudentsculturalheritagesandincorporatesthisknowledgein
lessonplanning.
Theteacherisawareofthespecialneedsrepresentedbystudentsintheclass.
Distinguished
Theteacherusesongoingmethodstoassessstudentsskilllevelsanddesignsinstruction
accordingly.
Theteacherseeksoutinformationfromallstudentsabouttheirculturalheritages.
Theteachermaintainsasystemofupdatedstudentrecordsandincorporatesmedicaland/or
learningneedsintolessonplans.

Evidence:
Ashleyisanactiveparticipantduringourcollaborativeplanningtimeanddisplaysleadership.
Sheisabletospeaktotheabilityofherstudentsandgroupthemaccordinglybasedon
accumulateddata.Ashleyadjustsherteachingtomeettheneedsofherstudents.Sheasksgood
questionsaboutteacherpracticeandworkshardtotailorinstructiontomeettheneedsofher

LPSD4134AAdministratorsObservationsofTeacherPGDPConferenceDomain1&4

students.Ashleyisawareofthespecialneedsandculturalneedsinherclassroom.Shehasa
numberofhighneedbehavioursinherclassroomandisdiligentwithdocumentationand
behaviouraltracking.Shehasdevelopedgoodrelationshipswithherstudentsandthisisevident
inherclassroommanagementanddaytodayinteractions.

Recommendations:
AshleyispresentlyaddressingclearexpectationsfortheEAwhoworksinherclassroomin
regardstothestudenttheEAisassignedto.Thishasbeendiscussedinconsultationwith
Admin.Aftertheinitialmeeting,itwillbeimportanttohavecheckinswiththeEAregarding
progressofthestudentandfollowthroughoftheexpectationstheEAhasbeenprovidedwith.

Continuetoworkwithstudentdatatodriveyourinstruction.

1d

DemonstratingKnowledgeofResources
Unsatisfactory
Theteacherusesonlydistrictprovidedmaterials,evenwhenmorevarietywould
assistsomestudents.
Theteacherdoesnotseekoutresourcesavailabletoexpandherownskill.
Althoughtheteacherisawareofsomestudentneeds,hedoesnotinquireabout
possibleresources.
Basic
Theteacherusesmaterialsintheschoollibrarybutdoesnotsearchbeyondthe
schoolforresources.
Theteacherparticipatesincontentareaworkshopsofferedbytheschoolbutdoes
notpursueotherprofessionaldevelopment.
Theteacherlocatesmaterialsandresourcesforstudentsthatareavailablethrough
theschoolbutdoesnotpursueanyotheravenues.
Proficient
Textsareatvariedlevels.
Textsaresupplementedbyguestspeakersandfieldexperiences.
TheteacherfacilitatestheuseofInternetresources.
Resourcesaremultidisciplinary.
Theteacherexpandshis/herknowledgethroughprofessionallearninggroupsand
organizations.
Theteacherpursuesoptionsofferedbyuniversities.

LPSD4134AAdministratorsObservationsofTeacherPGDPConferenceDomain1&4

Theteacherprovideslistsofresourcesoutsidetheclassroomforstudentstodraw
on.
Distinguished
Textsarematchedtostudentskilllevel.
Theteacherhasongoingrelationshipswithcollegesanduniversitiesthatsupport
studentlearning.
Theteachermaintainsalogofresourcesforstudentreference.
Theteacherpursuesapprenticeshipstoincreasedisciplineknowledge.
Theteacherfacilitatesstudentcontactwithresourcesoutsidetheclassroom.

Evidence:
Ashleydoesagreatjobofusingmultidisciplinaryresources.Sheisopentotryingtonewthings
andlearningfromothers.AshleyisalwayseagertodiscussinourCPTwhatshecandotobetter
meettheneedsofherstudentswhenitcomestoprovidinglevelledtextorapproachingstudents
withadifferentresource(teachingstrategyetc.)

Recommendations:
Continuetouseappropriatetexttomeettheneedsofyourstudents.Continuetoaskgood
questionsamongstyourcolleaguesaboutbestpractice.Continuetostrengthenyourskillsetwith
theSKReadsdocument.Welldone.

1f

DesigningStudentAssessments

Unsatisfactory
Assessmentsdonotmatchinstructionaloutcomes.
Assessmentslackcriteria.
Noformativeassessmentshavebeendesigned.
Assessmentresultsdonotaffectfutureplans.
Basic
Onlysomeoftheinstructionaloutcomesareaddressedintheplanned
assessments.
Assessmentcriteriaarevague.
Plansrefertotheuseofformativeassessments,buttheyarenotfullydeveloped.
Assessmentresultsareusedtodesignlessonplansforthewholeclass,not
individualstudents.
Proficient
Allthelearningoutcomeshaveamethodforassessment.
Assessmenttypesmatchlearningexpectations.
Plansindicatemodifiedassessmentswhentheyarenecessaryforsomestudents.

LPSD4134AAdministratorsObservationsofTeacherPGDPConferenceDomain1&4

Assessmentcriteriaareclearlywritten.
Plansincludeformativeassessmentstouseduringinstruction.
Lessonplansindicatepossibleadjustmentsbasedonformativeassessmentdata.
Distinguished
Assessmentsprovideopportunitiesforstudentchoice.
Studentsparticipateindesigningassessmentsfortheirownwork.
Teacherdesignedassessmentsareauthentic,withrealworldapplicationas
appropriate.
Studentsdeveloprubricsaccordingtoteacherspecifiedlearningobjectives.
Studentsareactivelyinvolvedincollectinginformationfromformative
assessmentsandprovideinput.

Evidence:
Ashleyisdiligentinherrecordkeepingandawareofwhereherstudentsareat.Thisisevidentas
sheisabletospeaktotheabilityofherstudentsduringCPT.GuidedReadingisanexampleof
howAshleyusesformativedatatodriveinstructioninherdailypractice.Ashleyworkshardto
ensurecurriculumoutcomesarelinkedtoassessments.

Recommendations:
Continuetobeawareofyourstudentsneedsintermsofwhetherachildmayrequireanaltered
formofassessmenttotrulydemonstratewhattheyknow.

Domain4ProfessionalResponsibilities

4b
MaintainingAccurateRecords

Unsatisfactory
Thereisnosystemforeitherinstructionalornoninstructionalrecords.
Recordkeepingsystemsareindisarrayandprovideincorrectorconfusing
information.
Basic
Theteacherhasaprocessforrecordingstudentworkcompletion.However,it
maybeoutofdateormaynotpermitstudentstoaccesstheinformation.
Theteachersprocessfortrackingstudentprogressiscumbersometouse.
Theteacherhasaprocessfortrackingsome,butnotall,noninstuctional
information,anditmaycontainsomeerrors.
Proficient

LPSD4134AAdministratorsObservationsofTeacherPGDPConferenceDomain1&4

Theteachersprocessforrecordingcompletionofstudentworkisefficientand
effectivestudentshaveaccesstoinformationaboutcompletedand/ormissing
assignments.
Theteacherhasanefficientandeffectiveprocessforrecordingstudentattainment
oflearninggoalsstudentsareabletoseehowtheyreprogressing.
Theteachersprocessforrecordingnoninstructionalinformationisbothefficient
andeffective.
Distinguished
Studentscontributetoandmaintainrecordsindicatingcompletedandoutstanding
workassignments.
Studentscontributetoandmaintaindatafilesindicatingtheirownprogressin
learning.
Studentscontributetomaintainingnoninstructionalrecordsfortheclass.

Evidence:
Ashleyisastuteinherabilitytomaintainefficientandeffectivestudentrecords.Studentsreceive
feedbackinatimelymanner.Ashleykeepsstudentsinformedregardingtheirprogressand
throughconversationsanddailyplanningassiststheminachievingtheirpersonalbest.Ashley
hasstudentsfilloutachoicechartforDaily3andRTIaboutcompletedwork.Theyalsofillout
areadinglog.Ashleyisstronginthisarea.

Recommendations:
Continuetoinvolveyourstudentsinthisprocess.Greatjob!

4c

CommunicatingwithFamilies
Unsatisfactory
Littleornoinformationregardingtheinstructionalprogramisavailableto
parents.
Familiesareunawareoftheirchildrensprogress.
Familyengagementactivitiesarelacking.
Thereissomeculturallyinappropriatecommunication.
Basic
Schoolordistrictcreatedmaterialsabouttheinstructionalprogramaresent
home.
Theteachersendshomeinfrequentorincompleteinformationaboutthe
instructionalprogram.

LPSD4134AAdministratorsObservationsofTeacherPGDPConferenceDomain1&4

Theteachermaintainsaschoolrequiredgradebookbutdoeslittleelsetoinform
familiesaboutschoolprogress.
Someoftheteacherscommunicationsareinappropriatetofamiliescultural
norms.
Proficient
Theteacherregularlymakesinformationabouttheinstructionalprogram
available.
Theteacherregularlysendshomeinformationaboutstudentprogress.
Theteacherdevelopsactivitiesdesignedtoengagefamiliessuccessfullyand
appropriatelyintheirchildrenslearning.
Mostoftheteacherscommunicationsareappropriatetofamiliesculturalnorms.
Distinguished
Studentsregularlydevelopmaterialstoinformtheirfamiliesaboutthe
instructionalprogram.
Studentsmaintainaccuraterecordsabouttheirindividuallearningprogressand
frequentlysharethisinformationwithfamilies.
Studentscontributetoregularandongoingprojectsdesignedtoengagefamiliesin
thelearningprocess.
Alloftheteacherscommunicationsarehighlysensitivetofamiliescultural
norms.

Evidence:
Ashleysendshomeamonthlynewslettertofamiliesregardingupcomingcontenttobecovered
intheclassroom.Shealsoincludesotherpertinenttidbitsofinfo.Ashleymakesphonecalls
homeregularlywhetheritbetoexplainanincidentthatoccurredthroughoutthedayortotakea
proactiveapproachtowardproblemsolvingwithparents.Sheusesagendaswithherstudents
daily.Ashleyensuretestsandassignmentsaresenthometobeviewedbyparentsandalsohas
homejournalseveryFriday.Homejournalsisanopportunityforstudentstowritehometo
theirparentsaboutwhattheydidatschoolthatweek.Ashleyisverystronginthisarea.I
appreciatehereffortstoestablishpositiveandhealthyrelationshipswiththeparentsofher
students.

Recommendations:
Continuetobeproactivewithcommunicationhome.Thisalwayshelpstostrengthen
relationshipsandensuresupport.

4e

GrowingandDevelopingProfessionally
Unsatisfactory
Theteacherisnotinvolvedinanyactivitythatmightenhanceknowledgeorskill.

LPSD4134AAdministratorsObservationsofTeacherPGDPConferenceDomain1&4

Theteacherpurposefullyresistsdiscussingperformancewithsupervisorsor
colleagues.
Theteacherignoresinvitationstojoinprofessionalorganizationsorattend
conferences.
Basic
Theteacherparticipatesinprofessionalactivitieswhentheyarerequiredor
providedbythedistrict.
Theteacherreluctantlyacceptsfeedbackfromsupervisorsandcolleagues.
Theteachercontributesinalimitedfashiontoprofessionalorganizations.
Proficient
Theteacherseeksregularopportunitiesforcontinuedprofessionaldevelopment.
Theteacherwelcomescolleaguesandsupervisorsintotheclassroomforthe
purposesofgaininginsightfromtheirfeedback.
Theteacheractivelyparticipatesinorganizationsdesignedtocontributetothe
profession.
Distinguished
Theteacherseeksregularopportunitiesforcontinuedprofessionaldevelopment,
includinginitiatingactionresearch.
Theteacheractivelyseeksfeedbackfromsupervisorsandcolleagues.
Theteachertakesanactiveleadershiproleinprofessionalorganizationsinorder
tocontributetotheprofession.

Evidence:
AshleyworksextremelywellwithourLiteracyCoachwithintheclassroomsettingandduring
CPT.TheliteracycoachisinvolvedinAshleysroomwithGuidedReading,ERIandDaily3.
Ashleyisopenandreceptivetofeedback.Sheisalwayswelcomingwhenguestsareinher
classroom.AshleymakeseffortstoconsultwithAdmininordertoensuresuccesswhendealing
withdifficultparents.AsidefromAshleysteachingresponsibilities,shehasbeeninvolvedin
coachingsoccerandwillbecoaching,badmintonlaterthisyear.Shealsomadeeffortstoattend
herstudentshockeygamesoutsideofschool.

Recommendations:
Continuetobeopenmindedtowardimprovingyourteacherpractice.Thisisaprofessionthatis
foreverchangingaswerespondtocurrentresearchandbestpractice.Maintainingapositive
attitudeinlightofthiswillhelpyoucontinuetogrowintheyearstocome.:)Thankyouforall
ofyourhardwork!

LPSD4134AAdministratorsObservationsofTeacherPGDPConferenceDomain1&4