15-16 GenEd Observation Announced - Carolyn Poole

4/24/16, 11:03 AM

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15-16 GenEd Observation Announced

User Information
Name: Carolyn Poole (33408)

Title: Classroom Teacher Secondary

Building: 10-DOUGLASS HIGH SCHOOL

Department: Science

Grades: Grade 09,Grade 10,Grade 11,Grade 12

Evaluation Type: 15-16 GenEd 3-4

Assigned Administrator: Williams, Sandra

Evaluation Cycle: 09/02/2015 - 09/01/2016

Submitted By: Williams, Sandra

Date Submitted: 11/02/2015 2:49 pm CST

Acknowledged By: Poole, Carolyn

Date Acknowledged: 11/02/2015 3:02 pm CST

Finalized By: Williams, Sandra

Date Finalized : 11/02/2015 3:22 pm CST

Date of Observation:

10/27/2015

Observation Lesson Title:

Ionic Bonding

Observation Evidence
15-16 Gen Ed (Obs)
TEACH 1: Objective-Driven Lessons
Engage students in objective-driven lessons based on content standards.
5

For Level 5 Evidence fully supporting Level 3 is present, as well as all of the following:

1. Teacher provides clear explanation and/or modeling of what mastering objective(s) and/or exemplary student work looks like.
2. Teacher actively and effectively engages students in the process of connecting the lesson with their prior knowledge.
3. Most students can explain or demonstrate the lesson objective(s) within the context of the related standard(s) and tell or demonstrate the importance of
their learning.
4. Students model or explain mastery to other students.
5. All students can describe how their learning will be assessed. (footnote 2)

Evidence (Required):
10/27/2015 08:23 am: teacher- at bell went to front of room directed students to smartboard withe do now posted.
10/27/2015 08:24 am: teacher do now-on your own, read the summary of iconic donding; on sticky provided write the main idea of the summary and
place on white board
10/27/2015 08:27 am: Teacher- advised students to put post-its on board and do not be nervous will not call out names; 1 minute to complete
TEACH 2: Explain Content
Explain content clearly and accurately
5

For Level 5 Evidence fully supporting Level 3 is present, as well as all of the following:

1. Teacher explains / demonstrates concept(s) in a way that actively involves most students in the learning process and promotes student interest in the
content.
2. Students make independent connections through classroom interactions demonstrating that they understand the content levels ranging from basic to
complex.
3. Students, when possible, consider multiple perspectives and approaches to learning.
4. Presentation of content includes modeling by the students to demonstrate performance expectations.

Evidence (Required):
10/27/2015 08:23 am: teacher- at bell went to front of room directed students to smartboard withe do now posted.
10/27/2015 08:24 am: teacher do now-on your own, read the summary of iconic donding; on sticky provided write the main idea of the summary and
place on white board
10/27/2015 08:27 am: Teacher- advised students to put post-its on board and do not be nervous will not call out names; 1 minute to complete
10/27/2015 08:29 am: teacher - ok i am pulling summaries; imagine what would be best to use if you were writing pow tide essay (which we are not)
10/27/2015 08:30 am: teacher read off two summaries-raise hand to select 1..hands to select 2 - student raised hands...read 3rd summary
10/27/2015 08:31 am: teacher ok-to use for main idea; summaries must have substance-what is the author trying to say; what does it say about icon
10/27/2015 08:32 am: teacher advised shar with your partner how do objectives get us to goal of understanding - share with person nearby
10/27/2015 08:34 am: stuents reading board not doing much talking (1-pair talking) several more joined in after teacher second prompting
10/27/2015 08:55 am: teacher questioned class, raise hand ok will do a think;pair;share - question on smartboard; write down your answer then we will
share
10/27/2015 08:56 am: teacher - modeld; board barillium - question how will he become stable through bonding?
10/27/2015 09:01 am: teacher using smartboard; program displayed different compounds teacher dragged together and asked students to

https://www.mylearningplan.com/oasys/Form/Index/869995/3/1294605/0/0/

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15-16 GenEd Observation Announced - Carolyn Poole

4/24/16, 11:03 AM

explain;students worked through similar to math problem

10/27/2015 09:02 am: teacher asked for volunteer to go to smartboard to complete problem;teacher adv in a second will be working independently
10/27/2015 09:04 am: teacher directed class through completing visual on smart board; asked student what is the formula
TEACH 3: Appropriately Challenging Work
Engage students at all learning levels in appropriately challenging work
5

For Level 5 Evidence fully supporting Level 3 is present, as well as all of the following:

1. Teacher engages all students in appropriately challenging work by ensuring the lesson includes appropriately complex text, tasks and activities that
move students beyond their current mastery level.
2. Teacher ensures most students (at low, middle and high achieving levels) move beyond current mastery levels.
3. Students are engaged in accountable talk with their peers as appropriate.
4. Teacher designs the lesson to incorporate resources that extend beyond the district's curriculum.

Evidence (Required):
10/27/2015 08:23 am: teacher- at bell went to front of room directed students to smartboard withe do now posted.
10/27/2015 08:24 am: teacher do now-on your own, read the summary of iconic donding; on sticky provided write the main idea of the summary and
place on white board
10/27/2015 08:27 am: Teacher- advised students to put post-its on board and do not be nervous will not call out names; 1 minute to complete
10/27/2015 08:29 am: teacher - ok i am pulling summaries; imagine what would be best to use if you were writing pow tide essay (which we are not)
10/27/2015 08:30 am: teacher read off two summaries-raise hand to select 1..hands to select 2 - student raised hands...read 3rd summary
10/27/2015 08:31 am: teacher ok-to use for main idea; summaries must have substance-what is the author trying to say; what does it say about icon
10/27/2015 09:01 am: teacher using smartboard; program displayed different compounds teacher dragged together and asked students to
explain;students worked through similar to math problem
10/27/2015 09:02 am: teacher asked for volunteer to go to smartboard to complete problem;teacher adv in a second will be working independently
10/27/2015 09:04 am: teacher directed class through completing visual on smart board; asked student what is the formula
TEACH 4: Content Engagement
Provide students with multiple ways to engage with content
5

For Level 5 Evidence fully supporting Level 3 is present, as well as all of the following:

1. Teacher's engagement strategies provide all students with choices as appripriate.

2. Students know how to self-select strategies that will help them master lesson objective(s).
3. Teacher allows students to explain or demonstrate the strategies they use and how the strategies relate to what they are learning in terms of content
standards.
4. Teacher consistently engages all students in inquiry, curiosity and exploration.
5. Teacher and/or students model and implement strategies that teach, reinforce or demonstrate two or more of the following problem-solving types:
abstraction
categorization
drawing conclusions / justifying solutions
predicting outcomes
observing and experimenting
improving solutions
identifying relevant / irrelevant information
generating ideas
creating and designing

Evidence (Required):
10/27/2015 08:28 am: students - all engaged; moved quietly to board with post-its
10/27/2015 08:29 am: teacher - ok i am pulling summaries; imagine what would be best to use if you were writing pow tide essay (which we are not)
10/27/2015 08:30 am: teacher read off two summaries-raise hand to select 1..hands to select 2 - student raised hands...read 3rd summary
10/27/2015 08:31 am: teacher ok-to use for main idea; summaries must have substance-what is the author trying to say; what does it say about icon
10/27/2015 08:37 am: teacher on to review ; exercise speed dating; asked student to explain how this works; student volunteered
10/27/2015 08:39 am: teacher while you work with your partner we will walk around;reviewed form;all instructions also on smartboard; you will writy why
you bond; and why you don't bond
10/27/2015 08:42 am: teacher directed students to prep side of handout;sent to 1st partner;adv 2 minutes ; set timer
10/27/2015 08:46 am: Evaluator circled room with students visited 2 groups; group 1 explained the lewis dot diagram -electron symbol; group 2 explained
that the charge determines if would be stable bond
10/27/2015 08:47 am: Students moved to partners orderly; all engaged; conversations focused on task
10/27/2015 09:01 am: teacher using smartboard; program displayed different compounds teacher dragged together and asked students to
explain;students worked through similar to math problem
10/27/2015 09:02 am: teacher asked for volunteer to go to smartboard to complete problem;teacher adv in a second will be working independently
10/27/2015 09:04 am: teacher directed class through completing visual on smart board; asked student what is the formula
10/27/2015 09:06 am: teacher cfu- fist or five raise hands
10/27/2015 09:08 am: teacher return to prev slide with we do/you do - independent work; explained we have 4-5 minutes you can finish at home if you
have to; teacher previously passed out worksheet to draw lewis dot structures
TEACH 5: Higher-Level Thinking Skills
5
For Level 5 Evidence fully supporting Level 3 is present, as well as all of the following:
1. Teacher ensures the lesson develops higher-level thinking skills by challenging all students to engage with complex materials (text/ content/ processes)
that help them arrive at new understanding. (Footnote 8)
2. Teacher allows students to generate their own questions independently.
3. Teacher thoroughly teaches and engages all students in tasks, activities or strategies that include two or more types of thinking relevant to learning
objectives and content; these include:
analytical thinking - where students analyze, compare and contrast, and evaluate and explain information.
practical thinking - where students use, apply and implement what they learn in real-life scenarios.
creative thinking - where students create, design, imagine, suppose and generate a variety of ideas and alternatives.
research-based thinking - where students explore and review a variety of ideas, models and solutions to problems.
4. Teacher provides opportunities where students monitor their thinking to ensure that they understand what they are learning and attend to critical
information.

https://www.mylearningplan.com/oasys/Form/Index/869995/3/1294605/0/0/

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15-16 GenEd Observation Announced - Carolyn Poole

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Evidence (Required):
10/27/2015 08:28 am: students - all engaged; moved quietly to board with post-its
10/27/2015 08:29 am: teacher - ok i am pulling summaries; imagine what would be best to use if you were writing pow tide essay (which we are not)
10/27/2015 08:30 am: teacher read off two summaries-raise hand to select 1..hands to select 2 - student raised hands...read 3rd summary
10/27/2015 08:31 am: teacher ok-to use for main idea; summaries must have substance-what is the author trying to say; what does it say about icon
10/27/2015 08:32 am: teacher advised shar with your partner how do objectives get us to goal of understanding - share with person nearby
10/27/2015 08:34 am: stuents reading board not doing much talking (1-pair talking) several more joined in after teacher second prompting
10/27/2015 08:37 am: teacher on to review ; exercise speed dating; asked student to explain how this works; student volunteered
10/27/2015 08:39 am: teacher while you work with your partner we will walk around;reviewed form;all instructions also on smartboard; you will writy why
you bond; and why you don't bond
10/27/2015 08:46 am: Evaluator circled room with students visited 2 groups; group 1 explained the lewis dot diagram -electron symbol; group 2 explained
that the charge determines if would be stable bond
10/27/2015 08:55 am: teacher questioned class, raise hand ok will do a think;pair;share - question on smartboard; write down your answer then we will
share
10/27/2015 08:56 am: teacher - modeld; board barillium - question how will he become stable through bonding?
10/27/2015 09:01 am: teacher using smartboard; program displayed different compounds teacher dragged together and asked students to
explain;students worked through similar to math problem
10/27/2015 09:02 am: teacher asked for volunteer to go to smartboard to complete problem;teacher adv in a second will be working independently
10/27/2015 09:04 am: teacher directed class through completing visual on smart board; asked student what is the formula
TEACH 6: Check for Understanding
Check for understanding and respond appropriately during the lesson
5
For Level 5 Evidence fully supporting Level 3 is present, as well as all of the following:
1. Teacher checks for understanding of content by allowing students to offer specific and relevant feedback to each other.
2. Teacher or students provide oral/written feedback that is frequent, academically focused, and of high quality.
3. Teacher anticipates student misunderstandings and addresses them by redirecting questions, as appropriate.

Evidence (Required):
10/27/2015 08:28 am: students - all engaged; moved quietly to board with post-its
10/27/2015 08:37 am: teacher on to review ; exercise speed dating; asked student to explain how this works; student volunteered
10/27/2015 08:39 am: teacher while you work with your partner we will walk around;reviewed form;all instructions also on smartboard; you will writy why
you bond; and why you don't bond
10/27/2015 08:46 am: Evaluator circled room with students visited 2 groups; group 1 explained the lewis dot diagram -electron symbol; group 2 explained
that the charge determines if would be stable bond
10/27/2015 09:06 am: teacher cfu- fist or five raise hands
10/27/2015 09:08 am: teacher return to prev slide with we do/you do - independent work; explained we have 4-5 minutes you can finish at home if you
have to; teacher previously passed out worksheet to draw lewis dot structures
TEACH 7: Instructional Time
Maximize instructional time
5

For Level 5 Evidence fully supporting Level 3 is present, as well as all of the following:

1. Teacher executes a coherently structured lesson at an appropriate pace.

2. Teacher provides opportunities for students who finish their work early to engage in meaningful activities that extend and refine learning.
3. Teacher structures the lesson so that student transitions do not interrupt the flow of the lesson.

Evidence (Required):
10/27/2015 08:23 am: Evaluator - entered prior to bell;lesson plan posted on wall; reveiwed white board;student posting of main idea with sticky notes
10/27/2015 08:37 am: teacher on to review ; exercise speed dating; asked student to explain how this works; student volunteered
10/27/2015 08:39 am: teacher while you work with your partner we will walk around;reviewed form;all instructions also on smartboard; you will writy why
you bond; and why you don't bond
10/27/2015 08:47 am: teacher 1 min 20 seconds remaining then return to seat
10/27/2015 08:49 am: teacher called time;called names of students still working past
10/27/2015 08:49 am: teacher - 2 to 3 minutes to write summary; why you did or did not bond
10/27/2015 08:51 am: teacher circulated room checking student work; when you get done think about the prompts on sboard; reflections
10/27/2015 09:12 am: teacher adv pass exit tickets back/turn in if complete we will start with this exercise tomorrow - bell

GenEd Footnotes

Observer: Indicate which GenEd Addenda (below) were referenced in aligning and scoring this observation: Check all that
apply - or "None" if no addenda were referenced.
None of the addenda were referenced
Early Childhood Addendum
ESL Addendum
Fine Arts Addendum
HPELW Addendum
Modern Languages Addendum
SpEd Addendum
Average Observation Scores

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15-16 GenEd Observation Announced - Carolyn Poole

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Rubric

Progress

15-16 Gen Ed (Obs)

3 of 3

TOTAL:

Score

Max

Criteria

Avg

Last Completed

102

105

21

4.857

02/09/2016

102

105

21

4.857

*The field above provides individual and cumulative observation averages. No action is required.

Observation Post-Conference
Area of Strength
Area of Strength:
TEACH 3: Appropriately Challenging Work

Area for Improvement

Area for Improvement Indicator:
TEACH 4: Content Engagement
Level in which the Descriptor for Improvement is found:
Level 4/5
Descriptor for Improvement:
Descriptor 2

Next Steps
Next Steps (Required):
The teacher will continue to include strategies focused on teaching students to self-select strategies that will help them master lesson objective(s).
Print

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