Teacher Observation Form Spreadsheet (Responses)

Timestamp
Teacher Observer
4/25/2016 0:13:30 Norson Fernandez
Grade/Object Observed
6th Grade Math
Date
4/25/2016
4/25/2016 10:26:34 Joellen Piskura
6th grade technology
4/25/2016
7th Grade Religion
4/25/2016
6th Grade English
4/25/2016
4/25/2016 12:48:06 Grace Cheung
3rd Grade Reading
4/25/2016
2nd grade Spanish
4/25/2016
Kinder Religion
4/25/2016
1st Grade Religion
4/25/2016
6th Grade P.E.
4/26/2016
PK4 Literacy
4/26/2016
5th Grade Spanish
4/26/2016
1st Grade
1/26/2016
4th grade Science
4/26/2016
1st grade language arts
4/26/2016
7th grade science
4/26/2016
Pre-K
4/27/2016
4/27/2016 12:54:53 Grace Cheung
3rd Grade Reading Resour
4/27/2016
4/27/2016 14:52:27 Grace Cheung
6th Grade Science
4/27/2016
4/27/2016 8:40:22 Grace Cheung
4/28/2016 10:42:18 Diane Wooten
4/28/2016
4/28/2016 13:22:36 Grace Cheung
6th Grade Math
4/28/2016
7th grade Lit
4/28/2016
4/28/2016 14:35:13 Grace Cheung
5th Grade Reading
4/28/2016
5/4/2016 9:30:44 Grace Cheung
6th Grade PE
5/4/2016
Time
Objective Clearly Visible

to Students
9:45:00 AM No
Instructional Practices
Guided Practice
8:55:00 AM No
Guided Practice, Hands-On Experience
9:45:00 AM No
Direct Instruction, Faith Integration,

Lecture, Teacher-Directed Q & A
11:20:00 AM Yes
Direct Instruction, Discussion, Hands-On

Experience, Lecture, Review/Closure
12:00:00 PM No
Discussion, Guided Reading,

Testing/Assessment, Teacher-Directed Q
&A
11:45:00 AM No
Guided Practice, Modeling,

Review/Closure, Teacher-Directed Q & A
1:00:00 PM No
Anticipatory Set, Direct Instruction, Faith

Integration, Hands-On Experience,
Lecture, Modeling, Presentation, TeacherDirected Q & A
2:00:00 PM No
9:00:00 AM No
9:30:00 AM No

Integration, Lecture, Teacher-Directed Q &
A
Direct Instruction, Hands-On Experience,

Modeling
Direct Instruction, Guided Practice, Guided
Reading, Hands-On Experience, Learning
Centers, Modeling, Teacher-Directed Q &
A
12:00:00 PM No
Anticipatory Set, Direct Instruction,

Lecture, Modeling, Presentation,
Review/Closure
12:30:00 PM No
Anticipatory Set, Direct Instruction
12:00:00 PM No
Direct Instruction, Teacher-Directed Q & A
11:30:00 AM Yes
Direct Instruction, Discussion, Guided

Practice, Modeling, Testing/Assessment,
Teacher-Directed Q & A
8:10:00 AM Yes
Discussion, Hands-On Experience,

Presentation, Review/Closure, TeacherDirected Q & A
8:00:00 AM Yes

Integration, Modeling, Presentation,
12:00:00 PM No
Direct Instruction, Faith Integration,

Guided Reading, Hands-On Experience,
2:20:00 PM Yes
Direct Instruction, Learning Centers
10:00:00 AM Yes
Direct Instruction, Guided Practice
12:45:00 PM No
Direct Instruction, Hands-On Experience,

Modeling, Teacher-Directed Q & A
11:15:00 AM No
Testing/Assessment, Teacher-Directed Q
&A
2:00:00 AM Yes
Anticipatory Set, Direct Instruction,

Discussion, Guided Reading, Lecture,
8:55:00 AM No
Discussion, Hands-On Experience
Grouping Format
Whole Group
Student Actions
Listening
Listening, Speaking, Working Hands On,
Individual
Writing, Interview
Whole Group
Listening, Reading, Speaking
Whole Group, Individual
Listening, Reading, Speaking, Working

Hands On, Writing
Demonstrating, Listening, Reading,

Speaking, Writing
Whole Group
Listening, Speaking, Writing, Singing
Whole Group
Demonstrating, Listening, Working Hands

On, Coloring
Whole Group
Listening
Small Group, Individual
Collaborating, Demonstrating, Listening,

Observing, Working Hands On
Collaborating, Listening, Reading,
Speaking, Working Hands On, Writing,
puzzles; craft; technology
Whole Group
Demonstrating, Listening, Observing,

Reading, Speaking
Whole Group
Demonstrating, Listening, Speaking,

Whole Group, Paired, Individual Working Hands On
Listening, Reading, Internet search of

animals
Whole Group, Small Group,

Paired, Individual
Collaborating, Listening, Reading,

Speaking, Writing
Whole Group, Small Group
Collaborating, Listening, Observing,

Reading, Speaking, Working Hands On,
Writing
Whole Group
Listening, Observing, Speaking
Small Group
Demonstrating, Listening, Observing,

Reading, Speaking, Working Hands On
Collaborating, Demonstrating, Listening,

Observing, Reading, Speaking
Listening, Reading, Speaking
Listening
Listening, Reading, Writing
Whole Group
Listening, Reading
Whole Group
Demonstrating, Exercising
Level of Student Work

Comprehension
(Understanding
Info) (Using Info),
Knowledge (Recalling
Info), Application
Synthesis (Putting Info Together in New Ways)
Knowledge (Recalling Info), Comprehension

(Understanding Info), Application (Using Info)

(Understanding Info), Application (Using Info), Synthesis
(Putting Info Together in New Ways)

(Understanding Info), Application (Using Info), Analysis
(Breaking Down Info Into Parts), Synthesis (Putting Info
Together in New Ways), Evaluation (Making Judgment
& Justify Positions)


Knowledge (Recalling Info)
Knowledge (Recalling Info), Application (Using Info)

(Breaking Down Info Into Parts)



(Understanding Info), Evaluation (Making Judgment &
Justify Positions)

Together in New Ways), Evaluation (Making Judgment
& Justify Positions)

Together in New Ways)



(Breaking Down Info Into Parts)

(Understanding Info)

(Understanding Info)
keyboarding. Teacher walked among students providing

assistance and instruction
~Several students directed to relocate themselves to
prevent distractions to others
~ After keyboarding, teacher announced names of students
to meet with her to revive instructions for next projects.
Rest of class expected to continue work Google Classroom.
As students completed previous assignments in Google
What's Happening in Class
classrooms, they would meet with teacher for next task
Students
are
learning
~ Students
working
on variety of tasks -- Vocabulary, Word
Processing, and Census Interview
Competency 2: Planning
and Preparation
F: Frequently observed
C: Consistently observed
Students leraning about the Baptism and the Gifts of the

Holy Spirit and Confirmation and the 12 Fruits of the Holy
Spirit. Read through gifts and fruits of the Holy Spirit and
gave real life examples to relate gift with personal life.
Students are learning about interjections
Students listen to the story read on tape. Mrs. Licalzi stops

the tape to clarify and discuss onomatopoeia. Most
students are engaged and enjoy listening to the story as
they follow along in their books. A couple of boys have their
head down and are playing with supplies at their desk. Mrs
Licalzi pauses the tape to ask a few comprehension
questions. When the story is finished, she passes out a test
that students my use their book to complete. She writes the
AR number for the story on the board for students to take
an AR test when they are done with their test.
~ began with prayer
~ reminded students of Friday early dismissal and no
school Monday
~ distributed new worksheet as students got out workbooks
~ used picture flash cards for vocabulary
~ oral and written sentences in English and Spanish
~ ended class with songs of review of months, etc.
Started classes with singing Christian movement songs.

Bible story about the paralytic. Read story about the
paralytic and then students acted out the story.
Recalling Divine Mercy
S: Sometimes observed
Students are playing matball.

~ students assigned to different centers
~ 4 groups -- 2 independent; 2 guided -- one with aide,
other with teacher
Teaching "I am" form ser. Taught the differences between

ser and estar. Helped students distinguish difference
between permanent, personality/physical traits, etc.
Reviewing money. Identifying money.
~ students organizing materials for class

~ Super Sense Animal Project introduced
~ multiple students speaking out of turn
~ students copying project info from board
~ Internet research
~ students out of seats, talking out, and off task
~ students using iPads for phonics

~ Teacher directed Q/A
~ pair/ share -- partners
~ students write original sentence
~ individual work submitted
~ constant assessment
~ 5 E Lesson Plan on board upon entry into classroom

~ Began with prayer
~ Q/A review of previous lesson without textbook
~ Used textbook for additional Q/A
~ Groups/tables given specific content to review and
present -- only 2 of 4 groups presented
~ While groups worked teacher moved through classroom
setting up mini-lab and check on groups as they worked
~ Group presentations
~ Mini-lab on atherosclerosis
~ Prayer before students dismissed
The children reviewed colors on a coloring sheet before
morning circle time. Morning routine included prayer and
greeting. Students viewed a singalong video of the new
letter focus, "R".
Mr. Graham introduces new vocabulary before reading a
short story. Students are assigned vocabulary words to find
corresponding magnet letters to post on the board and write
their definition. Mr. Graham says he will leave the
vocabulary words and definitions on the board for them to
refer back to throughout the week. There are 4 students in
the class, one is absent. Students are mostly engaged but
are reminded and redirected to stop fidgeting with their
textbooks, giving each other funny looks, and make more
appropriate comments.
Students are at different stages of completion of their

assignments. Some are completing a lab, others an
assessment, and the rest select work stations. Mrs.
Jankowski helps with individuals as they approach her with
questions.
Group work
Mrs. Finnegan begins the class by doing a visual homework

check. She asks students to recall the definition of
congruent objects. She introduces the lesson by saying
they will talk about transformations today. She asked
students if they know what a transformation is. There are a
group of 3 boys sitting in the front that have been talking to
each other since the class began. Mrs. Finnegan corrects
them after 5 minutes has passed. Mrs. Finnegan invites
students to the board to demonstrate the different examples
of transformations using shapes and magnets. Students on
the left side of the room are quiet and follow along in their
books but do not participate much in the discussion. The
boys in the front continue to talk amongst themselves and
draw on each other's books. Mrs. Finnegan gives examples
and models how to solve problems like ones they will be
assigned to complete later in class. Some students are
making "racist" comments while Mrs. Finnegan and other
students model solving problems on the board.
~ Students logged in to Kahoot using iPads
~ Kahoot quiz to review previous information
~ Students independently looking up/writing definitions for
next set of vocabulary words
~ Teacher checking homework one on one as students
work
Ms. Schoenfeld introduces a new character in Greek
mythology today, Arachne. The class takes turns reading a
passage about Arachne and Narcissis while Ms. Schoenfeld
pauses in between paragraphs to ask questions. Mrs.
Schoenfeld uses cards to randomly select readers.
Students read along silently at their desk and are engaged
in the lesson, listening intently. Ms. Schoenfeld makes cross
curricular references and applications with the base word
arachnid and narcissism. She draws in real life experiences
and uses story-telling to enrich her lesson. She shows a
picture of a pot of narcissist flowers on her iPad to
exemplify how the flower just sits by the water to look at its
reflection. She connects the latest Justin Bieber song,
"Love Yourself" to further explain narcissism.
Girls dress out for PE. Coach gathers them in the gym for a
quick meeting to discuss upcoming sports news. Gym is
being used for something else, so girls go outside to run
their lap and play kickball. Girls divide into teams and
Coach J is the pitcher. There are 2 students on the field that
not engaged and stand right behind the coach.
Competency 2: Planning Competency 2: Planning

and Preparation
and Preparation
C: Consistently observed F: Frequently observed
and Preparation
N: Not observed
and Preparation
C: Consistently observed C: Consistently observed C: Consistently observed C: Consistently observed
C: Consistently observed C: Consistently observed F: Frequently observed
C: Consistently observed C: Consistently observed C: Consistently observed F: Frequently observed

C: Consistently observed S: Sometimes observed
C: Consistently observed C: Consistently observed
and Preparation
and Preparation
and Preparation
N: Not observed
and Preparation
N: Not observed
N/A: Not applicable to this teacher at this time
N/A: Not applicable to this
C: Consistently observed N/A: Not applicable to this
N: Not observed
C: Consistently observed C: Consistently observed C: Consistently observed N/A: Not applicable to this
C: Consistently observed N/A: Not applicable to this teacher at this time
N: Not observed
C: Consistently observed N: Not observed
N: Not observed
N: Not observed
Does not have all objectives or the day's expectations

written on the board. Wrote the vocabulary activity
when giving direction of tasks to complete after
Competency 2 Comments
keyboarding. Vocabulary assignment was one that
students should have already completed. Tasks for
those who were finished were given verbally.
Competency 3:
Classroom Environment
Competency 3:
cable to this teacher at this time
Written and oral questioning are used to assess

student learning.
For needing to moved from classroom to classroom,

you are very prepared & organized.
Multiple activities available for students to complete if

individuals complete tasks faster than others at table C: Consistently observed C: Consistently observed
Students were excited about doing the investigation.

Keeping the project short helped keep the
investigation very focused.
Could you have a task for students to do while waiting
to conference with you?
Lesson well constructed, building skills from simple

phoneme to complete sentence.
Did not watch time for shortened period; rushed last

portion of class. I do understand how time can go
quickly.
Students responded well to the rush. I was impressed
how the room was so quickly organized by the
students before they exited. Those students near me
reminded one another of the homework.
The organizational structure of Mrs. Jankowski's class

is a prominent contributing factor to student success
and engagement.
Great planner!
Mrs. Finnegan assesses students in a whole group

setting through free oral answering and then through
assigned book problems. A greater variety of
assessment methods or opportunities to engage all
students instead of only those who shout out the
answers will be beneficial to meeting the needs of all
learners.
~ Writing in red on the board was not easily red when

the lights were out
Overall PE grade depends on student participation

and dressing out.
Competency 3:
Competency 3:
N: Not observed
Competency 3:
Competency 3:
Classroom Environment Classroom Environment
N/A: Not applicable to this C: Consistently observed

Gave instruction to students before all were quiet

and listening when trying to give directions even
after using methods for gaining attention. Had to
Competency 3:
raise voice over student continuing discussions.
Classroom Environment Competency 3 Comments
Competency 4: Instruction
Shortly afterwards, had to give same instructions
to those students who had missed the initial set of C: Consistently observed
C: Consistently observed directions..
Mrs. Licalzi gently reminded one student who was

off task to put away his pencil without interrupting
C: Consistently observed the class.
More than half of students inattentive until
pointing to students to identify gender to be used.
Once they were focused, they were more on task
and volunteered to answer. Calling on students
who did not raise hands kept them attentive.
Ignoring some behaviors proved effective for
C: Consistently observed minimizing disruptions.
C: Consistently observed Classroom well organized for both student and

teacher. All areas visible from all parts of the
room.
C: Consistently observed Transition well defined and smoothly enacted
Inconsistency in managing student calling

out/raising hand
Appeared to give immediate attention to those
who interrupted while those following proper
procedure were left waiting
You were quite calm, even with so many
clamoring for your attention.
Many positive statements to maintain order

Students responded quickly to redirect for class to
focus
C: Consistently observed Teaching manners and respect within content
The students demonstrated that they understood

your expectations and classroom procedures.
Assigning roles at each table did allow the
C: Consistently observed transitions to flow very smoothly.
Mrs. Sterner demonstrates strong mastery of
Competency 2 as evident by student engagement
C: Consistently observed and feedback.
Mr. Graham provides a nurturing environment by

speaking in a very helpful and warm tone. The
physical classroom is not conducive to a reading
resource class due to its dual purpose as a music
classroom.
High expectations are clearly exhibited in Mrs.

Jankowski's class. The students are affirmed as
independent thinkers and take ownership of their
learning through the activities and assignments
they are expected to complete by a given
deadline. There are minimal to no classroom
management issues because of a mutual respect
C: Consistently observed for the learning environment.
C: Consistently observed Always engaged with students
~ One student corrected another student for

being annoying (but not overly loud). I corrected
same student when he did not get the "hint"
~ The students knew the routine expectations and
followed them. I did not get a sense of rapport
This could have been simply due to the nature of
the work.
Ms. Schoenfeld gently corrects students who

C: Consistently observed mispronounce vocabulary words.
Coach creates a laid back atmosphere and

C: Consistently observed encourages student input for activities.
Competency 4: Instruction Competency 4: Instruction Competency 4: Instruction Competency 4: Instruction

S: Sometimes observed C: Consistently observed F: Frequently observed
N/A: Not applicable to this S: Sometimes observed
C: Consistently observed C: Consistently observed N/A: Not applicable to this S: Sometimes observed
C: Consistently observed N/A: Not applicable to this F: Frequently observed
N/A: Not applicable to this S: Sometimes observed
N/A: Not applicable to this C: Consistently observed N/A: Not applicable to this S: Sometimes observed

Competency 4: Instruction Competency 4: Instruction Competency 4: Instruction Competency 4: Instruction

S: Sometimes observed F: Frequently observed
C: Consistently observed N: Not observed
N: Not observed
N: Not observed
N: Not observed
N: Not observed
C: Consistently observed C: Consistently observed S: Sometimes observed
N: Not observed
N: Not observed
N: Not observed
N: Not observed
N: Not observed
N: Not observed
N: Not observed

N: Not observed
C: Consistently observed C: Consistently observed N: Not observed
N: Not observed
No large group instruction of content, only

large group presentation of directions.
Competency 4: Instruction Competency 4 Comments
Students worked individually to complete
S: Sometimes observed tasks. Each student was in a different
place in the process.
Addresses Student
Learning Styles
Auditory Learners
Visual Learners, Auditory
Kinesthetic Learners, Visua
The students clearly understand the

expectations and therefore Mrs. Licalzi
does not have to model them. She gives
individual reminders to a few students
who need to be redirected during
independent
the repetition.work.
While I liked that you had
the students use the iPad for a review, I

was confused about your timing. You
were providing whole class instruction
while the iPad was being passed from
student to student. You seemed to lose
one student entirely after he completed
the iPad matching.

Patience and love clearly evident even as
students would lose patience with one
C: Consistently observed another.
Instruction to write notes on animals not

given until majority of students off task
and going to sites other than the one you
listed. They were, however, exploring
animals.
Excellent presentation, use of directions,

and multiple means of formative
assessment
Affirmations of students added to their to
C: Consistently observed their engagement
Good wait time for student responses

before calling on another student.
Having students present content
benefited all members of class. Great
C: Consistently observed formative assessment as well.
Mrs. Sterner gives meaningful feedback

and opportunities for student correction
C: Consistently observed who offered incorrect answers.
Incorporating technology could better

engage the learners in the content and
possibly minimize discipline issues,
serving as an additional motivator.
her classroom. Through work stations and
projects, she is able to assist individuals
or small groups on a need-basis as she
floats the room while students are
working independently to complete
discovery activities to acquire new
concepts. Mrs. Jankowski provides and
lists additional resources to facilitate
C: Consistently observed student discovery and learning.
Attends to needs of students
Large group questioning does not always

address the needs of all learners,
especially those who will not speak up to
ask questions. Many students shout out
answers or questions which prevents
other students from receiving adequate
wait time or opportunities to process the
information. Separating students who are
disrupting the class will allow more
students to ask questions and receive
C: Consistently observed meaningful
feedback.
While I know
independent work such as Kinesthetic Learners, Visua
N: Not observed
writing and defining vocab are necessary

evils, I had hoped to see you actively
teaching or the students engaged in
multiple activities. The vocab could have
been one activity or homework.
The bulk of the lesson addressed only
visual learners.
Visual Learners
Ms. Schoenfeld wanders around the room

to check student progress as they work
on a homework packet independently
after the lesson. She compliments
creative ideas and drawings as she goes
down each row.
You could give specific roles to students

who are unengaged, such as pitcher or
umpire. A visual way to keep score would
be nice too - could use an app and prop
an iPad up.
Kinesthetic Learners
Type of Technology Used

During Lesson
None Used
Allowing students to work at their own pace, yet maintaining expected

Commendations
deadlines for completion of projects/assignments. Students were
Great
engaged and working. Side discussions were limited. The majority of
Computers in computer labthe students appeared to be making effective use of class time.
Music player
You are very knowledgeable about the content. You did a good job
providing real life examples to support teaching each gift of the Spirit.
It was good the students shared their example about a gift of the
Spirit. I like the way you clarified what wisdom was in contrary to the
traditional beliefs about wisdom. Nice use of different students to read
worksheet. Great way explaining agape version of love: self-sacrifice.
Memorable example of Bill Gates' "charity."
Good use of calling different students. I like how you provided a comic
for the lesson as a fun, relatable way to teach interjections. Glad you
walked around the different tables to check for understanding
regarding the classwork. Nice trying to integrate music while students
are working and you allowed student to voice opinion that she
preferred no music and then stopped the music. Good that students
did rough draft of comic. I like how you have student work displayed in
the classroom. Students were excited about the class activity. Happy
that you reviewed and closed the lesson at the end. Good use of
integrating lesson by asking questions in order to dismiss class in a
quiet, regimented way. I enjoyed the lesson!
PC Laptop, CD/DVD
Mrs. Licalzi's class is mostly engaged and participating in the lesson.

She redirected distracted students quietly and individually without
disrupting the rest of the class. Students offer insightful answers to
her oral questions, which show they are interested in the subject and
understand the objective of the lesson (story telling, literary devices onomatopoeia).
iPad, None Used
I like how you simply began instruction when students started to lose
focus as a group. They quickly got quiet and attentive.
None Used
It's very obvious how passionate about you are about teaching
religion. I liked how you talked about what a paralytic is before starting
the story. Great way to bring story alive by having students act out the
story after reading the story. Love the balloons!! This was a very
enjoyable and engaging lesson. Job well done!
None Used
None Used
I liked how you tried to use different techniques to get students quiet. I
like how the students were recalling what they learned from the
previous class. It's good that you're exposing the kids to Christian
music while they work. Great that you have an additional page for
them to do if they finish early. It's good that you provided an example
of the finished product for them to see. You have a good rapport with
the students.
Leap pads
Students are engaged. No one was left alone and everyone

participated. Students were excited and had a lot of fun. This was fun
to watch how the kids played matball. Very competitive!
Lots of positive reinforcement, even if student interrupted group.
Effective monitoring of groups.
Students were actively engaged
None Used
I like your greeting and welcome. Love how you go over the date,
who's missing. Good use of ball to call on different students. Good
you used butcher paper to have typed text instead of spending time
writing that particular text on board. I liked how you said
words/phrases in Spanish and then translated it into English
immediately after. I like how you had the students practice individually
in front of the class. I enjoyed your lesson!
None Used
Good use of doc cam for timer. I like the triangle strategy. Kids were
engaged, excited for the game. I liked how Uje was only able to pass
out iPads to kids who were quiet. Great review game for the lesson.
Good when teachers use iPads and technology to keep students
engaged. I like how you called the students to go up and explain how
they got their answer. I like how you have the desk students in pairs
for desk arrangement. It's good how you had an example with the 3 5
dollar bills and one of them had a different design. This was a fun
Document Camera, iPad lesson to observe. Job well done!
iPad, Chromebook
Students were enthusiastic about researching animals. It is a project

to get them excited to learn and explore.
Your students love coming to your classes. It shows in their
exuberance.
iPad
None Used
PC Laptop, Projector
While this class is extremely physically active, the students were

engaged in learning.
Giving specific time limits for task kept the students working and on
topic.
I liked your 6 inch rule to maintain good volume level
Mrs. Sterner provides many opportunities for students to experience
and review specific concepts during calendar time - syllables,
consonants, vowels, deductive reasoning, recall, applications. Her
enthusiasm and passion is contagious to the students!
Mr. Graham remains calm when students interrupt or do not comply

with his redirections. His calm demeanor keeps the behaviors from
escalating, but still sends a firm message. Suggesting that he will
leave the vocabulary words posted for their reference is a helpful tool.
None Used
iPad
None Used
Students are so engaged and interested in their learning in Mrs.

Jankowski's class. Mrs. Jankowski is extremely knowledgeable of her
subject and constantly seeks new ways to present that content
knowledge in ways that are meaningful to her students.
Always moving around.
Helpful suggestions to aid in understanding.
None Used
Mrs. Finnegan has clearly established good rapport with her students
because they feel comfortable to express themselves in her class.
She walks around the room to ensure students are on the right track
while completing their book work.
iPad
Using Kahoot is a great way to review and do formative assessment

at the same time. The students enjoyed it as well!
Allowing the students to continue using the iPads to look up words did
keep them on task a bit more on task.
iPad
Mrs. Schoenfeld is passionate about this subject. Her use of storytelling and drawing real world applications into the lesson contributed
to why the students were so engaged. She was animated in her
lesson delivery, which made the lesson memorable and relatable.
None Used
You have established great rapport with the girls reflected by how
comfortable they are around you. I love that you played WITH them
and talked strategy with both teams.
~ Allow more wait time for students to get quiet before giving verbal
directions. This alleviates the need for a louder voice for trying to talk over
the students.
~ Have a list of the day's tasks/objectives on the board so that students
Suggestions
know the expectations immediately upon entering and will not have to ask if
Work
on.. the verbal directions. Need to meet needs of those who are
they missed
predominantly visual learners.
Add use of technology during lectures. You can use projector and just show
images of the Holy Spirit. Can play a song about gifts or fruits of the Holy
Spirit and have students sing it. There were some students' heads that
were down not looking at worksheet and students should have eyes on
teacher at all times. Instead of shushing students, pause and wait for
silence to occur before continuing lecture. Even though you ran over over
time just take 30 seconds to review/close what was discussed and don't
allow the students to move until you tell them to do so.
Wait for students to be silent and looking at you before continuing when
calling out page number. Don't move on until all are completely silent and
still. In between calling students, make sure students are silent before
moving on to the next person, as it can encourage side conversations. Try
recalling the instructions for the class activity one more time before having
students proceed. Maybe use a stopwatch of some sort to let the kids know
how much time they have for the activity. Students should raise hand to ask
to use bathroom instead of calling out to ask. Not sure you were Maybe try
having students presen
I would have liked to see the students engaging in discussion with one
another; perhaps having the students ask the class some questions and
calling on classmates to answer would have provided more variety in
assessing student learning. Try to think of a way to better engage (Neil)
who had his head down on his desk through the end of the story.
Maybe having designated iPad days or even using the computer lab for
some language lessons would be more invigorating for the students and
not cause a few to lose all focus.
Avoid shushing students and only continue talking until silence and stillness
occurs. You could say, "I like how ____ is putting away his worksheet
silently." Maybe have aid pass out papers on the tables and dismiss silent
students to their tables from carpet to table. Model for the students the
class activity before dismissing them. Do one example and then dismiss
them. Time permitting, you could also go over what each item on the
coloring page to help build vocabulary. Maybe have about 5 minutes of
silence before playing music to ensure students understand directions while
walking and checking. Review and close lesson about the paralytic just to
check for understanding one last time.
Need to direct students to pray immediately when they enter classroom.

Spent 2 minutes waiting for them to get ready for prayer. Use countdown
system, "We will be praying in 5-4-..." When telling students to get
materials, one way to ensure that they are listening is to say, "When I say
go, you will..." Something to keep in mind is that no matter what age you
teach, you have to breakdown the instructions. Before doing Divine Mercy
Craft, you should model how to make the craft step by step on the carpet
and then dismiss them to their desks. It wasn't clear what color to color the
background.There was a lot of chatter and students walking around without
permission during the craft. Set the expectations on what the noise volume
should be and that their bottoms should stay in their seat. They must raise
their hands to get up from their seats. I would have 5 minutes of complete
silence before playing music to ensure students are getting started with the
work. Using a stopwatch would also help to move along the craft especially
since you have only a 30 minute class period. Say, "When I say go you
have 2 minutes to color the two triangles blue and red. When you finish you
may proceed and start coloring Jesus brown. Go!" Have ziplock bags for
the loose pieces for those who don't finish the craft within the alotted time.
When yo do "God is good.." make sure they are completely still and silent
before continuing on to talk. Review and close the lesson one last time at
the
endgiving
aboutinstructions,
Divine Mercy.
When
room should be silent to ensure that students are
looking and listening to teacher. Have something in place for students who
don't have proper P.E. uniform as it doesn't look good when everyone
doesn't look the same. Before dismissing students just go over what the
point of the game was and what muscles or skills the students were
practicing during the game.
Keep up the great work. You make teaching 4 year olds look easy!
Can speak more Spanish like saying numbers in Spanish, "Bien" instead of
okay. Do you have a Spanish bulletin board? It would be good to see
student work from Spanish class out in the hallways. You could implement
"Think, Pair, Share" teaching strategy after picking individual students to
where they students have a partner and practice with him/her. I know you
only had 30 minutes but if possible, it would have been good to have
students write examples. Maybe focus on writing the notes for the first class
and then second class focus on oral exercises.
There was some side chatter during instruction. Only move on until
complete silence and stillness occurs. I would model on doc camera what
students will be doing first with the Show Me the Money activity. Get a
student and demonstrate each role before beginning activity. With the
triangle strategy, make sure you have 100% of them up before continuing.
Say, "We have 75% of the class with triangles up. We're still waiting for
100%." Don't respond to students who call out or don't raise their hand. I
know you just got your doc cam and make sure you learn how to lessen the
light because the money couldn't be clearly seen and on more than one
occasion students complained they couldn't see the dollar bills clearly. You
want to avoid distractions like that.
I am concerned about students running in the classroom.
"1,2, 3, eyes on me" may work better than countdown followed by
instruction to look at you
Have some nonverbal cue regarding volume, such as music softly in the
background. Perhaps attending a classroom arrangement workshop will
help you get more idea.
Keep up the wonderful work!
Perhaps requesting a set of 4 to 8 iPads and Apple TV for the lab would
provide better presentation options. The small white write boards made
viewing info difficult for those in the back of the room.
Mrs. Sterner could take the letter of the day to another level by wearing a
color that begins with the letter of the day. For the letter of the day grab bag
activity, Mrs. Sterner could invite a student to pick an object out of the
basket and show the class instead of solely using teacher modeling.
Further exploration in classroom management or motivating all kinds of

learners can be helpful for more effective instruction. Incorporating and
modeling specifics reading skills/vocabulary acquisition strategies will help
struggling readers progress.
Adding a station with a mini lesson taught by Mrs. Jankowski would provide
yet another avenue of lesson delivery and discovery. Posting student work
could also add an element of ownership in this independent learning
environment.
School-wide need for strategies for struggling students.
Studying Transformations in geometry lends itself to be an interactive

lesson because there are so many different applications of the concept in
the real world. Helping students make those connections in a concert or
hands-on way can promote greater ownership of their learning. Each
student could have been given their own sample transformation instead of
only the teacher or one student modeling in the front of the class. Also,
because geometry is very visual, use of technology to present the
information in a different way could have benefitted visual learners. Mrs.
Finnegan gave a link to a helpful website for students to copy down and
visit over the weekend. Showing the website in class could help motivate
students to visit the site again at home.
A Mimeo or Smartboard would be helpful for interacting with items
projected on board. If nothing else, a wireless mouse might be useful so
you don't have to keep walking back to your laptop
Perhaps on days when the class assignment is such as today's, you could
have multiple tasks for them to complete, or allow them to work in groups.
Since they had the iPad, they could have done a collaborative document in
Google.
Posting student work inside the classroom in addition to outside in the hall
can help students further show pride in their work. Incorporating technology
into the lesson will add an additional element to engage all learners.
How do you individualize instruction? Make sure you give everyone a

chance to answer questions, not just those who are the most enthusiastic.
Additional Comments
I always enjoy observing computer classes!
Use Bloom's Taxonomy for Objectives Board
I really enjoyed seeing how far this group has come since I
taught them in 1st Grade! They are mature and diligent
workers who understand Mrs. Licalzi's expectations of their
work.
That was a fast 30 minutes! You presented a lot of

information. I know to wear mi traje de bano to the pool!
Let me know if you would like for me to come in and teach

one of your classes so you can see how I manage first
graders and breakdown the lessons.instructions as this could
benefit you and I'd be happy to do so.
Is Hilena allowed to wear those pink shorts? Not sure what
the standard uniform is for P.E. Also, Odi, Chelsea and Sofia
Macias are wearing blue polo shirts. What are the
consequences if people don't have their P.E. uniform? Is
Sofia Macias wearing P.E. appropriate shoes?
You have so much to offer your students. They love you and
your love for them shows!
I hope that the students who did not have time to present on
Tuesday have an opportunity Wednesday. The group near
me was disappointed.
I want to be a Busy Bee!
Mr. Graham applied some Gospel teachings into the lesson

and challenge students to think deeper than the message on
the surface.
I would love to be a student in this class!

Class knows what to do.
There is so much that I know you are able to do in literature

classes. You should not be afraid to do more. It's always a
learning experience even if it flops!
I had been told to "lighten up" during my first couple years of
teaching middle school. I, too, was very intense and really
wanted to do a good job.
I was entertained and engaged!
You make PE so fun! I love that you take every opportunity

to bring the students outside and play on our awesome field.

Teacher Observation Form Spreadsheet (Responses)

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Timestamp

4/25/2016 10:26:34 Joellen Piskura

6th grade technology

4/25/2016 10:33:09 Norson Fernandez

7th Grade Religion

4/25/2016 12:02:28 Norson Fernandez

6th Grade English

4/25/2016 12:48:06 Grace Cheung

3rd Grade Reading

4/25/2016 13:01:35 Joellen Piskura

2nd grade Spanish

4/25/2016 13:32:31 Norson Fernandez

4/25/2016 14:38:48 Norson Fernandez

1st Grade Religion

6th Grade P.E.

4/26/2016 12:10:37 Joellen Piskura

4/26/2016 12:31:43 Norson Fernandez

5th Grade Spanish

4/26/2016 13:20:40 Norson Fernandez

4/26/2016 13:55:27 Joellen Piskura

4th grade Science

4/26/2016 9:28:10 Norson Fernandez

4/26/2016 13:58:30 Joellen Piskura

1st grade language arts

4/26/2016 14:19:39 Joellen Piskura

7th grade science

4/27/2016 12:54:53 Grace Cheung

3rd Grade Reading Resour

4/27/2016 14:52:27 Grace Cheung

6th Grade Science

4/27/2016 8:40:22 Grace Cheung

4/28/2016 10:42:18 Diane Wooten

4/28/2016 13:22:36 Grace Cheung

6th Grade Math

4/28/2016 13:57:45 Joellen Piskura

7th grade Lit

4/28/2016 14:35:13 Grace Cheung

5th Grade Reading

5/4/2016 9:30:44 Grace Cheung

Objective Clearly Visible

Guided Practice, Hands-On Experience

Direct Instruction, Faith Integration,

Direct Instruction, Discussion, Hands-On

Discussion, Guided Reading,

Guided Practice, Modeling,

Anticipatory Set, Direct Instruction, Faith

Anticipatory Set, Direct Instruction, Faith

Direct Instruction, Hands-On Experience,

Anticipatory Set, Direct Instruction,

Anticipatory Set, Direct Instruction

Direct Instruction, Teacher-Directed Q & A

Direct Instruction, Discussion, Guided

Discussion, Hands-On Experience,

Anticipatory Set, Direct Instruction, Faith

Direct Instruction, Faith Integration,

Direct Instruction, Learning Centers

Direct Instruction, Guided Practice

Direct Instruction, Hands-On Experience,

Anticipatory Set, Direct Instruction,

Discussion, Hands-On Experience

Listening, Reading, Speaking

Whole Group, Individual

Listening, Reading, Speaking, Working

Whole Group, Individual