BCPS Formal Observation Tool for Summative Years

Teacher: Mrs. Lauren Philips Date: February 2, 2017

Grade: Grade 9-12 Subject: FALS Language Arts

School/Office: Kenwood High School

Observer: Indicate a rating for components observed during the formal observation and provide justification in the
evidence/comments sections below. Refer to the Formal Observation Rubric for descriptions of teacher behaviors associated with
each rating. N/O denotes Not Observed.

Domain 1 PLANNING AND PREPARATION

Ineffective Developing Effective Highly Effective N/O
1a: Demonstrates Knowledge of Content and Pedagogy X
1b: Demonstrates Knowledge of Students X
1c: Selects Instructional Outcomes X
1d: Demonstrates Knowledge of Resources X
1e: Designing Coherent Instruction X
1f: Designing Student Assessments X

Mrs. Phillips participated in a pre-observation conference on February 1, 2016. The objective was: Students will be able to highlight
supporting details in order to conclude the main idea of a text. Mrs. Phillips plans and practice reflect accurate understanding of
prerequisite relationships among topics and concepts related to the BCPS Unique curriculum. Minimal suggestions were made to
allow for multiple checkpoints throughout the lesson to assess student learning. All of the learning activities were suitable to students or to
the instructional outcomes, and most represent significant cognitive challenge, with some differentiation for different groups of students. This was
evidenced with the differentiated items that were provided to students to assist with the completion of the lesson material. Recommendation: Post
an agenda and have students read at the beginning of class.

Evidence/Comments:

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BCPS Department of Staff Relations and Employee Performance Management
Teacher Evaluation Formal Observation Tool
Revised September 2014
Domain 2 THE CLASSROOM ENVIRONMENT
Ineffective Developing Effective Highly Effective N/O
2a: Creating an Environment of Respect and Rapport X
2b: Establishing a Culture for Learning X
2c: Managing Classroom Procedures X
2d: Managing Student Behavior X
2e. Organizing Physical Space X

Mrs. Phillips and Mrs. Godacks interactions are friendly and demonstrate general caring and respect. Students entered the room and
each adult greeted the student and assisted them with getting started with the writing assignment. Student interactions are generally
polite and respectful. The appeared friendly and respectful towards each other and adults. Instructional outcomes, activities and
assignments, and classroom interactions convey high expectations for most students. Mrs. Phillips displayed the question of the day on
the promethean board and asked questions associated with Chores and how they are constructed in their house hold. Small-group
work is well organized, and most students are productively engaged in learning while unsupervised by the teacher. Mrs. Phillips and Mrs. Godack
both facilitated small group instruction by providing a human reader of the entire text, wait time, model of the chapter and feedback. Teacher is
alert to student behavior at all times. Mrs. Phillips redirected a students behavior when he got up to throw the trash away. She noted to
the student that he could have waited for break time to throw away the trash so he wouldnt lose instruction time. The student
responded positively and stated yes that is true. The classroom is safe, and learning is equally accessible to all students. All students
were expected to participate in discussion, following along with the reading in the text and give verbal feedback. Mrs. Philipps and
Mrs. Godack were able to assess students understanding through verbal and written responses.

Domain 3 - INSTRUCTION
Ineffective Developing Effective Highly Effective N/O
3a: Communicating with Students X
3b: Using Questioning and Discussion Techniques X
3c: Engaging Student in Learning X
3d: Using Assessment in Instruction X
3e: Demonstrating Flexibility and Responsiveness X

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BCPS Department of Staff Relations and Employee Performance Management
Teacher Evaluation Formal Observation Tool
Revised September 2014
Evidence/Comments: Both Mrs. Phillips and Mrs. Godack communicated the expectation for the lesson of the day. The objective
stated Students will highlight supporting details in order to conclude the main idea of a text. Mrs. Phillips explanation of content
was appropriate and connects with students knowledge and experience. Mrs. Phillips allowed for students to read the question of the
day and asked students questions related to If you live with other people who should do household chores? Students gave varies
answer that pertained to the topic. Mrs. Phillips then transitioned to Map Work. The transition was smooth and connected to
European countries. Mrs. Phillips used technology to help students see a map of Europe and the USA. The power point was displayed
on the Promethean board and students were asked to come and point to European countries. Mrs. Phillips asked connecting questions
such as Are the countries in Europe big or small? and Do you think you can travel easily between the countries in Europe?
Student responses were of high quality and demonstrated prided in their work. Mrs. Phillips successfully engages all students in the
discussion .Two groups were formed which was facilitated by Mrs. Phillips and her para educator (Mrs. Godack). Students were
productively engaged and responsible for their productivity. Mrs. Phillips and Mrs. Godack provided appropriate accommodations.
Each adult provided a human reader of the entire text and lead discussions related to the reading. Pictures, wait time, paraphrasing of
directions, small group discussion and small group accommodations were all present. The para educator (Mrs. Godack) makes a
substantive contribution to the learning environment. Mrs. Godack is able to facilitate small group and re-teach important skills which
allows for a balanced academic setting. The lesson has a clearly defined structure around which the activities are organized. Pacing of the
lesson is generally appropriate. Mrs. Phillips used a hand held timer to track the pacing of the lesson. Students were given adequate time to listen
to the adult read, they were given adequate time for students to read and to answer comprehension questions. Teacher makes a minor
adjustment to a lesson, and the adjustment occurs smoothly. Mrs. Phillips adjusted the lesson by extending the time for each group. Mrs.
Phillips observed that students needed extra time to comprehend the reading. Teachers feedback to students is timely and of consistently
high quality. As student began to answer questions from the text each adult was able to ask a higher level question as a follow up. One
student answered you should clean up after a party and Mrs. Phillips followed up with a why statement. She said why should we
clean up after a party? Is that good manners or bad manners. Mrs. Phillips transitioned to scenarios related to good manners and bad
manners. Students were given an individual card with good manners on one side and bad manners on the other. Mrs. Phillips did a
good job of asking a student why did you change your answer? When the student was unable to answer the question, she asked the
other students in the group to help the student with answering the question. This promoted student to student feedback and interaction.
The students are expected to give one example for good manners and bad manners as an exit ticket. Their feedback was the formative
assessment and evaluation. Both Mrs. Godack and Mrs. Phillips are able to assess students understanding the main idea of the text.
Mrs. Phillips displayed the wrap it up. The questions read At Lunch, Victoria asked Dakota a question, but he had just taken a bite

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BCPS Department of Staff Relations and Employee Performance Management
Teacher Evaluation Formal Observation Tool
Revised September 2014
of his sandwich. He decided to wait until he was done chewing and swallowing before he answered. Mrs. Phillips displayed multiple
choice questions A) Good Manners B) Bad Manners and students needed to write on the individual white board A or B to the question
and hold the answer in the air. Students needed to explain why they choose that answer to the class. If a student disagreed they had to
explain why or why not. Other questions related to manners followed. One higher level question was displayed. In which European
country could you sail down the Rhine River? Three multiple choice questions were displayed A) Germany B) Switzerland C) France
Students had to retrieve the answer from the story reading pertaining to the European countries. Commendation: Small groups and
use of adult assistance. Recommendation: Ask more questions to make connections leading up to the reading and showing pictures.

Please Check the Overall Rating of Lesson: Highly Effective Effective Developing Ineffective

Teachers Signature: Date:

Signature indicates the teacher has read the report and a conference was held. Teachers signature
does not necessarily indicate agreement with the content of the evaluation.

Observers Signature: Date:

Observers Signature: Date:

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BCPS Department of Staff Relations and Employee Performance Management
Teacher Evaluation Formal Observation Tool
Revised September 2014