Teacher Observations

Grades K - 12

Thank you for letting me come into your classroom this summer! It is truly an honor to be invited into your
room. I am excited to see my teaching colleagues doing what you do best! This year and my
personal/professional growth has been a mindshift. An eye-opening, exciting and challenging mindshift where I
strive in being a more racially conscious teacher and educational leader. It is through the lens of racial equity I
will be reflecting on the way I see myself observing student learning, culturally relevant teaching strategies and
creating space where teachers can become self-reflective practitioners. Thank you for your time.

These are the dates and times I will be available for observations:
Week 2 Week 3
6/27 - 6/30 7/11 - 7/14

Monday 6/27 Monday 7/11

7:00 - 1:00

Wednesday 6/29 Wednesday 7/13

7:00 - 10:00 7:00 - 1:00

Thursday 6/30 Thursday 7/14

7:00 - 1:00 7:00 - 1:00

Using the table below identify a time which works best for you and your students.

Until we meet for our pre-observation, of which I will come to your room, I would like you to be thinking about
what you would like your observation to focus on. Examples are, but not limited to; student engagement,
transitions, academic language, concepts, wait time, culturally relevant teaching strategies, growth mindset....

Pre Observation Observation Post Observation

~10 mins ~20 minutes ~20 mins

Name Date Time Date Time Date Time

Kathryn 6/27 7:30 6/29 8:30 - 9:00 6/29 12:15

Sara 7/13 7:30 7/14 8:30 - 8:45 7/14 12:15

Megan M 6/29 10:00 6/29 11:00 - 11:30 6/29 12:15

Bekah N 7/13 10:30 7/13 11:00 - 11:30 7/13 12:15

Tameka 7/11 12:30 7/13 8:45-9:15 7/14 12:35

Rachel 7/19 7:30 7/19 8:30 or 10:30 7/19 12:30

 Kathryn Oberg Observation
PRE-OBSERVATION FORM

Date: 6/27/16 Teacher: Kathryn Oberg - Kindergarten Reading Evaluator: Emily Crook

Learning Targets

Content: What will student learn? Transitioning into reading block and rotations, the short a sound and a chunk - everything this week is
Fish themed, comprehension

Process: Read aloud - Pout Pout Fish

What will instruction look and the short a sound and a chunk
sound like? What instructional Rotations
strategies will be used and why? Listen to reading
Word Word - Sight words short a and a chunk - going fishing I am so excited I am
bringing in a pool!
Work on Writing
Work With Teacher
Group Independent Reading
Building stamina @ 3 minutes hopefully by 5 at observation
Assessment
Stamina
Following direction getting into rotations

Resources: Resources and Book - student engagement and letter sounds, Pool - engagement and sight words
material will be use and why?

Understanding The Classroom Environment

Characteristics of the Learners: 11 students: 2 - ELL , S of C - 8 (1 native, 1 indian), White - 3, 8 boys, 3 girls
What are your students like?

Culture and Climate: Ms Oberg brought resources from her house that she used when she worked in Elk River. All was already
How does the teachers describe created. Just changing or tweaking it to meet the needs of the learners.
or set up the atmosphere in the
room?

Looking for Results

Data: A pre assessment was given at the start summer school

What informs your instruction?

Student Learning: Based on

How will you know students fully Following Directions
comprehend the material? Additional minute of independent reading
Discussion in class

Racial Demographics

What do you know about the Kathryns first Indian(East) student, trying to understand and become aware the the speech pattern.
achievement of your students
racially?

What are your goals for individual Kyra from her 5th grade class, who is also in summer school, comes into the class for part of the time to
or subgroup achievement? volunteer. Kindergarteners can see an older black student in the role as a students leader

Focus of the Observation

Focus: The past year Kathryn taught in 5th grade for the first time. Previous 5 years her experience has been in
the primary grade levels (K and 1) She feels out of practice, with wait time with transitions - worried if she
will transfer 5th grade appropriate strategies to Kindergarteners.

Observation Tool: Tally who she calls on by race, general noticings

 Classroom Observation

Date: 6/29/16 Teacher: Kathryn Oberg Classroom level/age: Kindergarten

Observation #: 1 Evaluator: Emily Crook Topic/Content: Reading

Brief description: Students were in a group on the carpet for morning meeting. Teacher was in front asking questions to the
What is happening in the classroom students who were working together in groups moving the calendar
Students are able to ask questions
teacher affirms student questions
black boy Anthony starts to struggle teacher acknowledges student
Students Called On student growth
student notices a pattern teacher affirm connection to math
Teacher asks students then got the choice to either read your 5 minutes or listen to Pout-Pout Fish student shows
White Students of Color
to read first independently
Before going into into independent reading teacher ask students for the choice of
IIII I IIII IIII IIII IIII I bathroom
independent reading
eacher asked to review the rule of getting in line to use the bathroom
student model one by one and then all together how to line up go to the bathroom
teacher affirms the students questions, affirms the modeling of their behavior, students were acting
developmentally appropriate
reviews the rules of what to do during independent reading student responses are affirmed as students come in
from the bathroom they pick up their book bags and begin to independently read
Independent Reading
Teacher starts timer
students are reading independently
teacher reading with Native American Girl
Native American Boy
para is working with East Indian student
Students are engaged in reading for 5 minutes

Students put books away
teacher reviews how to get to the carpet for read aloud
students follow directions teacher ask students to share what the rules are for read-alouds student
show the connection sign teacher
Redirects white girl
East Indian boy connection to text via Math
black boy spoke out of turn teacher gave nonverbal redirect, as soon students follows Teacher Calls on same
student
Teacher affirms appropriate behavior
Teacher asks Khan response question all students respond
Read Aloud
Redirects Native Boy Anthony off the carpet
vocabulary development
what does the word polite mean student Jeremy does the opposite is impolite
Suckers - what does suckers mean? Vocabulary connection to real world

Describe: racial make-up of the class? Describe the teacher:

10 students: 2 Native, 1 Indian (East), Ms. Oberg is so happy. She is grinning from ear to ear. Her
3 white, 4 Black presence is warm, calm and enthusiastic

Evidenceof:(Describethestrategyandbespecificastohowitfitsthecategory)

Hattie High Return Strategies:
Teacher Clarity - Students knew what Feedback - Ms Oberg would validate and affirm students
what was expected, they followed continuously both verbally and nonverbally
directions with maintaining the
authenticity of their age. Student felt safe
and challenged themselves.

Teacher-Student Relationship - I a short Classroom Discussion - Students were able to engage in

about of time, a 5 week program, Ms rigorous conversation on how the Pout Pout Fish changed
Oberg made someone elses room, THEIR throughout the text.
room. Students could see themselves in
the room. Students can tell she cares
about them
Danielsons Instructional Strategies:
Planning and Preparation
Knowledge of Content
Ms. Oberg knows the content and
standards like the back of her hand. She
can even place students where they are
or should be at in the school year based
on writing, verbal and reading skills
assessed.
Value, Sequencing and Alignment
Ms. Oberg is able to interlace
goals/outcomes, rigor, development
assessment and strategies flawlessly.
Student know what is expected.
The Classroom Environment
Respect and Rapport
Teacher respects students and student respect teachers.
The interaction is polite and respectful.
Culture and Learning -
Ms Oberg loves what she does and that is evident in her
enthusiasm and students are with her every step of the
way, ready and eager to learn.

Instruction Professional Responsibilities

Instructional Goals and Directions
Learning target was clear to students
Quality of Questions
Vocabulary use and the application and
analysis of high order thinking was a focus
and student rose to the rigor
Reflecting on future teaching
Ms. Oberg was reflective in her teaching practice and we
discussed how she shows up in the classroom as a white
teacher.

Culturally Relevant Teaching Opportunities exist for students to voice Space and time is allotted to explore and build students
Strategies: their perspective throughout the class self-identity
and the teacher embraces student Students have choice, voice, rigor and were respected
perspective and implements changes as
needed.
Uses cooperative learning, connections to
students lives and asks for student
feedback openly and adjust as needed.

Questions to start the Post Observation

What do you think went well It felt good, the student seemed happy and I just love being in Kindergarten again!
and how do you know?

What is something you More exploration with partners

noticed needs improvement Walk the room, sitting at a friends
or an area of growth?

Questions from the Observation

Describe the expectations
you have set for students
when they sit on the carpet
Ms. Oberg and I talked about how she told one of her black boys to change how he was seated on the carpet,
he was not sitting criss cross, however the white girl began to lay down and she didnt correct her. I asked
what the change was. She shared that she didnt realize she treated them differently and that she does
remember when the girl did lay down and thought, hey no biggie. But she didnt think who that might look to
the kid who she did correct. She asked what to do next and I respond with, when you realize you did/do it, own
it.

Teachers Self-Directed Focus of the Observation

Focus: Transitions She pushed back and asked me, what do I think. I described how easily transitions went and that they were so
How do you think your respectful, age appropriate and she handled all transition with authenticity to the learner
transitions went? Why do
you think that.

Date: 7/13/16
Content: What will student learn?
Process:
What will instruction look and
sound like? What instructional
strategies will be used and why?
Resources: Resources and
material will be use and why?
Characteristics of the Learners:
What are your students like?
What do you know about the
achievement of your students
racially?
Culture and Climate:
How does the teachers describe or set
up the atmosphere in the room?
What are your goals for individual or
subgroup achievement?
Data:
What informs your instruction?
Student Learning:
How will you know students fully
comprehend the material?
Focus:
Observation Tool:
Date: 7/14/16
Observation #: 1
Brief description:
What is happening in the classroom
Learning targets are posted with an
example on an outcome of the
number sentences.
Sara Windhorst Observation
PRE-OBSERVATION FORM
Teacher: Sara Windhorst-Kindergarten Math Evaluator: Emily Crook
Learning Targets
Math: Number bonds with addition to tens
Learning Target: I can write an addition number sentence
Read one fish, two fish - by Dr. Seuss
I do, We do, You do
Whole group in instruction: Number sentences
Using a fish bowl and crackers, adding fish together and writing a number sentence
Assessment - draw picture of 2 fish + 3 fish on own
Book - for engagement, smart board - tactile and visual, goldfish - engagement and manipulative, dry erase
markers & fishbowl sheet - going from concrete to operational
Understanding The Classroom Environment
High Level compared to the second group of students
12 students: 1 SPED - ASD, 3 - ELL , S of C - 12, White - 4
Two or three who are rambunctious
Other classroom teacher left up signs to reference
Building rules together
Seating - didnt assign seats and that is what she is struggling with
Looking for Results
A pre assessment was given at the start summer school
Based on
Students will write number sentence using the amount of fish I give them
Students will write number sentence using the amount of fish they give themselves
Focus of the Observation
Culturally relevant teaching strategies
Culturally relevant teaching strategies checklist
Classroom Observation
Teacher: Sara Windhorst Classroom level/age: Kindergarten
Evaluator: Emily Crook Topic/Content: Math
8:32 Students are at the carpet Sara is moving about the room with the Para to fix the SmartBoard. Students at the
carpet are actively engaged in conversation with each other as the teachers work together to figure out the
technology situation.
8:34 T adjusts to tech not working and tells the S what the new expectation is. T redirect S (BG) - I dont know what
was said
8:36 - shows example of using fish to put in bowl and adding more fish to the bowl.
8:37 - T Turn to a partner students turn to their partners. S(WB) doesnt comply and T crouches down to
understand student. The Para is working with a group of girls (BG) and come up with the answer.
Learning Target: I can write an
addition number sentence
Describe: racial make-up of the class?
8 students are present. 5 girls: 4
black (2 somali) and 3 boys: I student
of color (chicano). Three of the
student are identified at ELL
Evidenceof:(Describethestrategyandbespecificastohowitfitsthecategory)
Hattie High Return Strategies:
Danielsons Instructional Strategies:
8:38 - T brings student back together and asked what they found. Already S (BG: Tedesha) has her hand raised ready
to share out. T asks for more hands, but call on S (BG: Tedesha), S anwers T affirms, re-asks question or number
sentence and All S call and respond back. T asks what is way way we can count Call and Response, using our
hands/fingers S (BG: Tedesha) goes on to say that they could use their toes, but that might be weird. T affirms S
statement. S chuckle
8:40 - T asks S to be quiet I am looking for quiet students, sitting criss cross S listen to T. T says that student and
choose where they sit at the table to do the group/individual work using the crackers and fishbowls.
Calls on two S(BG) to make choice of where to sit, then calls a row and then the rest of the students.
Question for teacher: Was there a reason for the method used to transition them to the tables, do you think that
transition went well?:
2 minute Transition
At this time I draw the boxes of where students sit and the walking pattern of the T
8:42 - T Starting Point Giving directions
Table 2 - S(BG) redirect
Starting Pint
Table 2 S(BG) redirect
Starting Point
Table 2 S(WB) redirect
Table 1 Helping Student
Table 1 Helping Student
Table 1 Helping Student
Table 1 Helping Student
Table 3 Asking what Tenesha got 8:46
8:47 - T how many do I have all together? All students respond (call/ response)
8:48 - T wants them louder and the call and respond louder
8:50 - gives out other numbers for them to count fish and write number sentences
8:50 - Boys and girls, now your choose the numbers to add and write a number sentence.
S(?) I get to choose? excited tone, T yes, you choose class chuckles together - sign of fun
Para goes over to S(BG) Tenesha check work and ask if she wants another one and gives her the affirmation to go
ahead.
T - yes, make another.
8:54 T - Instead of just sitting there create another one
8:55 eating the crackers
Number of times teacher visited each of the tables
Table 1: IIII I Table 2 IIII IIII I III Table 3 IIII IIII
Describe the teacher:
Teacher is calm and moves about the room naturally. Able
to deal with disruptions in technology by modifying her
instruction
Teacher Clarity - teacher was clear in the Worked Examples - Ms. W scaffolds the learning using
instructions to her students. They were marzanos gradual release of responsibility.
developmentally appropriate and she
would refer back to the learning target
throughout the lesson. With that
students knew what are expected.
Teacher-Student Relationship - given the Classroom Management - Students respected Ms. W
nature of summer school as a 5 week which was clear in how students transition about the
program where three elementary schools room, asked questions and complete the work to meet the
come together. Ms. W was able to build goals of the lesson
relationships with her student prior to
them coming to summer school. She was
a sub in two building this year and new
all of the students in her class by name.
Planning and Preparation The Classroom Environment
Suitability for Diverse Learners Respect and Rapport

Culturally Relevant Teaching
Strategies:
Other Observations:
Ms. W is a reflective practitioner eager in examining her teaching strategies specifically culturally relevant strategies.
What do you think went well
and how do you know?
Becuase you notice they took
it to the next level, now
what?
What is something you
noticed needs improvement
or an area of growth?
Describe the method used to
transition them to the tables,
What do you think went well
with your?:
Tell me more about
Tednisha?
How do you know that all
students performed to the
outcome or learning target?
Focus: Culturally Relevant
Teaching Strategies
Teacher can track and measure goals for Teacher respects students and student respect teachers.
individuals and adjust The interaction is polite and respectful.
Lesson and Unit Expectations -
There is an order/sequence, it is coherent Students know what they are suppose to be doing and are
and teacher adjusts plans when needed doing it
Instruction Professional Responsibilities
Instructional Goals and Directions Reflecting on future teaching
Learning target was clear to students Teacher made specific suggestions to be used in future
Assessment of Student Learning lesson. She discussed the need to know more about how
Teacher adjusts on the spot and planned she can be more culturally responsive in her teaching
to to assessment responses. Ex. Turn and practice.
Talk with a partners, when to direct
students to student led problem solving
Teacher welcomes students by name as Choice in assignments
they enter the classroom Students were able to choose where to sit and when it was
Uses eye contact, proximity and a time for them to be challenged, moving from We Do to
non-position of power equitably. They Do, students could move on in their learning
Post Observation: Sara
Questions to start the Post Observation
I was surprised how everything was clicking for students. She reflects on why...she speaks to the intentional
modeling the number sentence first...in the end they did it (writing number sentence on their own - the kids
took the next step.
I could have challenged them to use larger quantities of fish because they were starting to go there...wow
I know I wouldnt have taken them to add vertical, because I dont think they would have been ready, but I now
know which students are on their way in writing number sentences vertically.
More exploration with partners
Walk the room, sitting at a friends
Questions from the Observation
Ms. W mentioned in the pre-observation about sometimes students in the class are rambunctious and they
necessarily make good seating choices.
Ms. W was able to have a group of Kindergartners choose their own spot, going from the carpet to tables.
Student made, what looked to be appropriate seating choice where students were able to be successful with
their peers. Manipulative were out on the tabe and students were able to playwith the items or touch them
without redirect expect to listen to the teacher's direction.
I think the two minute smooth transition was do the respect she has built with her students.
Tednisha is a black girl who choose to sit by herself at table 3. I started tracking Ms. W walking pattern. I
mentioned that it took 6 minutes for her to circle around to her at table three.
There was a point where students were needing more, and Ms. W was able to see they were getting the concept
and now longer need to do the work collaboratively.
Teachers Self-Directed Focus of the Observation
I gave Ms. W options about how we could go over culturally relevant teaching strategies observed. She like the
idea of going through a culturally relevant checklist together where she would identify an item was shown or
present in during the observation. I would validate or affirm and proceed to explain how I noticed culturally
relevant teaching strategies in her lesson/observation. She would like me to observe her again during the school
year, she is hoping to work in St. Louis Park. She may be the building substitute at Susan Lindgren.
 Megan McLennan Observation
PRE-OBSERVATION FORM
Date: 6/29 Teacher: Megan McLennan Reading/Math 8th Grade Evaluator: Emily Crook

Learning Targets

Content: Students will be discussing the end of the book The Absolutely True Diary of a Part-Time Indian and Student
What will student learn? will be reviewing key concepts in preparation for their final Math exam of the summer

Process: Large Group Discussion

What will instruction look and sound 5 minute snack break
like? What instructional strategies Lg Group/Sm Group Review Game
will be used and why?

Resources: Books, notebooks, smartboard, document projector

Understanding The Classroom Environment

Characteristics of the Learners: Students in Ms. McLennan class are in summer school to front load 9th the grade curriculum in Math and
What are your students like? Reading. This is not credit recovery. The majority of summer school (90%) are students of color. 7 of the 9
students have a history of absenteeism, mental health or behavioral concerns on their school record.

Culture and Climate: Ms. McLennan keeps it real with her students. In a three week program she lays out her expectations and
How does the teachers describe pushes students to meet and exceed those expectations. She is open and honest with her student while at
or set up the atmosphere in the the same time holding firm to seeing students potential.
room?

Looking for Results

Data: Summer school has an interesting dynamic. For reading they are providing students with the time and
What informs your instruction? discussion for students to complete their summer reading homework. Students who are looking for
enrichment are eligible incoming and/or if students teachers recommended them. Ms. McLennan using
classroom discussion to guide her instruction on comprehension
In math, Summer School teachers are pre-teaching the first chapter of their 9th grade math curriculum for
exposure. Ms. McLennan uses daily math assessments to check for understanding.

Student Learning: Through the daily morning work and the check for understanding assessment Ms. McLennan will know if
How will you know students students are comprehending the material
fully comprehend the material?

Racial Demographics

What do you know about the There 9 students in the class 2 white students (boy and girl), and 7 students of color (4 black boys, 1 black girl,
achievement of you students 1 Chicano boy, and 1 Hmong boy ).
racially? Ms. McLennan feels like the students in her class have been over time looked as a the missfits however she
says the misfits to the white education norm.

What are your goals for Ms McLennans goal is for students to know that she sees them and that she is a person who believes they
individual or subgroup are amazing students. Ms. McLennan is working on being more racially conscious.
achievement?

Focus of the Observation Observation Tool: Written Observations Focus: General

 Classroom Observation

Date: 6/29 Teacher: Megan McLennan Classroom level/age: 8th Grade

Observation #: 1 Evaluator: Crook Topic/Content: Reading/Math

Brief description: Upon entering a science classroom, students and teacher are sitting in a large
What is happening in the classroom circle facing each other. Every student is holding a book titled, The Absolutely
True Diary of a Part-time Indian. As I take a place at a desk sort of in the circle,
sort of out of the circle students are engaged in what a peer, black boy, is saying.
Students seems to be making a connection to the text about fitting in He is
describing what I believe is school fitting in and home fitting in. He states that
sometimes he dont know who the true him is. Ms. McLennan is about to chime
in when another student (S of C) boy agrees or affirms saying I know what you
are sayn. The door opens and students, 3 black girls, two black boys a white boy
and 3 chicana girls enter. A teacher? Follows Sorry Ms. McLennan, but we
needed snack. Ms.McLennan looks at the class and tell them that they will pick
this up where we just left it.
Point of Reflection
Student are having a break, where the other class of 8th graders, who are doing
the same content, walk around the school - shoot some hoops and get back to
work. Ms. McLennan shares, how annoyed she was that the other teacher jumped
right in the class because she felt like it left Jakai without the affirmation that his
voice was valued. She describes the equity training she has been a part of and
how, as a white teacher, she has been notice other white teachers deficit beliefs of
their students of color. She says that this other teachers she works with is one of
them.
While we are sitting on the grass watching everyone play basketball students are
actively engaging in conversation with Ms. McLennan. It is obvious students feel
comfortable around her. They ask for a Corbin story of the day. She shares a
story about her son Corbin, students laugh and then it is time to go inside.
We enter the room again, everyone settles at their desk with their books. Ms.
McLennan writes on the board. Fitting in What connections have you made to
the text about Fitting in and what do Fitting in mean to you. She sets a timer
for 10 minutes and says go. For the 5 minute I am there observing the writing
process, every single student is actively writing. It almost looks like there is too
much information in the minds of these students for their pencil to keep up. Not
one student looks up as I say Thank You Ms. McLennan and walk out the door.

Describe: the racial make-up of the class? Describe the teacher:

All students are present, 9 students in the class 2 white Ms. McLennan seems to be real and honest
students (boy and girl), and 7 students of color (4 black with her students. In a her expectations are
boys, 1 black girl, 1 Chicano boy, and 1 Hmong boy). on the board. She has a nalgene water bottle
that says students tears which tells me she
tries to add humor into her teaching. She
seems calm allowing time for students to
share their thoughts and opinions.

Evidenceof:(Describethestrategyandbespecificastohowitfitsthecategory)

Hattie High Return Strategies:

Danielsons Instructional Strategies: Planning and Preparation: The Classroom Environment

Knowledge of Students
Understand the development of
students in her classroom which
extends social, cultural and
mental needs.
Respect and Rapport
Teacher is open and honest with her students
students and student appear to feel safe with
their teacher. The interaction is organic and
meaningful

Culturally Relevant Teaching Strategies:
Other Observations:
What do you think went well
and how do you know?
What is something an area of
growth for in as it relates to
this lesson?
Tell me more about your
equity training...
Instruction Professional Responsibilities
Quality of Questions Reflection and Future Teaching
Blooms taxonomy Ms McLennan references professional
Connection to students development past and future around equity.
Diverse racial perspectives are Opportunities to examine assumptions and
present in reading selections and biases from multiple perspective is practiced
assignments
I wish I would have been able to stay longer and be a part of the discussion as it
progresses or even at the onset. Students seemed to enjoy the content and
connection to real life experiences.
Post Observation: Megan
Questions to start the Post Observation
Ms. McLennan was surprised by the engagement of the lesson. She comes into teaching summer schools as a
Math teacher. She felt unprepared in teaching the not just the reading content and for the direction of the
conversation. She noted that she wouldnt have changed the direction at all but been aware of the text prior to
enhance the lesson to connect or share additional resources to the students.
Her school has been working with Sharroky Hallie. She was observed by him this year and it was a really neat
experience. She hopes to engage in more racial equity and social justice conversations. She likes to read so I
suggested she read Waking Up White. I picked up a book for her and gave it to her. We are meeting this
coming weekend to discuss, however she has been texting me periodically making connections to Debbie
Irvine. We have continued to discuss the parallel of lived experiences the students in her class spoke and wrote
about, connecting it to the Sherman Alexie text but also the lived experience Debbie and we both, white
teachers, have a privileged white women. She suggested we read Between the World and Me for another lived
experience of someone who doesnt look like us. Although I know Megan outside of school I think about how I
can engage this type of dialogue in my future school.

Date: 7/11/16
Content:
What will student learn?
Process:
What will instruction look and
sound like? What instructional
strategies will be used and
why?
Resources:
What resources and material
will the teachers use and why?
Characteristics of the Learners:
What are your students like?
Knowledge of the achievement of
students racially?
Culture and Climate:
How does the teachers describe or
set up the atmosphere in the room?
What are your goals for individual
or subgroup achievement?
Data:
What informs your instruction?
Student Learning:
How will you know students
fully comprehend the material?
Focus:
Tameka Williams Observation
PRE-OBSERVATION FORM
Teacher: Tameka Williams - 2nd Grade Math Evaluator: Emily Crook
Learning Targets
Students will find key information to figure out how to solve story or word problems in math
This will be the first day of the content to be learned
Brain Pop Video
Brainstorm words that could mean - +
Solving some problems
Large group and going into stations
Rotations - two rotations per day
Smart board/white board
Making picture
Brain pop video maybe
4 math boxes - correct
2 min timed test - only numbers correct students see their positive growth
Understanding The Classroom Environment/Racial Demographics
ELL Cluster - which Tameka doesnt have during the school year.
Feels like the pace of this class is slower is slower
Transition and movement seem to go more smoothly than second group of students
Student are coming from 3 different schools. She has student from Peter Hobart (her school) and from
Aquila
She is trying to facilitate learning - working on trying to talk less
Although she didnt start with home visits last year, she started doing home visits mid year for conferences
and has love it. Wished she could to home visit with summer schools students.
Looking for Results
Summer pre-assessment
I do, we do, they do
The discussion will helped me know if they are ready to they do
Focus of the Observation
Time Management of lesson
Engagement of Students
Excited to learn
Low risk classroom
Hands raised
Coming up to work out a problem
Discussion
 Call and response
Not engaged
Fidgeting
And talking
Calling on girls and boys
Word Language or Word use

Observation Tool: Written Observation

Classroom Observation

Date: 7/13/2016 Teacher: Tameka Williams Classroom level/age: 2nd Grade

Observation #: 1 Evaluator: Emily Crook Topic/Content: Math

Brief description: 8:45 Students are sitting at their desks and they are about ready to watch a Tim and Moby on
What is happening in the classroom addition and subtraction word problems. T has Black student/girl get the lights. Engagement -
eyes on video, student
8:52 T if you can hear my voice clap - S clap
+ - 8:53 T calls on S(BG) helper, go get the lights T reviews the video connects video to the
learning target. T tells S what the 4 steps are to solving a word problem
1. Teacher 3. Girl 8:54 T asks students to check their body posture - notice S(BB and BB) are sitting calm quiet.
sum few
Oh it looks like we need to check our bodies, class, lets to a body check.
2. Boy 5. Boy
8:56 T goes through and discussed step 1, 2., 3., and 4., These are the ways we look at math
more less Addtion and substraction,
8:58 Why do we need story problems? Let me tell you about
4. Girl 6. Girl Addtion and substraction, Which one tells us to as and which on tells us to subtract.
altogether gave 8:58 T gives drections of who to talk to when answering the question
Turn to your partners. T affirms who moved their chair to get in a group
8. Boy white 9:06 7. Girl
left ate 9:01 Tell us what the word says and then where you think it goes.
Less T gives an example of using the word
T is ate mean minus, stand up, S stand In All
9:06 Students connecting the words to the morning work
9:07 T turns smartboard on to display a word problem
9:07 T asks any words that we missed
S turn to each other Lost S(BG), Fewer S(WB)
Tells students they will read the word problem altogether
T reviews and checks in with learning target
T tells students to identify words to help them solve the word problem.
T goes to table 3
T asks Chris to share out. Thumbs up if you argee
9: 15 T I noticed students following directions, listening and students being risk takers.

What is the racial make-up of the class? Describe the teacher:

10 students: 5 girls and 5 boys, 1 WB Ms. Williams teaches with precision, intentionality
and with care. She seems a little nervous and I
believe she is holding notecards

Evidenceof:(Describethestrategyandbespecificastohowitfitsthecategory)

Hattie High Return Strategies: Teacher-Student Relationship Not-Labeling Students:

Ms Williams respects her students and
student respect her. The relationship
between Ms. Williams and her students is
warm and she encourages students
continuously
Ms. Williams is consciously looking at how
other teachers are labeling the students in
her classroom and see there is a different
mindset for students are are labeled with a
deficit thinking. It is clear that she wants to
 facilitate learning and encourages all of her
students along the way/

Direct Instruction Questioning

Ms. Williams is intentional in how she Ms Williams is a questioner. She poses
prepares her lessons. She wants to have a questions to her students for elicitation -
clear idea of what learning will occur in her asking students to recall
room

Danielsons Instructional Strategies: Planning and Preparation The Classroom Environment

Value, Sequencing and Alignment
Tells specifically what the goal is for the
lesson
Learning Activities
Activities are relevant to the students, they
are making connections to other learning
from the class. The activities relate to the the
goal and Ms. Williams brings lesson back to
the learning objective.
Respect and Rapport
Teacher respects students and student
respect teachers. The interaction is polite and
respectful.
Culture for Learning -
Ms Williams is enthusiastic about teaching
and cares for her students
She points out to students what she notices
about how well or hard they are working.

Instruction Professional Responsibilities

Instructional Goals and Directions
Learning target was clear to students and
referred to throughout the lesson
Flexibility and Responsiveness
Ms Williams is able to recognize and assess
making minor adjustments to the lesson in a
smooth fashion.
Reflecting on future teaching
Teacher made specific suggestions to be used
in future lesson. She want to work on pacing
and vocabulary or Word usage. In addition
she wants to know if students are engaged.
She is intentionally seeking out peer to
observe her teaching.

Culturally Relevant Teaching Strategies:
Teacher welcomes students by name as they
enter the classroom
Uses eye contact, proximity and a
non-position of power equitably.
The process of learning is the focus of the
lesson.
Ms. Williams explains and models positive
self-talk, she validates and affirms students
throughout the learning process.

Other Observations: Students are genuinely engaged. They are Success Criteria - what it to be expected,
tracking Ms. William about the room. They when will the student be accountable
are risk takers. Presentation of the Lesson

Post Observation: Tameka

Questions to start the Post Observation

What do you think went well
and how do you know?
What is something an area of
growth for in as it relates to
this lesson?
She thought for the most part everything went well. She retold the observation and was pointing out little
places where she could have done something better. I let her know how the students were mesmerized by her
and that they rarely took their eyes off her.

Describe your time
management of the lesson.
I think the video when long but other wise I think it went okay. I proceeded to ask her if she was using note
cards, and she laughed in embarrassment. I stressed to Tameka how I have seen exponential growth and I how
much I have learned from her. I actually called my principal to talked to her about Tameka, asking for cone of
silence to tell me about the observations she has had with her. She talked about her time management and
how hard she works however she lack the confidence. My principal offered this advice to me. Ms. Williams is
one of our first black teachers at Peter Hobart, and she is 25 year young. Her bosses and colleagues are all
white, I wonder what that might feel like to be observed yet again by another white person. I am still going to
sit with that because I didn't think about it that perspective.

Teachers Self-Directed Focus of the Observation

Focus: Questioning and Wait time - Allowing student to come up with the answer, let them struggle
Direct Instructions

Date: 6/13
Content:
What will student learn?
Process:
What will instruction look and sound
like? What instructional strategies
will be used and why?
Resources:
Characteristics of the Learners:
What are your students like?
Knowledge of the achievement
of students racially?
Culture and Climate:
How does the teachers describe
or set up the atmosphere in the
room?
What are your goals for
individual or subgroup
achievement?
Data:
What informs your instruction?
Student Learning:
How will you know students
fully comprehend the material?
Focus of the Observation
Date: 7/13
Bekah Noble Observation
PRE-OBSERVATION FORM
Teacher: Bekah Noble Reading - 11th Grade Evaluator: Emily Crook
Learning Targets
Students will be discussing by making connections across texts the book The Skull of Truth, focusing on
comprehension and fluency. Independently reading.
Small Group Discussion
Independent Reading
LLI Lesson 27 Level U: Comprehension and Fluency
Comprehension
Making Connections: Thinking Across Texts
Close Reading
Confirm Thinking
Fluency
Echo reading For intonation
Using the same text provided by the LLI kit
Books, LLI kit
Understanding The Classroom Environment
Self - motivated learners who are looking for reading enrichments. Bekah describes this summer school class
with dignity and respect. The students in this class are all members of her school year reading support block.
The summer school session that she, Bekah only, host is not for credit recovery, rather enrichment. She
asked students if they wanted to read in a study group style over the summer that they should join her
summer school class. Four students signed up for the class. She was able to push through and get all of the
students one credit for the class.
There are 4 students in the class 2 boys (east indian and black) and two girls (native and black)
Students are placed in her school year support class based on the NWEA and MCA
She is in her regular school year classroom. Classroom has desks in a U shape however in the center of the
classroom a round table is placed. This round table is where all of the summer school discussion is taken
place.
Looking for Results
Students are in the this current summer class by choice. The students know the teacher because they had
her in a support reading class during the school year. This course was offered to all of the classes she
teaches and any additional student by word of mouth.
She is following the LLI, The Fountas & Pinnell Leveled Literacy Intervention System(LLI) is a small-group, supplementary
intervention designed for children who find reading and writing difficult. LLI is designed to bring children quickly up to
grade-level competency. Assessment is the key to forming successful groups and determining the students for whom
intervention would be most appropriate, and the Fountas & Pinnell Benchmark Assessment System helps assess students
at the entry and exit points for the LLI system. Both systems are based on the F&P Text Level Gradient. AZ, which is
correlated to grade level.
Observation Tools: Written Observations Focus: General
Classroom Observation
Teacher: Bekah Noble Classroom level/age: 11th Grade
Observation #: 1 Evaluator: Crook Topic/Content: Reading

Brief description: First student, boy (East Indian) walks in says hello to Mrs. Noble, Mrs Noble greets
What is happening in the classroom him back Hi Aiesh, he find his seat, which seems to be a spot determined by
himself. SEcond student, black boy walks in says hello to Mrs. Noble, Mrs Noble
greets him back Hello, Aaron, he gets a chromebook, finds his seat, Ms. Noble
looks at him and he responds, 5 minutes. Mrs. Noble answers back, sounds
good. Other student is on his phone and engaging in dialogue, asking questions
about and to me. I answer. Mrs. Noble is prompting some of the questions about
what elementary school he went to. Aaron chimes in off and on over the next 3-4
minutes. Class has started, it is 11:32 and we are still waiting for two more
students. As we wait, Mrs. Noble asks the students share about the books other
than the one from the LLI kit, The Skull of the Truth. Both students put away they
items they were playing with and Aaron begins to share about his passion for
fiction texts, and summarizes the last book he read using the elements of stories.
He is detailed and organized in his summary. He shares about a book Aiesh just
finish that he is going to read next because it sounds interesting. Oh which he
states, that he HATES Non - Fiction. There was the natural switch to listen to
Aiesh talk about that book. He describe the metaphors seen in the text. I a little
confused asked, what book and he responds with the one Aaron is talking about
that I read and he is going to start, the Kite Runner He details the summary and
shares that if is wasnt for Mrs. Noble suggesting the text, and that it was in
graphic novel form he doesnt know if he would have understood it. But that he
found a lot of connections with the current climate of the world. A third student
saunters (Michelle -Native) in Mrs. Noble says hello and organically the students
start in with the lesson. Mrs. Noble welcomes Michelle to share about what they
read yesterday from reading The Skull of the Truth. Jokingly Michelle comments
about how she wasnt even there yesterday. Mrs. Noble goes whats Michelle
checkles and shares out what is going on in the text from the day prior.

Describe: the racial make-up of the class? Describe the teacher:

3 students are present - 2 boys (east indian and black) and Bekah a passionate teacher who cares for her
one girl (native) students. She is authentic and speaks about
her student from the growth mindset and not
the deficit model. She is an active listener
when her students are speaking.

Evidenceof:(Describethestrategyandbespecificastohowitfitsthecategory)

Hattie High Return Strategies: Response to Intervention Classroom Discussion

Leveled Literacy Intervention Engages students in dialouge to all voices are
System(LLI) is a small-group, heard
supplementary intervention
designed for children who find
reading and writing difficult

Teacher Credibility Teacher and Student Relationship

She not only had the Values student voice, willing and seeks out
undergraduate degree in understanding of students perspectives
Educaiton and English she went
back to school for a Masters in
Edu and reading license

Danielsons Instructional Strategies: Planning and Preparation: The Classroom Environment

Demonstration and Design of
Coherent Instruction
Using the LLI system
Respect and Rapport
Teacher is open and honest with her students
students and student appear to feel safe with
their teacher. The interaction is organic and
meaningful

Instruction Professional Responsibilities

Engaging students in Learning Growing and Developing Professionally
Student groups equity.

Culturally Relevant Teaching Strategies: Opportunities exist for students Multiple opportunities are provided to

Other Observations:
What do you think went well
and how do you know?
What is something an area of
growth for in as it relates to
this lesson?
Racial Equity...
to voice their perspective achieve the outcomes
throughout the class and the
teacher embraces student
perspective and implements
changes as needed.
I wish I would have been able to stay longer and be a part of the discussion as it
progresses or even at the onset. Students seemed to enjoy the content and
connection to real life experiences. The nature of the this observation was that I
was a part of it. The small class size and me sitting with the students made it
seem inauthentic if I were to take verbatim notes, so I joined in as if I was a
students
Post Observation: Bekah
Questions to start the Post Observation
Ms. Noble loves the size of the class and thinks there is authentic learning happening. Mrs. Noble is deep in her
equity journey, questioning the systems and structures of schools. She is willing to interrupt and ask for ways
in which she sees it benefit her students, specifically during the school year.. Of which her school year students
consist of about 12 students in each class 95% are students of color.
Mrs. Noble shared with me that she is meeting with an equity coach and has enjoyed her eyes being opened to
the privilege she has had. She has been struggling with the push back she gets from the systems and it has
been taxing. She has started counseling because she has felt ineffective in her efforts for interrupt systemic
racism and feels like there isnt a lot of other white people willing to open up and talk to about the role the
white race has. I can tell she is wanting and eager to interrupt but I would like to swing back and engage more
in the dialogue with her