Effective Teacher Pedagogy Observation Form

Focus: 21st Century and Technology Integration

Teacher Name:_________________________ Grade: ________ Focus: ___________ Number of Students:________ Date:_______

Start Time: ________End Time:_______ Observer Name:_____________________Where were the students in the lesson?________
Teacher Roles: Student Groupings: Hardware Used by Students or Software Used by Students or Teachers:
Teachers:
Lecturing Individual Data Analysis
Interactive Direction Pairs Calculator Email / Chat
Facilitate / Coaching Small Groups Computer Drill / Test
Modeling Whole Class Digital Camera Graphics
Moderate Discussion Digital Sensors / GPS Learn Management System
Interactive White Board Outline / Concept Map
Presentation System Multimedia Editor
Response System Simulation
Handheld / Smartphone Text Editor
Interactive Video Conference Web Browser

4 - 3 - 2 - 1 Scale: 4: Exemplary 3: Proficient 2: Needs Improvement 1: Unsatisfactory

Instructional Observation Look-Fors Observed Scale Rating

Strategy

Teacher Clarity Clarifies and articulates specific, appropriately challenging learning Exemplary
targets / learning intentions Proficient
Needs
Identifies and communicates success criteria in checklists and rubrics Improvement
Unsatisfactory

Active Engagement Assesses and builds upon students existing knowledge and skills Exemplary
 Engages and hooks, builds commitment Proficient
Needs
Improvement
Unsatisfactory

Explicit Instruction Provides input, explains, and models Exemplary

Proficient
Needs
Improvement
Unsatisfactory

Specific and Timely Guides practice: facilitates the learning, monitors, provides feedback, Exemplary
Feedback coaches, and remediates as needed Proficient
Needs
Provides closure and assesses lesson impact on students, engages Improvement
students in reflection Unsatisfactory

Knowledge Application Provides time for independent practice Exemplary

Proficient
Develops vocabulary and connects concepts and ideas Needs
Improvement
Questions for high level thinking and deep learning, responds Unsatisfactory
appropriately to students queries, promotes student questioning.

Self-Efficacy Provide emotional and intellectual safety for all students Exemplary
Proficient
Recognize effort & provide recognition Needs
Improvement
Maintain a growth mindset Unsatisfactory
Physical spaces are flexible and adaptable

Creativity and Innovation Apply existing knowledge to generate new ideas, products, or processes Exemplary
Proficient
Create original works as a means of personal or groups expression Needs
 Use models and simulations to explore complex systems and issues Improvement
Unsatisfactory
Identify trends and forecast possibilities

Communication and Interact, collaborate, publish with peers, experts, others employing digital Exemplary
collaboration environment Proficient
Needs
Communicate information, ideas to audiences using a variety of media Improvement
and formats Unsatisfactory

Develop a cultural understanding / global awareness engaging with

learners of other cultures

Contribute to project teams to produce original works or solve problems

Research and Information Plan strategies to guide inquiry Exemplary

Fluency Proficient
Locate, organize, analyze, evaluate, synthesize, ethically use information Needs
Improvement
Evaluate / select information sources / digital tools based on Unsatisfactory
appropriateness to tasks

Process data and report results

Critical Thinking, Problem Identify and define authentic problems and significant questions for Exemplary
Solving, and Decision investigation Proficient
Making Needs
Plan and manage activities to develop a solution or complete a project Improvement
Unsatisfactory
Collect and analyze data to identify solutions and / or make informed
decisions

Use multiple processes and diverse perspectives to explore alternative

solutions

Digital Citizenship Advocate and practice safe, legal, and responsible use of information Exemplary
 and technology Proficient
Needs
Exhibit positive attitude toward technology that supports collaboration, Improvement
learning, productivity Unsatisfactory

Demonstrate personal responsibility for lifelong learning

Exhibit leadership for digital citizenship

Reflective Questions / Feedback :

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_______________________________________________________________________________________________________________

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For Principal and Teacher Use:
Section Definition or Criteria

Creativity and Apply existing knowledge to generate new ideas, products, or processes:
Innovation: The standard would involve students engaging in activities. The existing knowledge would need to be selected
Students demonstrate and evaluated.
creative thinking,
construct knowledge, Create original works as a means of personal or groups expression:
and develop innovative Any student generation of ideas, products, or processes where students make some unique contribution (i.e.,
products and processes more than filling out a worksheet).
using technology.
Use models and simulations to explore complex systems and issues:
Students using the model or simulation as a consumer, as when logging on to an online visualization tool that
depicts complex relationships in math or science. Students as the developers of the model.

Identify trends and forecast possibilities:

Students completing lab reports or answering open-ended questions specified in an assignment.

Communication and Interact, collaborate, publish with peers, experts, others employing digital environment:
collaboration: Interactive activities that involves students cooperating in or around a digital environment. That might be as
Students use digital simple as sharing computers in a lab. Using technology to jointly solve problems or create solutions that would
media and environments be otherwise difficult to achieve. Examples might include collaborative online editing, active participation in
to communicate and distance learning, or real-time data collection with a remote peer group.
work collaboratively,
including at a distance, Communicate information, ideas to audiences using a variety of media and formats:
to support individual Any technology-enhanced communication within a learning activity that involves preparation and/or presentation
learning and contribute of information. Explicit identification of the audience and selection of media and format to meet audience needs.
to the learning of others.
Develop a cultural understanding / global awareness engaging with learners of other cultures:
The use of technology to access information from or about other cultures (foreign or domestic). Think of a
geography report using web research. Example: a language class going online with students from another
country.

Contribute to project teams to produce original works or solve problems:

Any form of cooperative, activities where the team process is essential to the outcome.
Research and
Information Fluency:
Students apply digital
tools to gather, evaluate,
and use information.
Critical Thinking,
Problem Solving, and
Decision Making:
Students use critical
thinking skills to plan and
conduct research,
manage projects, solve
problems, and make
informed decisions using
appropriate digital tools
and resources.
Digital Citizenship:
Plan strategies to guide inquiry:
Students planning activities, even if the planning details are dictated by the teacher or a worksheet. Student
independence and other indicators such as student selection of technology tools and review of information.
Locate, organize, analyze, evaluate, synthesize, ethically use information:
Any systematic information gathering and analysis related to a question or problem. Often this takes the form of a
teacher assignment to visit a particular website and locate certain facts. Higher order criteria (analysis, synthesis,
evaluation) and would be part of a research process that would also involve critical thinking.
Evaluate / select information sources / digital tools based on appropriateness to tasks:
Learning situations when students exercise choice in information sources and tools and experience the
consequences of their choices. A simple example might have students choosing to create a report as either text
paper or multimedia presentation.
Process data and report results:
The data processing and reporting would be part of an inquiry process and would involve deeper analysis, as
well as selection of tools and communication targeted to an audience.
Identify and define authentic problems and significant questions for investigation:
Students choosing their own significant questions and using data and technology to support the importance of
their inquiry.
Plan and manage activities to develop a solution or complete a project:
Students independent planning (not just following specific instructions) and other indicators such as student
selection of technology tools and review of information.
Collect and analyze data to identify solutions and / or make informed decisions:
Any systematic information gathering and analysis related to a question or problem. The data collection/analysis
as part of a sequence and using the information to make complex decisions.
Use multiple processes and diverse perspectives to explore alternative solutions:
Any pursuit (even teacher-directed) to reframe a problem or question to develop new solutions addresses this
indicator.
Advocate and practice safe, legal, and responsible use of information and technology:
Students understand Examples of appropriate source citation, defense against viruses or intrusions, and power conservation would
human, cultural, and meet this standard. Student initiative to promote appropriate use, as well as an understanding of the underlying
societal issues related to facts and values.
technology and practice
legal and ethical Exhibit positive attitude toward technology that supports collaboration, learning, productivity:
behavior. Taking the initiative to improve individual or group activities by learning new procedures or approaches.

Demonstrate personal responsibility for lifelong learning:

Involves taking the initiative to conduct supplementary inquiry, engage in content-related discussions, or planning
for future learning.

Exhibit leadership for digital citizenship:

Students encouraging others in the positive and appropriate use of technology addresses the standard. Meeting
the standard would involve initiative to educate peers or the community on issues of technology safety or ethics.