Edivate Observe

Template Name 2017/2018 Classroom Observation

Location OFL/OFY/SAN FERNANDO VALLEY
Observee Catalan, Christina Start Date 10/16/17
Observer Andrews, Allen Start Time 9:35 AM
Type End Date 10/16/17
Status Completed End Time 4:56 PM
Pre-Observation

Question 1: Discuss with the teacher the following:

What are students supposed to learn and be able to do? 

How will the student/teacher know learning is being achieved?

Answer

Transcribe and translate DNA sequence into mRNA and tRNA (protein synthesis) via scavenger hunt
-Learning is known when they complete the scavenger hunt and show their work on a piece of paper

Question 2: Discuss with the teacher the following:

What student behaviors/activities will students do to foster this learning? 

Use the "Student Behaviors Help Page"

Answer

Working with each and communicating and being active while writing down their sequences/evidence on
a paper

Question 3: Discuss with the teacher the following:

How is the progress towards learning goals being monitored? 

How will you implement adjustments based on feedback/data?

Answer

Teacher will walk around and check their work and individualize her attention to struggling students by
providing suggestions on how to decode the codons

Question 4: Discuss with the teacher the following:

Any additional information about the class, students, or lesson being observed?

Answer

Focus on low achieving group who has low level writing skills.

Observation Notes

Observation Notes

Students know the learning target(s) for the day and are able to explain what they are learning.
 Answer

None

(0pt)

None of the students observed demonstrate knowledge of the day’s learning target(s), nor can they
explain what they are learning at the teacher/LT intended desired mastery level.

Some

(0pt)

Some students observed can demonstrate knowledge and understanding of the day’s learning
target(s); Some students can adequately explain what they’re learning at the teacher/LT desired
mastery level.

Most

(0pt)

Most of the students observed can demonstrate knowledge and understanding of the day’s learning
target(s); Many students can competently explain what they’re learning at teacher/LT desired mastery
level.

Always

(0pt)

ALL students observed demonstrate sufficient knowledge and understanding of the day’s learning
target(s); ALL students can competently explain what they’re learning at teacher/LT desired mastery
level.

Not Observed

(0pt)

Not Observed

Notes

Answer

All - teacher and I observed that all students were able to identify the learning target and explain at the
desired learning level of protein synthesis through individual check-ins with students as we walked
around.

Students are actively engaged with concepts relevant to the learning target(s) of the lesson.

Answer
 None

(0pt)

No students observed meet the following:

Students can articulate the relevance of the learning activity and lesson in relationship to the
learning target.
At the end of class, students can reflect on their progress towards the learning targets and from
feedback articulates needed skills or knowledge for extended learning.

Some

(0pt)

Some students observed meet the following:

Students can articulate the relevance of the learning activity and lesson in relationship to the
learning target.
At the end of class, students can reflect on their progress towards the learning targets and from
feedback articulates needed skills or knowledge for extended learning.

Most

(0pt)

Most of students observed meet the following:

Students can articulate the relevance of the learning activity and lesson in relationship to the
learning target.
At the end of class, students can reflect on their progress towards the learning targets and from
feedback articulates needed skills or knowledge for extended learning.

Always

(0pt)

ALL students observed meet the following:

Students can articulate the relevance of the learning activity and lesson in relationship to the
learning target.
At the end of class, all students can reflect on their progress towards the learning targets and
from feedback articulates needed skills or knowledge for extended learning.

Not Observed

(0pt)

Not Observed

Notes

Answer
 Most - can articulate the relevance of the activity to the LT but none were given the opportunity to reflect on
their progress towards the LT.

Students are experiencing a variety of activities (classroom discussion, independent practice,

collaborative grouping, etc.) that keep them engaged and moving forward in the learning process.

Answer

None

(0pt)

All students are engaged in none of the following activities that moves students towards mastery of the
learning target:

Independent work
Direct instruction
Structured class discussion
Partner work
Group work

Some

(0pt)

All students are engaged in 1-2 of the following activities that moves students towards mastery of the
learning target:

Independent work
Direct instruction
Structured class discussion
Partner work
Group work

Most

(0pt)

All students are engaged in 3 of the following activities that moves students towards mastery of the learning
target:

Independent work
Direct instruction
Structured class discussion
Partner work
Group work

Always

(0pt)

All students are engaged in 4 or more of the following activities that moves students towards mastery of the
learning target:

Independent work
Direct instruction
 Structured class discussion
Partner work
Group work

Not Observed

(0pt)

Not Observed

Notes

Answer

Most - Teacher is offering direct instruction while students take notes and then she uses formative assessment
of thumbs up/thumbs down and volunteer responses if they understand protein synthesis before moving on to
the next part. Suggestion is to have students write down their answers first before responding to a formative
assessment question and involuntarily call on students

Students have multiple opportunities to demonstrate mastery through varied, relevant, and rigorous
activities.

Answer

None

(0pt)

Students are given no opportunities to demonstrate mastery of the Learning Target(s) or Standard(s);  
OR
the students are only demonstrating low levels of rigor (DOK 1 or 2) as it relates to the Learning Target(s) or
Standard(s).

Some

(0pt)

Students are given only one or two opportunities to demonstrate mastery of the Learning Target(s) or
Standard(s);  

OR

the students are only demonstrating SOME low levels of rigor (DOK 2) coupled with SOME mastery (DOK 3) as
it relates to the Learning Target(s) or Standard(s).

Most

(0pt)

Students are given 3 or more opportunities to demonstrate mastery of the Learning Target(s) or Standard(s);  

OR
MOST students are demonstrating Mastery levels of rigor (DOK 3) with only SOME low rigor evident (DOK 2)
 as it relates to the Learning Target(s) or Standard(s).

Always

(0pt)

Students are given 3 or more opportunities to demonstrate mastery of the Learning Target(s) or Standard(s)
AND
ALL students are demonstrating Mastery levels of rigor (DOK 3) or higher (DOK 4) as it relates to the Learning
Target(s) or Standard(s).

Not Observed

(0pt)

Not Observed

Notes

Answer

Most - Students are applying what the learned about protein synthesis in a transcription/translation activity in
the form of a scavenger hunt at the appropriate level of mastery/rigor.

Students participate in self-reflection and provide feedback about their own learning.

Answer

None

(0pt)

Students do not participate in any self reflection.

Some

(0pt)

Some students participate in self reflection and can identify what they need to do to move to a different/
higher mastery level or close the gap.

Most

(0pt)

Most students participate in self reflection and can identify what they need to do to move to a different/
higher mastery level or close the gap.

Always

(0pt)
 All students participate in self reflection and can identify what they need to do to move to a different/higher
mastery level or close the gap.

Not Observed

(0pt)

Not Observed

Notes

Answer

Not observed

Students are experiencing a variety of formative assessments given throughout the lesson.

Answer

None

(0pt)

Students experience no variety in formative assessments

Some

(0pt)

Students experience 2-3 varieties of formative assessments.

Most

(0pt)

Students experience 4-5 varieties of formative assessments.

Always

(0pt)

Students experience more than 5 varieties of formative assessments.

Not Observed

(0pt)

Not Observed
Notes:

Answer

Some - Used thumbs up/thumbs down, voluntary vocal responses, and one asked a question after a video.
After lecturing on second portion of protein synthesis, teacher moved onto codon activity without checking for
understanding what was just taught. Teacher walked around and checked in with each small group on their
codon activity and gave feedback as needed.

Students are given the opportunity to use feedback from formative assessments and self reflection to
adjust their learning pathway.

Answer

None

(0pt)

Student’s feedback from formative assessments and self reflection results in none of the needed
adjustments in their learning pathway.

Some

(0pt)

Student’s feedback from formative assessments and self reflection results in some adjustments in their
learning pathway, but adequate growth was not evident.

Most

(0pt)

Student’s feedback from formative assessments and self reflection results in adjustments in most of their
learning pathway with evidence of adequate growth.

Always

(0pt)

Student’s feedback from formative assessments and self reflection results in adjustments in their learning
pathway with growth up to mastery.

Not Observed

(0pt)

Not Observed

Notes:

Answer
 Some - The teacher gave feedback to students during the activity and they adjusted their work but they were
not prompted to self reflect.

Additional Feedback:

Answer

Goals for the next class is to have students process and write down their responses to formative assessments
and then call of them randomly so that you have a good sample of checking for understanding. Students can
also show their work or answer at the same time for quick CFU.

Post-Observation Conversations

Question 1: Discuss with the teacher the following:

Did students learn/achieve what you intended? 

How do you know?

Answer

Yes - as she walked around she found everyone was able to translate/transcribe codons and follow the
scavenger hunt activity which was the intended learning target.

Question 2: Discuss with the teacher the following:

How did students validate or make visible their understanding of the learning target(s)? 

How can it be improved upon next time?

Answer

Students responded to questions by the teacher and also asked for help when prompted by the teacher as she
went around and checked on their progress in the activity. For next time, the teacher wants to provide more
structure for the students during the activity and also model the first part so they can work through it faster.

Question 3: Discuss with the teacher the following:

Do you think the activities/lesson plan you designed successfully provided the learning opportunities
you intended?

Answer

Yes - the teacher felt the activity provided an opportunity for students to reinforce their learning from the
earlier direct instruction lecture.

Question 4: Discuss with the teacher the following:

What specific behaviors do students need to work on in order to take their learning to the next step?

Answer
 Timely completion of work and meeting deadlines for them to progress to the next performance task.

Question 5: Discuss with the teacher the following:

How did your teacher behaviors influence the students' performance/results in class?

Answer

Question 6: Discuss with the teacher the following:

Is there a need and what is the plan for a specific student intervention to ensure their learning is
successful?

Answer

The teacher wants to rearrange the small groups so that introverted students and extroverted students are
matched together and support each other through the collaborative process of the activity. One of her
introverted students had difficulty starting the activity on her own and getting help from her partners but was
able to complete the activity once the teacher explained it to her personally.

Question 7: Discuss with the teacher the following:

Were there gaps in the learning?

What were they?

How did/will you address them?

Answer

Question 8:

Discuss with the teacher the following:

The next steps for:

Students:

Teacher:

Coach:

Answer

Work on building writing skills for the students and prepare for co-teaching on 11/6.

Guided Observations Strategy

Student Behaviors Strategies (provided for reference)

Note taking/annotating  
Reading aloud/silently    
 Composing writing
Actively listening              
Being focused/engaged
Participating in discussions
Collaborating with peers      
Reading as choice 
Problem solving
Researching               
Asking questions                 
Persevering/effort
Working independently       
Taking risks in learning                    
Using technology purposefully
Adapting to change               
Presenting information         
Giving thoughtful feedback
Making connections   
Analyzing/synthesizing information     
Other:

Student "Monitoring Progress" Strategy (provided for reference)

Exit Slip              
Student use Rubric for Progress Check          
Peer Editing

Guiding Questions (provided for reference)

Do the students ask for help or do the teachers offer support?

Do the students follow any entrance/ exit routines?
Do students utilize resources to track progression?
How do the teachers utilize their time during the appointment?
Are the students engaged during the appointment?
Do the students initiate conversation with the teacher?
Do the students appear to come prepared for their appointment?
What feedback do students receive?
How do students respond to feedback?