Teacher Scheduled Observation d1 - d3 - Sarah Allmon

4/11/2019 Teacher Scheduled Observation (D1 - D3) - Sarah Allmon
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Teacher Scheduled Observation (D1 - D3)

User Information
Name: Sarah Allmon Title:
Building: HARBOR LIGHTS MIDDLE SCHOOL Department: None
Grade: None Evaluation Type: Teacher (Probationary)
Assigned Administrator: Deiters, Stephany Evaluation Cycle: 09/01/2018 - 08/01/2019
Submitted By: Deiters, Stephany Date Submitted: 02/01/2019 9:07 am EST
Acknowledged By: N/A Date Acknowledged: Unacknowledged
Finalized By: N/A Date Finalized : Unfinalized
Observation Date 11/12/2018
Domain 1: Planning and Preparation

Component 1a Pre-Observation Form (07/01/2018 - 06/30/2019)
NONE
1a Artifacts
Name Type Category Rubric Alignment Criteria Alignment Date Uploaded
Statements
Statement Type Category Rubric Alignment Criteria Alignment Date Uploaded
Does Lesson Plan include state standard aligned to outcomes?

Yes
Comments:
FfT 2013 (MI Levels) - Component 1a
Component Ineffective Minimally Effective Effective Highly Effective

1a Demonstrating In planning and practice, The teacher is familiar with The teacher displays solid The teacher displays
Knowledge of Content the teacher makes content the important concepts in knowledge of the important extensive knowledge of the
and Pedagogy errors or does not correct the discipline but displays a concepts in the discipline important concepts in the
errors made by students. lack of awareness of how and how these relate to one discipline and how these
Indicators: The teacher displays little these concepts relate to one another. The teacher relate both to one another
1. Lesson and unit plans understanding of another. The teacher demonstrates accurate and to other disciplines. The
that reflect important prerequisite knowledge indicates some awareness of understanding of teacher demonstrates
concepts in the important to student prerequisite learning, prerequisite relationships understanding of
discipline learning of the content. The although such knowledge among topics. The teacher's prerequisite relationships
2. Lesson and unit plans teacher displays little or no may be inaccurate or plans and practice reflect among topics and concepts
that accommodate understanding of the range incomplete. The teacher's familiarity with a wide range and understands the link to
prerequisite relationships of pedagogical approaches plans and practice reflect a of effective pedagogical necessary cognitive
among concepts and suitable to student learning limited range of pedagogical approaches in the subject. structures that ensure
skills of the content. approaches to the discipline student understanding. The
3. Clear and accurate or to the students. Critical Attributes: teacher's plans and practice
classroom explanations Critical Attributes: 1. The teacher can identify reflect familiarity with a
4. Accurate answers to 1. The teacher makes Critical Attributes: important concepts of the wide range of effective
students' questions content errors. 1. The teacher's discipline and their pedagogical approaches in
5. Feedback to students 2. The teacher does not understanding of the relationships to one another. the discipline and the ability
that furthers learning consider prerequisite discipline is rudimentary. 2. The teacher provides to anticipate student
6. Interdisciplinary relationships when planning. 2. The teacher's knowledge clear explanations of the misconceptions.
connections in plans and 3. The teacher's plans use of prerequisite relationships content.
practice inappropriate strategies for is inaccurate or incomplete. 3. The teacher answers Critical Attributes:
the discipline. 3. Lesson and unit plans use students' questions 1. The teacher cites intra-
limited instructional accurately and provides and interdisciplinary content
strategies, and some are not feedback that furthers their relationships.
suitable to the content. learning. 2. The teacher's plans
4. Instructional strategies in demonstrate awareness of
unit and lesson plans are possible student
entirely suitable to the misconceptions and how
content. they can be addressed.
3. The teacher's plans
reflect recent developments
in content-related
pedagogy.
Rubric Score: 4/4
https://www.mylearningplan.com/oasys/Form/Index/1292761/3/2620066/0/ 1/15
FfT 2013 - 1a N/A
Component Insufficient Evidence
N/A
FfT 2013 - 1a Critical Attributes

Effective - The teacher can identify important concepts of the discipline and their relationships to one another.
Effective - The teacher provides clear explanations of the content.
Effective - The teacher answers students` questions accurately and provides feedback that furthers their learning.
Effective - Instructional strategies in unit and lesson plans are entirely suitable to the content.
Component 1b Pre-Observation Form (07/01/2018 - 06/30/2019)

NONE
FfT 2013 (MI Levels) - Component 1b
1b Demonstrating The teacher displays The teacher displays The teacher understands The teacher understands
Knowledge of Students minimal understanding of generally accurate the active nature of student the active nature of student
how students learn - and knowledge of how students learning and attains learning and acquires
Indicators: little knowledge of their learn and of their varied information about levels of information about levels of
1. Formal and informal varied approaches to approaches to learning, development for groups of development for individual
information about learning, knowledge and knowledge and skills, special students. The teacher also students. The teacher also
students gathered by the skills, special needs, and needs, and interests and purposefully acquires systematically acquires
teacher for use in interests and cultural cultural heritages, yet may knowledge from several knowledge from several
planning instruction heritages - and does not apply this knowledge not to sources about groups of sources about individual
2. Student interests and indicate that such individual students but to students' varied approaches students' varied approaches
needs learned by the knowledge is valuable. the class as a whole. to learning, knowledge and to learning, knowledge and
teacher for use in skills, special needs, and skills, special needs, and
planning Critical Attributes: Critical Attributes: interests and cultural interests and cultural
3. Teacher participation 1. The teacher does not 1. The teacher cites heritages. heritages.
in community cultural understand child developmental theory but
events development characteristics does not seek to integrate it Critical Attributes: Critical Attributes:
4. Teacher-designed and has unrealistic into lesson planning. 1. The teacher knows, for 1. The teacher uses ongoing
opportunities for families expectations for students. 2. The teacher is aware of groups of students, their methods to assess students'
to share their heritages 2. The teacher does not try the different ability levels in levels of cognitive skill levels and designs
5. Database of students to ascertain varied ability the class but tends to teach development. instruction accordingly.
with special needs levels among students in the to the "whole group." 2. The teacher is aware of 2. The teacher seeks out
class. 3. The teacher recognizes the different cultural groups information from all
3. The teacher is not aware that students have different in the class. students about their cultural
of students' interests or interests and cultural 3. The teacher has a good heritages.
cultural heritages. backgrounds but rarely idea of the range of 3. The teacher maintains a
4. The teacher takes no draws on their contributions interests of students in the system of updated student
responsibility to learn about or differentiates materials to class. records and incorporates
students' medical or learning accommodate those 4. The teacher has identified medical and/or learning
disabilities. differences. "high," "medium," and "low" needs into lesson plans.
4. The teacher is aware of groups of students within
medical issues and learning the class.
disabilities with some 5. The teacher is well
students but does not seek informed about students'
to understand the cultural heritages and
implications of that incorporates this knowledge
knowledge. in lesson planning.
6. The teacher is aware of
the special needs
represented by students in
the class.
Rubric Score: 3/4
FfT 2013 - 1b N/A

N/A
FfT 2013 - 1b Critical Attributes

Effective - The teacher knows, for groups of students, their levels of cognitive development.
Effective - The teacher is aware of the different cultural groups in the class.
Effective - The teacher has a good idea of the range of interests of students in the class.
Effective - The teacher has identified "high," "medium," and "low" groups of students within the class.
Effective - The teacher is well informed about students` cultural heritages and incorporates this knowledge in lesson planning.
Effective - The teacher is aware of the special needs represented by students in the class.
FfT 2013 (MI Levels) - Component 1c
1c Setting Instructional The outcomes represent low Outcomes represent Most outcomes represent All outcomes represent high-
Outcomes expectations for students moderately high rigorous and important level learning in the
and lack of rigor, and not all expectations and rigor. learning in the discipline and discipline. They are clear,
Indicators: of these outcomes reflect Some reflect important are clear, are written in the are written in the form of
1. Outcomes of a important learning in the learning in the discipline and form of student learning, student learning, and permit
challenging cognitive discipline. They are stated consist of a combination of and suggest viable methods viable methods of
level as student activities, rather outcomes and activities. of assessment. Outcomes assessment. Outcomes
2. Statements of student than as outcomes for Outcomes reflect several reflect several different reflect several different
learning, not student learning. Outcomes reflect types of learning, but the types of learning and types of learning and, where
activity only one type of learning teacher has made no effort opportunities for appropriate, represent both
3. Outcomes central to and only one discipline or at coordination or coordination, and they are coordination and
the discipline and related strand and are suitable for integration. Outcomes, differentiated, in whatever integration. Outcomes are
to those in other only some students. based on global way is needed, for different differentiated, in whatever
disciplines assessments of student groups of students. way is needed, for individual
4. Outcomes permitting Critical Attributes: learning, are suitable for students.
assessment of student 1. Outcomes lack rigor. most of the students in the Critical Attributes:
attainment 2. Outcomes do not class. 1. Outcomes represent high Critical Attributes:
5. Outcomes represent  important expectations and rigor. 1. The teacher's plans
differentiated for learning in the  discipline. Critical Attributes: 2. Outcomes are related to reference curricular
students of varied ability 3. Outcomes are not clear or 1. Outcomes represent a "big ideas" of the discipline. frameworks or blueprints to
are  stated as activities. mixture of low expectations 3. Outcomes are written in ensure accurate sequencing.
4. Outcomes are not and rigor. terms of what students will 2. The teacher connects
suitable for  many students 2. Some outcomes reflect learn rather than do. outcomes to previous and
in the class. important learning in the 4. Outcomes represent a future learning.
discipline. range of types: factual 3. Outcomes are
3. Outcomes are suitable for knowledge, conceptual differentiated to encourage
most of the class. understanding, reasoning, individual students to take
social interaction, educational risks.
management, and
communication.
5. Outcomes, differentiated
where necessary, are
suitable to groups of
students in the class.
Rubric Score: 4/4
FfT 2013 - 1c N/A

N/A
FfT 2013 - 1c Critical Atrtibutes

Effective - Outcomes, differentiated where necessary, are suitable to groups of students in the class.
Highly Effective - The teacher`s plans reference curricular frameworks or blueprints to ensure accurate sequencing.
Highly Effective - The teacher connects outcomes to previous and future learning.
Component 1d Pre-Observation Form (07/01/2018 - 06/30/2019)

NONE
FfT 2013 (MI Levels) - Component 1d

1d Demonstrating The teacher is unaware of The teacher displays some The teacher displays The teacher's knowledge of
Knowledge Resources resources to assist student awareness of resources awareness of resources resources for classroom use
learning beyond materials beyond those provided by beyond those provided by and for extending one's
Indicators: provided by the school or the school or district for the school or district, professional skill is
1. Materials provided by district, nor is the teacher classroom use and for including those on the extensive, including those
the district aware of resources for extending one's professional Internet, for classroom use available through the school
2. Materials provided by expanding one's own skill but does not seek to and for extending one's or district, in the
professional professional skill. expand this knowledge. professional skill, and seeks community, through
organizations out such resources. professional organizations
3. A range of texts Critical Attributes: Critical Attributes: and universities, and on the
4. Internet resources 1. The teacher does not 1. The teacher uses Critical Attributes: Internet.
5. Community resources seek out resources available materials in the school 1. Texts are at varied levels.
6. Ongoing participation to expand her own skill. library but does not search 2. Texts are supplemented Critical Attributes:
by the teacher in 2. Although the teacher is beyond the school for by guest  speakers and 1. Texts are matched to
professional education aware of some student resources. field experiences. student skill level.
courses or professional needs, he does not inquire 2. The teacher participates 3. The teacher facilitates the 2. The teacher has ongoing
groups about possible resources. in content- area workshops use of  Internet resources. relationships with colleges
7. Guest speakers offered by the school but 4. Resources are and universities that support
does not pursue other multidisciplinary. student learning.
professional development. 5. The teacher expands her 3. The teacher maintains a
3. The teacher locates knowledge  through log of resources for student
materials and resources for professional learning groups reference.
students that are available  and organizations. 4. The teacher pursues
through the school but does 6. The teacher pursues apprenticeships to increase
not pursue any other options offered  by discipline knowledge.
avenues. universities. 5. The teacher facilitates
7. The teacher provides lists student contact with
of  resources outside the resources outside the
classroom.
classroom for students to
draw on.
Rubric Score: 4/4
FfT 2013 - 1d N/A
N/A
FfT 2013 - 1d Critical Attributes

Highly Effective - Texts are matched to student skill level.
Highly Effective - The teacher has ongoing relationships with colleges and universities that support student learning.
Highly Effective - The teacher facilitates student contact with resources outside the classroom.
FfT 2013 (MI Levels) - Component 1e

1e Designing Coherent Learning activities are poorly Some of the learning Most of the learning The sequence of learning
Instruction aligned with the activities and materials are activities are aligned with activities follows a coherent
instructional outcomes, do aligned with the the instructional outcomes sequence, is aligned to
Indicators: not follow an organized instructional outcomes and and follow an organized instructional goals, and is
1. Lessons that support progression, are not represent moderate progression suitable to designed to engage
instructional outcomes designed to engage cognitive challenge, but with groups of students. The students in highlevel
and reflect important students in active no differentiation for learning activities have cognitive activity. These are
concepts intellectual activity, and different students. reasonable time allocations; appropriately differentiated
2. Instructional maps have unrealistic time Instructional groups partially they represent significant for individual learners.
that indicate allocations. Instructional support the activities, with cognitive challenge, with Instructional groups are
relationships to prior groups are not suitable to some variety. The lesson or some differentiation for varied appropriately, with
learning the activities and offer no unit has a recognizable different groups of students some opportunity for
3. Activities that variety. structure; but the and varied use of student choice.
represent high-level progression of activities is instructional groups.
thinking Critical Attributes: uneven, with only some Critical Attributes:
4. Opportunities for 1. Learning activities are reasonable time allocations. Critical Attributes: 1. Activities permit student
student choice boring and/or not well 1. Learning activities are choice.
5. Use of varied aligned to the instructional Critical Attributes: matched to instructional 2. Learning experiences
resources goals. 1. Learning activities are outcomes. connect to  other
6. Thoughtfully planned 2. Materials are not moderately challenging. 2. Activities provide disciplines.
learning groups engaging or do not meet 2. Learning resources are opportunity for higher-level 3. The teacher provides a
7. Structured lesson instructional outcomes. suitable, but there is limited thinking. variety of  appropriately
plans 3. Instructional groups do variety. 3. The teacher provides a challenging resources that
not support learning. 3. Instructional groups are variety of appropriately are differentiated for
4. Lesson plans are not random, or they only challenging materials and students in the class.
structured or sequenced and partially support objectives. resources. 4. Lesson plans differentiate
are unrealistic in their 4. Lesson structure is 4. Instructional student for individual student
expectations. uneven or may be groups are organized needs.
unrealistic about time thoughtfully to maximize
expectations. learning and build on
students' strengths.
5. The plan for the lesson or
unit is well structured, with
reasonable time allocations.
Rubric Score: 3/4
FfT 2013 - 1e N/A

N/A
FfT 2013 - 1e Critical Attributes

Effective - Learning activities are matched to instructional outcomes.
Effective - Activities provide opportunity for higher level thinking.
Effective - Instructional student groups are organized thoughtfully to maximize learning and build on students’ strengths.
Highly Effective - The teacher provides a variety of appropriately challenging resources that are differentiated for students in the class.
FfT 2013 (MI Levels) - Component 1f

1f Designing Student Assessment procedures are Assessment procedures are All the instructional All the instructional
Assessments not congruent with partially congruent with outcomes may be assessed outcomes may be assessed
instructional outcomes and instructional outcomes. by the proposed assessment by the proposed assessment
Indicators: lack criteria by which Assessment criteria and plan; assessment plan, with clear criteria for
1. Lesson plans student performance will be standards have been methodologies may have assessing student work. The
indicating assessed. The teacher has developed, but they are not been adapted for groups of plan contains evidence of
correspondence between no plan to incorporate clear. The teacher's students. Assessment student contribution to its
assessments and formative assessment in the approach to using formative criteria and standards are development. Assessment
instructional outcomes lesson or unit. assessment is rudimentary, clear. The teacher has a methodologies have been
2. Assessment types including only some of the welldeveloped strategy for adapted for individual
suitable to the style of Critical Attributes: instructional outcomes. using formative assessment students as the need has
outcome 1. Assessments do not and has designed particular arisen. The approach to
3. Variety of performance match instructional Critical Attributes: approaches to be used. using formative assessment
opportunities for outcomes. 1. Only some of the is well designed and
students 2. Assessments lack criteria. instructional outcomes are Critical Attributes: includes student as well as
4. Modified assessments 3. No formative assessments addressed in the planned 1. All the learning outcomes teacher use of the
available for individual have  been designed. assessments. have a method for assessment information.
students as needed 4. Assessment results do not 2. Assessment criteria are assessment.
5. Expectations clearly affect  future plans. vague. 2. Assessment types match Critical Attributes:
written with descriptors 3. Plans refer to the use of learning expectations. 1. Assessments provide
for each level of formative  assessments, 3. Plans indicate modified opportunities for student
performance but they are not fully   assessments when they are choice.
6. Formative developed. necessary for some 2. Students participate in
assessments designed to 4. Assessment results are students. designing assessments for
inform minute-to-minute used to  design lesson 4. Assessment criteria are their own work.
decision making by the plans for the whole class, clearly written. 3. Teacher-designed
teacher during not individual students. 5. Plans include formative assessments are authentic,
instruction assessments to use during with real-world application
instruction. as appropriate.
6. Lesson plans indicate 4. Students develop rubrics
possible adjustments based according to teacher-
on formative assessment specified learning objectives.
data. 5. Students are actively
involved in collecting
information from formative
assessments and provide
input.
Rubric Score: 3/4
FfT 2013 - 1f N/A

N/A
FfT 2013 - 1f Critical Attributes

Effective - All the learning outcomes have a method for assessment.
Effective - Assessment types match learning expectations.
Effective - Assessment criteria are clearly written.
Effective - Plans include formative assessments to use during instruction.
Domain 2: The Classroom Environment

2a Creating an Patterns of classroom Patterns of classroom Teacher-student interactions Classroom interactions

Environment of Respect interactions, both between interactions, both between are friendly and between the teacher and
and Rapport teacher and students and teacher and students and demonstrate general caring students and among
among students, are mostly among students, are and respect. Such students are highly
Indicators: negative, inappropriate, or generally appropriate but interactions are appropriate respectful, reflecting
1. Respectful talk, active insensitive to students' ages, may reflect occasional to the ages, cultures, and genuine warmth, caring, and
listening, and turn- cultural backgrounds, and inconsistencies, favoritism, developmental levels of the sensitivity to students as
taking developmental levels. and disregard for students' students. Interactions individuals. Students exhibit
2. Acknowledgment of Student interactions are ages, cultures, and among students are respect for the teacher and
students' backgrounds characterized by sarcasm, developmental levels. generally polite and contribute to high levels of
and lives outside the put-downs, or conflict. The Students rarely demonstrate respectful, and students civility among all members
classroom teacher does not deal with disrespect for one another. exhibit respect for the of the class. The net result
3. Body language disrespectful behavior. The teacher attempts to teacher. The teacher is an environment where all
indicative of warmth and respond to disrespectful responds successfully to students feel valued and are
caring shown by teacher Critical Attributes: behavior, with uneven disrespectful behavior comfortable taking
and students 1. The teacher is results. The net result of the among students. The net intellectual risks.
4. Physical proximity disrespectful toward interactions is neutral, result of the interactions is
5. Politeness and students or insensitive to conveying neither warmth polite, respectful, and Critical Attributes:
encouragement students' ages, cultural nor conflict. business-like, though 1. The teacher
6. Fairness backgrounds, and students may be somewhat demonstrates knowledge
developmental levels. Critical Attributes: cautious about taking and caring about individual
2. Students' body language 1. The quality of interactions intellectual risks. students' lives beyond the
indicates feelings of hurt, between teacher and class and school.
discomfort, or insecurity. students, or among Critical Attributes: 2. There is no disrespectful
3. The teacher displays no students, is uneven, with 1. Talk between the teacher behavior among students.
familiarity with, or caring occasional disrespect or and students and among 3. When necessary,
about, individual students. insensitivity. students is uniformly students respectfully correct
4. The teacher disregards 2. The teacher attempts to respectful. one another.
disrespectful interactions respond to disrespectful 2. The teacher successfully 4. Students participate
among students. behavior among students, responds to disrespectful without fear of put-downs or
with uneven results. behavior among students. ridicule from either the
3. The teacher attempts to 3. Students participate teacher or other students.
make connections with willingly, but may be 5. The teacher respects and
individual students, but somewhat hesitant to offer encourages students'
student reactions indicate their ideas in front of efforts.
that these attempts are not classmates.
entirely successful. 4. The teacher makes
general connections with
individual students.
5. Students exhibit respect
for the teacher.
Rubric Score: 4/4
FfT 2013 - 2a N/A

N/A

Effective - Talk between the teacher and students and among students is uniformly respectful.
Effective - The teacher successfully responds to disrespectful behavior among students.
Highly Effective - The teacher demonstrates knowledge and caring about individual students` lives beyond the class and school.
Highly Effective - Students participate without fear of put-downs or ridicule from either the teacher or other students.
Highly Effective - The teacher respects and encourages students` efforts.
2b Establishing a Culture The classroom culture is The classroom culture is The classroom culture is a The classroom culture is a
for Learning characterized by a lack of characterized by little place where learning is cognitively busy place,
teacher or student commitment to learning by valued by all; high characterized by a shared
Indicators: commitment to learning, the teacher or students. The expectations for both belief in the importance of
1. Belief in the value of and/or little or no teacher appears to be only learning and hard work are learning. The teacher
what is being learned investment of student "going through the the norm for most students. conveys high expectations
2. High expectations, energy in the task at hand. motions," and students Students understand their for learning for all students
supported through both Hard work and the precise indicate that they are role as learners and and insists on hard work;
verbal and nonverbal use of language are not interested in the completion consistently expend effort to students assume
behaviors, for both expected or valued. Medium of a task rather than the learn. Classroom responsibility for high quality
learning and to low expectations for quality of the work. The interactions support by initiating improvements,
participation student achievement are the teacher conveys that learning, hard work, and the making revisions, adding
3. Expectation of high- norm, with high student success is the result precise use of language. detail, and/or assisting
quality work on the part expectations for learning of natural ability rather than peers in their precise use of
of students reserved for only one or two hard work, and refers only Critical Attributes: language.
4. Expectation and students. in passing to the precise use 1. The teacher
recognition of effort and of language. High communicates the Critical Attributes:
persistence on the part Critical Attributes: expectations for learning are importance of the content 1. The teacher
of students 1. The teacher conveys that reserved for those students and the conviction that with communicates passion for
5. High expectations for there is little or no purpose thought to have a natural hard work all students can the subject.
expression and work for the work, or that the aptitude for the subject. master the material. 2. The teacher conveys the
products reasons for doing it are due 2. The teacher satisfaction that
to external factors. Critical Attributes: demonstrates a high regard accompanies a deep
2. The teacher conveys to at 1. The teacher's energy for for students' abilities. understanding of complex
least some students that the the work is neutral, neither 3. The teacher conveys an content.
work is too challenging for indicating a high level of expectation of high levels of 3. Students indicate through
them. commitment nor ascribing student effort. their questions and
3. Students exhibit little or the need to do the work to 4. Students expend good comments a desire to
no pride in their work. external forces. effort to complete work of understand the content.
4. Students use language 2. The teacher conveys high high quality. 4. Students assist their
incorrectly; the teacher does expectations for only some 5. The teacher insists on classmates in understanding
not correct them. students. precise use of language by the content.
3. Students exhibit a limited students. 5. Students take initiative in
commitment to complete improving the quality of
the work on their own; their work.
many students indicate that 6. Students correct one
they are looking for an another in their use of
"easy path." language.
4. The teacher's primary
concern appears to be to
complete the task at hand.
5. The teacher urges, but
does not insist, that
students use precise
language.
Rubric Score: 3/4
FfT 2013 - 2b N/A
N/A

Effective - The teacher demonstrates a high regard for students` abilities.
Effective - The teacher conveys an expectation of high levels of student effort.
Effective - Students expend good effort to complete work of high quality.
Effective - The teacher insists on precise use of language by students.
Highly Effective - The teacher communicates passion for the subject.
Highly Effective - The teacher conveys the satisfaction that accompanies a deep understanding of complex content.
Highly Effective - Students indicate through their questions and comments a desire to understand the content.
2c Managing Classroom Much instructional time is Some instructional time is There is little loss of Instructional time is
Procedures lost due to inefficient lost due to partially effective instructional time due to maximized due to efficient
classroom routines and classroom routines and effective classroom routines and seamless classroom
Indicators: procedures. There is little or procedures. The teacher's and procedures. The routines and procedures.
1. Smooth functioning of no evidence of the teacher's management of instructional teacher's management of Students take initiative in
all routines management of instructional groups and transitions, or instructional groups and the management of
2. Little or no loss of groups and transitions handling of materials and transitions, or handling of instructional groups and
instructional time and/or handling of materials supplies, or both, are materials and supplies, or transitions, and/or the
3. Students playing an and supplies effectively. inconsistent, leading to both, are consistently handling of materials and
important role in There is little evidence that some disruption of learning. successful. With minimal supplies. Routines are well
carrying out the routines students know or follow With regular guidance and guidance and prompting, understood and may be
4. Students knowing established routines, or that prompting, students follow students follow established initiated by students.
what to do, where to volunteers and established routines, and classroom routines, and Volunteers and
move paraprofessionals have volunteers and volunteers and paraprofessionals make an
clearly defined tasks. paraprofessionals perform paraprofessionals contribute independent contribution to
their duties. to the class. the class.
Critical Attributes:
1. Students not working with Critical Attributes: Critical Attributes: Critical Attributes:
the teacher are not 1. Students not working 1. Students are productively 1. With minimal prompting by
productively engaged. directly with the teacher are engaged during small-group the teacher, students ensure
2. Transitions are only partially engaged. or independent work. that their time is used
disorganized, with much loss 2. Procedures for transitions 2. Transitions between productively.
of instructional time. seem to have been large- and small- group 2. Students take initiative in
3. There do not appear to be established, but their activities are smooth. distributing and collecting
any established procedures operation is not smooth. 3. Routines for distribution materials efficiently.
for distributing and collecting 3. There appear to be and collection of materials 3. Students themselves
materials. established routines for and supplies work efficiently. ensure that transitions and
4. A considerable amount of distribution and collection of 4. Classroom routines other routines are
time is spent off task materials, but students are function smoothly. accomplished smoothly.
because of unclear confused about how to carry 5. Volunteers and 4. Volunteers and
procedures. them out. paraprofessionals  work paraprofessionals take
5. Volunteers and 4. Classroom routines with minimal supervision. initiative in their work in the
paraprofessionals have no function unevenly. class.
defined role and/or are idle 5. Volunteers and
much of the time. paraprofessionals require
frequent supervision.
Rubric Score: 4/4
FfT 2013 - 2c N/A
N/A
FfT 2013 - 2c Critical Attributes

Effective - Transitions between large- and small- group activities are smooth.
Effective - Classroom routines function smoothly.
Highly Effective - With minimal prompting by the teacher, students ensure that their time is used productively.
Highly Effective - Students take initiative in distributing and collecting materials efficiently.
Highly Effective - Students themselves ensure that transitions and other routines are accomplished smoothly.
2d Managing Student There appear to be no Standards of conduct appear Student behavior is Student behavior is entirely
Behavior established standards of to have been established, generally appropriate. The appropriate. Students take
conduct, or students but their implementation is teacher monitors student an active role in monitoring
Indicators: challenge them. There is inconsistent. The teacher behavior against established their own behavior and/or
1. Clear standards of little or no teacher tries, with uneven results, to standards of conduct. that of other students
conduct, possibly posted, monitoring of student monitor student behavior Teacher response to student against standards of
and possibly referred to behavior, and response to and respond to student misbehavior is consistent, conduct. Teacher monitoring
during a lesson students' misbehavior is misbehavior. proportionate, and of student behavior is subtle
2. Absence of acrimony repressive or disrespectful of respectful to students and is and preventive. The
between teacher and student dignity. Critical Attributes: effective. teacher's response to
students concerning 1. The teacher attempts to student misbehavior is
behavior Critical Attributes: maintain order in the Critical Attributes: sensitive to individual
3. Teacher awareness of 1. The classroom classroom, referring to 1. Standards of conduct student needs and respects
student conduct environment is chaotic, with classroom rules, but with appear to have been students' dignity.
4. Preventive action no standards of conduct uneven success. established and implemented
when needed by the evident. 2. The teacher attempts to successfully. Critical Attributes:
teacher 2. The teacher does not 2. Overall, student behavior 1. Student behavior is
keep track of student
5. Absence of monitor student behavior. is generally appropriate. entirely appropriate; any
behavior, but with no
misbehavior student misbehavior is very
3. Some students disrupt the apparent system. 3. The teacher frequently
6. Reinforcement of minor and swiftly handled.
classroom, without apparent 3. The teacher's response monitors student behavior.
positive behavior 2. The teacher silently and
teacher awareness or with to student misbehavior is 4. The teacher's response
an ineffective response. to student misbehavior is subtly monitors student
inconsistent: sometimes
effective. behavior.
harsh, other times lenient.
3. Students respectfully
intervene with classmates at
appropriate moments to
ensure compliance with
standards of conduct.
Rubric Score: 3/4
FfT2013 - 2d N/A
N/A

Effective - Overall, student behavior is generally appropriate.
Effective - The teacher frequently monitors student behavior.
Effective - The teacher`s response to student misbehavior is effective.
2e Organizing Physical The classroom environment The classroom is safe, and The classroom is safe, and The classroom environment
Space is unsafe, or learning is not essential learning is students have equal access is safe, and learning is
accessible to many. There is accessible to most students. to learning activities; the accessible to all students,
Indicators: poor alignment between the The teacher makes modest teacher ensures that the including those with special
1. Pleasant, inviting arrangement of furniture use of physical resources, furniture arrangement is needs. The teacher makes
atmosphere and resources, including including computer appropriate to the learning effective use of physical
2. Safe environment computer technology, and technology. The teacher activities and uses physical resources, including
3. Accessibility for all the lesson activities. attempts to adjust the resources, including computer technology. The
students classroom furniture for a computer technology, teacher ensures that the
4. Furniture arrangement Critical Attributes: lesson or, if necessary, to effectively. physical arrangement is
suitable for the learning 1. There are physical adjust the lesson to the appropriate to the learning
activities hazards in the classroom, furniture, but with limited Critical Attributes: activities. Students
5. Effective use of endangering student safety. effectiveness. 1. The classroom is safe, contribute to the use or
physical resources, 2. Many students can't see and all students are able to adaptation of the physical
including computer or hear the teacher or see Critical Attributes: see and hear the teacher or environment to advance
technology, by both the board. 1. The physical environment see the board. learning.
teacher and students is safe, and most students 2. The classroom is
3. Available technology is
can see and hear the arranged to support the Critical Attributes:
not being used even if it is
teacher or see the board. 1. Modifications are made to
available and its use would instructional goals and
2. The physical environment the physical environment to
enhance the lesson. learning activities.
is not an impediment to accommodate students with
3. The teacher makes
learning but does not special needs.
appropriate use of available
enhance it. 2. There is total alignment
technology.
3. The teacher makes between the learning
limited use of available activities and the physical
technology and other environment.
resources. 3. Students take the initiative
to adjust the physical
environment.
4. The teacher and students
make extensive and
imaginative use of available
technology.
Rubric Score: 3/4
FfT2013 - 2e N/A
N/A

Effective - The classroom is safe, and all students are able to see and hear the teacher or see the board.
Effective - The classroom is arranged to support the instructional goals and learning activities.
Effective - The teacher makes appropriate use of available technology.
Highly Effective - There is total alignment between the learning activities and the physical environment.
Highly Effective - The teacher and students make extensive and imaginative use of available technology.
Domain 3: Instruction
3a Communicating with The instructional purpose of The teacher's attempt to The instructional purpose of The teacher links the
Students the lesson is unclear to explain the instructional the lesson is clearly instructional purpose of the
students, and the directions purpose has only limited communicated to students, lesson to the larger
Indicators: and procedures are success, and/or directions including where it is situated curriculum; the directions
1. Clarity of lesson confusing. The teacher's and procedures must be within broader learning; and procedures are clear
purpose explanation of the content clarified after initial student directions and procedures and anticipate possible
2. Clear directions and contains major errors and confusion. The teacher's are explained clearly and student misunderstanding.
procedures specific to does not include any explanation of the content may be modeled. The The teacher's explanation of
the lesson activities explanation of strategies may contain minor errors; teacher's explanation of content is thorough and
3. Absence of content students might use. The some portions are clear, content is scaffolded, clear, clear, developing conceptual
errors and clear teacher's spoken or written others difficult to follow. The and accurate and connects understanding through clear
explanations of concepts language contains errors of teacher's explanation does with students' knowledge scaffolding and connecting
and strategies grammar or syntax. The not invite students to and experience. During the with students' interests.
4. Correct and teacher's academic engage intellectually or to explanation of content, the Students contribute to
imaginative use of vocabulary is inappropriate, understand strategies they teacher focuses, as extending the content by
language vague, or used incorrectly, might use when working appropriate, on strategies explaining concepts to their
leaving students confused. independently. The students can use when classmates and suggesting
teacher's spoken language is working independently and strategies that might be
Critical Attributes: correct but uses vocabulary invites student intellectual used. The teacher's spoken
1. At no time during the that is either limited or not engagement. The teacher's and written language is
lesson does the teacher fully appropriate to the spoken and written expressive, and the teacher
convey to students what students' ages or language is clear and finds opportunities to extend
they will be learning. backgrounds. The teacher correct and is suitable to students' vocabularies, both
2. Students indicate through rarely takes opportunities to students' ages and interests. within the discipline and for
body language or questions explain academic The teacher's use of more general use. Students
vocabulary. academic vocabulary is contribute to the correct use
that they don't understand
precise and serves to extend of academic vocabulary.
the content being presented.
Critical Attributes: student understanding.
3. The teacher makes a 1. The teacher provides little Critical Attributes:
serious content error that will elaboration or explanation Critical Attributes: 1. If asked, students are
affect students' about what the students will 1. The teacher states able to explain what they are
understanding of the lesson. be learning. clearly, at some point during learning and where it fits into
4. Students indicate through 2. The teacher's explanation the lesson, what the the larger curriculum
their questions that they are of the content consists of a students will be learning. context.
confused about the learning monologue, with minimal 2. The teacher's explanation 2. The teacher explains
task. participation or intellectual of content is clear and content clearly and
5. The teacher's engagement by students. invites student participation imaginatively, using
communications include 3. The teacher makes no and thinking. metaphors and analogies to
errors of vocabulary or serious content errors but 3. The teacher makes no bring content to life.
usage or imprecise use of may make minor ones. content errors. 3. The teacher points out
academic language. 4. The teacher's 4. The teacher describes possible areas for
6. The teacher's vocabulary explanations of content are specific strategies students misunderstanding.
is inappropriate to the age or purely procedural, with no might use, inviting students 4. The teacher invites
culture of the students. indication of how students to interpret them in the students to explain the
can think strategically. context of what they're content to their classmates.
5. The teacher must clarify learning. 5. Students suggest other
the learning task so students 5. Students engage with the strategies they might use in
can complete it. learning task, indicating that approaching a challenge or
6. The teacher's vocabulary they understand what they analysis.
and usage are correct but are to do. 6. The teacher uses rich
unimaginative. 6. If appropriate, the teacher language, offering brief
7. When the teacher models the process to be vocabulary lessons where
attempts to explain followed in the task. appropriate, both for general
academic vocabulary, it is 7. The teacher's vocabulary vocabulary and for the
only partially successful. and usage are correct and discipline.
8. The teacher's vocabulary entirely suited to the lesson, 7. Students use academic
is too advanced, or too including, where appropriate, language correctly.
juvenile, for students. explanations of academic
vocabulary.
8. The teacher's vocabulary
is appropriate to students'
ages and levels of
development.
Rubric Score: 3/4
FfT2013 - 3a N/A

N/A

Effective - The teacher states clearly, at some point during the lesson, what the students will be learning.
Effective - The teacher`s explanation of content is clear and invites student participation and thinking.
Effective - The teacher makes no content errors.
Effective - The teacher describes specific strategies students might use, inviting students to interpret them in the context of what they`re
learning.
Effective - Students engage with the learning task, indicating that they understand what they are to do.
Effective - If appropriate, the teacher models the process to be followed in the task.
Effective - The teacher`s vocabulary and usage are correct and entirely suited to the lesson, including, where appropriate, explanations of
academic vocabulary.
Highly Effective - The teacher invites students to explain the content to their classmates.
Highly Effective - Students use academic language correctly.
3b Using Questioning and The teacher's questions are The teacher's questions lead While the teacher may use The teacher uses a variety
Discussion Techniques of low cognitive challenge, students through a single some low-level questions, or series of questions or
with single correct path of inquiry, with he poses questions designed prompts to challenge
Indicators: responses, and are asked in answers seemingly to promote student thinking students cognitively,
1. Questions of high rapid succession. Interaction determined in advance. and understanding. The advance high-level thinking
cognitive challenge, between the teacher and Alternatively, the teacher teacher creates a genuine and discourse, and promote
formulated by both students is predominantly attempts to ask some discussion among students, metacognition. Students
students and teacher recitation style, with the questions designed to providing adequate time for formulate many questions,
2. Questions with teacher mediating all engage students in thinking, students to respond and initiate topics, challenge one
multiple correct answers questions and answers; the but only a few students are stepping aside when doing another's thinking, and
or multiple approaches, teacher accepts all involved. The teacher so is appropriate. The make unsolicited
even when there is a contributions without asking attempts to engage all teacher challenges students contributions. Students
single correct response students to explain their students in the discussion, to justify their thinking and themselves ensure that all
3. Effective use of reasoning. Only a few to encourage them to successfully engages most voices are heard in the
student responses and students participate in the respond to one another, and students in the discussion, discussion.
ideas discussion. to explain their thinking, employing a range of
4. Discussion, with the with uneven results. strategies to ensure that Critical Attributes:
teacher stepping out of Critical Attributes: most students are heard. 1. Students initiate higher-
the central, mediating 1. Questions are rapid-fire Critical Attributes: order questions.
role and convergent, with a 1. The teacher frames some Critical Attributes: 2. The teacher builds on and
5. Focus on the reasoning single correct answer. questions designed to 1. The teacher uses open- uses student responses to
exhibited by students in 2. Questions do not invite promote student thinking, but ended questions, inviting questions in order to deepen
discussion, both in give- student thinking. many have a single correct students to think and/or offer student understanding.
and-take with the 3. All discussion is between answer, and the teacher multiple possible answers. 3. Students extend the
teacher and with their calls on students quickly. 2. The teacher makes
the teacher and students; discussion, enriching it.
classmates
students are not invited to 2. The teacher invites effective use of wait time. 4. Students invite comments
6. High levels of student
speak directly to one students to respond directly 3. Discussions enable from their classmates during
participation in
another. to one another's ideas, but students to talk to one a discussion and challenge
discussion
4. The teacher does not ask few students respond. another without ongoing one another's thinking.
students to explain their 3. The teacher calls on mediation by teacher. 5. Virtually all students are
thinking. many students, but only a 4. The teacher calls on most engaged in the discussion.
5. Only a few students small number actually students, even those who
dominate the discussion. participate in the discussion. don't initially volunteer.
4. The teacher asks 5. Many students actively
students to explain their engage in the discussion.
reasoning, but only some 6. The teacher asks
students attempt to do so. students to justify their
reasoning, and most attempt
to do so.
Rubric Score: 3/4
FfT2013 - 3b N/A
N/A

Effective - The teacher makes effective use of wait time.
Effective - Discussions enable students to talk to one another without ongoing mediation by teacher.
Effective - The teacher calls on most students, even those who don’t initially volunteer.
Effective - Many students actively engage in the discussion.
Effective - The teacher asks students to justify their reasoning, and most attempt to do so.
3c Engaging Students in The learning tasks/activities, The learning tasks and The learning tasks and Virtually all students are
Learning materials, and resources are activities are partially activities are fully aligned intellectually engaged in
poorly aligned with the aligned with the with the instructional challenging content through
Indicators: instructional outcomes, or instructional outcomes but outcomes and are designed well-designed learning tasks
1. Student enthusiasm, require only rote responses, require only minimal to challenge student and activities that require
interest, thinking, with only one approach thinking by students and thinking, inviting students to complex thinking by
problem solving, etc. possible. The groupings of little opportunity for them to make their thinking visible. students. The teacher
2. Learning tasks that students are unsuitable to explain their thinking, This technique results in provides suitable scaffolding
require high-level the activities. The lesson has allowing most students to active intellectual and challenges students to
student thinking and no clearly defined structure, be passive or merely engagement by most explain their thinking. There
invite students to explain or the pace of the lesson is compliant. The groupings of students with important and is evidence of some student
their thinking too slow or rushed. students are moderately challenging content, and initiation of inquiry and
3. Students highly suitable to the activities. The with teacher scaffolding to student contributions to the
motivated to work on all Critical Attributes: lesson has a recognizable support that engagement. exploration of important
tasks and persistent even 1. Few students are structure; however, the The groupings of students content; students may serve
when the tasks are intellectually engaged in the pacing of the lesson may are suitable to the activities. as resources for one
challenging lesson. not provide students the The lesson has a clearly another. The lesson has a
4. Students actively 2. Learning tasks/activities time needed to be defined structure, and the clearly defined structure,
"working," rather than and materials require only intellectually engaged or pacing of the lesson is and the pacing of the lesson
watching while their recall or have a single may be so slow that many appropriate, providing most provides students the time
teacher "works" students have a students the time needed to needed not only to
correct response or method.
5. Suitable pacing of the considerable amount of be intellectually engaged. intellectually engage with
3. Instructional materials
lesson: neither dragged "downtime." and reflect upon their
out nor rushed, with time used are unsuitable to the Critical Attributes: learning but also to
for closure and student lesson and/or the students. Critical Attributes: 1. Most students are consolidate their
reflection 4. The lesson drags or is 1. Some students are intellectually engaged in the understanding.
rushed. intellectually engaged in the lesson.
5. Only one type of lesson. 2. Most learning tasks have Critical Attributes:
instructional  group is used 2. Learning tasks are a mix multiple correct responses 1. Virtually all students are  
(whole group, small groups) of those requiring thinking or approaches and/or intellectually engaged in the
when variety would promote and those requiring recall. encourage higher-order  lesson.
more student engagement. 3. Student engagement with thinking. 2. Lesson activities require
the content is largely 3. Students are invited to high-level  student thinking
passive; the learning explain their thinking as part and explanations  of their
consists primarily of facts or of completing tasks. thinking.
procedures. 4. Materials and resources 3. Students take initiative to
4. The materials and support the  learning goals adapt  the lesson by (1)
resources are partially and require intellectual modifying a learning task to
aligned to the lesson engagement, as appropriate. make it more meaningful or
objectives. 5. The pacing of the lesson relevant to their needs, (2)
5. Few of the materials and provides students the time suggesting modifications to
resources require student needed to be intellectually the grouping patterns used,
thinking or ask students to engaged.  and/or (3) suggesting
explain their thinking. 6. The teacher uses modifications or additions to
6. The pacing of the lesson groupings that are suitable to the materials being used.
is uneven - suitable in parts the lesson activities. 4. Students have an
but rushed or dragging in opportunity for  reflection
others. and closure on the lesson to
7. The instructional consolidate their
groupings used are partially understanding.
appropriate to the activities
Rubric Score: 3/4
FfT2013 - 3c N/A
N/A
FfT 2013 - 3c Critical Attributes

Effective - Most students are intellectually engaged in the lesson.
Effective - Students are invited to explain their thinking as part of completing tasks.
Effective - Materials and resources support the learning goals and require intellectual engagement, as appropriate.
Effective - The pacing of the lesson provides students the time needed to be intellectually engaged.
Effective - The teacher uses groupings that are suitable to the lessong activities.
3d Using Assessment in Students do not appear to Students appear to be only Students appear to be Assessment is fully
Instruction be aware of the assessment partially aware of the aware of the assessment integrated into instruction,
criteria, and there is little or assessment criteria, and the criteria, and the teacher through extensive use of
Indicators: no monitoring of student teacher monitors student monitors student learning formative assessment.
1. The teacher paying learning; feedback is absent learning for the class as a for groups of students. Students appear to be
close attention to or of poor quality. Students whole. Questions and Questions and assessments aware of, and there is some
evidence of student do not engage in self- or assessments are rarely used are regularly used to evidence that they have
understanding peer assessment. to diagnose evidence of diagnose evidence of contributed to, the
2. The teacher posing learning. Feedback to learning. Teacher feedback assessment criteria.
specifically created Critical Attributes: students is general, and few to groups of students is Questions and assessments
questions to elicit 1. The teacher gives no students assess their own accurate and specific; some are used regularly to
evidence of student indication of what high- work. students engage in self diagnose evidence of
understanding quality work looks like. assessment. learning by individual
3. The teacher circulating 2. The teacher makes no Critical Attributes: students. A variety of forms
to monitor student effort to determine whether 1. There is little evidence Critical Attributes: of feedback, from both
learning and to offer students understand the that the students 1. The teacher makes the teacher and peers, is
feedback lesson. understand how their work standards of high-quality accurate and specific and
4. Students assessing 3. Students receive no will be evaluated. work clear to students. advances learning. Students
their own work against feedback, or feedback is 2. The teacher monitors 2. The teacher elicits self-assess and monitor their
established criteria global or directed to only understanding through a evidence of student own progress. The teacher
one student. single method, or without understanding. successfully differentiates
4. The teacher does not ask eliciting evidence of 3. Students are invited to instruction to address
students to evaluate their understanding from assess their own work and individual students'
own or classmates' work. students. make improvements; most misunderstandings.
3. Feedback to students is of them do so.
vague and not oriented 4. Feedback includes Critical Attributes:
toward future improvement specific and timely guidance, 1. Students indicate that
of work. at least for groups of they clearly understand the
4. The teacher makes only students. characteristics of high-
minor attempts to engage quality work, and there is
students in self- or peer evidence that students have
assessment. helped establish the
evaluation criteria.
2. The teacher is constantly
"taking the pulse" of the
class; monitoring of student
understanding is
sophisticated and
continuous and makes use
of strategies to elicit
information about individual
student understanding.
3. Students monitor their
own understanding, either
on their own initiative or as
a result of tasks set by the
teacher.
4. High-quality feedback
comes from many sources,
including students; it is
specific and focused on
improvement.
Rubric Score: 3/4
FfT2013 - 3d N/A
N/A

Effective - The teacher makes the standards of high-quality work clear to students.
Effective - The teacher elicits evidence of student understanding.
Effective - Students are invited to assess their own work and make improvements; most of them do so.
Effective - Feedback includes specific and timely guidance, at least for groups of students
3e Demonstrating The teacher ignores The teacher accepts The teacher successfully The teacher seizes an
Flexibility and students' questions; when responsibility for the success accommodates students' opportunity to enhance
Responsive students have difficulty of all students but has only questions and interests. learning, building on a
learning, the teacher blames a limited repertoire of Drawing on a broad spontaneous event or
Indicators: them or their home strategies to use. repertoire of strategies, the students' interests, or
1. Incorporation of environment for their lack of Adjustment of the lesson in teacher persists in seeking successfully adjusts and
students' interests and success. The teacher makes response to assessment is approaches for students differentiates instruction to
daily events into a no attempt to adjust the minimal or ineffective. who have difficulty learning. address individual student
lesson lesson even when students If impromptu measures are misunderstandings. Using an
2. The teacher adjusting don't understand the Critical Attributes: needed, the teacher makes extensive repertoire of
instruction in response to content. 1. The teacher makes a minor adjustment to the instructional strategies and
evidence of student perfunctory attempts to lesson and does so soliciting additional
understanding (or lack of Critical Attributes: incorporate students' smoothly. resources from the school or
it) 1. The teacher ignores questions and interests into community, the teacher
3. The teacher seizing on indications of student the lesson. Critical Attributes: persists in seeking effective
a teachable moment boredom or lack of 2. The teacher conveys to 1. The teacher incorporates approaches for students
understanding. students' interests and who need help.
students a level of
2. The teacher brushes responsibility for their questions into the heart of
aside students' questions. the lesson. Critical Attributes:
learning but also his 1. The teacher seizes on a
3. The teacher conveys to uncertainty about how to 2. The teacher conveys to
students that she has other teachable moment to
students that when they assist them.
approaches to try when the enhance a lesson.
have difficulty learning, it is 3. In reflecting on practice,
students experience 2. The teacher conveys to
their fault. the teacher indicates the
difficulty. students that she won't
4. In reflecting on practice, desire to reach all students
3. In reflecting on practice, consider a lesson "finished"
the teacher does not indicate but does not suggest
the teacher cites multiple until every student
that it is important to reach strategies for doing so.
approaches undertaken to understands and that she
all students. 4. The teacher's attempts to
reach students having has a broad range of
5. The teacher makes no adjust the lesson are
difficulty. approaches to use.
attempt to adjust the lesson partially successful.
4. When improvising 3. In reflecting on practice,
in response to student
becomes necessary, the the teacher can cite others
confusion.
teacher makes adjustments in the school and beyond
to the lesson. whom he has contacted for
assistance in reaching some
students.
4. The teacher's
adjustments to the lesson,
when they are needed, are
designed to assist individual
students.
Rubric Score: 4/4
FfT2013 - 3e N/A
N/A

Highly Effective - The teacher seizes on a teachable moment to enhance a lesson.
Highly Effective - The teacher conveys to students that she won`t consider a lesson "finished" until every student understands and that she
has a broad range of approaches to use.
Highly Effective - The teacher`s adjustments to the lesson, when they are needed, are designed to assist individual students.
Areas of Strength:
pacing- activities shifted seamlessly and quickly with little to no down time between
activities were interactive- student participation stayed constant throughout most of the observation
teacher talk was growth minded, encouraging, and energetic
multiple active participation strategies utilized throughout the lesson
Areas for Growth:
Recommendations:
Use proximity to intervene with student groups that are more prone to off task behaviors (during partner work)
pacing & chunking of song practice- create systems that mimic warm up and sight reading to keep students motivated and engaged
Additional Comments:
SIOP Strategies
Building Background Component

Concepts linked to students backgrounds: Observed
Links made between past and new concepts: Observed
Emphasizing key vocabulary: Observed
Comprehensible Input Component

Speech Appropriate for student's proficiency level Observed
Clear explanation of academic tasks : Observed
Use of variety of techniques to make content clear: Observed
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Teacher Scheduled Observation d1 - d3 - Sarah Allmon

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4/11/2019 Teacher Scheduled Observation (D1 - D3) - Sarah Allmon

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Teacher Scheduled Observation (D1 - D3)

Observation Date 11/12/2018

Domain 1: Planning and Preparation

Name Type Category Rubric Alignment Criteria Alignment Date Uploaded

Statement Type Category Rubric Alignment Criteria Alignment Date Uploaded

Does Lesson Plan include state standard aligned to outcomes?

FfT 2013 (MI Levels) - Component 1a

Component Ineffective Minimally Effective Effective Highly Effective

Rubric Score: 4/4

FfT 2013 - 1a N/A

Component Insufficient Evidence

FfT 2013 - 1a Critical Attributes

Component 1b Pre-Observation Form (07/01/2018 - 06/30/2019)

FfT 2013 (MI Levels) - Component 1b

Component Ineffective Minimally Effective Effective Highly Effective

Rubric Score: 3/4

FfT 2013 - 1b N/A

FfT 2013 - 1b Critical Attributes

FfT 2013 (MI Levels) - Component 1c

Component Ineffective Minimally Effective Effective Highly Effective

Rubric Score: 4/4

FfT 2013 - 1c N/A

FfT 2013 - 1c Critical Atrtibutes

Component 1d Pre-Observation Form (07/01/2018 - 06/30/2019)

FfT 2013 (MI Levels) - Component 1d

Component Ineffective Minimally Effective Effective Highly Effective

Rubric Score: 4/4

FfT 2013 - 1d N/A

FfT 2013 - 1d Critical Attributes

FfT 2013 (MI Levels) - Component 1e

Rubric Score: 3/4

FfT 2013 - 1e N/A

Component Insufficient Evidence

FfT 2013 - 1e Critical Attributes

FfT 2013 (MI Levels) - Component 1f

Rubric Score: 3/4

FfT 2013 - 1f N/A

Component Insufficient Evidence

FfT 2013 - 1f Critical Attributes

Domain 2: The Classroom Environment

Component Ineffective Minimally Effective Effective Highly Effective

2a Creating an Patterns of classroom Patterns of classroom Teacher-student interactions Classroom interactions

Rubric Score: 4/4

FfT 2013 - 2a N/A

Component Insufficient Evidence

FfT 2013 - 2a Critical Attributes

FfT 2013 (MI Levels) - Component 2b

Component Ineffective Minimally Effective Effective Highly Effective

Rubric Score: 3/4

FfT 2013 - 2b N/A

Component Insufficient Evidence

FfT 2013 - 2b Critical Attributes

FfT 2013 (MI Levels) - Component 2c

Component Ineffective Minimally Effective Effective Highly Effective

Rubric Score: 4/4

FfT 2013 - 2c N/A

Component Insufficient Evidence

FfT 2013 - 2c Critical Attributes

FfT 2013 (MI Levels) - Component 2d

Component Ineffective Minimally Effective Effective Highly Effective