Domain Two and Three
Observer: THOMAS GARNER Organization: Salem Avenue Elementary Teacher: TYLER NEWCOMER Grade: 5 Subject: Mathematics Submitted on Tue, 10-15-2013 Washington County, MD Custom Survey Provide the answers to as many questions/topics as you can.
Focus on 2a: Creating an Environment of Respect and Rapport
2a: Respectful interactions among teacher and students
Evident Not Evident Unable to Determine
2a: Respectful interactions among students
Evident Not Evident Unable to Determine
2a: Comments
Focus on 2b: Establishing a Culture for Learning
2b: Practices observed that demonstrate the importance of the content
Active Participation Teacher Enthusiasm
Student Curiosity Student Enthusiasm Students Taking Initiative None Other:
2b: Identify expectations for learning and achievement
High Expectations Have Been Established For All Students High Expectations Have Been Established For Some Students Unable To Determine
2b: Comments
Focus on 2c: Managing Classroom Procedures
2c: Identify Grouping Format
Whole Group Small Group Paired Individual
2c: Identifiy Transitions
Smooth Transitions Initiated By Students Smooth Transitions Initiated By Teacher Transitions That Resulted In Some Loss Of Instructional Time
Chaotic Transitions No Transitions Observed
2c: Materials/Supply Handling
Students Assumed The Responsibility Of Materials And Supplies Teacher Assumed The Responsibility Of Materials And Supplies. Routines For The Management Of Materials Resulted In The Loss Of Some Instructional Time. Not Observed
2c: Non-Instructional Duties
Students Assumed The Responsibility Of Non-Instructional Duties. Teacher Assumed The Responsibility Of Non-Instructional Duties.
Routines For The Management Of Non-Instructional Duties Resulted In The Loss Of Some Instructional Time. Not Observed
Supervision of Volunteers and Paraprofessionals
Volunteers And/Or Paraprofessionals Were Productively Engaged. Volunteers And/Or Paraprofessionals Appeared To Have No Clearly Defined Duties. Not Observed
2c: Comments
Focus on 2d: Managing Student Behavior
2d: Evidence of Expectations
Most Students Were Adhering To Appropriate Standards Of Conduct. Some Of The Students Were Adhering To Appropriate Standards Of Conduct. No Standards Of Conduct Appeared To Have Been Established.
2d: Student behavior is monitored as evidenced by:
Teacher Circulated The Room. Students Corrected One Another's Behavior.
Teacher Implemented A Song/Phrase/Behavior Routine.Teacher Subtly Responded To A Student.Not Observed Teacher Subtly Responded To A Student. Not Observed
2d: Response to Student Misbehavior
Response To Student Misbehavior Was Effective. Response To Student Misbehavior Was Effective For Some, And Ineffective For Others. Response To Student Misbehavior Was Ineffective. No Student Misbehavior Was Observed.
2d: Comments
Focus on 2e: Physical Space
2e: Evidence of a Safe Physical Environment
Learning Was Physically Accessible To All Students.
Resources Were Easily Accessible To Teacher/Students. Pathways Were Clear Of Debris. Resources Were Not Easily Accessible To Teacher/Students.
Pathways Contained Items That Could Have Been Hazardous To Safety Of The Students/Teacher. Learning Was Not Physically Accessible To All Students.
2e: Comments
Focus on 3a: Communicating with Students
3a: Expectations, Directions, Procedures, and Content
Teacher's Explanation Of Learning Appears Clear To All Students. Teacher's Explanation Of Learning Appears Clear To Most Students. Teacher's Explanation Of Learning Does Not Appear Clear To The Majority Of Students.
3a: Comments
Focus on 3b: Using Questioning and Discussion Techniques
3b: Questions and Discussion is evidenced by the following:
Teacher-Directed High Quality Questions Student-Directed High Quality Questions Teacher-Directed Questions Student-Directed Questions Teacher-Led Discussion
Student-Led Discussion
3b: Comments
Focus on 3c: Engaging Students in Learning
3c: Activities and Assignments
Activities And Assignments Were Cognitively Engaging To All Students. Activities And Assignments Were Cognitively Engaging To Some Students. Activities And Assignments Minimally Engaged The Students.
3c: Grouping of Students
Students Were Instructionally Grouped. Students Appeared To Be Randomly Grouped. Students Were Not In Groups At The Time Of The Walk-Through.
3c: Instructional Materials and Resources
Instructional Materials And Resources Were Suitable To The Instructional Purpose. Instructional Materials And Resources Were Not Provided, But Appeared Necessary. Not Applicable
3c: Structure and Pacing
Pacing Observed Was Appropriate For All Students. Pacing Observed Was Generally Appropriate. Pacing Was Inconsistent.
3c: Comments Good use of tech. Great example of force multiplier.
Focus on 3d: Using Assessment in Instructions
3d: The following assessment practices were evident:
Formal Assessment One to one assessment and learning. Student Observations One to one assessment and learning. Rubrics One to one assessment and learning. Informal Assessment One to one assessment and learning. Whole Group Questioning One to one assessment and learning. Student Generated Work One to one assessment and learning. No Assessment Was Observered At This Time. One to one assessment and learning. Other: One to one assessment and learning. 3d: Feedback to Students
Teacher Was Offering Consistent Feedback To Students. Teacher Was Offering Inconsistent Feedback To Students. No Feedback To Students Was Observed.
3d: Comments
Feedback was specific to individual students. High quality.
Focus on 3e: Demonstration Flexibility and Responsiveness
3e: Flexibility and Responsiveness was observed through:
Lesson Adjustment Teacher Utilized Multiple Approaches To Aid In Student Learning. Response To Students None Observed Other:
3e: Comments
Final Comment
Nice class walk though. Kids 100% "on". Kids could communicate what they are learning and enthusiasm was spot on (2b, 3a). Good questioning of students (3b) and 1-1 assessment (3d). Excellent tone (2a) and you are proving "shift" happens at the 1323.
