Examples of Observations

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APPENDIX A: Examples of Observations and Documentation

1. Centering instruction on high expectations for student achievement.

Examples of Observations Examples of Documents
Students communicate goals and objectives. Standards-based lesson plans
Teacher communicates goals and objectives in lesson opening and
closing.
Standards-based unit plans
Teacher-created assessments, formative and summative
Standardized assessments, formative and summative
Assessment plan
Syllabus
Pacing calendars
Student goal setting sheets
Student planners
Classroom achievement goals
Objective-driven daily plans
Essential questions

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2. Demonstrating effective teaching practices.

Teachers deliver factually correct content :
in a well-organized manner that shows progression
throughout the lesson
by emphasizing key points in a memorable way.
Sample questions reflecting Blooms taxonomy
Teacher maintains a dynamic presence . . .
uses engaging body language, tone, and volume;
orchestrates student learning, acting as a guide and a leader;
delivers content with confidence;
conveys enthusiasm for the content; and
speaks clearly using age-appropriate language.
Student or teacher-created models of assignment.
Students are . . .
attentive and focused,
completing the assigned task, and
participating in activities

Students are:
Maintaining eye contact
Nodding
Volunteering to answer questions

Students are:
Talking to peers
Writing
Calculating
Experimenting
Completing assignments
Asking questions

Teacher uses strategies to capture students attention and connect them
to the content or activity. For instance, a teacher may use think-pair-
share to increase the level of participation in response to a question

Teacher circulates around the classroom, monitoring student
performance and providing assistance as needed to complete the

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assigned task. For instance, during independent practice in a math

class, teacher may circulate to monitor student progress and kneel
down to provide assistance to a student who is struggling with long
division.
Teacher establishes and maintains clear expectations for student
engagement during the lesson. For instance, while working in small
groups, all students have assigned roles, such as timekeeper, facilitator,
scribe, and reporter.

Teacher uses varied methods to frequently check for understanding
throughout the lesson.

Teacher uses appropriate types of questioning based on Blooms
Taxonomy.

Teacher responds to misunderstandings and enriches student
understanding.

Teacher uses instructional strategies that purposefully target the various
learning styles of the students.

Teacher targets multiple learning needs by modifying and
varying the content, process, product, or thelearning
environment of their lesson by:
Using varied media to present content; visual, auditory,
kinesthetic, tactile, interpersonal, social, linguistic
Designing learning centers
Using graphic organizers
Teaching to multiple intelligences
Allowing for student choice

Teacher provides:
accommodations/adaptations for students who have 504 and
IEP plans.
differentiated Instruction based on language levels of
students.

Teacher uses efficient procedures and routines to move students
through classroom activities

Teacher maintains efficient instructional pacing by spending an
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appropriate amount of time on each phase of the lesson.

Teacher:
refers to objectives
asks questions
demonstrates research-based strategies
provides feedback
leads students through guided practice (examples)
provides clear directions
uses graphic organizing methods
uses on the fly adjustments

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3. Recognizing individual student learning needs and developing strategies to address those needs

Teacher differentiates instruction based on needs of students Record of interventions for students
Teacher targets multiple learning needs by modifying and varying
the content, process, product, or thelearning environment of
the lesson by:
Record of observations of students
Teacher provides for:
accommodations/adaptations for students who have 504
and IEP plans
differentiated instruction based on levels of students
Record of reports made to appropriate professionals
Teacher uses instructional strategies that purposefully target the various
learning styles of the students by:
Depicting examples on chart paper (visual),
Talking through examples in everyday life
(auditory),
Asking students to respond using their arms
(kinesthetic), and
Having students use objects to represent the concepts
during independent practice (tactile).

IEPs, 504 plans
Record of resources requested and accessed for students
Lesson plans reflecting differentiation addressing students
needs
Materials used to differentiate instruction
Student progress reports

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4. Providing clear and intentional focus on subject matter content and curriculum

Teacher delivers factually correct content in a well-organized manner
using instructional strategies that match the lesson objectives.
Samples of student work or projects demonstrating
connections to future academic work and to life beyond the
classroom.
Teacher emphasizes key points in a memorable way. Lesson plans
Teacher uses engaging body language, tone, and volume to maintain a
dynamic presence
Objectives posted in classroom
Students communicate goals and objectives; refer to lesson objectives. Samples of assignments that illustrate rigor.
Teacher communicates goals and objectives in lesson opening and
closing
Students learning goals
Teacher uses strategies to capture students attention and connect them
to the content or activity.
Vocabulary lists
Teacher circulates around the classroom, monitoring student
performance and providing assistance as needed to complete the
assigned task.

Teacher establishes and maintains clear expectations for student
engagement during the lesson.

Teacher checks for understanding.
Teacher responds to student misunderstandings by scaffolding learning.
Teacher responds to students correct answers by probing for higher-
level understanding.

Teachers response to students suggests that everyone is capable of
expanding their knowledge and skills.

Teacher establishes high expectations for students and their work and
assign rigorous academic work

Teacher demonstrates supportive relationships with all students.
Teacher encourages students to develop personal learning goals based
on their needs, interests, and curiosity.

Teacher uses academic vocabulary.
Students use academic vocabulary.
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5. Fostering and managing a safe, positive learning environment.

Teacher defines, teaches, and models the rules for the behavior in the
classroom.
Classroom management plan
Teacher explains and enforces consequences for appropriate and
inappropriate behavior.
Records of parent communications (phone calls, e-mails,
conferences) that explain rules for behavior
Teacher demonstrates that procedures are in place for routines, such as:
Taking attendance
Distributing materials
Bringing the classroom to attention
Sharpening pencils
Lining up
Using the restroom
Transitions
Turning in papers/homework
Records of tracking student behavior including referrals,
suspensions, expulsions
Teacher teaches, models and practices procedures with students. Student recognition (awards)
Teacher implements and re-enforces procedures. Discipline forms
Classroom is arranged to support teaching and learning. Classroom rules/expectations.
All materials are ready to use. Student handbook.
Teacher uses procedures and routines to move students through
classroom activities efficiently.
Student work displayed.
Teachers and students use positive interactions as evidenced by:
shared activities
social conversation
smiling
laughter
enthusiasm
praise
eye contact
warm and calm voices
respectful language

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Teacher displays a positive affect when interacting with students.

Teacher builds relationships with students by showing interest in
individual students and by providing students with individual
acknowledgement.

Teacher demonstrates respect for students.
Teacher communicate desired behaviors to students
Teacher recognizes, praises, or rewards students who are demonstrating
the expected behaviors.

Teacher re-engages students without disrupting the flow of instruction.
When challenging behavior arises, teacher responds calmly, quickly,
and in alignment with OSD Student Discipline Matrix and established
classroom consequence.

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6. Using multiple student data elements to modify instruction and improve student learning.

Teacher targets multiple learning needs by modifying and
varying the content, process, product, or thelearning
environment of their lesson by:
Records of:
Student progress
Assessment data
Assignment completion data
Special needs data (IEP goals, 504 plans)
Language Proficiency levels
Attendance data
Observational data
Teacher provides:
accommodations/adaptations for students who have 504 and
IEP plans.
differentiated instruction based on levels of students.
Samples of data used to evaluate student progress
Uses on the fly adjustments Records of interventions
Teacher uses daily, weekly, and/or unit assessments to track student
progress and inform instruction.
Records of enrichment
Teacher uses assessment methods and items that accurately measure the
lesson objective or unit goals, Grade Level Standards, and English
Language Development Standards.
Lesson plans, reflecting modifications to long terms plans
and practices, as appropriate
Teacher uses a variety of assessment methods and question formats. Student goal sheets
Teacher provides multiple opportunities over the course of the unit or
year for students to demonstrate mastery.
Grade reports
Teacher re-teaches concept(s). Assessment schedule/plan
Records of informing students and parents of progress,
including parent conference reports
PLC minutes and agendas
Sample assessments
Rubrics

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7. Communicating with parents and school community.

Teacher communicates with parents and school community at school
events.
Record of parent contacts such as: phone calls, conferences,
e-mails, newsletters, school events, meetings
Teacher communicates with parents and school community at district
events and projects.
Student progress reports
Teacher communicates with parents and school community at
community events.
Parent surveys
Teacher displays a positive affect when interacting with parent and the
school community.
Samples of communication with community
Teacher builds relationships with parents and the school community by
showing interest in individuals and by providing individual
acknowledgement.

Teacher demonstrates respect for parents and the school community.

8. Exhibiting collaborative and collegial practices focus on improving instructional practice and student learning

Participates in meetings Lesson plans
Attends meetings Team feedback forms
Makes contributions at meetings PLC minutes and agendas
Demonstrates positive interactions with staff PLC group norms
Team agreements

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APPENDIX A: Examples of Observations and Documentation

2. Demonstrating effective teaching practices.

assigned task. For instance, during independent practice in a math

appropriate amount of time on each phase of the lesson.

5. Fostering and managing a safe, positive learning environment.

Teacher displays a positive affect when interacting with students.

7. Communicating with parents and school community.

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