Hartnettville School District Teacher Observation Form

Teacher Name:
Teacher Name: Mr. Allen School: Messalonskee High School _X_ Announced ___ Unannounced
Subject/Grade/Class: Math- Geometry 9th and 10th grade Observer: Beth Prelgovisk
Date: April 12, 2021
Observation Summary: Mr. Allen is a student teacher with Mr. Davis. There were 16 students in the class. The teacher was reviewing for a test,
so he handed out a review packet to each student. There were no remote students in this class. Domain 1:
Domain I: Planning and Preparation
Standard Rating Ineffective Developing Effective Highly Effective
Setting Instructional Outcomes I Outcomes represent low Outcomes represent Most outcomes represent high All outcomes represent high
expectations, lack rigor and moderately high expectations, expectations, rigor, clarity and expectations, rigor, clarity and
Look for: D clarity; are activity-based and rigor, and clarity, are a connection to a learning connection to a learning
Rigor in expectations
reflect only one type of combination of outcomes and sequence. Outcomes reflect sequence. Outcomes reflect
Visibility and Clarity
Skills and Content E learning. Outcomes are not activities and reflect several several types of learning and several types of learning and
Accessibility based on any assessment of types of learning that have not opportunities for coordination and opportunities for coordination
HE student needs. been integrated by the teacher. are based on evidence of student and are based on evidence of
Some individual student needs proficiency. Necessary individual student needs.
NA may not be accommodated. accommodations are evident.
Designing Coherent Instruction Learning activities are not Only some of learning activities All of learning activities are All of learning activities are
I suitable to students or to are suitable to students or the suitable to students and to highly suitable to students and
Look for: instructional outcomes and instructional outcomes and only instructional outcomes and are to the instructional outcomes
Learning Activities
D they are not engaging. moderately engaging. Some of engaging. All of materials and and are highly engaging. All of
Materials and Resources
Grouping Materials and resources do not materials and resources resources engage students in materials and resources
Structure (of lesson or unit) E engage students in meaningful engage students in meaningful meaningful learning and engage students in meaningful
learning and groupings do not learning and groupings partially groupings vary as appropriate to learning and groupings vary
HE support the outcomes. The support the outcomes. Structure students and outcomes. Structure and include student choice.
structure is undefined or is recognized, but not is clearly defined and maintained. Structure is clear and allows
NA chaotic. Unrealistic time maintained. Most time All time allocations are for different pathways
allocations. allocations are reasonable. reasonable. according to diverse student
needs. Time allocations are
reasonable.
Evidence and Comments:

The teacher provided each student with a Review Packet for finding the volume of different shapes.
The 6-page handout sheet was well explained by the teacher at the beginning of the class and during the class while they were solving problems.
Mr. Allan reviewed the formulas with the class, so they could use them as a reference/resource.
During class, Mr. Allen used a computer with a pad. When he wrote on the pad, it projected the work on the TV.
He also used a chalk board behind him to go over examples.
Chairs were aligned in rows per Covid procedure.

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 Hartnettville School District Teacher Observation Form

Domain 2: The Classroom Environment

Domain 2: Classroom Environment
Standard Rating Ineffective Developing Effective Highly Effective
Establishing a Culture for I Classroom environment Classroom environment Classroom environment conveys Classroom environment
Learning conveys a negative culture with conveys attempt to create positive culture of learning with a embodies very high levels of
D low teacher energy level, low culture of learning with high level of energy for both teacher and student energy,
Look for: expectations for student moderate teacher energy level, students and teachers, high high expectations for all
E
Energy level achievement and little to no moderate expectations for expectations for students and students. Students hold
High Expectations for HE student-demonstration of pride student achievement, and little clear student-demonstration of themselves to high standards of
Students/pride in work in his/her work. student-demonstration of pride pride in his-her work. performance and initiate
NA in his/her work. improvements to their work.
Managing Student Behavior I No evidence of established There is evidence of some Standards of conduct are clear to Standards of conduct are clear
conduct standards and little to teacher effort to establish all students and teacher is alert and have been established in
Look for: D no teacher monitoring of conduct standards and some to student behavior at all times. part by students, monitoring is
Teacher alertness student behavior. Responses to attempted, inconsistent teacher Response to misbehavior is preventive and students
Responses to misbehavior E student misbehavior are monitoring of behavior. appropriate and successful and monitor their own and peers’
Standards of conduct repressive or disrespectful of Teacher attempts responses to respects student’s dignity OR behavior and correct
HE student dignity. student misbehavior with student behavior is generally respectfully. Teacher response
uneven results or there are no appropriate. to misbehavior is highly
NA major rule infractions. effective and sensitive to
students’ individual needs OR
student behavior is entirely
appropriate.
Managing Classroom I Much instructional time is lost Some instructional time is lost There is little to no loss of Instructional time is maximized
Procedures through inefficient classroom through only partially effective instructional time because of because of efficient routine
D
routines and procedures. classroom routines and effective classroom routines and and procedures.
Look For: There is little or no evidence procedures. procedures. Students contribute to the
Management of Instructional E
Groups that the teacher is managing The teacher’s management of The teacher’s management of management of instructional
Management of Transitions HE instructional groups, instructional groups, instructional groups and the groups, transitions, and the
Management of Materials transitions, and /or the transitions, and/or the handling of materials and handling of materials and
Supervision of NA handling of materials and handling of materials and supplies are consistently supplies.
Paraprofessionals supplies effectively. supplies is inconsistent, the successful. Routines are well understood
There is little evidence that result being some disruption With minimal guidance and and may be initiated by
students know or follow of learning. prompting students follow students.
established routines. With regular guidance and established classroom routines.
prompting¸ students follow
established routines.
Evidence and Comments:
The atmosphere in the class was very relaxed. There were fun conversations before class and during the class time.

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 Hartnettville School District Teacher Observation Form
Students felt comfortable to speak up and share their answer whether they were correct or not.
Mr. Allen was patient and calm with the students and gave them enough time to solve a problem.
Praise was given for the correct answers as well as to those who were trying.
Student behavior was good. They would get a little off topic, but the teacher would bring it back to the lesson.
Students were respectful to each other and to the teacher.
Students would look to other students to see how they got the correct answer.

Domain 3: Instruction

Domain 3: Instruction
Standard Rating Ineffective Developing Effective Highly Effective
Using Questioning and I The teacher’s questions are at The teacher’s questions are un- The teacher’s questions are at a The teacher’s questions and
Discussion Techniques a low-level or inappropriate. even, with some at a high-level. high cognitive level, and the student-teacher discourse are
D The discussion techniques True discussion is attempted teacher allows sufficient time for at a high cognitive level
Look for: produce limited student with only moderate student students to answer. All students Students formulate high-level
Teacher questions E participation and little true participation. participate in the discussion, with questions and assume
Student responses/discussions discussion. the teacher stepping aside when responsibility for all students’
Student engagement HE appropriate. the participation in the
discussion.
NA
Engaging Students in Learning I Students are not engaged in Students are partially engaged Students are engaged Students are engaged in
learning. Groupings, activities in learning. Groupings, throughout the lesson in learning throughout lesson &
Look for: D and/or materials are activities and/or materials are learning. The activities, student make contributions to the
Activities and assignments inappropriate to cultures and appropriate for some students. groupings, and the materials are content, groupings, activities,
Instructional groups E levels of understanding. No Structure and pacing of the appropriate to the instructional materials of the lesson.
Materials and resources lesson structure or pacing is lesson is uneven. outcomes. There is a clear & Structure & pacing allow for
Structure and pacing HE present. coherent lesson structure with student reflection and closure.
Workshop Model? suitable pacing.
NA
Using Assessment in I Assessment is not used in Assessment is used Assessment is used regularly in Sophisticated use of
Instruction instruction, either through occasionally in instruction instruction, through self- assessment through student
D monitoring of learning progress through some monitoring of assessment by students, involvement in establishing the
Look for: by the teacher or students or learning progress by teacher monitoring of learning progress assessment criteria, self-
Student awareness E through feedback to students; and/or student. Feedback to by teacher and/or student, and assessment by students,
Teacher monitors/checks for students are unaware of the students is uneven and high quality feedback to progress monitoring by teacher
understanding HE assessment criteria used to students are aware of some students. Students are fully and students, high-quality
Feedback to students evaluate their work. assessment criteria used to aware of the assessment criteria teacher feedback from a variety
NA evaluate their work. used to evaluate their work. of sources.
Evidence and Comments:

All students were very engaged in the class, actively participating, volunteering answers, and being positive with others.

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 Hartnettville School District Teacher Observation Form
The lesson was clear, and students had the flexibility to go ahead to complete the next problem if they wanted to.
Mr. Allen had great questions throughout the class time keeping the student’s interest high.
He used Wait time, Place holders, Clarifying, Check with others, Prompting, Cues, and What might be the answer.
For some problems, he had students share their answers out loud and asked if anyone got a different answer? He would have 4 different answers on the board. Once he gave the correct
answer, he would have a student explain how they got that correct answer.
If a student had a question about a problem way ahead of where they were, he would put up some hints on the chalk board to help.
Mr. Allen would make correlations from one problem to another problem to help solve for the answer.

Domain 4: Professional Responsibilities

Standard Rating Ineffective Developing Effective Highly Effective
Reflecting on Teaching I The teacher doesn’t know if the The teacher has a generally The teacher makes an accurate The teacher makes a thoughtful
lesson was effective or achieved accurate impression of a lesson’s assessment of a lesson’s and accurate assessment of a
Look for: D its instructional outcomes OR effectiveness and the extent to effectiveness and the extent to lesson’s effectiveness and the
Accuracy teacher profoundly misjudges the which instructional outcomes which instructional outcomes were extent to which it achieved its
Adapting Instruction? E success of a lesson and offers no were met. The teacher offers achieved with general supporting instructional outcomes with specific
suggestions for how a lesson general suggestions about how a evidence. The teacher offers a few supporting evidence. The teacher
HE could be improved. lesson can be improved. specific suggestions of what could offers specific alternative actions
be tried to improve the lesson. and probable success hypotheses.
NA
Evidence and Comments:
He thought the lesson went well. It was a two-part lesson reviewing for a test.
The students stayed focused on the lesson.
Suggestion: One thought was to get paper models of the objects and have them unfold, like origami, so students could see the shapes that make up the object.

OBSERVATION SUMMARY :
It was nice to get into another classroom and see what is happening. Mr. Allan is just finishing up his time at our school as a student teacher.
From what I could see, from a snap shot of his work, he will be a wonderful teacher.
He explained the lesson well and was prepared with a review handout.
Mr. Allen was exceptional at executing the lesson so that all students understood the material.
If I were a student, I would feel at ease in that class and confident on knowing the work.
It reminded me how much I loved math in high school.

NOTE: Teacher may submit additional information relative to this observation; it will be attached to the observation.

The signatures below indicate that a conference between the staff member and the evaluator was held. The staff member’s signature on this form

indicates that he/she has received the document. The staff member’s signature does not necessarily indicate agreement with the document .

N/A=Not Assessed
 Hartnettville School District Teacher Observation Form

Observer: __Beth Prelgovisk_______________ Date: ____April 25, 2021_________

Faculty Member: ___Hunter Allen___________ Date: ___April 26, 2021____________

N/A=Not Assessed