APPENDIX A: Examples of Observations and Documentation

Transcription

1 APPENDIX A: and Documentation 1. Centering instruction on high expectations for student achievement. Students communicate goals and objectives. Teacher communicates goals and objectives in lesson opening and closing. Standards-based lesson plans 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 1

2 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. 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. 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-pairshare 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 Sample questions reflecting Blooms taxonomy Student or teacher-created models of assignment. 2

3 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 the learning 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 3

4 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 4

5 3. Recognizing individual student learning needs and developing strategies to address those needs Teacher differentiates instruction based on needs of students Teacher targets multiple learning needs by modifying and varying the content, process, product, or the learning environment of the 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 for: accommodations/adaptations for students who have 504 and IEP plans differentiated instruction based on levels of students 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). Record of interventions for students Record of observations of students Record of reports made to appropriate professionals IEP s, 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 5

6 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. Teacher emphasizes key points in a memorable way. Teacher uses engaging body language, tone, and volume to maintain a dynamic presence Students communicate goals and objectives; refer to lesson objectives. Teacher communicates goals and objectives in lesson opening and closing Teacher uses strategies to capture students attention and connect them to the content or activity. 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 higherlevel understanding. Teacher s 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. Samples of student work or projects demonstrating connections to future academic work and to life beyond the classroom. Lesson plans Objectives posted in classroom Samples of assignments that illustrate rigor. Students learning goals Vocabulary lists 6

7 5. Fostering and managing a safe, positive learning environment. Teacher defines, teaches, and models the rules for the behavior in the classroom. Teacher explains and enforces consequences for appropriate and inappropriate 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 Teacher teaches, models and practices procedures with students. Teacher implements and re-enforces procedures. Classroom is arranged to support teaching and learning. All materials are ready to use. Teacher uses procedures and routines to move students through classroom activities efficiently. 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 Classroom management plan Records of parent communications (phone calls, s, conferences) that explain rules for behavior Records of tracking student behavior including referrals, suspensions, expulsions Student recognition (awards) Discipline forms Classroom rules/expectations. Student handbook. Student work displayed. 7

8 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. 8

9 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 the learning 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 levels of students. Uses on the fly adjustments Teacher uses daily, weekly, and/or unit assessments to track student progress and inform instruction. Teacher uses assessment methods and items that accurately measure the lesson objective or unit goals, Grade Level Standards, and English Language Development Standards. Teacher uses a variety of assessment methods and question formats. Teacher provides multiple opportunities over the course of the unit or year for students to demonstrate mastery. Teacher re-teaches concept(s). Records of: Student progress Assessment data Assignment completion data Special needs data (IEP goals, 504 plans) Language Proficiency levels Attendance data Observational data Samples of data used to evaluate student progress Records of interventions Records of enrichment Lesson plans, reflecting modifications to long terms plans and practices, as appropriate Student goal sheets Grade reports Assessment schedule/plan Records of informing students and parents of progress, including parent conference reports PLC minutes and agendas Sample assessments Rubrics 9

10 7. Communicating with parents and school community. Teacher communicates with parents and school community at school events. Teacher communicates with parents and school community at district events and projects. Teacher communicates with parents and school community at community events. Teacher displays a positive affect when interacting with parent and the school 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. Record of parent contacts such as: phone calls, conferences, s, newsletters, school events, meetings Student progress reports Parent surveys Samples of communication with community 8. Exhibiting collaborative and collegial practices focus on improving instructional practice and student learning Participates in meetings Attends meetings Makes contributions at meetings Demonstrates positive interactions with staff Lesson plans Team feedback forms PLC minutes and agendas PLC group norms Team agreements 10