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Descriptors of Practice, Element Level

Teacher Name Jennifer Ramos


Administrator P.honda Pitts
Formal Observation Form
School Capito! Heights ES
Location 3/4 comb - Math
Observation # 1 EIN
Date January 3 t, 2014
Administrator
Domain 1: Planning and Preparation - Component lc: Establishing Instructional Outcomes
Elements: Value, Sequence, and alignment, Clarity, Balance, Suitability for diverse learners
Element Unsatisfactory Basic Proficient Distinguished
Outcomes represent !ow expectations for Outcomes represent moderately high Most outcomes represent high All outcomes represent high expectations and
students and lack of rigor. They do not expectations and rigor. Some reflect expectations and rigor, end important rigor, and important learning in the discipline.
Value and reflect important learning in the
important learning in the discipline and at learning in the discipline. They are They are connected to a sequence of learning
Sequence
discipline nor a connection to a sequence least some connection to a sequence of connected to a sequence of learning. both in the discipline and related disciplines.
of learning. learning.
[]
Outcomes are only moderately clear, or Most of the outcomes are clear, but may All the outcomes are clearing, written in the
stated as not as student learning but as consist of a combination ooutcrmes and include a few activities. Most suggest
form of studeat learning, end permit viable
Clarity
activities. Outcomes do not permit viable acdvitias: Some outcomes permit viable viable methods of assessment. methods of assassment.
methods of aasessment. methods of assessment.
[]
Outcomes reflect only one type of Outcomes reflect several types of Outcomes reflect several different types Where appropriate, outcomes reflect several
learning and only one diseipliue or learning but teacher has made no attempt of learning and opportunities for different types of learning and opportunities
Balance
at coordination or integration. coordination. for both coordination and integration.
Outcomes are not suitable for the class, Most of the outcomes are suitable for Most of the outcomes are suitable for all
Outcomes are based on a comprehensive
Suitability
or are not based on any assessment of
most of the students in the class based on students in the class, and are based on assessment of student learning and take into
evidence of student proficiency. account the varying needs of individual
for Diverse
smdent needs global assessments of student learning.
However, the needs of some individual
students or groups.
learners students may not be accommodated.
%,
[]
Evidence:
Value, Sequence, andAlignment-
Clarity - See lesson plan for evidence

Balance -
Suitability for Diverse Learners -
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Descriptors of Practice, Element Level
Teacher Name Jelmifer Ramos
Administrator Rhonda Pitts
Formal Observation Form
School Capitol Heights ES
Location 3/4 comb - Math
Observation # 1 EIN
Date January 31,2014
Administrator
Domain 1: Planning and Preparation- Component le: Designing Coherent Instruction
Elements." Learning activities, Instructional materials and resources, Instructional groups, Lesson and unit structure
Element
Unsatisfactory Basic Proficient
Distinguished
Learning activities ar~. not suitable to Only some of the learning activities are
kll of the learning activities are suitable Learning activit{es are highly suitable to
students or to instructional purposes, and
suitable to students or to the to stadents or to the instructional
diverse learners and support the inslractional
outcomes. They are all designed to engage
Learning
are not designed to engage students in
instructional outcomes. Some represent outcomes, and most represent
a moderate cognitive challenge, but
significant cognitive challenge, and with students in high-level cognitive activity, and
Activities
active intellectual activity.
with no differentiation for different
some differentiation for different groups are differentiated, as appropriate, for
students. of students.
individual leamars.
[]
Materials and resources are not suitable
Some of the materials and resources are All of the materials and resources are
All of the materials and resources are
suitable to students, support the suitable to students, support the instructional
Instructional
for students, do not support the
suitable to students, support the
instructional outcomes nor engage
instructional outcomes, and engage Instructional outcomes, and are outcomes, and are designed to enge~ge
Materials students in meaningful learning. students in meaningful learning.
designed to engage students in students in meaningful learning. There is
and
meaningful learning. evidence of appropriate use oftechnoingy
and of student participation in selecting or
Resources adapting materials.
[]
Instructional groups do not support the
Instructional groups partially support
Inslractional groups are varied as Instructional groups are varied as
instructional outcomes end offer no the instructional outcomes, with an
appropriate to the students and the appropriate to the students and the different
Instructional variety. effort at providing some variety. different instructional outcomes.
Insmmtional outcomes. There is evidence of
Groups
student choice in selecting the different
patterns of instractional groups.
[]
The lesson or unit has no clearly defined
The lesson or unit has a recognizable The lesson or unit has a clearly defined The lessons or units structure is clear and
Lesson and
structure, or the structure is chaotic.
structure, although the structure is not structure around which activities are allows for different pathways according to
organized. Progression of activities is diverse student needs. The progression of
Unit
Activities do not fullow an organized
uniformly maintained throughout.
progression, and time allocations are
Progression of activities is uneven, even, with reasonable time allocations.
activities is highly coherent.
Structure urtrealistic. most time allocations are reasonable.
[]
Evidence:
Learning activities -
Instructional materials and resources -
See lesson plan for evidence
Instructionalgroups -
Lesson and unit structure -
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Administrator
Formal Observation Form
Descriptors of Practice, Element Level
Teacher Name Jelmifer Ramos
Administrator Rhonda Pitts
School Capitol Heights ES Observation # 1 EIN
Location 3/4 comb - Math Date Janumq 3 !, 2014
Domain 2: The Classroom Environment - Component 2b: Establishing a Culture for Learning
Elements: Importance of the content, Expectations Cot learning and achievement, Student pride in work
Element Unsatisfactory I
Basic Proficient
Distinguished
Teacher or students convey a negative Teacher communicates importance of Teacher conveys genuine enthusiasm
Students demonslrate through their active
Importance
attitude toward the content, suggesting
the work but with little conviction and for the content, and students
participation, curiosity, and taking initiative that
of the
that it is not important or has been only minimal apparent buy-in by the
demonstrate consistent conunitment to
they value the contents importance.
Content
mandated by others. students. its value.
Instructional outcomes, activities and Insm~ctional outcomes, activities and assignments,
Expectations
Instructional outcomes, activities and
Instructional outcomes, activities and
assignments, arid classroom
assignments, and classroom
assignments, and classroom and classroom interactions convey high
for Learning interactions convey low expectations
interactions convey only modest interactions convey high expectations
expectations for all students. Students appear to
and
for at least some smdants.
expectations for student learning and for most students.
have internalized these expectations.
Achievement
achievement.
[]
Students demons/rate little or no pride Students minimally accept the
Students accept the teachers Students demonstrate attention to detail and take
Student
in their work. They seem to be responsibility to "do good work" but
insistence on work of high quality and obvious pride in their work initiating improvements
invest little of their energy into its
demonstrate pride in that work. in it by, for example, revising dralts on their own,
Pride in
motivated by the desire to complete a
task rather than to do high-quality
quality.
or helping peerS.
Work work. []
[]
Evidence:
Importance of the content- Ts: What is a fraction? What is an equivalent fraction? Teacher asked stndents what these terms meant
before she shared the definition. Ts: I need you to teach me why you did this. The content Qfthe lesson was supplemented through a
video. Teacher utilizes a variety of instructonol tools (video, qnestioning, manipulatives and real life situations) to deliver the lesson.
Expectations for learning and achievement- Ts: You got this dude. Write me an example of this. You got this dude. Lets see what you
wrote. Show me an example, Yup. Now what goes on the top? He waote one over seven. Ms Ramos is going to anap it up a little I am
going to share with 5 people. How can I make this even? I want the whole. I dont want mine broken up.
Student pride in work- Why was the bar slanted on the fraction? Teacher expalined that there was another way to write fractions. A
student was selected to share his work at the visualizer. Students were asked to explain their w-ork on how they would show how to
equally divide 4 sets of fractions. Christian said she had a different way of dividing fractions equally and showed the class. Ss: Can you
give us a harder one? Ok Fred said he wants to go first (to show his work)
The Danielson Group ww~v.~laniets~n~roul~.orz Copyright 2006, CharlotteDanielson, All rights reserved. Page3of 13
Administrator
Descriptors of Practice, Element Level
Teacher Name Je~mifer Ramos
Administrator Rhonda Pitts
Formal Observation Form
School Capitol Heights ES
Location 3/4 comb - Math
Observation # 1
Date January 31, 2014
EIN
Domain 2: The Classroom Environment - Component 2d: Managing Student Behavior
Elements: Expectations, Monitoring of student behavior, Response to student misbehavior
Element
Unsatisfactory Basic Proficient Distinguished
No standards of conduct appear to
Standards of conduct appear to have Standards of conduct are clear to all
Standards of conduct are clear to all students and
students. appear to have been developed with student
Expectaaons
have been established, or students are
been established, and most students
confused as to what the standards are.
seem to understand them.
participation.
[]
Monitoring by teacher is subtle and preventive.
Monitoring
Student behavior is not monitored, and
Teacher is generally aware of student Teacher is alert to student behavior at
behavior but may miss the activities of all times.
Students monitor their own and their peers
of Student
teacher is unaware of what the students
are doing. some students.
behavior, correcting one another respectfully.
Behavior []
Teacher does not respond to Teacher attempts to respond to student
Teacher response to misbehavior is
Teacher ~esponse to misbehavior is highly effective
Response to
misbehavior, oy the response is
misbehavior but with uneven results, appropriate and successful and and sensitive to students individual needs, or
respects the students dignity, or student behavior is entirely appropriate.
Student
inconsistent, overly repressive, or does or infractions of the roles are minor.
not respect the student s dtgn ty.
student behavior is generally
Misbehavior
appropriate.
[]
Evidence:
% Expectations - Expectations appear to be clear to all students.
* Monitoring of student behavior- In 5,4,3, 2and 1are you ready? Quiet mouths. Noisy hands. Two students entered the room.
Whats a:p gentlemen
. Response to student misbehavior- Two students entered the room. Whats up gentlemen are you getting yottr instruments? Ok Nice and
quietly. Students quietly got instruments and left. I need you to cNll out on your bal! Fred. You know the rules.
The Danietson Group w~c.danielson~roulxortz Copyright 2006, Charlotte Danielson, All rights reserved. Page 5 of 13
Descriptors of Practice, Element Level
Teacher Name Jelmifer Ramos
Administrator Rhonda Pitts
Formal Observation Form
School Capitol Heights ES
Location 3/4 comb - Math
Observation # 1
Date January 31, 2014
EIN
Administrator
Domain 3: Instruction - Component 3b: Using Questioning and Discussion Techniques
Elements: Quality of questions, Discussion techniques, Student participation
Element Unsatisfactory Basic
Proficient Distinguished
Teachers questions are virtually all of
Teachers questions are a combination of
Most of teachers questions are of high Teachers questions are of uniformly high
quality, with adequate time for students to
Quality of
poor quality, with low cognitive
low and high quality, posed in rapid
quality. Adequate time is provided for
succession. Only some invite a thoughtful
students to respond. respond. Students formulate many
Questions
challenge, single correct responses, and
asked in rapid succession. response:
questions.
Interaction between teacher and students
Tencher makes some attempt tu engage Teacher creates a genuine discussion Students assume considerable
responsibility for the success of the
Discussion
is predominantly recitation style, with the students in genuine discussion rather than
among s~dents, stepping aside when
recitation, with uneven results.
appropriate. discussion, initiating topics and making
Techniques
teacher mediating all questions and
answers.
unsolicited contributions.
[]
Student
A few students dominate the discussion.
Teacher attempts to engage all students in
Teacher successfully engages all students Students themselves ensure that all volc~s
the discussion, but with only limited in the discussion.
are heard in the discussion.
Participation
Success.
[]
Evidence:
Quality of questions - Ts: What is a fraction? Ss: A denominator and a mmaerator Ss: It is one fourth, one half, one eighth Ss: It is a
whole that is broken into parts. Khalil said A fraction has a numerator and denominator who can tel! me what that means? A student
responded: The denominator is all of the parts. Ts: What is the numerator? Ss:The nmnerator is a piece of all of the parts. What do you
think are the equal pieces? Osmos? What do you think an equivalent fraction is? Ss:It is adding fractions. Do you have an idea? Ss: We
equaled it up. So what do you think an equivalent fraction is. Ts: Teacher said they are fractions that equal the same thing. What does it
mean when the value remains the same but the foma of the fraction chemges? Do these two equal the same? 1/4 mad 2/8? Ss: Yes Teacher
said They are the same comer piece. Throughout the lesson the teacher asked students to explain or back up their answers,
Discussion technique - Turn and talk was used to determine equal amounts. Ts: Call on a friend to help you. Ss: Chalyn
Studentparticlpation- Students provided a response to teacher generated questions. Students turned and talked to engage them in
discussions.
The Danielson Group "~,orcw.da~aielson~rouo.or,a Copyright 2006, CharlotteDanielson, Alt rights reserved. Page6of 13
Descriptors of Practice, Element Level
Teacher Name Jennifer Ramos
Administrator Rhonda Pitts
Formal Observation Form
School Capitol Heights ES
Location 3/4 comb - Math
Observatio
n
# 1
Date JanumT 31, 2014
EIN
Administrator
Domain 3: Instruction Component 3c: Engaging Student in Learning
Elements: Activities and assignments, Grouping of students, Instructional materials and resources, Structure and pacing
Element
Unsatisfactory Basic Proficient
Distinguished
Activities and assignments are Most activities and assignments All students are cognitively engaged in the aclivities and
Activities
Activities and assignments are
inappropriate for students age
appropriate to some students and engage are appropriate to students, and assignments in their exploration of content. Students initiate
and or background. Students are not them mentally, but others are not almost all students are cognitively or adapt activities and projects to enhance their
Assignments
mentally engaged in them. engaged. engaged. understanding.
[]
Instructional groups are Instmctiunal groups are only partially
instructional groups are productive Instructional groups are productive and fully appropriate to
Grouping of
inappropriate to the students or appropriate to the students or only and fully appropriate to the the students or to the instractional purposes of the lesson.
moderately successful in advancing the students or to the instructional Students take the initiative to influence the formation or
Students
to the instructional outcomes.
instractiunal outcomes of the lesson. purposes of the lesson. adjustment of instructional groups.
[]
Instructional
Instructional materials and Instructional materials and resources are Instructiunat materials and Instructional materials and resources are suitable to the
resources are suitable to the instructional purposes and engage students mentally.
Materials
resources are unsuitable to the only partially suitable to the instructional
instructional purposes or do not purposes or students are only partially
instructional purposes and engage Students initiate the choice, adaptation, or creation of
and engage students mentally. mentally engaged with them.
s~dants mentally. materials to enhance their learning.
t~esource$
[]
The lesson has no dearly The lesson has a recognizable structure,
The lesson has a clearly defined The lessons structure is highly coherent, allowing for
Structure
defined structure, or the pace of although it is not uniformly maintained structure around which the reflection and closure. Pacing of the lesson is appropriate for
throughout the lesson. Pacing of the activities are organized. Pacing of all students.
and Pacing
the lesson is too slow, or
rushed, or both. lesson is inconsistent. the lesson is generally appropriate.
[]
Evidence:
Activities and assignments- Powerpoint with questions to respond to, video review, mataipulative activity with fraction bars. Worksheet
Grouping of students-. Whole group, Think-pair-share
Instructionalmaterials and resources- Instructional videos, fraction manipulatives visualizer, music

Structure andpacing- The teacher utilized a 5E Lesson plata structure. Pacing was appropriate for lesson. Teacher provided wait time for
responses.
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Page7of !3
Administrator
Descriptors of Practice, Element Level
Teacher Name Jelmifer Ramos
Administrator P~onda Pitts
Formal Observation Form
School Capito! Heights ES
Location 3/4 comb - Math
Observation # 1
Date Januat~ 31, 2014
EIN
Domain 4: Professional Responsibilities - Component 4a: Reflecting on Teaching
Elements: Accuracy, Use in future teaching
Element
Unsatisfactory Basic Proficient Distinguished
Teacher does not know whether a
Teacher has a generally accurate Teacher makes an accurate Teacher makes a thoughtful mtd accurate
lesson was effective or achieved
impression of a lessons assessment of a lessons
assessment of a lessons effectiveness and the
its goals, or profoundly misjudges effectiveness and the success to effectiveness and the success to extent to which it achieved its goals, citing
Accuracy the success of a lesson. which instructional goals were which it achieved its instructional many specific examples from the lesson and
met. goals and can cite general weighing the relative strengths of each.
references to support the judgment.
Teacher has no suggestions for
Teacher makes general Teacher makes a few specific Drawing on an extensive repertoire of skills,
Use in
how a lesson could be improved suggestions about how a lesson suggestions of what could be tried teacher offers specific alternative actions,
Future another time the lesson is taught could be improved another time another time the lesson is taught.
complete with probable successes of different
Teaching
the lesson is taught.
approaches.
[]
]Evidence:
* Accuracy -
See Domain 4 evidence provided by the teacher
* Use in future teaching -
The Danielson Group w~,xta~aietson~roun.or~ Copyright 2006, CharlotteDanielson, All rights reserved.
Page8of 13
Descriptors of Practice, Element Level
Teacher Name Jelmifer Ramos
Administrator Rhonda Pitts
Formal Observation Form
School Capitol Heights ES
Location 3/4 comb - Math
Observation # 1
Date January 31, 2014
EIN
Administrator
Domain 4: Professional Responsibilities - Component 4c: Communicating with Families
Elements: Information about the instructional program, Information about individual students, Engagement of families in the instructional program
Element Unsatisfactory Basic Proficient Distinguished
Information
Teacher provides little or no Teacher participates in the Teacher provides frequent Teacher provides frequent information to families,
About the
information about the instructional schools activities for parent information to families, as as appropriate, about the instructional program.
appropriate, about the Students participate in preparing materials for
Instructional
program to families. communication, but offers little
additional information. instructional program. their families.
Program
Teacher provides minimal Teacher adheres to the schools Teacher communicates with Teacher provides information to parents
information to parents about required procedures for parents about students frequently on student progress, with students
Information
individual students, or the
communicating with families. progress on a regular basis, contributing to the design of the system. Response
About communication is inappropriate to Responses to parent concerns are respecting cuItural norms, and to parent concerns is handled with great
Individual
the cultures of the families. Teacher minimal, or may reflect is available as needed to professional and cultural sensitivity.
Students
does not respond, or responds occasional insensitivity to respond to parent concerns.
insensitively to parent concerns cultural norms.
about students [] []
Engagement
Teacher makes no attempt to engage Teacher makes modest and Teachers efforts to engage Teachers efforts to engage families in the
of Families
families in the instructional partially successful attempts to families in the instractional insWactional program are frequent and successful.
program are frequent and Students con~bute ideas for projects that will be
in the
program, or such efforts are engage families in the
inappropriate. instructional program. successful enhanced by family participation.
Instructional
Program []
Evidence."
Information about the instructionalprogram -
Information about individualstudents -
See Domain 4 evidence provided by the teacher
Engagement offamilies in the instructionalprogram -
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Page9of 13

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