2014-2015 Teacher Walkthrough

Date: May-11-2015
Requested By: Sean Deiters

Deiters, Sean on Mar-12-2015

Observer:

Angela Underwood

Educator:

Sean Deiters

Start Date:

Mar-12-2015 11:33 AM

Current Location: NOLAN ELEMENTARY SCHOOL

End Date:

Mar-12-2015 12:06 PM

Due Date:

Type:

Formal

Completed:

Mar-16-2015 11:30 AM

Grade Filter:
Subject Filter:

Domain 2: Classroom Culture

Question/Standard:
Ensures that each learner is a valued participant in an inclusive learning community.
Answer/Evidence:
Strong Evidence - Uses the knowledge gained about students' background to extend and enrich learning.

Comments:
Mr. Deiters facilitated the learning of his students by walking around the room to check for progress, mastery and to ensure students were
on task at all times. Mr. Deiters reviewed the steps to an algebra problem with a student using ALEKS. He then circulated between the back
Hub room and main classroom following-up with students about their work.
Question/Standard:
Maintains a culture of high expectations in the learning environment (behavior).
Answer/Evidence:
Strong Evidence - Is direct, specific, consistent, and tenacious in communicating and enforcing very high expectations for student
behavior.

Comments:
All students were seated and engaged in their work. A student began to talk instead of work and Mr. Deiters gently reminded him to
"check himself", and told him that he had been doing well all day and so far he has not any points. The student quickly regrouped and
continued working. Toward the end of class prior to transition, a student wanted to talk to her friend about the mall. Mr. Deiters told her to talk
about the mall at lunch, because she only has two minutes before class ends and they transition. The student adhered to his directive and
continued working. No other redirections were necessary or made by Mr. Deiters the remainder of the observation.

Question/Standard:
Maintains an academic culture of high expectations in the learning environment.
Answer/Evidence:
Moderate Evidence - Conveys to students: This is important, you can do it, and I'm not going to give up on you

Comments:
Mr. Deiters told the class he appreciated everyone being on task and quietly working, even though it took them ten minutes to do so
earlier that day. He then told them to ask him if they had any questions. Mr. Deiters told a student working on ALEKS

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problems to work out the problems by hand rather than use the calculator because her brain is smarter than the calculator.
Question/Standard:
Provides a safe, inclusive, challenging, and supportive environment for all students.
Answer/Evidence:
Strong Evidence - Teacher and students work together on plans and procedures that ensure student safety and a safe learning
environment serves as a model.

Comments:
The learning environment was very quiet and all students were engaged. Mr. Deiters continuously and equitably, moved to all students
between two adjoined rooms to follow-up with students about their progress.
Question/Standard:
Provides a physical environment whose physical appearance and arrangement is supportive to learning.
Answer/Evidence:
Strong Evidence - Uses room arrangement, materials, and displays to maximize student mastery of learning targets.

Comments:
Furniture and the class space was maximized to support learning. Mr. Deiters tended to student in a way which maximized learning and
was inclusive.
Question/Standard:
Establishes clear and consistent routines and procedures that support a positive student-centered learning environment.
Answer/Evidence:
Strong Evidence - Successfully inculcates class routines up front so that students maintain them throughout the year

Comments:
It was evident students understood classroom procedures due to the high level of engagement and their ability to communicate what they
were working on an why.
Question/Standard:
Comments
Answer/Evidence:
Mr. Deiters serves a model to his peers in regard to establishing consistent rituals and routines to maximizes learning across a variety of
subject areas. He promotes a very positive and supportive culture and climate within his learning environment.

Domain 3:Content Knowledge and Facilitation of Learning

Question/Standard:
Uses student centered instructional strategies that are connected to real-world applications to engage students in innovation, creativity,
and critical thinking (e.g., peer-based learning, inquiry-based activities, collaborative learning, discussion groups, self-directed learning, case
studies, small group work).
Answer/Evidence:
Strong Evidence - Gets all students highly involved in focused work in which they are active learners and problem-solvers as they apply
what they are learning to real life situations as part of the mastery of learning targets.

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Comments:
Students were given choice to complete the following activities: ALEKS, science and ELA content on google classroom, and flex literacy.
The learning targets were organized on a slide show and labeled according to grade level as follows: "Analyze how and why individuals,
events, or ideas, develop and interact within text"; "Streamline what text says explicitly and make inferences from it"; and "Cite specific textual
evidence, when writing or speaking to support conclusions drawn from the text". Following completion of a task, students were required to take
a screen shot of their work as evidence and upload it into an online document. The final task requirement was that all students post what they
had learned to a virtual parking lot as an exit ticket.
Question/Standard:
Empowers students to become primary agents of their own learning through independently defining short and long-term learning goals
and monitor their personal progress.
Answer/Evidence:
Strong Evidence - Gets all students to be self disciplined, take responsibility for their actions. Collaborates with students in evaluating
their progress and setting instructional goals.

Comments:
Students were working at their own pace on a variety of activities. Students were able to choose the activity they wanted to complete. A
few activity examples are: Analyze a CNN video; Make inferences from an article or video; Complete ALEKS quick tables; ALEKS goal
completion; and an
Imagine learning activity. Five students were asked about what they were doing, as well as their learning target(s), and all could communicate
this to me, as well as demonstrate for me how and why they were completing the activity they had selected.
Question/Standard:
Creates and modifies engaging content and appropriate assessments in a blended environment.
Answer/Evidence:
Strong Evidence - Serves as a model for blended learning as he/she constructs flexible, digital, and interactive learning experiences and
assessments that are useful in a variety of delivery modes.

Comments:
Students all have a class email account linked to Google Classroom where they can access ELA and science content in preparation for
the Mstep. Students can also access Mr. Deiter's website where they can select from a variety of activities, all labeled clearly on slides by
grade level. Students may choose from a variety of activities at his website such as: ALEKS activities, Imagine Learning, Flex Literacy, and a
variety of ELA activities. Once completed, students were required to take a screen shot of their work and upload it into the website. The final
task was to submit what they had learned for the day onto a virtual Parking Lot.

Question/Standard:
Develops and delivers assessments, projects, and assignments that meet standards-based learning targets and assesses progress
toward mastery.
Answer/Evidence:
Strong Evidence - Serves as a model in using data to inform instruction and in providing resources in monitoring student progress toward
mastery.

Comments:
Mr. Deiters actively participates in the ILC process with his grade level team on a regular basis. He also coordinates and facilitates weekly
Middle School Meetings to review and monitor student achievement data and set goals for the following week.
Question/Standard:

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Able to build learner capacity for collaboration in face-to-face, blended, and online environments and encourages students to participate
as global citizens.
Answer/Evidence:
Strong Evidence - Students regularly collaborate face-to-face and virtually as part of the peer network. They recognize the importance of
working with others to problem solve and obtain feedback.

Comments:
Students collaborate virtually on face-to-face daily. Collaborize Classroom, Google Classroom, a class webite, ALEKS, Imagine Learning
and Buzz are utilized by all students on a regular basis. Students are able to monitor their own progress, as well as their peers within the
blended environment.
Question/Standard:
Addresses learning styles, needs for accommodations, and creates multiple paths to address diverse learning styles and abilities.
Answer/Evidence:
Strong Evidence - Successfully reaches all students by skillfully differentiating and scaffolding and using peer and adult helpers.

Comments:
Mr. Deiters works closely with the middle school team to offer a variety of pathways for which students may access and apply what they
have learned. Videos, writing exercises, paper/pencil exercises, and classroom chats are just a few ways in which learning is differentiated to
personalize learning.

Question/Standard:
Comments
Answer/Evidence:
Mr. Deiters has a firm understanding about the level and progress of each of his students. He continuously uses a variety of data such as
formative, summative, and digital resource feedback to inform his planning and instruction. The high level of awareness he has about his
student's needs and interests enable him to carefully plan relevant and rigorous activities applicable to a variety of settings.

Score:
Overall Rating = N/A
Average Score = N/A
Total Score = N/A
Notes:
N/A

Instructions:
N/A

Feedback:
N/A

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Signatures:
Educator: Sean Deiters

Date

Observer: Angela Underwood

Date