Academy of Notre Dame de Namur Villanova, PA Educator Observation Report Teachers Name: High School or Junior School: Observer:

Objective: Class Size: Planning and Preparation Demonstrates knowledge of content Unsatisfactory In planning and practice, teacher makes content errors or does not correct student content errors Teacher displays little or no understanding of how students learn Goals represent low expectation for students and lack of rigor Teacher is unaware of school resources for classroom use Basic Teacher is familiar with the important concepts in the discipline but displays lack of awareness of how these concepts relate to one another Teacher displays the importance understanding how learn Goals represent moderately high expectations for students Teacher displays basic awareness of school resources for classroom use Proficient Teacher displays solid knowledge of the important concepts in the discipline and the ways they relate to each other Teacher understands the active nature of learning Most goals represent rigorous and important learning Teacher displays awareness of resources not only from the school but also from sources external to the school Teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned with goals All learning goals have an assessment component Distinguished Teacher displays extensive knowledge in the discipline and the ways they relate to one another and to other disciplines Teacher actively seeks knowledge of students levels of development All goals represent rigorous and important learning Teacher displays extensive knowledge of resources from the school and sources external to the school and also from professional other organizations or Teacher designs an instructional plan that coordinates in depth content knowledge, understanding different student needs and use of available resources All learning goals have an assessment component and assessment allows an opportunity for student choice Teacher takes a leadership role with colleagues and can be counted on to hold the highest standards of honesty, integrity, and confidentiality Additional Comments Subject/Grade: Date: Time:

Demonstrates knowledge of students Selects appropriate instructional goals Demonstrates knowledge of resources

Designs coherent instruction

The learning experience is poorly aligned with goals

Some of the learning experience is aligned with goals

Assesses student learning

Assessments do not match instructional goals

Some assessments match instructional goals

Shows professionalism

Teacher displays dishonesty in interactions with colleagues, students and parents, or in public

Teacher is honest in interactions with colleagues, students and parents, and in public

Teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students and parents, and in public

Classroom Environment Creates an environment of respect and rapport

Unsatisfactory Teacher does deal with disrespectful behavior

Basic Teacher attempts to deal with disrespectful behavior among students with uneven results

Proficient Talk between teachers and students and among students is respectful

Distinguished Talk between teachers and students and among students is respectful and teacher demonstrates knowledge and caring about individuals needs beyond the classroom Teacher conveys high expectations for learning from all students and insists on hard work by all students Procedures for distributing or collecting materials run smoothly and classroom activities function smoothly and students take initiative with their classmates to ensure that their time is productive. Students take an active role in monitoring their own behavior with the teachers monitoring of behavior being subtle and preventive. The physical environment is safe and all students can see the board and hear the teacher and the teacher makes accommodations for students with special needs.

Additional Comments

Establishes a culture for learning

Management of classroom procedures

Teacher trivializes learning goals or assignments or indicates that an assignment is too challenging for a student There are no established procedures for distributing or collecting materials. Procedures for other activities are confusing or chaotic

Teachers energy for the work is neutral and the teacher conveys high expectations only for some students Procedures for distributing or collecting materials seem to be in place but need improvement. Classroom activities function unevenly.

Classroom interactions support learning and hard work

Procedures for distributing or collecting materials run smoothly and classroom activities function smoothly.

Management of student behavior

The teacher does not monitor student behavior.

The teacher attempts to keep tract of student behavior but with no apparent system.

The teacher monitors student behavior against established standards of conduct.

Organizes physical space

There are physical hazards in the classroom or many students cant hear the teacher or see the board.

The physical environment is safe and most students can see the board and hear the teacher.

The physical environment is safe and all students can see the board and hear the teacher.

Instruction Communicates clearly and accurately

Unsatisfactory At no point does the teacher state what students will be learning

Basic The teacher refers in passing what the students will be learning

Proficient The teacher states clearly at some point during the lesson what students will be learning

Distinguished The teachers explanation of content is thorough and clear and the teacher links the instructional purpose of the lesson to students interest Teacher uses open ended questions inviting students to think and/or offer multiple answers and students initiate higher order questions All students are intellectually engaged in the lesson and students take initiative to modify a learning task to make it more meaningful or relevant to their needs. Assessment is fully integrated in instruction through extensive use of formative assessment

Additional Comments

Use of questioning and discussion techniques

Questions are rapid and convergent with only one correct answer. Questions do not invite thinking

Teacher frames some questions to promote student thinking but only a small number of students are involved

Teacher uses open ended questions inviting students to think and/or offer multiple answers

Engages students in learning

Few students are intellectually engaged in the lesson. Learning tasks require only recall.

Some students are intellectually engaged in the lesson and learning tasks are a mixture of learning and recall

Most students are intellectually engaged in the lesson and the learning tasks have multiple correct answers and/or demand high order thinking Assessment is used regularly by the teacher and/or students during the lesson through the monitoring of learning progress and results in accurate feedback that advances learning Teacher promotes the successful learning of all students making minor adjustments as needed to accommodate student questions, needs and interests

Provides feedback to students

Students do not appear to be aware of the assessment criteria and do not engage in self assessment

Assessment is used sporadically by the teacher and/or students to support instruction through some monitoring of student progress

Demonstrates flexibility and responsiveness

Teacher ignores indication of student boredom or lack of understanding

Teachers efforts to modify the lesson are only partially successful

Teacher seizes the opportunity to enhance learning, building on a spontaneous event or students interests or successfully adjusts and differentiates instruction to address individual misunderstandings

Suggested Areas For Improvement and/or Development

Commendation in this Lesson

In Addition to this Lesson, Teacher Involvement Supporting the Mission of the School

Observers Signature: _____________________________________________________

Date: _______________________

Educators signature demonstrates that he/she has seen the completed observation report. It does not signify that he/she agrees with the contents of the report. Educators Signature: _____________________________________________________ ( ) Educator comments are attached. Date: _______________________

( ) No educator comments are attached. Copy to: Main Office, Educator, Principal, Supervisor