Descriptors of Practice, Element Level

Formal Observation Form

Teacher Name; Jennifer Ramos
EIN#: 62776
Administrator: Herman Whaley
School: Capitol Heights Elementary
Domain 1: Planning and Preparation - Component lc: Establishing Instructional Outcomes
Elements: Value, Sequence, and alignment, Clarity, Balance, Suitability for diverse learners
Observation # 4 (Circle One)
Date: May 1, 2013
Element Unsatisfactory Basic
Proficient
Distinguished
Outcomes represent low
Outcomes represent moderately high Most outcomes represent high All outcomes represent high expectations and rigor, and
expectations for students and lack expectations and rigor. Some reflect expectations and rigor, and important
important leaming in the discipline. They are connected
Value and of rigor. They do not reflect important learning in the discipline
learning in the discipline. They are to a sequence of learning both in the discipline and
Sequeuce impo~tant learning in the discipline and at least some cgnnection to a
connected to a sequence of learning.
"elated disciplines.
nor a connection to a sequence of sequence of learning.
leaming.
Outcomes are either not clear or Outcomes are only moderately clear,
Most of the outcomes are clear, but may Al! the outcomes are c earing, written in the folrn of
are stated as not as student learning or consist of a combination of
include a few activities. Most suggest s_tudent earn rig, and permit viable methods of
Clarity but as activities. Outcomes do not outcomes and activities. Some viable methods of assessment.
assessment.
permit viable methods of outcomes permit viable methods of
assessment. assessment.
Outcomes reflect only one type of
Outcomes reflect several types of Outcomes reflect several different tgpes Where appropriate, outcomes reflect several different
Balance
] teaming and only one discipline or learning but teacher has made no _of earning and opportunities for types of learning and opportunities for both
strand.
attempt at coordination or integration. coordination.
coordination and integation.
Outcomes are based on a comprehensive assessment of
Suitability
Outcomes are not suitable for the Most of the outcomes are suitable for Most of the outcomes are suitable for al!
students in the class, and are based on
student learning; and take into account the varAn~
f o r
class, or are not based on any most of the students in the class based
assessment of student needs. on global assessments of student
evidence of student proficiency. _needs of individual students or groups.
Diverse
learning. However, the needs of some individual
learners students may not be accommodated.
Evidence:
Value, Sequence, and alignmeut
Maryland Standard 1.0 - General Reading Processes
Indicator- Develop comprehension skills
Indicator- Use strategies to make meaning from text (during reading)
Indicator - Use strategies to demonstrate understanding of the text (after reading)
Objective - Students will demonstrate creative thinking by developing divergent questions
Clarity
The teacher will raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying
thin~s out.
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The teacher will activate students schema of convergent questioning in order to build upon existing knowledge with the concept of divergent questioning.
Stu;nts~wa~l~eCeorganized in small groups in order to answer a question prompt provided from RS10.
Students will use the "Turn and Talk" strategy to respond teachers questions.
Students will utilize their favorite prompt from RS 12a or RS12b in order to apply their new divergent questioning knowledge.
Students will create their own divergent questioning stems based on upon a high interest topic of their choice.
Suitability for diverse learl~ers
The comprehensive class includes 5 special education students with a Dedicate Aide and 2 English Language Learners. The teacher will divide students
into pairs to the "Turn and Talk" strategy to respond to questions. The teacher will use RS11 and question stems and create divergent questions along with
the whole group.
13.
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o
Lesson aud unit structure
The teacher will utilize the time allotments from the Reading / Language Arts Curriculum Framework for the lesson. Students will complete the activities within
the allotted time.
14.
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Descriptors of Practice, Elements Level
Teacher Name: Jennifer Ramos
Administrator: Herman Whaley
Formal Observation Form
EIN#: 62776
School: Capitol Heights Elementary
Observation # 4 (Circle One)
Date: May 1, 2013
Domain 2: The Classroom Environment - Component 2d: Managing Student Behavior
Elements: E~ ~ectations, Monitoring of student behavior, Response to student misbehavior
Element Unsatisfactory Basic Profident Distinguished
No standards of conduct appear to
Standards of conduct appear to
Standards of conduct are clear to all students
Expectatio ns
have been established, or students Standards of conduct are clear to
and appeal- to have been developed with
axe confused as to what the
have been established, and most
students seem to understand them.
all students.
student participation.
standards are.
Monitoring by teacher is subtle and
Mo nito ring
Student behavior is not monitored, Teacher is generally aware of
Teacher is alell to student behavior preventive. Students monitor theix o~vn and
o f Student and teacher is unaware of what the
stodent behavior but may miss the
at al! times. theh-peers behavior, correcting one another
Behavio r
students are doing. activities of some students.
respectfully.
Teacher does not respond to Teacher response to misbehavior is
Respo nse to
Teacher attempts to respond to
Teacher response to misbehavior is h i g h l y
misbehavior, or the response is appropriate and successful and
effective a n d sensitive to students individual
Student inconsistent, overly repressive, or
student misbehavior but with
respects the students dignity, or
uneven results, or infiactions of the
needs, or student behavior is enth-el
Misbehavio r
does not respect the students student behavior is generally
rules axe minor.
appropriate.
~riate.
Evidence:
Expectations
Students are aware of Positive Behavioral Interventions and Supports system school-wide expectations. The Peace Makers and Peace Breaker Charts provide
additional support for students in understanding the appropriate behavior for the learning environment.
Mo nito ring o f student behavio r
During the lesson, the teacher monitored student behavior in meeting area on the rug and throughout the remainder of the lesson with consistency.
Respo nse to student misbehavio r
During the lesson, three students were off-task. The teacher used questioning, gestures and instructed one student to move his magnet on the
behavior modification chart.
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! 6.
Descriptors of Practice, Elements Level
Teacher Name: Jennifer Ramos
Administrator: Herman Whaley
Formal Observation Form
EIN#: 62776
School: _Capitol Heights Elementary
Observation # 4 (Circle One)
Date: May 1, 2013
Domain 3: Instruction - Component 3b: Using Questioning and Discussion Techniques
Elements: Quality of questions, Discussion techni, ~ues, Student partict~ation
Element Unsatisfactory Basic Proficient Distinguished
Teachers questions are virtually Teachers questions are a Most of teachers questions are of Teachers questions are of tmiformly high
Q uali v o f
all of poor quality, with low combination of low and high high quality. Adequate time is quality, with adequate time for students to
quality, posed in rapid succession. provided for students to respond. respond. Students formulate many questions.
Q uestio ns
cognitive challenge, single correct
responses, and asked in rapid Only some invite a thoughtfui
succession. response.
Interaction between teacher and Teacher makes some attempt to Teacher creates a genuine Students assume considerable responsibility
discussion among students. for the success of the discussion, initiating
Discussio n
students is predominantly engage students in genuine
recitation style, with the teacher discussion rather than recitatiorg stepping aside when appropriate. topics and making unsolicited contributions.
Techniques
mediating all questions and with uneveu results.
Student A fexv students dominate the Teacher attempts to engage all Teacher successfully engages all Students themselves ensure ttmt all voices are

Participatio n
discussion. students in the discussion, bnt with students in the discussion, heard in the discussion.
only lin~ted success.
Evidence:
Quality of questions
The teacher used the following questions:
"What is this chart?"
"Why do we Use it for?"
"When do we question?"
"When do we use questions for?"
"Where are you?
"Who is the illustrator?"
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"Why does the wolf wants to eat the pig?"
"Why the last little pig get the chum better?"
"Does he see the wolf coming?"
"What did we think the butter was made for?"
"What happen in the story if there was a fourth pig?"
"What is a fable?"
"What is the difference between the tortoise and the hare and the thiee little pigs?
"Does a pig house have a chimney
"What did you Ieamed from the story?"
"How is the Big Bad Wolf like a hurricane?"
"What could you do to encourage the Big Bad Wolf and the pigs to be friends?"
"What if there is a forth little pig?"
"How do you feel ifa fourth little pig moved in?"
Discussio n technique
Students used the "Turn and Talk" strategy to respond teachers questions. Throughout the lesson, the teacher continued to probe students with additional
questions.
Studentparticipation
Students raised their hands to respond to teacher and shared their responses as follows:
"It is a question chart."
"It is has the 5 Ws."
"For question marks"
"I agree with Adrian."
"When we are curious."
"When we used it for learning."
"Reading"
"School"
"Who was in the three little pigs?"
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"A wolf and three pigs"
"He wants to eat the pig"
"Yes"
"Butter"
"Why did the wolf ask the pig to go the fair?"
"The wolf told the pig to go the fair so he could eat the pig."
"The fourth pig is a girl who wants to trick the wolf."
"The fourth is a girl who wants to trick the work."
"The tNrd pig was smart to build a brick house."
"The fourth little pig is a girl. If the little thinks 1+I = 3 and that is wrong. She gets it wrong.
"The fourth little pig would say it wrong. The pig is smarter than wolf."
"A fable is when you do something."
"A fable is something you make a book and it is not true."
"It is a story, not real"
"It is a story that really did not happen."
"The animals act like people."
"The pigs and wolf were talking."
"No"
"Yes"
"A wolf tried to trick you and dont fall for it,"
"The big bad wolf is like a hurricane. The hurricane blows the leaves and house down, The wolf blows strong winds."
"Well you make a speech like Dr. Martin Luther King about animals and encourage the big bad wolf and the pig to be friends.
"A fourth little pig will have a car and speed away."
"He would feel bad because he did not get a chance to eat it."
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17.
Formal Observation Form
Descriptors of Practice, Elements Level
Teacher Name: Jennifer Ramos
Administrator: Herman Whale
EIN#: 62776
School: Capitol Heights Elementary
Observation # 4 (Circle One)
Date: May 1, 2013
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
Activities and assignrnents are Activities and assignments are Most activities and assignments are All students are cognltively engaged in the activities and
assignments in their exploration of content. Students initiate or
and
inappropriate for students age or appropriate to some students and engage appropriate to students, and almost
background. Students are not them mentally, but others are not all Students are co nJtivel en~a ed adapt activities and projects to enhance their understanding.
Assiguments
mentally engaged in them. engaged.
instruction!l groups are Instructional groups are only partially Instructional Woups am productive Instructional groups are productive and fully appropriate to the
Grouping of inappropriate to the students or to appropriate to the students or only and Inll7 appropriate to the students students or to the instructional purposes of the lesson. Students
Students the instructional outcomes. moderately successful in advancing the or to the instructional purposes of the take the initiative to influence the formation or adjustment of
instructional outcomes of the lesson. lesson. instructional groups.
Instrnctio nal
Instsuctional materials and Instructional materials and resources instructional materials and resources are suitable to the
Materials
resources are unsuitable to the ortly partially suitable to the instructional are suitable to the instructional instructional purposes and engage students mentally. Students
and
instructional purposes or do not purposes or students are only partially purposes and en~a~e students initiate the choice, adaptation, or creation of materials to
enhance their Iear~fing.
Reso urces
engage students mentally. mentally engaged with them. mentall~
The lesson has no clearly defined The lesson has a recognizable structure, The lesson has a clearly defined The lessons structure is Nghly coherent, allowing for reflection
Structure structure, or the pace of the lesson although it is not ur6formly maintained structure around which the activities and closure. Pacing of the lesson is appropriate for all students.
and Pacing is too slow, or rushed, or both. throughout the lesson. Pacing of the ~d. Pacing of the lesson is
lesson is inconsistent. generally appropriate.
Evidence:
Activities and assignments
The teacher read aloud the story, the Three Little Pigs to the students. Students worked in collaborative groups and responded to questions developed by the
teacher. Each group shared their responses with the whole group.
The teacher used the strategy "Turn and Talk" to promote conservations among the students.
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Grouping of students
The teacher introduced convergent question and the chart in the meeting area on the rug with whole group. Teacher also read aloud the story, The Three Little
Pigs to the class. Students worked in groups and answered questions developed by the teacher. Teacher assigned students to specific roles such as the recorder,
and leader for each group.
Iustructionalmaterials and resources
The teacher used the following: The story, The Three Little Pigs, convergent and divergent question charts and markers.
Structure andpacing
The pacing of the lesson was appropriate for the class. The students executed their assignments with allotted time. The structure oft~e lesson supported the
learning activities such as the read aloud, small group insmaction and the class discussions.
18.
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Descriptors of Practice, Elements Level
Formal Observation Form
Teacher Name: Jennifer Ramos E1N#: 62776 Observation # 3 (Circle One)
Administrator: Herman Whaler School: Capitol Heights Elementary Date: May 1, 2013
Domain 4: Professional Responsibilities - Component 4a: Reflecting on Teaching
Elements: Accuracy, Use in future teaching
Element Unsatisfactory Basic Profident Distinguished
Teacher does not know whether a Teacher has a generally accurate Teacher makes an accurate Teacher makes a thoughtful and accurate
lesson was effective or achieved impression of a lessons assessnlent of a lessons assessment of a lessons effectiveness and the
its goals, or profotmdly 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 instractional many specific examples from the lesson and
met. ~gals and can cite general weighing the relative strengths of each.
references to support the
ind~ment.
Teacher has no suggestions for Teacher makes general Teacher makes a few specific Drawing on an extensive repertoire of skills,
Use in Furore how a lesson could be improved suggestions about how a lesson su~g~estions of ~vhat could be teacher offers specific alternative actions,
Teaching another time the lesson is taught. could be improved another time tried another time the lesson is complete with probable successes of different
the lesson is taught. approaches.
Evideuce:
Accuracy
The students posed convergent questions to each other. The teacher also constructed divergent questions that required students to elaborate on their responses.
Use in future teaching
The teacher lesson reflection form revealed that she would cater the divergent questions to the reading level of all each members. She would also
adjust the language of the text.
Descriptors of Practice, Elements Level
Formal Observation Form
The Danielson Group www.danielson~roup.org Copyright 2006, Charlotte Danielson, All rights reserved.
Teacher Name: Jennifer Ramos EIN#: 62776 Observation # 4 (Circle One)
Administrator: Herman Whaley School: Capitol Heights Elementary Date: May 1, 2013
Domain 4: Professional Responsibilities - Component 4c: Communicating with Families
Elements." ~rnformation about the instructional ~rogram, Information about individual students, Engagement of families in the instructional program
Element Unsatisfactory Basic Proficient
Iuformation
Abo ut the
Instructional
Pro gram
Inf o rmatio n
Abo ut
Individual
Students
Engagement
o f Families
in the
Instructional]
Program
Teacher provides little or no
information about the instructional
program to families.
Teacher provides minimal
information to paxents about
individual students, or the
communication is inappropriate to
the cultares of the families.
Teacher does not respond, or
responds insensitively to parent
concerns about students.
Teacher makes no attempt to
engage families in the
instructional program, or such
efforts axe inapproprizite.
Teacher participates in the
schools activities for parent
commnincation, but offers little
additional information.
Teacher adlieres to the schools
required procedmes for
communicating ~vith families.
Responses to parent concerns
are minimal, or may reflect
occasional insensitivity to
cultaxal norn~.
Teacher makes modest and
partially successful attempts to
engage families in the
instructional pro~am.
Teacher provides fiequent
information to families, as
appropriate, about the
instructional program.
Teacher communicates with
parents about students
progress on a regular basis,
respecting cultmal norms, and
is available as needed to
respond to parent concerns.
Teachers ef~brts to engage
families in the instractional
program are frequent and
successful.
Distinguished
Teacher provides frequent information to famdlies, as
appropriate, about the instructional program. Students
participate in preparing materials for their families.
Teacher provides information to parents frequently on
student progress, with students contributing to the
design of the system. Response to parent concerns is
handled with great professional and cultmal
sensitivity.
Teachers efforts to engage families in the
instructional program are frequent and successful.
Students contribute ideas for projects that will be
e~thanced by family participation.
Evidence:
Information abo ut the instructionalprogram
The teacher provides parents with information regarding the curriculum, assessments and student work through parent conferences.
luformation about individual students
The teacher communicates with parents about learning activities, students progress and instructional outcomes via letters, emails, progress reports,
report cards and phone calls.
Engagement o f f amilies in the instructio nalpro gram
The teacher has informed families about Stem and Math Night, Literacy Night, and conducted classroom celebrations regarding student work. The
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teacher uses Edmodo to keep parents abreast of learning activities and homework assignments.
20.
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