Teacher
Minnetonka Public Schools
Year Three of Observations
2017-2018
STANDARD
OBSERVATION ONE Cycle ends 11/17/17)
Complete Cycle 1 Lesson Plan & Reflection Questions
IIb: Establishing a Culture for Learning
IId: Managing Student Behavior
OBSERVATION TWO (Cycle ends 2/16/18)
(formerly called Not-Concentrated)
Teacher not in Summative Year
NON-SUMMATIVE YEAR
Complete Cycle 2 Lesson Plan & Reflection Questions
Id: Demonstrating Knowledge of Resources
If: Designing Student Assessments
OBSERVATION THREE (Cycle ends 5/4/18)
Complete Cycle 3 Lesson Plan & Reflection Questions
IIIb: Using Questioning and Discussion Techniques
IVd: Participating in a Professional Community
IVe: Growing and Developing Professionally
OBSERVATION ONE (Cycle ends 11/17/17)
Complete Summative Cycle Lesson Plan &
Reflection Questions
Ic : Setting Instructional Outcomes
Ie : Designing Coherent Instruction
IIa:Creating an Environment of Respect and
Rapport
IId: Managing Student Behavior
IIIc: Engaging Students in Learning
(formerly called Concentrated Year)
IIId: Using Assessment in Instruction
IVc: Communicating with Families
SUMMATIVE YEAR
IVf: Showing Professionalism
OBSERVATION TWO (Cycle ends 2/16/18)
Complete Cycle 2 Lesson Plan & Reflection Questions
Id: Demonstrating Knowledge of Resources
If: Designing Student Assessments
OBSERVATION THREE (Cycle ends 5/4/18)
Complete Cycle 3 Lesson Plan & Reflection Questions
IIIb: Using Questioning and Discussion Techniques
IVd: Participating in a Professional Community
IVe: Growing and Developing Professionally
DIFFERENTIATED **
OBSERVATION ONE (Cycle ends 11/17/17)
Complete Cycle 1 Lesson Plan & Reflection Questions
IIb: Establishing a Culture for Learning
IId: Managing Student Behavior
OBSERVATION TWO (Cycle ends 2/16/18)
*Cycle Two and Cycle Three Combined*
Complete Cycle 2 Lesson Plan &
Cycles 2 and 3 Reflection Questions
Id: Demonstrating Knowledge of Resources
If: Designing Student Assessments
IIIb: Using Questioning and Discussion Techniques
IVd: Participating in a Professional Community
IVe: Growing and Developing Professionally
OBSERVATION THREE (Cycle ends 5/4/18)
*Personal Learning Focus*
Complete Cycle 3 Lesson Plan.
Teacher works with TIC to focus on self-directed
component/s
OBSERVATION ONE (Cycle ends 11/17/17)
Complete Summative Cycle Lesson Plan &
Reflection Questions
Ic : Setting Instructional Outcomes
Ie : Designing Coherent Instruction
IIa:Creating an Environment of Respect and
Rapport
IId: Managing Student Behavior
IIIc: Engaging Students in Learning
IIId: Using Assessment in Instruction
IVc: Communicating with Families
IVf: Showing Professionalism
OBSERVATION TWO (Cycle ends 2/16/18)
*Cycle Two and Cycle Three Combined*
Complete Cycle 2 Lesson Plan &
Cycles 2 and 3 Reflection Questions
Id: Demonstrating Knowledge of Resources
If: Designing Student Assessments
IIIb: Using Questioning and Discussion Techniques
IVd: Participating in a Professional Community
IVe: Growing and Developing Professionally
OBSERVATION THREE (Cycle ends 5/4/18)
*Personal Learning Focus*
Complete Cycle 3 Lesson Plan.
Teacher works with TIC to focus on self-directed
component/s
Observation One (Cycle Ends November 17, 2017)
Domain IIb: Establishing a Culture for Learning
Domain IId: Managing Student Behavior
Please read the chapters in Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching. 2nd Edition (pp. 67-68;
71-73).

Observation Two (Cycle Ends February 16, 2018)

Domain Id: Demonstrating Knowledge of Resources
Domain If: Designing Student Assessments
Please read the chapters in Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching. 2nd Edition (pp. 53-55;
59-63).

Observation Three (Cycle Ends May 4, 2018)

Domain IIIb: Using Questioning and Discussion Techniques
Domain IVd: Participating in a Professional Community
Domain IVe: Growing and Developing Professionally
Please read the chapters in Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching. 2nd Edition (pp. 79-82;
99-102; 102-105).
Copies of Charlotte Danielson’s book can be found in your school’s Media Center and online via Gale Virtual Reference
Library in Single Sign-On.

Observation Details
Pre-Observation
Be prepared to discuss the following:
o Overview of the lesson plan, including learning objectives and structure
o The domains being observed and/or personal learning focus
o Questions and/or concerns
Prior to Observation
Using OASYS, located within My Learning Plan, complete the lesson plan and ‘Submit’ it to your assigned TIC. Artifacts worksheets,
assessments, Smartboard slides, or PowerPoint/Google Presentations can be attached to the lesson plan.
Prior to the Post-Observation
Using OASYS, located within My Learning Plan, complete the reflection questions and ‘Submit’ them to your assigned TIC.
o If you are choosing the Differentiated Option, complete the directed requirements.
o You may wish to gather materials and artifacts that would help your TIC understand how you meet the standard for the
particular cycle and/or your personal learning focus.
Written Summary by TIC
Following this process, your TIC will complete a written summary of the evidence gathered during the pre-observation, observation and
post-observation. This summary will be submitted into OASYS; you will need to “Acknowledge” the report, which becomes your
electronic signature and verifies the completion of the cycle .
OASYS Questions? Please refer the document entitled “OASYS Procedures” or watch the tutorial, both posted in Schoology. If you
still have questions, your TIC will be happy to assist.

**At the conclusion of your first post-observation, please let your TIC know if you would like to participate in the differentiated model.
 Minnetonka Public Schools Year Three
First Observation Cycle
Teacher
2017-2018

Domain IIb: Establishing a Culture for Learning

COMPONENT LEVEL OF PERFORMANCE
Does not meet standard Meets standard
Unsatisfactory Basic Proficient Distinguished
Teacher or students
convey a negative
attitude toward the Teacher communicates Teacher conveys genuine
content, suggesting importance of the work, enthusiasm for the content, Students demonstrate through
that is not important but with little conviction and students demonstrate their active participation, curiosity,
Importance of or has been and only minimal apparent consistent commitment to its and taking initiative that they value
the content mandated by others. buy-in by the students. value. the importance of the content.
Instructional
outcomes, activities Instructional outcomes, Instructional outcomes, activities
and assignments, activities, and Instructional outcomes, and assignments, and classroom
and classroom assignments, and activities and assignments, interactions, both in person and
Expectations interactions convey classroom interactions both in person and/or online, online, convey high expectations
for learning low expectations for convey only modest convey high expectations for for all students. Students appear
and at least some of the expectations for student most students. to have internalized these
achievement students. learning and achievement. expectations.
Students
demonstrate little or
no pride in their Students demonstrate attention to
work. They seem to Students minimally accept Students accept the detail and take obvious pride in
be motivated by the the responsibility to do teacher’s insistence on work their work, initiating improvement
desire to complete a good work but invest little of high quality and in it by, for example, revising
Student pride task rather than to of their energy into its demonstrate pride in that drafts on their own or helping
in work do high-quality work. quality. work. peers.

Domain IId: Managing Student Behavior

No standards of
conduct appear to
have been Standards of conduct Standards of conduct, both in
established, or appear to have been person and online, are clear to all
students are established, and most Standards of conduct, both students and appear to have been
confused as to what students seem to in person and online, are developed with student
Expectations the standards are. understand them. clear to all students. participation as appropriate.
Monitoring by teacher is subtle
Student behavior is and preventative. Students
not monitored, and Teacher is generally Teacher is alert to student monitor their own and their peers’
Monitoring of teacher is unaware aware of student behavior, behavior at all times, behavior, correcting one another
student of what the students but may miss the activities including online behavior respectfully including online
behavior are doing. of some students. when appropriate. behavior when appropriate.
Teacher does not
respond to
misbehavior, or the Teacher attempts to Teacher response to
response is respond to student misbehavior is appropriate Teacher response to misbehavior
inconsistent, is misbehavior but with and successful and respects is highly effective and sensitive to
Response to overly repressive, or uneven results, or there the student’s dignity, or students’ individual needs, or
student does not respect the are no major infractions of student behavior is generally student behavior is entirely
misbehavior student’s dignity. the rules. appropriate. appropriate.
 Minnetonka Public Schools Year Two
Second Observation Cycle
Teacher 2017-2018
Domain Id: Demonstrating Knowledge of Resources
COMPONENT LEVEL OF PERFORMANCE
Does not meet standard Meets Standard
Unsatisfactory Basic Proficient Distinguished
Teacher displays Teacher displays awareness
awareness of resources of resources and digital tools Teacher’s knowledge of resources
Teacher is unaware and digital tools available available for classroom use and digital tools for classroom use
of resources and for classroom use through through the school and is extensive, including those
digital tools for the school or district but district and some familiarity available through the school or
Resources for classroom use no knowledge of with resources and digital district, in the community through
classroom available through the resources and digital tools tools external to the school professional organizations and
use school or district. available more broadly. and on the Internet. universities and on the Internet.
Teacher displays Teacher displays awareness
awareness of resources of resources and digital tools Teacher’s knowledge of resources
Teacher is aware of and digital tools to to enhance content and and digital tools to enhance
Resources to resources and digital enhance content and pedagogical knowledge content and pedagogical
tools to enhance pedagogical knowledge available through the school knowledge is extensive, including
extend
content and available through the or district and some those available through the school
content pedagogical school or district but no familiarity with resources or district, in the community,
knowledge knowledge available knowledge of resources and digital tools external to through professional organizations
and through the school and digital tools available the school and on the and universities, and on the
pedagogy or district. more broadly. Internet internet.
Teacher displays Teacher displays awareness
awareness of resources of resources and digital tools
Teacher is unaware and digital tools for for students available Teacher’s knowledge of resources
of resources and students available through through the school or district and digital tools for students is
digital tools for the school or district but and some familiarity with extensive, including those
students available no knowledge of resources and digital tools available throughout the school or
Resources for through the school resources and digital tools external to the school and district, in the community and on
students or district. available more broadly. on the Internet. the internet.

Domain If: Designing Student Assessments

All the instructional
outcomes are assessed Proposed approach to
through the approach to assessment is fully aligned with
Assessment Some of the instructional the assessment; the instructional outcomes in both
Congruence procedures are not outcomes are assessed assessment content and process. Assessment
with congruent with through the proposed methodologies may have methodologies have been
instructional instructional approach, but many are been adapted for groups adapted for individual students, as
outcomes outcomes. not. of students. needed.
Assessment criteria and Assessment criteria and
Proposed approach standards have been standards are clear; there is
Criteria and contains no criteria or developed, but they are Assessment criteria and evidence that the students
standards standards. not clear. standards are clear. contributed to their development.
Teacher has a well-
Approach to the use of developed strategy to Approach to using formative
Teacher has no plan formative assessment is using formative assessment is well designed and
Design of to incorporate rudimentary, including assessment and has includes student as well as
formative formative assessment only some of the designed particular teacher used of the assessment
assessments in the lesson or unit. instructional outcomes. approaches to be used. information.
Teacher has no plans Teacher plans to use Teacher plans to use
to use assessment assessment results to assessment results to Teacher plans to use assessment
Use for results in designing plan for future instruction plan for future instruction results to plan future instruction
planning future instruction. for the class as a whole. for groups of students. for individual students.
 Minnetonka Public Schools Year Two
Third Observation Cycle
Teacher
2017-2018
Domain IIIb: Using Questioning and Discussion Techniques
COMPONENT LEVEL OF PERFORMANCE
Does not meet standard Meets standard
Unsatisfactory Basic Proficient Distinguished
Teacher’s questions are
virtually all of poor
quality, with low
cognitive challenge and Teacher’s questions are a
single correct combination of low and high Most of the teacher’s Teacher’s questions are of uniformly
responses, and they are quality, posed in rapid questions are of high quality. high quality, which adequate time for
Quality of asked in rapid succession. Only some invite Adequate time is provided for students to respond. Students
questions succession. a thoughtful response. students to respond. formulate many questions.
Interaction between
teacher and students is Teacher makes some attempt Teacher creates a genuine Students assume considerable
predominantly recitation to engage students in discussion among students, responsibility for the success of the
style, with the teacher genuine discussion rather either face to face or virtually, discussion, face to face or virtually,
Discussion mediating all questions than recitation, with uneven stepping aside when initiating topics and making unsolicited
techniques and answers. results. appropriate. contributions.
Teacher attempts to engage Teacher successfully
Student A few students dominate all students in the discussion, engages all students in the Students themselves ensure that all
participation the discussion. but with only limited success. discussion. voices are heard in the discussion.

Domain IVd: Participating in a Professional Community

Relationships with colleagues are
Teacher maintains cordial characterized by mutual support and
Relationships
Teacher’s relationships relationships with colleagues Relationships with colleagues cooperation. Teacher takes initiative
with with colleagues are to fulfill duties that the school are characterized by mutual in assuming leadership among the
colleagues negative or self-serving. or district requires. support and cooperation. faculty.
Involvement in Teacher avoids
participation in a culture
a culture of
of inquiry, resisting Teacher becomes involved in Teacher actively participates Teacher takes a leadership role in
professional opportunities to become the school’s culture of inquiry in a culture of professional promoting a culture of professional
inquiry involved. when invited to do so. inquiry. inquiry.
Teacher volunteers to participate in
Teacher volunteers to school events, making a substantial
Teacher avoids Teacher participates in participate in school events, contribution and assumes a leadership
Services to the becoming involved in school events when making a substantial role in at least one aspect of school
school school events. specifically asked. contribution. life.
Participation Teacher volunteers to participate in
Teacher avoids Teacher volunteers to school and district projects, making a
in school and
becoming involved in Teacher participates in participate in school and substantial contribution, and assumes
district school and district school and district projects district projects, making a a leadership role in a major school or
projects projects. when specifically asked. substantial contribution. district project.

Domain IVe: Growing and Developing Professionally

Teacher seeks out
Enhancement opportunities for professional
of content development in local and/or
knowledge Teacher engages in no global communities to Teacher seeks out opportunities for
professional Teacher participates in enhance content knowledge, professional development in local
and
development activities to professional activities to a pedagogical skill and to and/or global communities and makes
pedagogical enhance knowledge or limited extent when they are explore applications of a systematic effort to conduct action
skill skill. convenient. relevant technology. research using relevant technology.
Teacher resists Teacher accepts, with some Teacher welcomes feedback
feedback on teaching reluctance, feedback on from colleagues when made
Receptivity to
performance from either teaching performance from by supervisors or when Teacher seeks out feedback on
feedback from supervisor or more both supervisors and opportunities arise through teaching from both supervisors and
colleagues experienced colleagues. professional colleagues. professional collaboration. colleagues.
Teacher makes no effort
to share knowledge with
others or to assume
Services to the professional Teacher finds limited ways to Teacher participates actively Teacher initiates important activities to
profession responsibilities. contribute to the profession. in assisting other educators. contribute to the profession.
 DOM Learning
Plan

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What led me to choose this learning project was…

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