Ware County Teacher Observation Instrument - Ware County School ...
Ware County Teacher Observation Instrument - Ware County School ...
Ware County Teacher Observation Instrument - Ware County School ...
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<strong>Ware</strong> <strong>County</strong> <strong>Teacher</strong> <strong>Observation</strong> <strong>Instrument</strong><br />
<strong>Teacher</strong>'s Name: <strong>School</strong>: <strong>Ware</strong> <strong>County</strong><br />
Date<br />
Beginning Time:<br />
System State<br />
Last 4 Digits<br />
<strong>Observation</strong><br />
Total<br />
<strong>School</strong> State Code<br />
Code<br />
<strong>Teacher</strong> SSN Mo. Day Year Number<br />
Minutes<br />
Ending Time:<br />
Lesson Seg<br />
B M E<br />
Grade Level: Subject: Other:<br />
Essential Question/ Objective:<br />
Teaching Task Features of Dimension A S B<br />
I. Provides Instruction A. Instructional Level<br />
5-6 3-4 2<br />
Comments:<br />
The TEACHER:<br />
_____ Clearly communicates, written and orally, the essential question/objective<br />
_____ Aligns the essential question/ objective with GPS/QCC<br />
_____ Differentiates instruction and assignments, or none needed<br />
_____ Incorporates LF or best strategies: activator/anticipatory set; systematic review<br />
summarizing (all 3), as well as one other strategy ie.- *graphic organizers<br />
*KWL *structured note taking *word maps<br />
*collaborative pairs *guided lecture *think-pair-share *mnemonics<br />
*think-write-discuss *webbing *cooperative groups *classifying<br />
*induction/deduction<br />
_____ Communicates knowledge of lesson content<br />
_____ Observed lesson matches lesson plans<br />
B. Content Development<br />
4 3 2<br />
Student Focused- The STUDENT:<br />
_____ Demonstrates understanding of the essential question/objective<br />
_____ Is actively engaged in meaningful activities such as: guided practice,<br />
small group activities, collaborative pairs, center/station, manipulatives,<br />
technology, experiments, demonstrations, critical thinking activity,<br />
problem solving activity, think-pair-share, etc.(minimum of 2)<br />
_____ Summarizes during and at the end of the lesson (3-2-1, plus-minus-intriguing,<br />
cue cards, the important thing, frames 'n prompts, ticket out the door,<br />
think-pair-share, etc)<br />
_____ Exhibits focused, on-task behaviors<br />
C. Content Development & Building for Transfer<br />
4 3 2<br />
<strong>Teacher</strong>-Focused- The TEACHER:<br />
_____ Uses questioning techniques that promote higher order thinking by students<br />
( Bloom's Taxonomy)<br />
_____ Provides direct instruction and distributed guided practice through ,<br />
summarizing, application, modeling, demonstrating, showing examples,<br />
and/or using technology<br />
_____ Links instructional content to life experiences, prior knowledge,<br />
or future learning<br />
_____ States relevancy of learning<br />
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<strong>Ware</strong> <strong>County</strong> <strong>Teacher</strong> <strong>Observation</strong> <strong>Instrument</strong><br />
II. Assesses and Encourages<br />
Student Progress<br />
Comments:<br />
III. Manages the Learning<br />
Environment<br />
Comments:<br />
A S B<br />
A. Assesses and Encourages Student Progress 7-6 5-4 3-2<br />
The TEACHER:<br />
_____ Promotes student engagement throughout instruction<br />
_____ Attempts to maintain student focus throughout the lesson<br />
_____ Consistently uses a variety of overt/covert strategies for student responses<br />
_____ Calls on non-volunteers as well as volunteers<br />
_____ Uses wait time effectively<br />
_____ Monitors and assesses students' learning throughout instruction and adjusts<br />
instruction as needed<br />
_____ Moves among students to check progress and understanding during<br />
independent and group work<br />
B. Responding to Student Performance and Supporting<br />
5 4-3 2<br />
Students<br />
The TEACHER:<br />
_____ Provides specific content related feedback and encourages students to<br />
extend answers<br />
_____ Rephrases and/or gives prompts, hints, cues, scaffolding, etc.<br />
_____ Consistently provides support for students through positive encouragement<br />
_____ Maintains a classroom climate that is conducive to learning<br />
_____ Provides students with opportunities to correct their incorrect responses<br />
A. Use of Time<br />
Non-Instructional 4 3 2<br />
The TEACHER:<br />
_____ Obtains students' attention before providing directions or beginning<br />
instruction<br />
_____ Provides clear, concise and complete procedural directions<br />
_____ Establishes and maintains efficient procedures and methods for routine<br />
matters, such as checking attendance, distributing and collecting<br />
manuals, etc.<br />
_____ Executes smooth transitions with regard to maximizing instructional time<br />
Effectively Uses Instructional Time 3 2 1<br />
_____ Begins class promptly<br />
_____ Optimizes time by providing instructional activities while students wait for<br />
instruction to begin, for other students to finish, and for the period to end<br />
_____ Optimizes learning by appropriately pacing both delivery of instruction and<br />
student independent activities<br />
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<strong>Ware</strong> <strong>County</strong> <strong>Teacher</strong> <strong>Observation</strong> <strong>Instrument</strong><br />
III. Manages the Learning<br />
Environment (continued)<br />
Comments:<br />
B. Physical Setting<br />
A S B<br />
4 3 2<br />
The TEACHER:<br />
_____ Arranges the learning environment so (both): students can see the<br />
presentation and students can be seen and monitored<br />
_____ Has all materials to be used for lesson readily available<br />
_____ Arranges desks so that traffic flow is manageable for the task<br />
_____ Plans setting for necessary group/independent work, movement or other<br />
lesson activity prior to delivery of directions and/or instruction<br />
C. Appropriate Behavior<br />
Monitoring Behavior 3 2 1<br />
The TEACHER:<br />
_____ Establishes and displays appropriate classroom rules and expectations<br />
consistent with building and district policies<br />
_____ Models appropriate behavior (voice, tone, body language, respectfulness<br />
_____ Scans and monitors all students' behavior throughout the lesson<br />
Intervening 3 2 1<br />
_____ Redirects with prompts or none needed<br />
_____ Uses low profile strategies for intervention (proximity control, hand signals<br />
eye contact, private not public redirection, calm, reasonable requests<br />
_____ Detects inappropriate behavior early and intervenes or not needed<br />
Total Point Value ________<br />
Scale (circle/highlight final rating)<br />
A = 43 - 38 Above Standard<br />
S = 37 - 26 Met Standard<br />
B = 25 - 18 Below Standard<br />
I = 17 or below Ineffective<br />
Discipline referrals: Previous Year ________ Current Year ________<br />
Attendance: Previous Year: Sick ________ Personal ________ Professional ______<br />
Current Year (to date): Sick ________ Personal ________ Professional ______<br />
(Signatures):<br />
OBSERVER: __________________________________________<br />
TEACHER: __________________________________________<br />
Date _______________________<br />
Date _______________________<br />
Sign and return copy to principal's office. Signature acknowledges receipt of form, not necessarily concurrence.<br />
Written comments may be provided and/or attached. Initial here if comments are attached ___________________<br />
<strong>Teacher</strong>'s Comments (optional) ________________________________________________________________________<br />
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<strong>Ware</strong> <strong>County</strong> <strong>Teacher</strong> <strong>Observation</strong> <strong>Instrument</strong><br />
__________________________________________________________________________________________________<br />
__________________________________________________________________________________________________<br />
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<strong>Ware</strong> <strong>County</strong> <strong>Teacher</strong> <strong>Observation</strong> <strong>Instrument</strong><br />
gment<br />
E<br />
T<br />
I<br />
1-0<br />
w, and<br />
1-0<br />
1-0<br />
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<strong>Ware</strong> <strong>County</strong> <strong>Teacher</strong> <strong>Observation</strong> <strong>Instrument</strong><br />
I<br />
1-0<br />
1-0<br />
1-0<br />
0<br />
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<strong>Ware</strong> <strong>County</strong> <strong>Teacher</strong> <strong>Observation</strong> <strong>Instrument</strong><br />
I<br />
1-0<br />
0<br />
0<br />
___<br />
___<br />
___<br />
____<br />
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<strong>Ware</strong> <strong>County</strong> <strong>Teacher</strong> <strong>Observation</strong> <strong>Instrument</strong><br />
_<br />
_<br />
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