Instructional Rounds Observation Protocol

Transcription

1 Instructional Rounds Observation Protocol Classroom Observation Date: Grade Level: Subject: Teacher Name: Begin: End: Indicator Estimate % Teacher Directed Observer: Student Directed Independent Work Other Total Y = Yes Observed or Present N = No Not observed or no occasion to be observed Classroom Management/Instruction When waiting for assistance from the teacher, students are occupied with content area focus (math or literacy) related activities provided by the teacher. Y N Teacher Directed Whole Class/ Teacher Directed Small Group Y Teacher clearly states the lesson s topic, theme, and objectives. (Objective is linked to standards) Teacher uses modeling, demonstration, and graphics. N Teacher uses a variety of instructional modes. Transitions between whole group and small group are brief and orderly. Teacher has a content focus area block schedule posted in the room. Students are engaged and on task. Student- Directed Groups/ Independent Work Teacher interacts instructionally with students (explaining, checking, giving feedback). Teacher explains directly and thoroughly. Teacher uses prompting/cueing. Teacher reviews with questioning. Teacher Student Interaction Teacher re-teaches following questioning. Teacher uses open-ended questions and encourages elaboration. Teacher encourages peer interaction. Teacher interacts managerially with students (reinforcing rules, procedures). Teacher encourages students to help each other with their work. Teacher encourages students to paraphrase, summarize, and relate. Teacher encourages students to check their own comprehension. Observation Statistics (mark all that apply) Observer present when lesson began? Observer present when lesson ended? Observer present during middle of lesson? # of Students Aide present? Y or N How many? (If present, please make note of aide activity) Teacher encourages students to speak in complete sentences. Grouping Formats Time Allotted Whole class Small Group (teacher-led) Small Group (Students) Pairs One on One

2 Instructional Rounds Observation Protocol Indicator When waiting for assistance from the teacher, students are occupied with content area focus (math or literacy) related activities provided by the teacher. Sample Questions - Descriptive Evidence Do students take responsibility for their own learning by using time productively? 100% of the classrooms observed were providing whole group instruction. Students who needed assistance during independent work time raised hands to signal teacher attention, (example: 5/23, 4/23, 4). Teacher uses a variety of instructional modes. How does the particular set of strategies used in the lesson serve the identified purpose? To what extent do the instructional strategies support student learning of the content or development of a skill? Transitions between whole group and small group are brief and orderly. Do students have an understanding of how to access classroom resources and move about the room quickly so that they can begin their next task? Teacher has a content focus area block schedule posted in the classroom. Does the schedule reflect how much time is allocated for literacy instruction? What other information is found in the posting?

3 Students are engaged and on task. Instructional Rounds Observation Protocol Ask yourself, who is doing the work? What is the nature of the work? What is the level of and quality of the intellectual work in which students are engaged (e.g. factual, recall, procedure, inference, analysis, metacognition)? Are there multiple opportunities for student response? Are all students responding? Teacher interacts instructionally with students (explaining, checking, giving feedback) What particular strategies, structures, and approaches are used? Indicator Teacher interacts managerially with students (reinforcing rules, procedures). Descriptive Evidence What routines were observed that facilitate student ownership of learning and independence? How is the physical arrangement of the classroom conducive to learning? How are materials and resources accessible to students? Is there evidence of students referring to instructional charts posted around the room during independent work? Is it apparent that students know how to access the appropriate classroom charts and material throughout the classroom independently to support their learning? Teacher encourages students to help each other with their work. What question(s) does the teacher use to encourage students to share their thinking with each other? How are students asked to build on other s ideas and assess their understanding of each other s ideas?

4 Instructional Rounds Observation Protocol Teacher clearly states the lesson s topic, theme, and objectives. (objective is linked to standards) Is the lesson purpose clearly articulated, connected to a standard and understood by the students? What is the objective of this lesson? How is it meaningful beyond the specific task or activity? Does the lesson match the purpose? How does what students are engaged in doing help them achieve the desired outcomes? Teacher uses modeling, demonstration, and graphics. How does the content of the lesson influence intellectual demand that students are required to do? How does the content reflect what proficient readers do? How is learning made visible? Teacher explains directly and thoroughly. Are lesson materials and tasks related to a larger unit and to the sequence and development of conceptual understanding over time? Teacher uses prompting/cueing. What teaching approaches are observed to scaffold learning?

5 Indicator Teacher reviews with questioning. Instructional Rounds Observation Protocol Descriptive Evidence How do the students receive corrective feedback? Teacher re-teaches following questioning. What instructional decisions or moves does the teacher do during the lesson to better support student learning based on evidence of progress gleaned during the lesson? (questioning, checking for understanding, etc) Teacher uses open-ended questions and encourages elaboration. How does the teacher encourage students to make their own meaning and elaborate on ideas? ( Ex. using open ended questions, asking questions, articulating connections made, summarizing) Teacher encourages peer interaction. What is the substance of peer interaction? What particular strategies are used to engage peer interaction? Teacher encourages students to paraphrase, summarize, and relate. How does the process of student engagement and/or student response reflect efforts to help students in making meaning?

6 Teacher encourages students to check their own comprehension. Instructional Rounds Observation Protocol What evidence shows how students take ownership of their learning to develop, test, or refine their thinking? How does the teacher gain information about student learning through student answers? Teacher encourages students to speak in complete sentences. Do students speak in complete sentences? What is the balance between teacher talk and student talk? What is the frequency of teacher talk, teacher initiated questions, student initiated questions, student to student interaction, and student presentation of work? Not observed