Appendix C Form 3 Educator Name Classroom Observation Notes Administrator: Date: Grade: Subject: *Evaluators may attach evidence from student work, interviews, or walkthrough tools by indicating "see attached " (photos, recordings, etc.) as appropriate in the related component. Observatio n Domain 1: Planning and Preparation 1a. Demonstrating Knowledge of Students The educator demonstrates familiarity with individual students backgrounds, cultures, skills, language proficiency, interests, and special needs. 1c. Setting Instructional Outcomes The educator s instructional purpose is clear, reflecting rigorous learning and curriculum standards. Different types of content are represented (e.g., knowledge, thinking skills). 1d. Demonstrating Knowledge of Content and Pedagogy The educator demonstrates knowledge of the content and of the structure of the discipline knowledge of prerequisite relationships, and common student misconceptions.
Domain 2: The Classroom Environment Observation 2a. Establishing a Culture for Learning & an Environment of Respect and Rapport Classroom interactions between the educator and students are respectful, reflecting warmth and caring and sensitivity to students cultures and levels of development. Student interactions are respectful. The level of energy, from both students and educator, is high, creating a culture for learning in which the subject is important and students clearly take pride in their work. 2b. Managing Classroom Procedures Little instructional time is lost because of classroom routines and procedures, transitions, handling of supplies, and performance of non-instructional duties, which occur smoothly. Students contribute to classroom routines. 2c. Managing Student Behavior Standards of conduct are clear, with educator s sensitive monitoring of student behavior and subtle response to misbehavior.
2d. Organizing Physical Space The classroom is safe, and the physical environment ensures the learning of all students and is conducive to the goals of the lesson. Technology is used skillfully, as appropriate to the lesson.
Observations Domain 3: Instruction 3a. Communicating with Students Expectations for learning, directions, and procedures are clear to students. The educator s explanation of content is effective and anticipates possible student misconceptions. 3b. Engaging Students in Learning Students are engaged throughout the lesson in learning. The activities, student groupings, and materials are appropriate to the instructional outcomes. The lesson s structure is coherent, with suitable pace. 3c. Using Assessment in Instruction Assessment is used in instruction, through self-assessment by students, monitoring of progress of learning by educator and/or students, and high-quality feedback to students. Students are fully aware of the assessment criteria used to evaluate their work.
3d. Demonstrating Flexibility and Responsiveness The educator seizes an opportunity to enhance learning, building on a spontaneous event or student interests. The educator adjusts the lesson when needed. 3e. Using Questioning and Discussion Techniques The educator s questions are at a high cognitive level, and the educator allows sufficient time for students to answer. All students participate in the discussion, with the educator stepping aside when appropriate.
Observations Domain 4: Professional Responsibilities 4a. Reflecting on Teaching Educator reflects on lessons and makes citations of adjustment to practice, drawing on a repertoire of instructional strategies to use in future teaching. 4b. Maintaining Accurate Records Educator maintains student completion of assignments, student progress in learning, and non-instructional records. 4c. Demonstrating Professionalism Educator demonstrates integrity and ethical conduct, service to students, decision making, and complies with school and district regulations. 4d. Communicating with Families Educator communicates information about the instructional program, information about individual students and engages families in the instructional program.
4f. Participating in Professional Community Educator is involved in relationships with colleagues, involvement in a culture of professional inquiry, service to school, participation in school and district activities. 4e. Growing and Developing Professionally Educator enhances content knowledge, pedagogical skill and is receptive to feedback from colleagues.