Classroom Observations: Was That Me?

Roxanne M. Williams Ed.D.Michelle Hellman

ClickersHow many years of teaching experience do you have?

1. Pre-service2. 0-23. 3-54. 6-105. 11-over

Pre-service 0-20%

10%20%30%40%50%60%

50% 50%

If you were to walk into a classroom, what might you see or hear that would cause you to think that you were in the presence of an expert?

Explain Model Rehearse Review

Pair Share

PERAHow familiar are you with PERA?

1. Not at all2. I heard about it3. Somewhat4. Very familiar5. Familiar enough

to explain it

0%20%40%60% 56%

20% 16% 8% 0%

Every school district is required to have a teacher evaluation tool based on a researched based teaching framework (Danielson, Marzono).

Accurately or objectively measure how educators are doing

Identify their strengths and areas for growth Align areas of growth to professional

development

Purpose of PERA

Danielson’s levels of performance (descriptors from framework)◦Unsatisfactory (unsafe, lack of, unaware, unclear,

unsuitable)◦Basic (needs improvement, partial, inconsistent,

attempts, moderate, minimal, some)◦ Proficient (consistent, frequent, successful,

appropriate, clear, positive, smooth)◦Distinguished (seamless, solid, subtle, skillful,

preventative, leadership)

Rubric & Ratings

Example: When a teacher receives distinguished ratings on one area of a rubric and proficient on other areas, what rating will he/she receive?

Ratings Issues

Nontenured teachers: minimum of three observations (2 formal)

Tenured teachers that receive overall rating of “basic – needs improvement” or “unsatisfactory”: minimum of three observations (2 formal)

Tenured teachers that receive overall rating of “proficient” or “distinguished – excellent”: minimum of two observations (1 formal)

State Observation Requirements

Informal Observation – Walk Throughs Gathering evidence of where teacher is at

on the framework Oral or written feedback Written documentation will be filed and be

used as part of the eventual summative evaluation

State Observation Requirements, Cont.

Levels of AchievementHow familiar are you with how administrators determine teachers’ level of achievement?

1. Not at all2. I heard of it3. Somewhat4. Very familiar5. Familiar enough

to explain it

0%10%20%30% 30%

11%

30%22%

7%

Domain 1: Planning and Preparation Domain 4: Professional Responsibilities Domains 1 & 4: “Off stage” – What teachers

do to get ready to teach Tip: Collect evidence and show your

administrator

Danielson Domains

Domain 2: Classroom Environment Domain 3: Instruction Domains 2 & 3: “On stage” – What teachers

directly do with students. Tips from us!

Danielson Domains, Cont.

Format – Madeline Hunter & Current person◦ Anticipatory set◦ Objective(s) – Redirect throughout lesson◦ Teacher input and modeling◦ Guided practice/monitoring◦ Check for understanding◦ Independent practice◦ Closure

Tip for Domain 1: Planning and Preparation

Understanding by Design◦ Begin with assessment in mind

Common Core◦ Begin with assessment in mind

Other Lesson Formats

Domain 2a: Creating an environment of respect and rapport

Domain 2b: Establishing a culture for learning◦ “Workmanship attitude”◦ Comfortable◦ Calm◦ Respect◦ We are not doing “stuff” because it is “fun”

Tip for Domain 2: Classroom Environment

Domain 2c: Managing Classroom Procedures◦ Danielson Distinguished: Transitions are

seamless; routines for handling procedures

Rules posted Preventative measures

◦ Circulating, teacher look, say name, say expectation

Modify teacher responses based upon student individual needs

Domain 2d: Managing Student Behavior

Furniture arrangements are adjusted per activity - transitioning

Learning materials are accessible◦ Long term storage◦ Short term storage◦ Wheels!

Domain 2e: Organizing Physical Space

Domain 3a: Communicating Clearly and Accurately

Domain 3a Distinguished: Teacher directions and procedures are clear to students and anticipate possible student misunderstanding. ◦ Hands on Head◦ “Visual and Verbal”: Write up on board!◦ Take students through steps

Tip for Domain 3: Instruction

Wait Time Delving Higher order thinking

Domain 3b: Using Questioning & Discussion Techniques

Domain 3c – Distinguished – lnstruction links well to student knowledge & experience; projects to enhance student understanding; ◦ Multiple Intelligences

Domain 3c: Engaging Students in Learning

Guided practice: It’s not just worksheets!wipe off boards, clickers, whip around pass option

Model Whip Around Pass Option

Domain 3d: Providing Feedback to Students

Closure: Tie in that day’s lesson objective with the next day’s objective to create interest and “tie-in”

Francis technique: “Who will remember tomorrow what we will be learning about?”◦ Evolved that students wrote the next day’s

objective down, so they could “tell.”

Domain 3e: Demonstrating Flexibility and Responsiveness

4d: Contributing to the school and district – distinguished: Support and cooperation of colleagues; assume leadership roles; volunteer

Domain 4: Professional Responsibilities

Domain 1: Planning and Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

Domain Corners

Roxanne M. Williams: teachericgs@yahoo.com

Michelle Hellman: mhellman@illinicentral.org

Contact Information