SD5LRC Revised CM Guide for Observations 91814 (2)

8/11/2019 SD5LRC Revised CM Guide for Observations 91814 (2)

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1 0 2 0 D u t c h F o r k R o a d , I r m o , S o u t h C a r o l i n a 2 9 0 6 3

Guide for Informal Classroom ObservationsSchool District Five of Lexington and Richland Counties

Fall 2014


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Table of Contents

Introduction 3

Framework for Sustained Practices 3

Purpose of Informal Classroom Observations 4

Description of Informal Classroom Observations 5

Three Bold Actions 6

Recommended Strategies for Ensuring Accurate Observations 7

Standard I: At A First Glance 8

Standard 2: Instructional Strategies 12

Standard 3: Instructional Activities 19

Standard 4: Technology Integration 21

Standard 5: Rigor/Relevance 24

Standard 6: Learning Conditions 28

Standard 7: Instructional Feedback 30

Standard 8: Assessment 33

Standard 9: Lesson Closure 38

Providing Quality Feedback to Teachers 39


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Introduction

The practice of conducting informal classroom observations provides all school

stakeholders with the opportunity to observe first hand the instructional strategies, practices,

and assessment formats used in classrooms throughout the district. This process provides

formative assessment data that answers the question, what does teaching and learning look

like in our district? Examining and analyzing data is a key practice of continuous improvement

in School District Five of Lexington and Richland Counties. The informal observation protocol

outlined in this document provides a structure for consistent expectations across the district

while allowing schools to address specific individual needs. This protocol is designed to

document the expected outcomes of the schools/districts focused professional learning and

the effectiveness of the district strategic and school improvement plan.

This protocol should be viewed as a non-threatening tool to stimulate professional

conversations, both internally and externally, as we raise expectations for all within a

collaborative environment. Consistent and appropriate use of this valuable tool will allow us to

continue providing a challenging curriculum with high expectations for learning that develops

productive citizens who can solve problems and contribute to a global society.

Framework for Sustained Practices

What would our school and/or district look like if structures were in place to clearly

denote what instruction actually looked like in all classrooms along with collected and

analyzed observational data that could speak precisely to patterns, trends, or other mitigating

factors that were the result of effective or ineffective instructional practices? Administrators

today can no longer serve in the capacity of building managers and maintain a continuous

pulse on the academic/instructional vital signs of the school.

Ing (2010) found, the logic underlying the relationship between classroom

observations and instructional leadership is that principals who observe classroom instruction

and provide feedback or take some other action help teachers adjust their practices or grow

professionally. A simple concept such as informal walk-through classroom observations has

far reaching implications if it is accompanied by a deep understanding of the organization,

vision and insight, a quest for new knowledge, a desire for improved performance, self-


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reflective activity, and a willingness to effect change(Fullan, 2000a, 2000b). In School District

Five of Lexington and Richland Counties, the goals of informal classroom observations are to

help administrators and teachers learn more about instruction and to identify what training

and support teachers need.

The purposes of these observations are as follows:

1. Give and receive safe, non-threatening, qualitative evidence-based feedback to

stimulate in-school dialogue.

2. Reinforce attention to a focus on teaching and learning priorities within a standards-

based environment.

3. Gather and provide qualitative data about instructional practice and student learning to

supplement other data about school and student performance.

4. Stimulate collaborative, professional conversations about teaching and learning

through the gathering of evidence related to the instructional expectation/focus.

5. Learn from each other and from colleagues outside of the school through observing

peers, asking questions, sharing experiences, and providing a variety of perspectives.

6. Deepen an understanding of teaching and learning through ongoing, formative

feedback related to school improvement that supports the schools instructional focus.

It is critical to understand that feedback, which inaccurately classifies observed practices

as either strong or weak can significantly impact the growth and improvement of

teaching and learning throughout the district.


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Description of an Informal Classroom Observation

An informal classroom observation is a. . .

1. tool for sustained incremental growth and progress that links research-based, effective

instructional practices with desired performance outcomes for teachers and students.

2. process for providing and receiving non-threatening evidence based feedback from

colleagues to stimulate collaborative conversations.

3.

strategy for breaking down isolation and promoting interaction between colleagues.

4. snapshot of an instructional focus within a school that when assembled reveals a clear

mosaic of what teaching and learning actually looks like.

An informal classroom observation is not a(n). . .

1. formal Observation

2. evaluation of individual teachers

3.

gotcha opportunity for supervisors or peers

4. dog and pony show

5. an isolated event

6. invitation for inappropriate discussion(s) or gossip


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To ensure that we experience sustained implementation, it is critical that we embrace three

bold actions.

1. Build ObserversCapacity

a. Make sure all observers are well-equipped to conduct accurate observations by

providing them with the knowledge, skills, and tools needed to provide the

type of feedback that will significantly boost student achievement and teacher

performance.

2. Create Conducive Conditions

a.

Ensure all observers have manageable caseloads given their other time

commitments. Asking observes to conduct too many observations might force

them to cut corners in ways that undermine accuracy. Adding more observers

in the form of peer observations and learning walks will create a cyclical culture

of observations and increase the breadth and depth of the program.

3. Monitor and Ensure Quality

a. Analyze data from observations in order to flag patterns that suggest problems

with accuracy.

b. Audit evidence collected by observers to confirm that it aligns with the

established expectations.

BuildObserversCapacity

CreateConduciveConditions

Monitor andEnsure Quality


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Recommended strategies for ensuring accurate observations

Before

School Year

During

School Year

After

School Year

1. Build Observers Capacity

Training

Certification

Tools

Reinforcement

Recertification

2. Create Conducive Conditions

Cultural Change

Caseload

3. Monitor and Ensure Quality

Data Analysis

Additional Observers


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Classroom Mosaic Standards and Indicators Calibration

Middle and High Schools

Standard 1 At A First Glance

When observing, At A First Glance creates the opportunity to scan the room very quickly and

determine what is being taught, what students are doing, how has it been communicated by

the teacher, and the degree of clarity and on-task behavior present.

1.1 Entry Time

a. Beginning The beginning of the class period is denoted by the first thirty minutes

of a ninety-minute block. If the school has less than ninety-minute class periods, the

total class time of a given period should divided by three and the first 1/3 of that

period should be referred to as the beginning.

b. Middle The middle of the class period is denoted by the middle thirty minutes of a

ninety-minute block. If the school has less than ninety-minute class periods, the

total class time of a given period should divided by three and the middle 1/3 of that

period should be referred to as the middle.

c. End The end of the class period is denoted by the last thirty minutes of a ninety-

minute block. If the school has less than ninety minute class periods, the total class

time of a given period should divided by three and the last 1/3 of that period should

be referred to as the end.

1.2 Learning Target/Essential Question/Focus Question of the Day

The learning target, essential question, or focus question of the day should frame the

instruction prominently throughout the class period. The purpose of the learning target or the

essential question of the day is to provide students an understanding of what they should learn

during the class on that particular day. If the objective or focus question is not displayed, then

the observer should enter No Learning Target, Essential Question or Focus Question of the

Day.

1.3 Clear Learning Intentions

Students learn best when they understand what they are learning and what is expected

of them.Clear learning intentions are present when:


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Students can clearly denote (upon request/prompting) what they should be doing or

the specific outcomes of the lesson

In order for teachers to create clear learning intentions, they must do the following:

o use words associated with learning

o use child friendly language

o use SMART learning intentions

o set the learning intention in context.

o address all learning modalities (visual, tactile, & kinesthetic) and framing the

intentions.

1.4 Students on Task

Students on task should be calculated by taking a sum total of the number of students

present in the class that are actively on task as indicated by the teachers instructions and applya mathematical generalization. They should be determined as follows:

1. None No students are on task as specified by the teacher

2. Few The bottom third of the sum total (example5 out of 20) are on task as

specified by the teacher.

3.

Some Half of the sum total (example10 or more out of 20) are on task as

specified by the teacher.

4.

Most Two thirds of the sum total (example15 or more out of 20) are on task asspecified by the teacher.

5. All All students present for the lesson are actively on task as specified by the

teacher.

1.5 Inserting a Picture

Inserting a picture into your observation can help to capture the essence o f whats

going on in the classroom. It should be intended to share the amazing work being done and

not to cast a negative light on any matter.


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1.6 Agenda/Notes

An agenda or list of instructional activities should be displayed prominently throughout

the class period. The purpose of an agenda is for students to be able to enter the class at

anytime and know immediately what will be done for the lesson. Also, the agenda will allow

those students who have missed a portion of the instructional period to determine that plus

what they have left to complete.

Samples:

ELA

Objective / Focus Question:

How do readers use evidence to support the development of a theme in a literary text?

Agenda:

1. Independent Reading- list response method

2. Mentor Sentence- list focus skill

3. Whole Class instruction- supporting themes with evidence

4. Small groups- finding and evaluating supporting evidence

5. Exit Slip- What questions or answers do you have in regards to today's focus.

Math

Objective/Focus Question

Today we will solve equations and inequalities in one variable.

Agenda:1. Set: Lesson Goal and Agenda

2. Problem Solving Day 2: Reread your task and make a plan for finding a solution (10

minutes)

3. Review of homework problems (10 minutes)

4. Whole Class Instruction guided practice with solving equations and inequalities (20

minutes)

5. Small Groups create and solve an equation or inequality from a word problem.

Present solutions to the whole group. (30 minutes)

6. Close: Homework Assignment

Exit Slip:What is one success you had today with solving equations and inequalities?

What is one question you still have about understanding todays work?


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Science

Objective / Focus Question

Students will identify the structure and function of eukaryotic cell organelles.

Agenda:

1. Journal / Bell Work

2. Notes Foldable on Organelles

3. Microscope Lab: Onion / Plant Cells

4. Notes Foldable on Organelles

5.

Assign Cell Project and Answer Questions

6. Exit Slip for the Day

US History and ConstitutionObjective/ Focus Question of the Day

Why and how did political parties develop in the 1790s?

Agenda:

1. Introduction of political parties

2. Small group preparation time

3. Simulation of President Washingtons cabinet meeting: domestic policy.

4. Complete Compare/Contrast graphic organizer

5. Small group preparation time

6. Simulation of President Washingtons cabinet meeting: foreign policy

7. Complete Compare/Contrast graphic organizer

8. 5 minute writing: How and why did political parties develop in the 1790s?

Fine Arts

Objective/Focus Question:

How is visual composition different between a Fine Artist and a Commercial Artist?

Agenda:1.

Discuss the differences between a Fine Artist and a Commercial Artist by using clear

examples.

2. Explain and model the 3 basic rules of visual composition used by a Fine Artist (Golden

Section, Rule of 1/3's and the S-Curve)

3. Student artists create a piece of artwork, which incorporates each of the 3 basic rules.


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Standard 2 Instructional Strategies

What constitutes effective instructional strategies, that when observed, will equate to

sound teaching and learning? Research convincingly demonstrates that when certain

instructional strategies are implemented appropriately, then they can increase student

achievement (Marzano, Pickering, & Pollock, 2001). Instructional strategies determine the

approach a teacher may take to achieve standards/indicators/essential questions. The methods

used by teachers to create learning environments specify the nature of the activity in which the

teacher and learning will be involved in during the lesson.

2.1 Activating Prior Knowledge-Activating prior knowledge helps students make

connections between previous learning and new information they will be learning. By tapping

into what students already know, teachers increase relevance and assess foundational

knowledge.

How it looks in the classroom:

KWL charts

Brainstorming

Turn and talk

Think, pair, share

Anticipating guides

Entrance Slips

Gallery Walks

Entrance Slips

Journal Prompts

2.2 Explicit Direct Instruction

a. Defines clear learning intentions - The learning intention (or objective) for a lesson or

series of lessons is a statement, which describes clearly what the teacher wants the

students to

know,

understand, and

be able to do...as a result of the learning and teaching activities.


The teacher shares this learning intention with students, orally and in writing.

The learning intention is shared with students at the beginning of a lesson and

unit.

The learning intention could also be called the learning objective or goal. The

terminology is not important, but the purpose certainly is.


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b.

States explicit success criteria

Learning goals help students identify and understand what they are expected to learn.

Success criteria provide the tools for students to monitor their

progress towards achieving the learning goals. Clearly it is simply not enough for the

teacher to know what they are looking for, the student must also know. Hattie and

Timperly (2007) identify three questions to guide student learning:

Where am I going?

How am I going?

Where to next?

While learning goals help students answer the question Wheream I

going?,success criteria help students answer the question, Howam I

going?


Checklists

Rubrics

Demonstration

Reflection

Practice

Evaluation

Clearly outlined

performance criteria

Exemplars posted in

the classroom

c.

Builds commitment and engagement in the learning task

Also known as the hook, this method is a short introductory moment

that captures what's interesting and engaging about the lesson and puts

it out front."


Quick story, using quotes

Real world

examples/relating to

student experiences

Analogy

Use of a prop

Media infusion (videos,

spoken word, etc..)

Challenge, competition,

skit, etc

Inserting humor


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d.

Presentation of the lesson

Presenting subject matter often depends on the topic, resources

available, time allotted for the lesson, and the interest level expected of

the student.


Direct Instruction

Modeling/Demonstration

Small group discussions

Simulations

Technology integration

e.

Guided practice

Guided practice is an activity that provides students the opportunity to

grasp and develop concepts or skills and requires teachers to monitorstudent progress. Teachers should use guided practice following the

introduction of new content and skills and as an additional check for

understanding, prior to closure, to determine the level of mastery, and to

provide individualized instruction and feedback.


A set of questions that requires

students to work through newlearning.

Cooperative learning strategies

I do, we do, you do

Graphic Organizers

Jigsaw activities

Foldables

Interviews

Think, pair, share, write

Technology

Feedback

f. Independent Practice

Through independent practice, students have the opportunity to refine and

improve their skills and synthesize new knowledge by completing a task on their

own and away from the teachers direct involvement. Independent practice can

take the form of skill reinforcement activities but it is also important to think of

other ways for students to reinforce and practice the given skills during the

instructional period.


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Completing Venn

diagrams

Graphic organizers

Quick write (minute

paper)

Journals

Assigned problems

g. Lesson closure

Closure is the time when you wrap up a lesson plan and help students

organize the information into a meaningful context in their minds.


Questioning

Exit slip

Journal entry

Whip around

3-2-1

Gallery Walk

Fishbowl

Three Ws

2.3 Formative Evaluation/Feedback - According to Hattie (2012) and Black & William

(2001), formative evaluation refers to any activity used as an assessment of learning to gather

information before or during the learning process to guide further instruction. In contrast with

formative assessment, the summative assessment evaluates what students know or have

learned at the end of the teaching, after all is done.


Observations

Questioning

Peer/Self assessment

Four corners

Discussion

Kinesthetic assessments

Written response

2.4 Facilitating Problem Solving- Creating structures in which students are working

through the details of the problem to reach a solution. Effective problem solving is the

intersection of what students know and what they have learned.


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Real world problems

Brainstorming and barriers

Scenarios/analyses/solutions

Action plans

2.5 Questioning - The task of asking the right types of questions can be the difference

between a great lesson and a mediocre one. It can also be the difference between high and low

results. Effective open ended, higher order thinking strategies challenges students at an

appropriate level, invokes critical thinking and inquiry, motivates students, and leads into well

designed discussions. Questioning can be used as a formative assessment for the teacher and

to check for understanding. When students are required to ask questions, it can also be used

as a means of engaging the students in the content. Extra Descriptors: wait time, multiple

types of questions, students asking questions, wide variety of students participating, varying

levels of rigor in the questions, require or prompt for explanation in answers.


Open-ended

Aligned to Webbs

Depth of Knowledge

Cold calls

No opt out

Think, ink, pair-share

Whiteboards

Hot seat

Fist-to-Five or Thumb-Ometer

Four Corners

2.6 Cooperative Learning - Research shows that organizing students into cooperative

groups yields a positive effect on overall learning. When applying cooperative learning

strategies, keep groups small, don't overuse this strategy, and be systematic and consistent in

your approach. Cooperative Learning is distinguished from interactive pairs in that the groups

in cooperative learning have an assigned task, project, or outcome to complete and that the

students in the groups have assigned roles including, but not limited to, facilitator and time-

keeper. The teachers intention for the task may drive how groups are formulated (interests,

ability-level, strengths). In addition, all students are required to participate in order to


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complete the task, project, or outcome. Students are held accountable as a group and as

individuals.


When grouping students, consider a variety of criteria, such as common

experiences or interests.

Vary group sizes and objectives.

Design group work around the core components of cooperative learning-

positive interdependence, group processing, appropriate use of social skills,

face-to-face interaction, and individual and group accountability.

Integrate content and language through group engagement, readers theatre,

pass the pencil, circle of friends, cube it, radio reading, shared reading andwriting, plays, science projects, debates, jigsaw, group reports, choral reading,

affinity diagrams,

Students tackle word problems in groups and explain their answers, etc.

2.7 Generating and Testing Hypothesis - Research shows, a deductive approach (using a

general rule to make a prediction) to this strategy works best. Whether a hypothesis is induced

or deduced, students should clearly explain their hypotheses and conclusions.

General Hypothesis: How it looks in the classroom:

Students creating a new idea about something based on given information.

Could involve If/then statements.

Testing Hypothesis: How it looks in the classroom:

Problem-solving

Justifying (using evidence)

Researching, recording, and analyzing results.

Students defending the purpose of the hypothesis

2.8 Summarizing and Note Taking- These skills promote greater comprehension by asking

students to analyze a subject to expose what's essential and then put it in their own words.

According to research, this requires substituting, deleting, and keeping some things and

having an awareness of the basic structure of the information presented.


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Teachers modeling and explaining strategies for determining what is important

and providing feedback to students as they practice.

Teacher provides a set of rules for creating a summary.

When summarizing, ask students to question what is unclear, clarify thosequestions, and then predict what will happen next in the text.

Students determining the most essential information using a variety of

structures.

2.9. Other Instructional Strategy - The other instructional strategy input is the area where

you would note any additional strategies utilized by the teacher that do not fall into one of the

aforementioned areas.

2.10. Notes Qualitative Feedback - The notes section should be used to provide precise

(objective) feedback to the teacher. The use of guiding and probing questions will prompt

teachers to reflect deeply about the instructional choices made during a lesson often by

strategically analyzing how specific practices affected student learning. Deliberate feedback is

the key resource for engaging in improved teaching and learning. Teachers need to receive

meaningful, high quality feedback during each observation with specific look-fors to act on to

enhance instruction.


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Standard 3 Instructional Activities

Instructional activities are the specific things students are doing in the classroom which

are specifically planned by the teacher to master the content taught. The ultimate instructional

activity places the student in charge of learning, creates a rich learning environment, a

motivation to learn, where students do all the hard work of learning, while the teacher merely

facilitates the learning. According to Myers and Jones (1993), active learning involves providing

opportunities for students to meaningfully talk and listen, write, read, and reflect on the

content, ideas, issues and concerns of an academic subject.


3.1 Students are engaged in

Creating Authentic Work

Completing Projects

Using Technology for learning

Discussion (student-to-student,

student-to-teacher)

Delivering Presentations

Listening and Responding

Receiving Information (lecture,

video clip, etc)

Note Taking (Cornell, Two

Column, Outline, etc)

Guided Practice

Independent Practice

Problem Solving

Other - The other instructional strategy input is the area where you would note any

additional instructional activities utilized by the teacher that do not fall into one of

the aforementioned areas.

For informational purposes, we are linking to thiswebsite,where you will find aglossary of instructional strategies.

3.2 Student Configuration-How the teacher configures students for learning will play a

significant role in effectiveness of the learning outcomes. There are many different ways to

configure students for learning. In this section, we will speak about four different ones.

3.2.1 Whole Class:This configuration as it is clearly indicated by its name is when the class is

taught as a whole and the teacher teaches students within a common framework. This is

the simplest approach for teaching. The teacher benefits by:

having more contact with all students

easier monitoring of student progress and behavior

increased student engagement by working with the whole class in specifically

designed activities.
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3.2.2 Individual: This configuration occurs when students are assigned individual tasks and

are not allowed to work with their peers/classmates.

3.2.3 Cooperative Groups: This particular configuration is a method of teaching and

learning in which students team together to explore a significant question or create a

meaningful project. A defined group of students working together or students from

different schools working together over the Internet on a shared assignment are both

examples of cooperative grouping. Some specific strategies are as follows:

Think/Pair/Share

Placemat and Round Robin

Jigsaw

Numbered Heads

Plus, Minus, Intriguing (PMI) = Liked, Didnt, Intriguing

3.2.4 Interactive Pairs/Trios: This configuration occurs when students are grouped in 2s or

3s. It's important to have small groups (with specific parameters) to allow each student

to confer and discourse. This activity works ideally with questions to encourage deeper

thinking, problem-solving, or critical analysis. The students will first consider the

question on their own, then discuss it in pairs, and then finally together in the whole

class. Some examples include:

Interview or role play

Jigsaw

Case Studies

Concept Sharing

Brainstorming

Pro/Con Discussion

Notes Qualitative Feedback - The notes section should be used to provide precise (objective)

feedback to the teacher. The use of guiding and probing questions will prompt teachers to

reflect deeply about the instructional choices made during a lesson often by strategically

analyzing how specific practices affected student learning. Deliberate feedback is the key

resource for engaging in improved teaching and learning. Teachers need to receive

meaningful, high quality feedback during each observation with specific look-fors to act on in

lesson preparation, execution, and reflection.


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Standard 4 Technology Integration

The basis for our technology practices lies in our superintendents vision, the need to

prepare our students for an ever-changing job force, and technological advancements.

Integrating technology with classroom practice can be a great way to strengthen engagement

by linking students to a global audience, turning them into creators of digital media, and

helping them practice collaboration skills that will prepare them for the future. The key in

accomplishing this task is making absolutely sure our teachers and students comprehend the

SAMR (Substitution, Augmentation, Modification, and Redefinition) Model developed by Dr.

Ruben Puentedura.

The Substitution Augmentation Modification Redefinition Model offers a method of

seeing how computer technology might impact teaching and learning. It also shows a

progression that adopters of educational technology often follow as they progress through

teaching and learning with technology. While one might argue over whether an activity can be

defined as one level or another, the important concept to grasp here is the level of student

engagement. One might well measure progression along these levels by looking at who is

asking the important questions. As one moves along the continuum, computer technology

becomes more important in the classroom but at the same time becomes more invisibly woven

into the demands of good teaching and learning.


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4.1 Technology used: Select this input if you see evidence of technology being used for a

specific instructional outcome during the lesson.

4.2

The teacher is:4.2.1 conducting 1:1 classroom lessons

4.2.2 delivering presentations with graphics and sound

4.2.3 presenting information visually

4.2.4 facilitating group discussions through devices

4.2.5

creating digital scaffolding for student projects

4.2.6

facilitating students using technology for an assessment

4.2.7

interacting with students and curriculum through appropriate social mediachannels.

4.3 The students are:

4.3.1 downloading instructional materials

4.3.2

creating and using online resources to facilitate inquiry
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4.3.3

posting and responding to online academic discussions

4.3.4

Research and discerning reliable information from credible sources

4.3.5 uploading classwork in a digital environment

4.3.6 engaging in individual and collaborative projects

4.3.7 using modeling and simulations

4.3.8 writing, developing, inventing, and publishing products

4.3.9 creating scaffolding for their own projects/products

4.3.10

participating in real time academic discussions

4.3.11

managing time and organizing work in digital environments

4.4 Inserting a photo

4.5Notes: Qualitative Feedback- The notes section should be used to provide precise(objective) feedback to the teacher. The use of guiding and probing questions will

prompt teachers to reflect deeply about the instructional choices made during a lesson

often by strategically analyzing how specific practices affected student learning.

Deliberate feedback is the key resource for engaging in improved teaching and

learning. Teachers need to receive meaningful, high quality feedback during each

observation with specific look-fors to act on in lesson preparation, execution, and

reflection.


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Standard 5 Rigor/Relevance

Rigor is aligned with Webbs Depth of Knowledge(DOK). The categories represent the

shift from the noun to a verb signifying actions to be mastered by the students. DOK and

Blooms can work together. DOK measures the depth at which a student must know,

understand or apply information. Its what comes after the verb. To what extent should

something be described? Different standards require different depths of knowledge or

understanding. Teachers need to match the DOK levels of activities, strategies and

assessments with what is required by the standard. When students are able to answer

questions designed for recall, skills and concepts, strategic thinking, and extended thinking,

they will be able to demonstrate cognitive behaviors consistent with performance levels (met

and exemplary) indicated in our states accountability manual. Lower level questions (recall

and skills and concepts) evaluate students preparation and comprehension. The higher level

questions require strategic and/or extended thinking which results in higher levels of content

mastery. They encourage students to think more deeply and critically, facilitate problem

solving, encourage discussions, and stimulate intellectual growth. For descriptive purposes,

the following should apply:

5.1.1 Level 1: Recall- Curricular elements in this category involve basic tasks that require

students to recall or reproduce knowledge and/or skills. The subject matter content at this

particular level usually involves working with facts, terms and/or properties of objects. It may

also involve use of simple procedures and/or formulas. There is little transformation or

extended processing of the target knowledge required by the tasks that fall into this category.

Key words that often denote this particular level include: list, identify and define. A student

answering a Level 1 item either knows the answer or does not; that is, the answer does not

need to be figured out or solved.

You will see them:

Reciting

Recognizing

Defining

Labeling

Matching

Identifying

Memorizing

Stating


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5.1.2 Level 2: Skills/Concepts- Level 2 includes the engagement of some mental processing

beyond recalling or reproducing a response. This level generally requires students to contrast

or compare people, places, events and concepts; convert information from one form to

another; classify or sort items into meaningful categories ; describe or explain issues and

problems, patterns , cause and effect, significance or impact, relationships, points of view or

processes. A Level 2 describe or explain would require students to go beyond a description or

explanation of recalled information to describe or explain a result or how or why. The

learner should make use of information in a context different from the one in which it was

learned.

Elements found in a curriculum that fall in this category involve working with or applying

skills and/or concepts to tasks related to the field of study in a laboratory setting. The subjectmatter content at this particular level usually involves working with a set of principles,

categories, heuristics, and protocols. At this level students are asked to transform/process

target knowledge before responding. Example mental processes that often denote this

particular level include: summarize, estimate, organize, classify, and infer. You will see them:

Classifying

Comparing

Inferring

Categorizing

Identifying patterns

Predicting outcomes

Making observations

Summarizing

5.1.3 Level 3: Strategic Thinking- Items in this category demand a short-term use of higher

order thinking processes, such as analysis and evaluation, to solve real-world problems with

predictable outcomes. Stating ones reasoning is a key marker of tasks that fall into this

particular category. The expectation established for tasks at this level tends to require

coordination of knowledge and skill from multiple subject-matter areas to carry out processes

and reach a solution in a project-based setting. Key processes that often denote this particular

level include: analyze, explain and support with evidence, generalize, and create. There is

almost always more than one right answer at level 3, which is why evidence is a crucial part.

You will see them:

Revising, Formulating, Critiquing, Assessing, Constructing, Investigating

Developing a logical argument


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Using concepts to solve non-routine problems

Drawing conclusions and citing evidence from the text

5.1.4 Level 4: Extended Thinking - Curricular elements assigned to this level demand

extended use of higher order thinking processes such as synthesis, reflection, assessment and

adjustment of plans over time. Students are engaged in conducting investigations to solve

real-world problems with unpredictable outcomes. Employing and sustaining strategic

thinking processes over a longer period of time to solve the problem is a key feature of

curricular objectives that are assigned to this level. Key strategic thinking processes that

denote this particular level include: synthesize, reflect, conduct, and manage. You will see

them:

Designing

Connecting

Synthesizing

Critiquing

Analyzing

Creating

Proving

Applying concepts

5.2 - The Relevance Framework - is based on the work of William R. Dagget. When

instructional practices and understanding are able to answer the inevitable question where

will I ever use what Im being taught today, the lesson has relevance. The only lingering

question at that point is to what degree?

5.2.1Knowledge in Subject Area: When material is presented in the context of a

singular course or topic, it is said to have only an acquisition degree of relevance. In this

mode, students gather and store bits of knowledge and information. Students are

primarily expected to remember.

5.2.2

Cross Curricular Connections: When course topics are presented in an integrated

thematic fashion that connects English to Social Studies or Math to Science, students

are able to draw conclusions and make connections to several concepts simultaneously.

When this occurs, they are able to solve problems, design solutions, and complete

work.

5.2.3 Connections to Student Experiences: Generally there is a disconnect between what is

taught and the experiences for all students. When information is presented in such a


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fashion that it connects student experiences to conceptual understanding, an increase

in student achievement will occur. Some examples are as follows:

Making connections between lesson content and popular culture, current events, global

landmarks, language, music, television, sports etc.

Using varied tools and strategies (quizzes, instant polls, "What do you know/want toknow charts, etc.) to learn more about students current content knowledge

Exploring similarities across languages and cultures to understand terms, concepts, and

new vocabulary

Taking advantage of student interests to investigate a concept or idea in greater depth

Incorporating personalized real-life scenarios, stories, or trivia to make objectives

relevant to students lives

5.2.4 Real World Applications: When material is presented in a real world authentic

context, it provides the highest degree of relevance and mimics the necessary hardskills needed in everyday life. Real world applications taught through vehicles such as

problem or project-based learning will allow students to demonstrate the competence

to think in complex ways and to apply their knowledge and skills. Even when presented

with unknowns and unpredictable situations, students are able to useextensive

knowledge and skill to create solutions and take action that further develops their skills

and knowledge.


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Standard 6 Learning Conditions

Learning conditions must be conducive for optimal results. When the learning conditions are adequate, the following will be

clearly present:

The teacher creates and maintains the physical environment of his or her classroom as a safe place that is conducive to

learning.

The teacher creates and maintains a positive affective climate in his or her classroom.

The teacher creates and maintains a culture of learning in his or her classroom.

Indicator Not Observed Approaching Evident

6.1 - Environment

Promotes Learning

Room is messy/chaotic OR

Room is too clinical/bare

All items on the wall have no

instructional purpose

Classroom arranged

with consideration of

classroom

management only,

not instructional

needs

Little student work

posted or academic

dcor

Classroom arranged in manner so that all may participate

Comfortable temperature; appropriate lighting

Rapport between teacher & students and students & students

Appropriate pace

Classroom environment is appropriate for learning with students comfortably at

ease and on task

Student work and academic dcor creates inviting atmosphere of learning

6.2 Student/Teacher

Interactions

Teacher is aloof and cold; or

teacher is too concernedabout being friends

Teacher acts solely as

instructor, not asfacilitator

Teacher is either too

rigid or too relaxed

Traditional pattern

TST

Teacher and students ask and answer questions.

Appropriate wait time

Mutual respect/rapport

All students participate random questioning technique employed Cooperative learning evident

Rich conversation evident

Exceptional pattern TSSST

or SSTS

6.3

Transitions/Routines/

Procedures

Students unclear about

proceduresTrans./Rout/Proc not

carried out

consistently

Established routines evident for non-instructional tasks

Minimal loss of ins tructional time for transitions/procedures


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6.4 Classroom

Management

Students disengaged

Rules are so rigid that

students are afraid to interact

with each other or the teacher

or no clear guidelines;

Too loose

Rules posted but not

consistently enforced

or ineffective

Rules/consequences posted

no/minimal disruption of learning due to student misbehavior

off task behavior addressed appropriately

PBIS use evident

6.5 Appropriate

Student Work Posted

No evidence of student work Material posted is outof date

exemplary work posted as model for student learning (Bulls eye)

sampling of student work posted grade undisclosed


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Standard 7 Instructional Feedback

Providing the right kind of feedback to students can make a significant difference in

their achievement. Feedback should be FAST Frequent, Accurate, Specific and Timely. There

are two key considerations. First, feedback that improves learning is responsive to specific

aspects of student work such as a test or homework answers and provides specific and related

suggestions. Second, It helps to reduce the gap between the students current level of

understanding and/or performance and a desired goal. You should see a clear link between the

teacher comment and the student's answer, and it must be instructive. This kind of feedback

extends the opportunity to teach by alleviating misunderstanding and reinforcing learning.

Students need frequent opportunities to demonstrate what they know and receive suggestions

for improvement. Formative feedback, which occurs during learning is active and helps

students to recognize their progress and respond to enhance their achievement. There are six

ways in which feedback that can be given to students:

7.1 Is feedback given? If so, how?Note specifically in the comments section.

7.2 Timely:Feedback must be timely. If students receive feedback no more than a day after a

test or homework assignment has been turned in, it will increase the window of opportunity for

learning. When students are engrossed in figuring out a difficult task, feedback should be

delayed; however, when students can use feedback to complete a task, immediacy helps.

Providing immediate feedback can encourage students to practice, and it helps them make

connections between what they do and the results they achieve. Delaying feedback may

encourage development of cognitive and metacognitive processing for high-performing

students, yet it may cause frustration for struggling and less-motivated students. Examples of

timely feedback are as follows:

Immediate oral responses to questions of fact

Feedback occurs while students are still mindful of the topic, assignment, orperformance in question

A test or assignment returned the next day

Response systems, text messaging, or polling to provide immediate results.

7.3 General:General feedback is just that; general. This type of feedback describes in vague,

general terms the teachers reaction to a skill attempted. It is somewhat socially reinforcing.


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These types of statements dont tell the students exactly what is good, nor do they give

him/her information to be used in the next skill attempt. Examples of such statements are:

Good job

Way to go

You can do it

Thats great

7.4 Clarifying:This type of feedback clears up misconceptions, redirects, and presses for

student understanding. Typically, feedback categorized as clarifying identifies concepts that

may be perceived as confusing or cumbersome. The goal of clarifying feedback is to ensure

that students demonstrate the desire intent of requirements. Some examples are as follows:

Students, remember we discussed that the patient has been depressed since she began

seeing her psychiatrist in 2009. In other words, she starting seeing her therapist at the

time her depression began in 2009.

The male golfers are handicapped, that is, have the advantage in the game.

7.5 Corrective: Corrective feedback should focus on the effectiveness (or ineffectiveness) of

the strategy employed by the student. As you begin to focus on providing feedback, place the

emphasis on assessment of the strategy the student was using to perform the task, the

outcomes produced by that strategy, and the need to use a more effective and/or efficient

strategy. In short, blame the lack of success on the strategy the student was using, not the

student. For example, consider the following:

Mary, it looks like the check for spelling strategy you were using wasnt working well

for you. Lets see if we can come up with a better way to check your spelling.

7.6 Reinforcing: This type of feedback acknowledges progress to learning and encourages

specific next steps. Reinforcing feedback tells students what they are doing that is working

well. When reinforcing feedback is given to students for achieving specific goals, their

level of achievement is higher. Some examples are as follows:

I love the way your thesis statement clearly sets the framework for your paper.

The design of that physics catapult will produce incredible distance during your vault.Great design!

7.7 Prescriptive: Prescriptive, or specific feedback is the type of feedback that most students

need. Statements that are specifically skill-related are the types of feedback students need as


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they learn the skills or concepts being taught. The types of feedback that are prescriptive and

specific in nature are statements such as:

Turn sideways

Follow through

Use the instep, not the toe to kick. Insert a semicolon here, and place a comma after the authors name


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Standard 8 Assessment

Classroom assessment is among a teachers most essential evaluation tools. When properly

developed and interpreted, assessments can help teachers better understand what their

students are learning. Quality assessment allow a teacher to gather evidence about:

What students know and can do

Students students strengths and weaknesses

Students learning styles and progress

How to plan and conduct instruction

In this section, we will cover several types of assessments.

8.1 Formative Assessments: Formative assessments are ongoing, repetitive measures

designed to provide information to both the instructor and the students concerning students'

understanding of small segments of course material. As an integrated approach to assessment

and instruction, formative assessments emphasize mastery of course material as opposed to

evaluation of performance or assignment of grades. Formative assessments are conducted

throughout the instructional process to monitor students' progress and provide feedback on

strengths and weaknesses. Examples of formative assessment are as follows:

Success Criteria

ABCD Cards Admit Slips

Exit Tickets

Comment Only Marking

Find and Correct Errors

Question Strips Best Composite Paper

Homework Help Board

Suggestion Box

8.2 Quizzes and Tests: Assessments such as quizzes and tests serve to determine how well

each student has achieved standards/indicators or essential questions with a high degree of

accuracy. Additionally, they serve to identify areas where instruction needs improvement, to

diagnose student problems, communicate what material is important and establish basis for

assigning grades. All assessments should be standards-based, contain some common items,

be free of errors and contain clear instructions. Some examples of quizzes or tests are as

follows:

Diagnostic Test

Unit Test

Chapter Quiz

Benchmark Test


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Final Exams

Pop Quizzes

Research Papers

8.3 Student Projects: Student projects are effective when they aligned to standards, contain

a rubric for expectations, appropriate time is given, varying options for different types oflearners are created, displayed in classrooms (without grades), and if group work is involved,

then specific assignments for individual students are given with scaffolded grading for longer

projects. Samples can include:

A study of propeller designs for wind generators

Everyday activities that illustrate chemical principles

Graphic Novel or Readers Theater

8.4 Inquiry: Inquiry-based assessment helps promote, encourage, and evaluate thinkingoutside of the box by participating in discussion, by questioning, doubting, critiquing and

agreeing to form hybridized new ideas. Some examples of inquiry-based assessment could

include:

Portfolios: a collection of information by and about a student that provides a broad

perspective of the student's achievement. A portfolio could contain samples of inquiry-

based projects, laboratories, journal entries and other class activities. Portfolios could

be included in an inquiry-molded assessment rubric and/or to develop a connection

between students, teachers, and parents. A portfolio could also encourage student

reflection, which is a key to inquiry-based learning.

Profile: a collection of ratings, descriptions, and summary judgments by teachers and

sometimes by the student and others to provide a broad perspective of the student's

achievement. A profile could ideally take the place of a normal interim-report or grade-

report. It may document academic achievement, nonacademic achievement, or both.

A profile differs from a portfolio bynot including samples of student work.

Performance Task: a task, a problem, or question that requires students to construct

(rather than select) responses and may also require them to devise and revise

strategies, organize data, identify patterns, formulate models and generalizations,

evaluate partial and tentative solutions, and justify their answers.


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Demonstration (or Exhibition) of Mastery: A formal, more or less, public performance of

student competence and skill that provides an opportunity for a summative

assessment. Demonstrations may also be formative, ongoing, informal, and embedded

in curricula and everyday practice.

8.5 Worksheets: While minimal, there are times when worksheets can be useful in the

classroom. Worksheets used in class can also help direct students' learning out-of-

class. The following list, gives examples of goals that can be addressed by using

worksheets.

Helping students focus on an underlying big picture

Bridging the gap between watching and doing

Focusing students attention in class

Delivering and/or summarizing content efficiently

Encouraging students to communicate their mathematical ideas

Teaching students how to learn from their textbooks

Connecting new material to previously-covered material

8.6 Entrance & Exit Slips: Entry slips and exit slips are written responses from students to

questions that are posed either at the beginning (entry) or the end (exit) of class. Completion

usually take no more than five minutes and you can tell very quickly from these responses

whether students understand the material. Some examples are as follows:

What is the cause/effect relationship between A and B?

What confuses you about the material you read for (entry) / we covered (exit) today?

What are three most important things you learned this class period?

8.7 Graphic Organizers: Venn diagrams, concept maps, charts, graphs, tables, etc. It is

important that students know how to use the graphic organizers to demonstrate knowledge,

make connections, and contrast differences. An example would be the five Ws chart:

What happened?

Who was there?

When did it happen?

Why did it happen?

Where did it happen?


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8.8 Checklists/Rubrics/Exemplars: Rubrics, checklists, and exemplars should provide the

criteria necessary for mastery of a topic or concept as well as outline the components necessary

for completion of an assignment or project. Teachers should review and explain checklists and

rubrics prior to the start of a project or assignment and use exemplars to model expectations.

Students must understand the components of the assignment and how the evaluation will occur.

In addition they should be able to explain and show precisely how to meet the levels of the rubric

or checklist. Sample examples could be:

Essay

Research paper

Science lab report

8.9 Authentic: With this type of assessment, students will demonstrate how to create/perform

a task with a high degree of originality. Students will perform original research or design a unique

composition with authenticity. They will engage in real life problem solving, constructing, and

creating. Some specific examples are as follows:

Essays

Speeches

Demonstrations

Unpredictable real world problem solving

8.10 Written Response(journal, constructed response, essays, reflections, etc.): Requiring

students to respond to prompts, answer questions, or solve problems in writing extends the

thinking process and allows them to establish their voice and practice their skills on a daily basis.

Some examples are as follows:

Informal response prompts

Creating a writing argument

Journal entries

Real world writing scenarios (business letters, newspaper editorials, etc..)

Social Media postings

Blogging

8.11 Performance Based(Art, Music, Dance, etc..): Performance tasks build on earlier content

knowledge, process skills, and work habits and are strategically placed in the lesson or unit to

enhance learning as the student pulls it all together. Such performance tasks are not add-ons


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at the end of instruction. They are both an integral part of the learning and an opportunity to

assess the quality of student performance. When the goal of teaching and learning is knowing and

using, the performance-based classroom emerges.

Performance tasks range from short activities taking only a few minutes to projects culminating in

polished products for audiences in and outside of the classroom. In the beginning, most

performance tasks should fall on the short end of the continuum. Teachers find that many

activities they are already doing can be shaped into performance-learning tasks. Some examples

are as follows:

Songwriting/Authentic Performance

Multimedia Projects

Schematic Drawing

Ted Talk

Writing a book

Delivering a presentation to an authentic audience


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Standard 9 Lesson Closure

Closure is what the instructor does to facilitate wrap-up at the end of the lesson. It is a

quick review to remind students what it is that they have learned (or should have learned) and

allows teachers to see where the studentsknowledge or understanding is in order to assist inplanning for the next lesson.

Indicator Not Observed Approaching Evident

9.1 Lesson

Closure

Observer did not stay

for the closure part of

the lesson or the

teacher did not

incorporate any

strategies to close the

lesson.

The teacher summarizes

the lesson and tells the

students what they

learned. The teacher

restates the objectives of

the lesson along with key

ideas or terms introduced

during the lesson.

Reviews with the

students what they

should know and be able

to do.

Intellectual work is done by the

students (not the teacher). Active

student participation is evident.

Formative assessment (ex. Exit Sips,

Journal Entries, Three Ws, 3-2-1

Processing, etc) is incorporated to

determine what additional practice

is needed, what needs to be re-

taught, and whether or not you can

move on to the next part of the

lesson. Students demonstrate

conceptual understandings, exhibit

their learning, and obtain previews

of future learning experiences.

Reflection is a key element!

9.2 Additional Comments: The additional comments portion of the template serves to bring

together the essential elements of the observed lesson. It is at this time that you will note specific

positive observations sandwiched in-between any items that could benefit from some re-

designing. This is also a great time to leave open-ended, reflective questions for teachers and/or

invite them to an instructional coaching opportunity in the near future (this can be with an

administrator, teacher leader, or peer teacher). Feedback following a lesson observation should

enable teachers to build on their strengths and develop and improve their weaknesses. It is

important to focus on the following:

1. Observed instructional behaviors (not the person)

2. On what you have seen or heard (not what you guess is causing it)

3. Being specific and not generalizing (use examples to support your findings)

4. Sharing ideas and information (connect them with peers performing exemplary)

5. Helping them to find solutions identify achievable targets (tie back into data

teams and/or smart goals).


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Providing Quality Feedback to Teachers

In order to achieve the type of outcomes we desire in our classrooms, the feedback we

provide to teachers must create the type of dialogue and reflection needed for continuous

improvement. When providing feedback to teachers, it is essential that we follow these guidelinesobtained from the University of Oregon:

Describe the positive teacher skill or behavior you saw.

(e.g. I saw or You (insert verb phrase)

Provide a rationale as to why/how that skill promotes or supports student learning.

(e.g. Practicing with partners engages everyone and supports student learning.)

Make statements affirming, but not overdone.

(e.g. avoid Wow! That was AWESOME! or You are the best teacher ever!)

Avoid evaluative statements or implied value judgments.

(e.g. avoid I like or I like the way you )

Here are some specific sample feedback statements (from the University of Oregon) that

can be used:

Allowing more wait time, which you did, gets kids thinking and participating

more.

You corrected every error that I saw. That will help kids become more accurate

decoders more quickly.

You consistently highlighted the new vocabulary words. That will build both

word knowledge and comprehension.

Your comprehension questions often went beyond the literal level. You are

really getting these kids to think about what they read!

I heard you praise kids who were not with an adult but who were doing the right

thing. That will keep them accountable and build independent work habits.

Documents

SD5LRC Revised CM Guide for Observations 91814 (2)