COMPASS Observation

(1)

Use

The C

obser

use e

to dis

OBS

PER TEA EVA STA

1

2

3

of this workb

Compass obse

rvations. The

vidence to gen

scuss the obse

SERVATION

RIOD: ACHER: ALUATOR: ART TIME:

1.

WHAT

IS

2.

WHAT

IS

3.

WILL

TOD

RIGOROU

book is optio

ervation work

e goal of the w

nerate fair and

ervation and r

N

NOTES

THE

TEACHE

THE

OBJECT

DAY’S

OBJEC

US?

onal.

kbook is design

workbook is to

d accurate rati

atings with th

ER’S

GOAL

F

TIVE

OF

TOD

CTIVE

HELP

S

ned to make it

o help evaluato

ings using the

e teacher. Ple

OR

STUDEN

DAY’S

LESSON

O

STUDENTS

M

t easier to coll

ors focus on t

Compass Tea

ease feel free t

SCHOO GRADE FORMA END TI

TS

IN

THIS

C

GOAL

N?

OBJECTIVE

MAKE

PROGR

EVIDENCE

lect, record, an

the most impo

acher Rubric.

to update or c

OL:

E & SUBJECT: AL/INFORMAL

IME:

CLASSROOM

RESS

TOWAR

nd rate eviden

ortant aspects

Evaluators m

customize this

L?

?

RD

THE

GOA

nce from teach

of the observ

may also use th

workbook.

L?

IS

THE

OB

her

ved lesson and

his workbook

BJECTIVE

1

(2)

4

5

4.

ARE

STUD

5.

WHAT

TE

DENTS

ACHI

EACHER

ACT

EVING

THE

O

IONS

ARE

LE

OBJECTIVE?

EADING

STU

HOW

MANY

EVIDENCE

DENTS TO

A

EVIDENCE

Y/WHAT

PER

ATTAIN

OR

N

RCENTAGE?

OT

ATTAIN

TTHE

OBJECTIVE?

(3)

OBS

PLAN

H

In add “profic  Tea curr blue seq  Tea pre  Out enc take

COM

SERVATION

NNING

AND

HIGHLY EFFE

ition to the chara cient,”

acher plans refere ricular framewor eprints to ensure uencing.

acher connects ou vious and future

tcomes are differ courage individua e educational risk

MMENTS/SUGG

N

ANALYSI

PREPARATIO

ECTIVE:

acteristics of

ence

rks or

e accurate

utcomes to

learning

rentiated to

al students to

ks.

GESTIONS:

IS

ON

COMPET

EFFECTIVE

 Outcomes rep expectations

 Outcomes are ideas” of the

 Outcomes are what student than do.

 Outcomes rep outcomes: fac understandin management  Outcomes are

of students in differentiated

TENCY

1C:

SE

E: PROFICIEN

present high

and rigor.

e related to “big

discipline.

e written in term ts will learn rathe

present a range o ctual, conceptua

g, reasoning, soc t, communication e suitable to grou n the class,

d where necessar

ETTING

INSTR

NT

s of

er

of

l

cial,

n.

ups

ry.

EFFE

 Outcom low ex  Some o

learnin  Outcom

of the

EVIDENCE

RUCTIONAL

ECTIVE: EMER

mes represent a

pectations and r outcomes reflect ng in the disciplin mes are suitable

class.

OBJECTIVES

RGING

mixture of

igor.

t important

ne.

for most

 



S

INEFFE

Outcomes lack r Outcomes do no important learni discipline.

Outcomes are no stated as activiti Outcomes are no many students i

PER

ECTIVE

rigor.

ot represent

ing in the

ot clear or are

ies.

ot suitable for

n the class.

RFORMANCE LEVEL

(4)

CLAS

H

In add “profic  Stud

the the  Stud

tran acco  Stud dist mat

COM

SSROOM

ENV

HIGHLY EFFE

dents take the in ir classmates to e ir time is used pr dents themselve nsitions and othe omplished smoo dents take initiat tributing and coll terials efficiently

MMENTS/SUGG

VIRONMENT

ECTIVE:

acteristics of

nitiative with

ensure that

roductively.

s ensure that

er routines are

thly.

tive in

ecting

.

GESTIONS:

T

COMPETEN

EFFECTIVE

 The students

engaged duri work.

 Transitions be small group a  Routines for d

collection of m supplies work  Classroom ro

smoothly.

NCY

2C:

MAN

E: PROFICIEN

are productively ng small group

etween large and activities are smo distribution and

materials and

k efficiently.

utines function

NAGING

CLA

NT

y

d

oth.

EFFE

 Small g engage directly  Proced

distrib materi establi rough.  Classro

uneven

EVIDENCE

ASSROOM

PR

ECTIVE: EMER

groups are only p ed while not wor

y with the teache dures for transitio ution/collection

ials, seem to have ished, but their o

oom routines fun nly.

ROCEDURES

RGING

partially

rking

er.

ons, and

of

e been

operation is

nction



INEFFE

Students not wo teacher are disru class.

There are no est procedures for d collecting mater Procedures for o are confused or

PER

ECTIVE

orking with the

uptive to the

tablished

distributing and

rials.

other activities

chaotic.

RFORMANCE LEVEL

(5)

INST

H

In add “profic  Stud

que  Stud

enr  Stud

the disc

COM

TRUCTION

CO

HIGHLY EFFE

dents initiate hig estions.

dents extend the iching it.

dents invite com ir classmates dur cussion.

MMENTS/SUGG

OMPETENCY

ECTIVE:

acteristics of

gher‐order

e discussion,

ments from

ring a

GESTIONS:

Y

3B:

USING

EFFECTIVE

 Teacher uses

questions, inv think and/or

possible answ  The teacher m of wait time.

 The teacher b student respo effectively.

 Discussions e talk to one an ongoing med teacher.

 The teacher c students, eve initially volun  Many student

the discussion

QUESTIONIN

E: PROFICIEN

open‐ended

viting students to have multiple

wers.

makes effective u

builds on uses

onses to question

nable students to nother, without

iation by the

calls on most

en those who don teer.

ts actively engag n.

NG

AND

DISC

NT

o

use

ns

o

n’t

e in

EFFE

 Teache design thinkin are inv  The tea

respon ideas,

 Teache but on partici

EVIDENCE

CUSSION

TEC

ECTIVE: EMER

er frames some q ed to promote st ng, but only a few volved.

acher invites stud nd directly to one

but few students er calls on many s ly a small numbe pate in the discu

CHNIQUES

RGING

questions

tudent

w students

dents to

e another’s

s respond.

students,

er actually

ssion.



INEFFE

Questions are ra convergent, with answer.

Questions do no thinking.

All discussion is

and students; st invited to speak

another.

A few students d discussion.

PER

ECTIVE

apid‐fire, and

h a single correct

ot invite student

between teacher udents are not

directly to one

dominate the

RFORMANCE LEVEL

5

(6)

INST

H

In add “profic  Virt eng  Stud

a le mea nee  Stud the  Stud how  Stud or a bein  Stud refl less und COM

TRUCTION

CO

HIGHLY EFFE

tually all students gaged in the lesso dents take initiat earning task to ma

aningful or releva eds.

dents suggest mo grouping pattern dents have exten w they complete

dents suggest mo additions to the m

ng used.

dents have an op ection and closu son to consolidat derstanding.

MMENTS/SUGG

OMPETENCY

ECTIVE:

acteristics of

s are highly

on.

tive to modify

ake it more

ant to their

odifications to

ns used.

nsive choice in

tasks.

odifications

materials

pportunity for

re on the

e their

GESTIONS:

Y

3C:

ENGAG

EFFECTIVE

 Most student engaged in th  Learning task correct respo and/or dema thinking.

 Students have how they com tasks.

 There is a mix of groupings,

lesson object  Materials and

the learning g intellectual en appropriate.

 The pacing of students the t intellectually

ING

STUDEN

E: PROFICIEN

ts are intellectual he lesson.

s have multiple

onses or approach nd higher‐order

e some choice in

mplete learning

x of different type suitable to the

ives.

d resources suppo goals and require

ngagement, as

f the lesson provi time needed to b engaged.

NTS

IN

LEARN

NT lly hes es ort e ides be EFFE

 Some s engage  Learnin requiri  Studen conten learnin proced  Studen they co  The tea instruc partial the les  The ma

partial objecti deman  The pa uneven rushed

EVIDENCE

NING

ECTIVE: EMER

students are inte ed in the lesson. ng tasks are a mi ing thinking and r nt engagement w nt is largely passiv ng primarily facts dures.

nts have no choic omplete tasks.

acher uses differ ctional groupings ly successful in a sson objectives.

aterials and reso ly aligned to the

ives, only some o nding student thi acing of the lesso n; suitable in par d or dragging in o

RGING

ellectually

x of those

recall.

with the

ve,

s or

ce in how

rent

s; these are

chieving

urces are

lesson

of them

nking.

n is

rts, but

others.       INEFFE

Few students ar engaged in the l Learning tasks re or have a single

or method.

The materials us only to perform

Only one type of group is used (w groups) when va better serve the purpose.

Instructional ma unsuitable to the the students.

The lesson drags

PER

ECTIVE

e intellectually

esson.

equire only recal correct response

sed ask students

rote tasks.

f instructional

whole group, sma ariety would

instructional

aterials used are

e lesson and/or

s, or is rushed.

(7)

INST

HIG

In add charac  The stud esta crit  Tea stud sop con con puls  Tea use info indi und  Fee spe pro sou stud  Stud und the resu teac  The

to t to a stud

COM

TRUCTION

CO

GHLY EFFECT

ition to the

cteristics of “prof

ere is evidence th dents have helpe ablish the evalua eria.

acher monitoring

dent understand phisticated and

ntinuous: the teac nstantly “taking th se” of the class.

acher makes freq

of strategies to e ormation about

ividual student

derstanding.

edback to student cific and timely,

vided from many rces, including ot dents.

dents monitor th derstanding, eithe

ir own initiative o ult of tasks set by cher.

e teacher’s adjust the lesson are de assist individual

dents. MMENTS/SUGG

OMPETENCY

TIVE: ficient,” hat ed tion of

ing is

cher is

he

uent

elicit

ts is

and is

y

ther

heir own

er on

or as a

y the

tments signed  Stu cle ch wo  Th of du are ow im  Fe an lea  Th en pe  Wh ma les un stu GESTIONS:

Y

3D:

USING

EFFECTIVE PROFICIEN

udents indicate t early understand

aracteristics of h ork.

e teacher elicits

student understa ring the lesson S e invited to asses wn work and mak

provements.

edback includes

d timely guidanc ast groups of stud

e teacher attemp gage students in

er‐assessment.

hen necessary, th akes adjustments sson to enhance

derstanding by g udents.

ASSESSMEN

E: NT

hat they

the

igh quality

evidence

anding

tudents

ss their

ke

specific

e for at

dents.

pts to

self‐ or

he teacher

s to the

groups of

 T t e  T s e s  T i  o i  T s a  T a

E

NT

IN

INSTRU

EFFECTIV EMERGIN

There is little evid the students und how their work w evaluated.

Teacher monitor understanding th single method, o eliciting evidence understanding fr students.

Teacher requests indications of stu understanding.

Feedback to stud uniformly specifi oriented towards improvement of

The teacher mak minor attempts t students in self‐ o assessment.

The teacher’s att adjust the lesson partially successf

EVIDENCE

UCTION

VE: NG

dence that

derstand

will be

rs

hrough a

or without

e of

rom all

s global

udent

dents is not

c, not

s future

work.

kes only

to engage

or peer‐

tempts to

n are

ful.     IN

The teacher give quality work loo The teacher ma whether studen Feedback is only The teacher doe their own or cla

PE

NEFFECTIVE

es no indication o oks like.

kes no effort to d nts understand th

y global.

es not ask studen assmates’ work.

ERFORMANC

of what high

determine

he lesson.

nts to evaluate

CE LEVEL

(8)

OBS

SERVATION

N

RATING

1C:

SET

OBJEC

2C:

MA

PROCE

3B:

US

DISCU

3C:

EN

LEARN

3D:

US

INSTRU

SUMMAR

COMPON

TTING

INSTRUC

TIVES

ANAGING

CLAS

EDURES

SING

QUESTION

SSION

TECHNIQ

NGAGING

STUD

NING

SING

ASSESSM

UCTION

AVERA

Y

NENT

CTIONAL

SSROOM

NING

AND

QUES

DENTS

IN

ENT

IN

AGE

OBSERVA

ATION COMME

RATIN

ENTS

G

(9)

TEA

ACHER

CON

NFERENCE

NOTES

DATE: TIME: EVALUATOR

OTHER PARTICIPAN

R:

NTS:

NOTES