1.2 Student Evidence Students can explain the learning goal or target for the lesson

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Domain 1 O bserv ation Form for JULIE A NN KELLEY Domain 1 O bserv ation Form for JULIE A NN KELLEY Eval u ator:

Eval u ator: DANIELLE DAWN JOHNSON Assessmen t Date:

Assessmen t Date: 11/02/2015 Score:

Score: 0.00 Score:

Score: N/A

Lesson Segment Inv olv ing Routine Lesson Segment Inv olv ing Routine Ev ents

Ev ents

Design Q uestion # 1 : What w ill I do to Design Q uestion # 1 : What w ill I do to establish and communicate learning establish and communicate learning goals, track student progress, and goals, track student progress, and celebrate success?

celebrate success?

Rating

Rating CommentsComments

1. Providing Rigorous Learning Goals and Performance Scales (Rubrics)

The teacher provides rigorous learning goals and/or targets, both of which are embedded in a performance scale that includes application of knowledge.

Applying Teacher has the learning goal posted on the board for students to refer to throughout the period as needed.Teacher has the learning goal along with the objective posted: what are the key ideas about perpendicular bisectors. Construct perpendicular bisectors and apply theorems to solve problems. Teacher has generic scale posted on the board for students to track their progress: How am I comprehending?Teacher tracks progress of students through questioning and written answers that teacher monitors.

1.1 Teacher Evidence Teacher has a learning goal and/or target posted for student reference, The learning goal or target clearly identifies knowledge or processes aligned to the rigor of required standards, Teacher makes reference to the learning goal throughout the lesson

1.2 Student Evidence Students can explain the learning goal or target for the lesson 2. Tracking Student Progress

The teacher facilitates tracking of student progress on one or more learning goals and/or targets using a formative approach to assessment.

Applying Teacher had students track their progress by showing the teacher what level of comprehending they are now on based on her reviewing problems in class, 1- I don't get it. I need help. 2- I think I get it, but I'm having some difficulties. 3- I understand it. 4- I understand it. I could teacher this to my parents.

Teacher monitored students level of understanding by scanning the room of where students rated themselves.

Teacher informally tracked student progress by having students write down what they know.

2.1 Teacher Evidence Teacher helps students track their individual progress on the learning goal or target, Teacher uses formal and informal means to assign scores to students on the scale or rubric depicting student status on the learning goal

2.2 Student Evidence Students can describe their status relative to the learning goal using the scale or rubric

3. Celebrating Success

The teacher provides students with recognition of their current status and their knowledge gain relative to the learning goal or target.

Developing Teacher tells students good job and that they are doing great in relation to answering questions that relate to the learning goal.

3.1 Teacher Evidence Teacher acknowledges students who have made gains in their knowledge and skill relative to the learning goal

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3.2 Student Evidence

Lesson Segment Inv olv ing Routine Lesson Segment Inv olv ing Routine Ev ents

Ev ents

Design Q uestion # 6 : What w ill I do to Design Q uestion # 6 : What w ill I do to establish and maintain classroom establish and maintain classroom rules and procedures?

rules and procedures?

Rating

4. Establishing Classroom Routines The teacher establishes expectations regarding rules and procedures that facilitate students working individually, in groups, and as a whole class.

Applying Students come into class, get out their math notebook and start working on their warm-up activity.

Students know to have their homework on their desk so the teacher can walk around and check it while students work on their warm-up.

Students follow the procedure of raising their hand in order to answer questions posed by the teacher.

4.1 Teacher Evidence Teacher reminds students of rules and procedures, Teacher provides cues or signals when a rule or procedure should be used

5. Organizing the Physical Layout of the Classroom

The teacher organizes the physical layout of the classroom to facilitate movement and support learning.

Applying Teacher has the room organized in a manner that allows for students and teacher to move around the classroom as needed.

Teacher has a board that states the learning goal/objective for the day.

Teacher has a board that informs students of their assignments and the warm-up is posted for students to come in and work on it when they get to class.

Teacher has "Mr. Slope Guy" posted for students to refer to as needed.

Teacher has workbooks located in an area that allows students to easily get them as needed.

5.1 Teacher Evidence The physical layout of the classroom has clear traffic patterns, The physical layout of the classroom is designed to support long-term projects by individual students or groups of students, The physical layout of the classroom provides easy access to materials and centers

5.2 Student Evidence Students can easily focus on instruction Lesson Segment A ddressing Content

Lesson Segment A ddressing Content Design Q uestion # 2 : What w ill I do to Design Q uestion # 2 : What w ill I do to help students effectiv ely interact w ith help students effectiv ely interact w ith new know ledge?

new know ledge?

Rating

6. Identifying Critical Content The teacher continuously identifies accurate critical content during a lesson or part of a lesson that portrays a clear progression of information that leads to deeper understanding of the content.

N/A

6.1 Teacher Evidence

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7. Organizing Students to Interact with New Content

The teacher organizes students into appropriate groups to facilitate the processing of new content.

N/A

7.1 Teacher Evidence 7.2 Student Evidence 8. Previewing New Content The teacher engages students in previewing activities that require students to access prior knowledge and analyze new content.

N/A

8.1 Teacher Evidence 8.2 Student Evidence

9. Chunking Content into Digestible Bites Based on student evidence, the teacher breaks the content into small chunks (i.e., digestible bites) of information that can be easily processed by students to generate a clear conclusion.

N/A

10. Helping Students Process New Content

The teacher systematically engages student groups in processing and generating conclusions about new content.

N/A

11. Helping Students Elaborate on New Content

The teacher asks questions that require inferences about the new content but also requires students to provide evidence for their inferences.

N/A

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12. Helping Students Record and Represent Knowledge

The teacher engages students in activities that require recording and representing knowledge emphasizing creation of a variety of types of models that organize and summarize the important content.

N/A

13. Helping Students Reflect on Learning The teacher engages students in activities that help them reflect on their learning and the learning process.

N/A

Lesson Segment A ddressing Content Lesson Segment A ddressing Content Design Q uestion # 3 : What w ill I do to Design Q uestion # 3 : What w ill I do to help students practice and deepen new help students practice and deepen new know ledge?

know ledge?

Rating

14. Reviewing Content

The teacher engages students in a brief review of content that highlights the cumulative nature of the content.

Innovating The teacher actively engaged all students in a review activity at the beginning of the class where the teacher reviewed two problems that the students requested to go over from their homework assignment.

Teacher has all students solve problems using the concepts that they learned previously.

Teacher monitored that all students were engaged in the review activity by questioning and walking around to check student oral and written responses.

15. Organizing Students to Practice and Deepen Knowledge

The teacher organizes and guides grouping in ways that appropriately facilitate practicing and deepening knowledge.

N/A

15.1 Teacher Evidence 15.2 Student Evidence 16. Using Homework

The teacher designs homework activities that allow students to access and analyze

Innovating Teacher assigned students homework which was to revise their knowledge based on what they already started working on.

All students assignments were tailored to the individual students

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content to deepen knowledge or practice a skill, strategy, or process.

and based on what they needed to complete in order to deepen their understanding of the content.

16.1 Teacher Evidence Teacher communicates a clear purpose and gives directions for homework, Teacher extends an activity that was begun in class to provide students with more time, Teacher utilizes homework assignments that allow students to practice skills, strategies, and processes and/or deepen knowledge

independently, Teacher utilizes homework assignments that allow students to access and analyze content independently

16.2 Student Evidence Students can describe how the homework assignment will deepen their understanding of informational content or help them practice a skill, strategy, or process

17. Helping Students Examine Similarities and Differences

When presenting content, the teacher helps students deepen their knowledge by examining similarities and differences.

Applying Teacher engaged students in looking at similarities and differences of concepts that include corresponding angles, alternative interior angles, midpoint, etc.

Teacher walked around and monitored that students were able to state the similarities and differences.

17.1 Teacher Evidence Teacher engages students in activities that require students to examine similarities and differences

Comparison activities Classifying activities Analogy activities Metaphor activities

Identifying basic relationships between ideas that deepen knowledge Generating and manipulating mental images that deepen knowledge , Teacher asks students to summarize what they have learned from the activity, Teacher asks students to linguistically and non-linguistically represent

similarities and differences, Teacher asks students to draw conclusions after the examination of similarities and differences

17.2 Student Evidence Student comparison and classification activities reflect their depth of understanding, Student artifacts indicate that student knowledge has been extended as a result of the activity, Student responses indicate that they have deepened their understanding

18. Helping Students Examine Their Reasoning

The teacher helps students produce and defend claims by examining their own reasoning or the logic of presented information, processes, and procedures.

Innovating Teacher had all students examine their reasoning by requiring them to state the reasoning as to why their answer is correct.

Teacher prompted all students to clarify as much as possibly why the answer was correct.

18.1 Teacher Evidence Teacher asks students to examine and analyze information for errors or informal fallacies in content or in their own reasoning

Faulty Logic Attacks

Weak reference misinformation

, Teacher asks students to examine and analyze the strength of support

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presented for a claim in content or in their own reasoning Statement of a clear claim

Evidence for the claim presented

Qualifiers presented showing exceptions to the claim

19. Helping Students Practice Skills, Strategies, and Processes

When the content involves a skill, strategy, or process, the teacher engages students in practice activities that help them develop fluency and alternative ways of executing procedures.

Innovating Teacher gave all students an activity to work on that would deepen their knowledge.

All students had to write down answers and draw pictures that depicted the content they are learning.

Teacher walked around and monitored that students had a deeper understanding of the content based on the practice.

20. Helping Students Revise Knowledge The teacher engages students in revision of previous knowledge by correcting errors and misconceptions as well as adding new information.

Innovating Teacher had all students revise their knowledge by having students write down new answers in a different color for those problems that they needed to redo from their homework.

Teacher has all students use a different color writing utensil to show their new work.

Teacher monitors that students revised their knowledge by walking around and spot checking that they are using a different color.

20.1 Teacher Evidence Teacher asks students to examine previous entries in their digital or traditional academic notebooks or notes to correct errors and misconceptions as well as add new information, Teacher engages the whole class in an examination of how the current lesson changed perceptions and understandings of previous content

20.2 Student Evidence Students make corrections and/or additions to information previously recorded about content, Students can explain previous errors or misconceptions they had about content

Lesson Segment A ddressing Content Lesson Segment A ddressing Content Design Q uestion # 4 : What w ill I do to Design Q uestion # 4 : What w ill I do to help students generate and test help students generate and test hy potheses about new know ledge?

hy potheses about new know ledge?

Rating

21. Organizing Students for Cognitively Complex Tasks

The teacher appropriately organizes and guides groups to work on short- and long-term complex tasks that require them to generate and test hypotheses.

N/A

22. Engaging Students in Cognitively N/A

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Complex Tasks Involving Hypothesis Generation and Testing

The teacher engages students in short- and long-term complex tasks that require them to generate and test hypotheses and analyze their own thinking.

23. Providing Resources and Guidance for Cognitively Complex Tasks

The teacher acts as resource provider and guide as students engage in short- and long-term complex tasks.

N/A

Lesson Segment Enacted on the Spot Lesson Segment Enacted on the Spot Design Q uestion # 5 : What w ill I do to Design Q uestion # 5 : What w ill I do to engage students?

engage students?

Rating

24. Noticing When Students are Not Engaged

The teacher scans the room and notices when students are not paying attention or not cognitively engaged and takes overt action.

Applying Teacher scans the room to determine when students are engaged and when students need to be redirected to the lesson.

Teacher uses verbal redirection to re-engage students throughout the period.

24.1 Teacher Evidence 24.2 Student Evidence 25. Using Academic Games

The teacher uses academic games to cognitively engage or re-engage students.

N/A

25.1 Teacher Evidence 25.2 Student Evidence 26. Managing Response Rates The teacher uses response rate techniques to maintain student engagement through questioning processes.

N/A

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27. Using Physical Movement

The teacher uses physical movement to maintain student engagement in content.

N/A

27.1 Teacher Evidence 27.2 Student Evidence 28. Maintaining a Lively Pace

The teacher uses pacing techniques to maintain student engagement in content.

Applying Teacher maintains a pace that allows the students to comprehend the content.

Teacher asks students if they are ready to move on and walks around to monitor when students are ready to move on.

29. Demonstrating Intensity and Enthusiasm

The teacher demonstrates intensity and enthusiasm for content by sharing a deep level of content knowledge in a variety of ways.

N/A

30. Using Friendly Controversy The teacher uses friendly controversy techniques to maintain student engagement in content.

N/A

31. Providing Opportunities for Students to Talk about Themselves

The teacher provides students with opportunities to relate content being presented in class to their personal interests.

N/A

32. Presenting Unusual or Intriguing Information

The teacher uses unusual or intriguing and relevant information about the content to enhance cognitive

N/A

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engagement.

Lesson Segment Enacted on the Spot Lesson Segment Enacted on the Spot Design Q uestion # 7 : What w ill I do to Design Q uestion # 7 : What w ill I do to recognize and acknow ledge adherence recognize and acknow ledge adherence or lack of adherence to rules and or lack of adherence to rules and procedures?

procedures?

Rating

33. Demonstrating "Withitness"

The teacher uses behaviors associated with "withitness" to maintain adherence to rules and procedures.

N/A

34. Applying Consequences for Lack of Adherence to Rules and Procedures The teacher consistently and fairly applies consequences for not following rules and procedures.

N/A

35. Acknowledging Adherence to Rules and Procedures

The teacher consistently and fairly acknowledges adherence to rules and procedures.

N/A

Lesson Segment Enacted on the Spot Lesson Segment Enacted on the Spot Design Q uestion # 8 : What w ill I do to Design Q uestion # 8 : What w ill I do to establish and maintain effectiv e establish and maintain effectiv e relationships w ith students?

relationships w ith students?

Rating

36. Understanding Students' Interests and Backgrounds

The teacher uses students' interests and backgrounds to produce a climate of acceptance and community.

N/A

36.1 Teacher Evidence

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37. Using Verbal and Nonverbal Behaviors that Indicate Affection for Students

The teacher uses verbal and nonverbal behaviors that demonstrate and foster respect for student thinking and initiative.

N/A

38. Displaying Objectivity and Control The teacher behaves in an objective and controlled manner to demonstrate a commitment to students and academic rigor.

N/A

Lesson Segment Enacted on the Spot Lesson Segment Enacted on the Spot Design Q uestion # 9 : What w ill I do to Design Q uestion # 9 : What w ill I do to communicate high expectations for all communicate high expectations for all students?

students?

Rating

39. Demonstrating Value and Respect for Low Expectancy Students

The teacher exhibits behaviors that demonstrate value and respect for low expectancy students' thinking regarding the content.

N/A

40. Asking Questions of Low Expectancy Students

The teacher asks questions of low expectancy students with the same frequency and depth as with high expectancy students.

N/A

41. Probing Incorrect Answers with Low Expectancy Students

The teacher probes incorrect answers of

N/A

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_________________________________________

Signature

____________________

Date low expectancy students by requiring

them to provide evidence for their conclusions and examine the sources of their evidence.

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