GREEN LOCAL TEACHER FORMAL OBSERVATION FORM

Marshallville Elementary School / Smithville Elementary School / Greene Middle School / Smithvitle High School
2013-2014
\CHER'S NAME: Tiflany Dalessandro
A,LUATOR: Kelly Dever
IE OF PRE-CONFERENCE: 31712014 DATE OF OBSERVATION: 3ll0l20l4
fE OF POST- CONFERENCE: 3ll2l20l4 LOCATION: SES
INSTRUCTIONAL
PLANNING
FOCUS FOR
LEARNING
rdard 4: Instruction
rNEFFEcrrvE
I
DEVELOPING
T
.KILLED
tr
ACC,MPLISH-
D(l
EVIDENCE
I can statement was posted and discussed. Students were aware of what they were expected to learn. Teacher shared the district
goal connection
-
" Our district goal and school goal is to make better readers and today we're
Soing
to do that by recognizing initial
sounds". Teacher refers back to how they have been practicing the skill.
Reviewed at the end of the lesson what the students accomplished that day and tied it to the focus for learning.
\SSESSMENT
DATA
Standard 3:
Assessment
IIIEFFECTTVE
tr
DEVELoPTNG
t]
SKILLED
T
ACCOMPLISHED
tr
EYIDENCE
Use of diagnostic assessment in lesson planning as well as formative assessments.
Students are progress monitored every two weeks.
Teacher monitored the completing of the 3 letter word, checks independent work and has the students show her what they can do.
Analyzes data to effectively inform instructional planning and delivery.
TIORCONTENT
NOWLEDGE /
SEQUENCE /
IOIINECTIONS
ndard 1: Students
mdard 2: Content
rdard 4: Instruction
INEFFECTIVE
tr
DEYELOPING
tr
SKILLED
M
ACCOMPLISH"
I-l
EVIDENCE
Teacher identified prior lessons to the students and linked it to the current activity.
Lesson was designed based on the student assessment report'
Teacher sequences instruction to include important content, concepts and processes'
{OWLEDGE OF
STT]DENTS
qldard
1: Students
TNEFFECTTyE
tl
DEVELOPING
E
SKILLED
tr
ACCOMPLISTIE'T
EVIDENCE
Lesson developmentally appropriate.
Teacher familiar with student fumily.
Teacher asked student to sit by them because of the additional attention that the student requires. "You're sitting right here with
me Miss "
Teacher provides different types of seats based on needs of the student (ball, cushion, or chair)
INSTRUCTION AND ASSESSMENT
LESSONDELTVERY
Standard 2: Content
Standard4: Instruction
Standard 6:
Collaboration
INEFFECTIVE
tr
DEVELOPING
T
SKILLED
tr
ACCOMPLISIIE'E
E\rIDENCE
strategy used is appropriate
Clear and concise directions
Re-explained what to do as needed
Change in instruction kept the lesson moving and students engaged.
Use of good questioning techniques
-
"why are we drawing an s?"; "ls it an ending or initial sound?"
Use of sones/rhvmes for
phases
of the lesson progression or to reinforce skill
DtF'F'ERNTIATION
Standard l: Students
Standard 4: Insfruction
INEFFECTIVE
tr
DEVELoPTNG
t]
SKILLED
M
ACCOMPLISIIE"
E
E\rIDENCE
Each activity was planned and designed to teach the students a skill that their assessment identified as deficient.
Students sang songs, worked on initial sound packets, and played a game during the lesson.
RESOT]RCES
Standard 2: Content
Standard 4: brstruction
TNEFFECTTVE
tl
DEVELoPTNG
t]
SKILLED
M
ACCOMPLISIIE,'E
EVIDENCE
Materials (papers, pencils, worksheet packet, and cards for game) aligned to the instructional purpose.
Students fully engaged in the lesson.
Teacher constantly checks on understanding and participation.
CLASSROOM
ENVIRONMENT
Standard 1: Students
Standard 5: Leaming
Environment
Standard 6: Collaboration
and Communication
INEFFECTTVE
tr
DEvELOPING SKILLED
tr
ACCOMPLISHED
EVIDENCE
Routines established
-Turn
in book bags, pass out activity, organize table area, and head to identified seat areas.
Uses cues to keep students on task
-
eyes here, get your mouth ready
Expectations were clear
Positive rapport with students
Constant positive reinforcement
-
"Good
job", "Nice work"., "Great you
8et
the cards"
2 Way communication
-
all students shared answers
ASSESSMENT OF
STT]DENT
LEARIIING
Standard 3: Assessment
TNEFFECTTVE
tl
DEVELOPING SKILLED
tr
ACCOMPLISIIED
E\rIDENCE
Ongoing formative assessment
-
student observed while completing task
-
3 letter word packet.
STAR used for progress monitoring and to identify specific skills being taught.
Collaboration with classroom teachers on the order of lesson/skill being taught.
Student classroom
grades are also used,
PROFESSIONALISM
IOFESSINONAL
SPONSIBILITfES
Standard 6:
lollaboration and
Communication
Standard 7:
Professional
lespoasibility and
Gidwth
rNEFFEcrrvE
tl
DEVELOPING
T K
ACCOMPLISIM'[-]
EVIDENCE
Teacher communicates with the parents through bi-weekly reports, phone calls and conferences.
Teacher meets with teachers on a weekly basis to make sure that the targeted interventions are aligned with classroom instruction.
Goal - Teacher currently is working on her master's degree in mathematics.
INAruREoFEVALUAToR:
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A.CHER RESPONSE: I am aware of the contents of this evaluation and would like to make the following
rments:
iNATURE OF TEACHER:
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