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Building: S_Pocahontas

Sean Tate

Responsible: K. Sigler



Teacher's Name:

Sean Tate

Observer's Name:

Kim Sigler

Date Observed:


Contract Status:

Probationary: P2

Lesson Summary:
Class began with group discussion to prepare for concession menu/prices for upcoming Battle Across Broad event. You
asked various questions to solicit student insights on the data collected from survey used to gauge interest in various
concession items prior to purchasing items
Class activity = create menu for event.
Students were given access to the raw survey data given to the entire student body.
You displayed rubric for students to reference while creating their poster.
You led discussion of use of colors that make the poster "pop". Students volunteered examples of ads that are very
colorful and thus very memorable.
Students were allowed to select groups of 3 as a working team. You set a timer and explained that at the end of the time
limit the class would vote on the best poster to use at the event on Monday night.
Standard 1: Professional

1.0 Demonstrates accurate knowledge and skills relevant to the subject

area(s) taught

1.1 Demonstrates ability to link present content with past and future learning
experiences, other subject areas, and real world experiences and applications

1.2 Is knowledgeable of current educational practices and standards in a

global digital society

1.3 Displays an understanding of the diverse needs of students

1.4 Demonstrates an understanding of the intellectual, social, emotional, and

physical development of the age group

The teacher demonstrates an understanding of pedagogy, the curriculum, subject content, and the developmental needs of students by providing rigorous and
relevant learning experiences.

Great praise for Andrewhe found a way to fix the Google survey issue! He presented to the class and the activity
continued as planned.
Standard 2: Instructional


2.0 Utilizes the Curriculum Framework and student learning data to plan for

2.1 Plans time realistically for pacing, content mastery, and transitions

2.2 Aligns lesson objectives to the curriculum and student learning needs

2.3 Plans for differentiated delivery of instruction

2.4 Designs authentic learning experiences and assessments incorporating

contemporary tools and resources

2.5 Provides clear and appropriate lesson plans, including substitute

emergency plans

2.6 Develops long- and short-range plans that incorporate curricular standards

2.7 Cooperatively plans with colleagues to review student learning data, share
ideas, evaluate resources for appropriateness, and instructional planning

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Teacher-Formal Classroom Observation


Sean Tate
2.8 Works toward implementation of Continuous School Improvement Plan

The teacher engages in both short- and long-term reflective planning cycles using data, the Virginia Standards of Learning, the districts curriculum, effective
strategies, resources, and technology to meet the needs of all students.

The ultimate authentic task!!! students were able to collect data, create an ad, actually sell the items and then evaluate
the effectiveness of the ad and their performance with customer. This lesson was truly real world application!!
Great example of Project BLUE poster which had Spanish theme pictures but did not have any Spanish-type concession
items for sale.
Standard 3: Instructional

3.0 Communicates learning objectives that reflect the Virginia SOLs and the
Henrico curriculum

3.1 Provides well organized lessons with learning activities that are relevant
for students

3.2 Presents information accurately and clearly, ensuring that materials and
information can be read, seen, or heard by all students

3.3 Gives clear directions and checks for understanding

3.4 Differentiates instruction appropriate to varied student learning styles and


3.5 Engages students in active learning

3.6 Incorporates 21st century skills

3.7 Provides opportunities for cross-curricular learning

3.8 Uses a variety of teaching methods and instructional tools and strategies,
including technology, to engage students creatively and meaningfully in their

3.9 Provides opportunities for students to locate, organize, analyze, evaluate,

synthesize, and ethically use information from a variety of sources and media
to support their learning, and construct new knowledge

The teacher effectively engages students in rigorous and relevant learning through a variety of instructional strategies in order to meet the needs of all students and
the complex requirements of 21st century citizenship

Students given description of product without any direction on the path to get there. All 21st century tools were clearly
utilized re[repeatedly in this lesson. a true contender for H21!!
Student asked why use tickets not money? at the event. You led discussion allowing students to process the reason
and did not immediately give an answer. Students stated reason as so students so steal money and so we dont have
to make change.
Student asked about posting ticket prices on the posters rather than prices. You facilitated this conversation for students.
Standard 4: Assessment of
and for Student Learning


4.0 Follows district guidelines and timelines for formal and informal
assessment instruments

4.1 Aligns student assessment with established curriculum and benchmarks

4.2 Uses a variety of assessments, in addition to multiple choice formats, to

monitor learning progress

4.3 Maintains and communicates assessment information to profile student


4.4 Determines skills or knowledge already possessed by each student

4.5 Keeps appropriate student records

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Teacher-Formal Classroom Observation

Sean Tate

4.6 Provides frequent indicators of student progress to students and parents

based on an analysis of data, and involves them in goal setting and
monitoring progress

4.7 Efforts result in acceptable, measurable, and appropriate student

academic progress

The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, inform instructional content and practice, and
provide relevant feedback to both students and parents throughout the school year.

Rubric was very applicable
Rubric components= menu contents, variety, grammar, attractiveness, team work, use of Google form results
Standard 5: Learning

5.0 Establishes and clearly communicates standards for student behavior

using the Code of Conduct as a teaching tool

5.1 Models and enforces the HCPS Code of Conduct at all times

5.2 Maintains a safe and healthy learning environment

5.3 Instills respect for school property and the property of others

5.4 Addresses disruptions in a timely and effective manner and adapts

classroom procedures upon encountering interruptions

5.5 Demonstrates a caring attitude and displays a relationship of mutual

respect with each student

5.6 Responds to student questions or concerns in a positive, constructive


5.7 Creates a supportive learning environment for all students that

encourages social interaction, embraces diversity, promotes active
engagement in learning, and fosters self-motivation

The teacher builds productive relationships with students and provides an empowering student-centered learning environment that is equitable, inclusive, respectful,
and safe through positive and supportive processes, procedures, and routines.

You attempted to connect with all students during the group discussion. you attempted to call on a different students for
each question.
Good redirect on Xander to re-engage him in discussion! Seamless transition for him to come back to the large group
Standard 6:


6.0 Models professional and ethical standards as well as personal integrity,

sound judgment, and self-control in all interactions

6.1 Respects the privacy of students, families, colleagues and administrators

ensuring confidentiality of all sensitive information

6.2 Is familiar with and follows federal, state, local and school level policies,
regulations, and requirements

6.3 Participates in the total school program

6.4 Communicates effectively and collaborates with administrators,

colleagues, families, and students to promote student learning at home and at

6.5 Uses standard oral and written English in all communications,

demonstrates sound listening skills, and maintains appropriate documentation
of communications

6.6 Uses available technology efficiently and appropriately

6.7 Continually reflects on, evaluates, and seeks to improve his or her practice

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Teacher-Formal Classroom Observation

Sean Tate

6.8 Takes responsibility for and participates in meaningful learning activities to

enhance professional practice and knowledge of subject matter

6.9 Requests and accepts assistance when needed

Teachers maintain a commitment to professional ethics, communicate effectively, and take responsibility for and participate in professional growth that results in
enhanced student learning.

This lesson was not only applicable for your content and students, but also for our community event. Thanks for
volunteering to lead this portion of our charity game! It was amazing seeing one of the final lessons in this lengthy unit
and then seeing the immediate application on Monday night. A very real learning experience!
Standard 7: Student
Academic Progress

7.0 Sets acceptable, measurable and appropriate achievement goals for

student academic progress based on baseline data

7.1 Documents the progress of each student throughout the year

7.2 Provides evidence that achievement goals have been met, including the
state-provided growth measure when available as well as other multiple
measures of student growth

7.3 Uses available performance outcome data to continually document and

communicate student academic progress and develop interim learning targets

The work of the teacher results in acceptable, measurable, and appropriate student academic progress.

SGMs are updated.
Recommendations/Next Steps:
Could use Google presentation for a continuous stream of viewing later in the blockwould be a great way to preview
various groups and display posters in progress as an incentive to improve quality and/or celebrate the efforts of group
working really well.
all tools used today
Did students have a list of the products as they planned their posters?
Did the survey results drive the purchase plan? It seemed that this was the first time students actually saw the results
and the items have already been purchased.
Consider teaching students how to use the tools in Excel to view data, ex. Charts. Tables, etc. The raw data was quite
extensive for a first glance and then immediately create a poster.
Since the timer was on the screen, consider a paper copy of the rubric for each team to use at their table as they work.
Attached Workflow

Sig DR/Sup

Current Status


Workflow Steps

Signed by Sean Tate on 03/19/2015 at 4:36 PM

Teacher Business Education

Signature: Sean C. Tate

Signed by Kimberly Sigler on 04/02/2015 at

08:04 AM

Principal Middle

Signature: ks


Completed: 04/02/2015

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