GoObserve Observation Report

Dr. Joseph F. Pollack Academic Center Of Excellence, PACE academy

Name: Black, Wanda
Classification:
Observed by: Jamila Whitaker
Observation Date: Tuesday, March 3, 2015 at 10:25 AM
Criteria:
1a: Highly Effective (4): Teacher's plans and practice reflect extensive
knowledge of the content and of the students of the discipline. Teacher
actively builds on knowledge of prerequisites and misconceptions when
describing instruction or seeking causes for student misunderstanding.
1b: Effective (3): Teacher actively seeks knowledge of students' backgrounds,
cultures, skills, language proficiency, interests, and special needs, and attains
this knowledge for groups of students.
1c: Effective (3): Instructional outcomes are stated as goals reflecting high
level learning and curriculum standards. They are suitable for most students
in the class, represent different types of learning and are capable of
assessment. The outcomes reflect opportunities for coordination.
1d: Effective (3): Teacher coordinates knowledge of content, of students, and
of resources, to design a series of learning experiences aligned to institutional
outcomes and suitable to groups of students. The lesson or unit has a clear
structure and is likely to engage students in significant learning.
1e: Effective (3): Teacher's plan for student assessment is aligned with the
instructional outcomes, using clear criteria, and is appropriate to the needs of
students. Teacher intends to use assessment results to plan for future
instruction in groups of students.
2a: Effective (3): Classroom interactions, between teacher and students and
among students are respectful, reflecting general warmth and caring, and are
appropriate to the culture and developmental differences among groups of
students.
2b: Effective (3): The classroom culture is characterized by high expectations
for most students, genuine commitment to the subject by both teacher and
students, with students demonstrating pride in their work.
2c: Highly Effective (4): Students contribute to the seamless operation of the
classroom routines and procedure, for transitions, handling of supplies, and
performance of non-instructional duties.
2d: Effective (3): Standards of conduct appear to be clear to students, and the
teacher monitors student behavior against those standards. Teacher
response to student misbehavior is appropriate and respects the students
dignity.
2e: Highly Effective (4): The classroom is safe, and the physical environment
ensures the learning of all students, including those with special needs.

Students contribute to the use of adaptation of the physical environment to

advance learning. Technology is used skillfully, as appropriate to the lesson.
3a: Highly Effective (4): Expectations for learning, directions, procedures, and
explanations of content are clear to students. Teacher's oral and written
communication is clear and expressive, and appropriate to students.
3b: Effective (3): Most of the teacher's questions elicit a thoughtful response,
and the teacher allows sufficient time for students to answer. All students
participate in the discussion, with the teacher stepping aside when
appropriate.
3c: Effective (3): Activities and assignments, materials and groupings of
students are fully appropriate to the instructional outcomes, and students'
cultures and levels of understanding. All students are engaged in work of a
high level of rigor. The lesson's structure is coherent, with appropriate pace.
3d: Effective (3): Assessment is regularly used in instruction, through selfassessment by students, monitoring of progress of learning by teacher and/or
students, and through high quality feedback to students. Students are fully
aware of the assessment criteria used to evaluate their work.
3e: Highly Effective (4): Teacher seizes an opportunity to enhance learning,
building on a spontaneous event or student interests. Teacher ensures the
success of all students, using an extensive repertoire of instructional
strategies.
Comments

Activity

Comments

10:25:48 AM

Review & Focus (Do

Now, Bellwork, etc.)

Students began class by

reciting the affirmation in
Spanish. Ms. black
asked them to recite it
again because she felt it
was a little sloppy.
Ms. Black wrote on the
board: Que tiempo hace
hoy? Translate to
Spanish 1. It's cold 2. It's
snowing 3. It's sunny 4.
It's cloudy.
During attendance Ms.
Black asked students
answer questions in
Spanish. She asked how
they were, how old they
were, and what the
weather is like outside.
Must students were able
to answer with the correct
response.

After attendance Ms.

Reviewed the Do Now
questions.
10:36:06 AM

Statement of Objective

Ms. black told students

that they would be taking
notes adding to their
weather phrases.
Ms. Black asked students
to describe what the
weather is like to them
when someone says it is
nice today.
Students described
several different
scenarios on their opinion
of sunny weather.

10:38:40 AM

Discussion

Ms. Black asked students

to describe what the
weather is like when
someone says the
weather is bad outside.
Students described
several scenarios.

10:39:54 AM

Writing/Note-taking

Ms. Black asked student

to take out their notes to
add phrases to the topic.
Hace buen tiempo.
Students began writing
the phrase. Ms. Black
mentioned they would be
watching a video to help
with creating their
phrases.
Ms. Black asked a
student to turn the light
off.
As students watched the
video they saw phrases
with pictures. Ms. Black

asked students to
translate the phrase
based on the picture.
Students took notes as
Ms. Black moved them
slowly through the video.
She continued to have
students translate the
phrase using the picture.
Students moved from
taking notes on good
temperature phrases to
bad temperature phrases.
Ms. Black reminded
students that the ll sound
in Spanish is pronounced
like J.
The video had an upbeat
rap style song which sang
the phrases that students
were asked to write.

Summary Notes: You kept students engaged throughout the entire lesson. You
assessed their understanding of Spanish phrases during attendance. The video you
used seemed to be one that was appropriate to the student grade level.