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Bloomington Public Schools - Tenured Classroom Teacher Peer Observation Form

Teacher Name: Jenny D Observation Date:

School: OLE Observer: Geislinger

Activity/lesson observed:
Mrs. Lows 5th grade classroom. One student needs modifications for work - she has connected with
Bridget H - special ed. Students will be using chromebooks. Jenny uses google classroom with 5th
grade and uses the moodle -- she modifies it for every classroom. The 5th grade curriculum is in a
timeline -- she feels that this is a way that students can feel success. Students have learned about
TODALS in 3rd grade - they needed a review. They will be making a digital map of the 13 colonies.
They will be using google drawing with an online image. She modified the lesson from last year -
There were too many steps, not ways to save, had to create an account -- she transerred the idea to
google drive. Students are feeling successful. Teacher reports that she did not like social studies as a
child she is a seed planter. She knows that they will learn about it again - she is laying the
foundation. She is realistic about the development of her students and the time frame that she has
them - she uses a lot of videos to support their learning. Jenny uses a lot of technology - she created
the moodle district course. She has moved to google classroom -- the 5th graders are doing well with
the technology.

Students will be able to represent the 13 Colonies by creating a map incorporating TODALS map
basics.

Students have not created a 13 colony map before, but if there were a student who had previously
done this, I would instruct them to make a map of the Columbian Exchange including locations and
items imported and exported.

Evidence of stated objectives and selected Domain(s):


1F, 1D, 1B, 1A, 1C, 1E,

Evidence of professional development toward Individual Student Achievement or PLC goal:


70% of first graders will score a 3 or higher, based on the 1st grade social studies rubric, on
their Home Address Test.
Summary Comments

Things that appear to be working well:


Jenny is an EXTREMELY thoughtful and reflective teacher. She is very aware of the variety of
students needs and works to allow choice for them that meets the same objective. Jenny uses
technology as a way to enhance and engage students - although allowing them the opportunity to use
paper if preferred (no on takes them up on this). She is extremely knowledgeable in regard to
technology and has become quite a resource in the school and a developer of district curriculum.
Jenny is a flexible teacher - realizing that based on her observations from a previous class, she may
need to adjust her expectations for when items are due. Jenny is very transparent with her students
regarding the why she may make an adjustment or have them complete something - students seem to
appreciate this and understand it. Jenny is VERY clear in her instructions and expectations - there are
few questions regarding the expected outcomes. Jenny has many strategies in place for teaching kids
the tips and tricks regarding Google drawing -- she connects it to their knowledge in art class. Jenny is
able to gauge the kids in self reflection based on what they already know (TODALS) - recalling the
information to use it in their assignment.

I loved the interactions I had with the students individually and as a whole class. I sensed engagement,
curiosity, respect, and rapport.
When Lily dropped her Chromebook, she came right to me to show me and tell me about it. Jack even
came to her rescue saying "I think it was my fault!" I mean that is a caring classroom community.
They're not afraid to tell me what happened, and empowered enough to correct a wrong-doing.
"I used positive reinforcement in multiple ways... The whole class was amped up. I fed into it briefly to
show them that I validate the causes of their energy, and to show them that I'm an enjoyable person ;-)
Then, I let the class know that it's time to get serious, and that YES they do have an assignment. I
allowed some discussion without raising hands because sometimes they can handle it with grace. I
also roped them back in when they were getting out of control. I even mention WHY I'm doing (or not
doing) something... such as not calling on Casey. "

Discussions of areas for growth:


(From teacher) I believe I could talk less during some lessons... I could have the students read more
of the directions aloud.
I also think there may be certain lessons where students should come to the floor for directions. It
might speed up the directions.... but then we're expecting them to memorize/retain all that I've said.
Sometimes listening, watching, and attempting certain skills all at once can be beneficial.
Some students get lost in the shuffle. I do end up looking at and grading every single student's work.
BUT, there are many students who don't get any one-on-one attention from me in class. I should make
sure I'm checking in on each student more often.
Teacher Signature: Jennifer Dixon Date: 12/1/15

Peer Coach Signature: Molly Geislinger Date: 12/1/15


(If applicable)

Administrator Signature: Date:


(If applicable)

Bloomington Public Schools


Tenured Classroom Teacher Peer Observation Form
SCRIPT

Key: U... Unsatisfactory B... Basic P... Proficient D... Distinguished

Rating
Domain 1: Planning & Preparation

Component 1a: Demonstrating Knowledge of Content and Pedagogy


T; this assignment normally I would give you just one class time - but with Mr. Hauers P
class I noticed they may need more time. Your parents may not be able to help you so I
extended it.
T; I talked about this with another class -- I use two fingers sometimes when I need to use it.
T; we will be using Google drawing today -- you have used this before in what class.
T: you are at 14 and you are almost at a free choice day - I am not here to remind you of
free-seats.
T; today casey -- we are going to apply the TODALS map basics to learn about the 13
colonies.
T: last time we learned about TODALS and how did that go.

Teacher displays solid knowledge of the important concepts in the discipline and how these relate
to one another.

Teachers plans and practice reflect accurate understanding of prerequisite relationships among
topics and concepts.

Teachers plans and practice reflect familiarity with a wide range of effective pedagogical
approaches in the discipline.
Component 1b: Demonstrating Knowledge of Students
P
T; I talked about this with another class -- I use two fingers sometimes when I need to use it.
T; we will be using Google drawing today -- you have used this before in what class.
T: you are at 14 and you are almost at a free choice day - I am not here to remind you of
free-seats.
T; casey if your hand up with a question - it is just getting a little chaotic in here.
T: I see that some of you brought a stuffed animal that is great - if it becomes a distraction
you can put it in your desk or I can put it in my mine.
T; it may appear that I made all these -- i didn't -- this is a starting point. You can start
from scratch. When I put myself in your shoes I thought you might need some help because
when I thought of myself having to draw the 13 colonies I was .......
T; let's get out our assign NB and write this down and get it out of the way.
YOu have had plenty of time to write in your assignment NB - let's figure out when this is
due is it due next time.

Teacher displays accurate understanding of the typical development characteristics of the age
group as well as exceptions to the general patterns.

Teachers knowledge of how students learn is accurate and current. Teacher applies this
knowledge to the class as a whole and to groups of students.

Teacher recognizes the value of understanding students skills, knowledge, and language
proficiency, and displays this knowledge for groups of students.

Teacher recognizes the value of understanding students interests and cultural heritage, and
displays this knowledge for groups of students.

Teacher is aware of students special learning and medical needs.


Component 1c: Setting Instructional Outcomes
T; today casey -- we are going to apply the TODALS map basics to learn about the 13 colonies. P
T: last time we learned about TODALS and how did that go.
T; let's get out our assign NB and write this down and get it out of the way.
YOu have had plenty of time to write in your assignment NB - let's figure out when this is due is
it due next time.
T: today we will be learning about the 13 colonies.
T; objective: Students will be able to represent the 13 colonies by creating a map incorporating
TODALS.
Most outcomes represent high expectations and rigor and important learning in the discipline.
They are connected to a sequence of learning. All the instructional outcomes are clear, and
written in the form of student learning. Most suggest viable methods of assessment.

Outcomes reflect several different types of learning and opportunities for coordination.

Most of the outcomes are suitable for all students in the class and are based on evidence on
student proficiency. However, the needs of some individual students may not be accommodated.

Component 1d: Demonstrating Knowledge of Resources


T; we will be using Google drawing today -- you have used this before in what class. P
T; let's get out our assign NB and write this down and get it out of the way.

Teacher displays awareness of resources available for classroom use through the school or
district and some familiarity with resources external to the school and on the Internet.

Teacher displays awareness of resources to enhance content and pedagogical knowledge


available through the school or district and some familiarity with resources external to the
school and on the Internet.

Teacher displays awareness of resources for students available through the school or district and
some familiarity with resources external to the school and on the Internet.
Component 1e: Designing Coherent Instruction
T; objective: Students will be able to represent the 13 colonies by creating a map P
incorporating TODALS.
T; it may appear that I made all these -- i didn't -- this is a starting point. You can start from
scratch. When I put myself in your shoes I thought you might need some help because when
I thought of myself having to draw the 13 colonies I was .......
T; I am imagining that the text box feature is the easiest way - does anyone have another
way?
T; what is O -- am I fine with a picture of a compass rose/
T: D - is for date... you can go above and beyond and then what grade are you aiming for
T; Let's go back to the directions -- oh my gosh - did she attach 4 different maps to help?
T; this might be difficult to toggle back and forth -- what can I do?
Brandon - drag it to the side so you can see both.
T; do I have to do the yellow group or can I pick a new color
S; art
T; today casey -- we are going to apply the TODALS map basics to learn about the 13
colonies.
T: last time we learned about TODALS and how did that go.
T; we will be using Google drawing today -- you have used this before in what class.

All of the learning activities are suitable to students or to the instructional outcomes, and
most
represent significant cognitive challenge, with some differentiation for different groups of
students.

All of the materials and resources are suitable to students, support the instructional outcomes,
and are designed to engage students in meaningful learning.

Instructional groups are varied as appropriate to the students and different instructional
outcomes.

The lesson or unit has a clearly defined structure around which activities are organized.
Progression of activities is even with reasonable time allocations.
Component 1f: Designing Student Assessments
T: you are at 14 and you are almost at a free choice day - I am not here to remind you of P
free-seats.
T: last time we learned about TODALS and how did that go.
YOu have had plenty of time to write in your assignment NB - let's figure out when this
is due is it due next time.

All the instructional outcomes are assessed through the approach to assessment; assessment
methodologies may have been adapted for groups of students.

Assessment criteria and standards are clear.

Teacher has a well-developed strategy to using formative assessment and has designed particular
approaches to be used.

Teacher plans to use assessment results to plan for future instruction for groups of students.
Summary Rating (U, B, P, or D): P