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    55 views12 pages

    Kayla Literacy Observation

    Uploaded by

    api-355516001

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    College of Education wes oF coxnec0 LOCO Wa COLORADO XZ _ Department of Education Colorado Teacher's Quality Standards Observable Practices Adapted for Use by University of Colorado Colorado Springs Special Education Licensure Program Teacher "| Date: School: “SoHE L le. afielt7 Singete Ceoperating ear 4 ~ Veivey emir ‘Standard 1 ~ Know Content “Element a: instruction aligned with the Colorado Academic Standards; Districts organized plan of instruction; and the IndWidval needs of ‘thelr students. ‘THETEACHER: BASIC Uses lesson plans that reflect: Wpportunities ta review prior learring Enstructionlebjectves appropriate for students, ECSnnectonsto speci learing abectves and approve crieutim PARDALLY PROFIT: Implements eson plans based EiStudent reeds, rCaoree Aendemiestondard, CHEStc' pln of nstton ‘STUDENTS: ‘ACCOMPLISHED 1D Interact wth the rigorous and challenging content. (2 Perform at a level consistent with or above expectations ‘D discuss strengths and next steps regarding thelr learning with their teachers), Comments: Fyq chee With shart vowels fo stark Con poard) ‘ with avdibel whit atts ace hohe Lefty te Le oief ended? ncwledge of dent Ineracy development in reading, wring. speaking and listening. east PARTIALLY PROFICIENT. Makes complex reading acessbe to stents by: (PAdjusting content to students’ stil levels. EFntegrating literacy skis and knowledge into lessons {Froviding relevant content that addresses students interests. PROFICIENT- Provides instructional support that enhances students’: {Ceca thinking and reasoning. 2 iformationiteracy, GCteracy stil development. Disclaimer: This tool can be used to gather information during observations (formal, informal, and walk-throughs) in conjunction with the Rubric for Evaluating Colorado's Teachers. This tool, by itself, is not to be considered an evaluation, bet College of Education STUDENTS: [ACCOMPLISHED - Meet or exceed expectations for: {Doral communication. C1 written communication. {I Critical thinking. DI Problem-salving sil. Literacy sil, [Apply literacy sls to understand complex materials. Comments: Mus Element b: "TEACHERS ~ LANGUAGE ARTS AN( ‘THE TEACHER: on Zegends Bitorsntenceceninaiongntermecerebeta. yA Integratgs literacy skills into lessons and assignments across subject areas, including: Ce i feoae tan RAT Disg clint oe Ste NG CS, HIaR Engages students in instruction thet is: E2Firposeful C Explicit. sVstematic Provides literacy instruction that is: EYtveeds-based. QHffensive. O Of sufficient duration to accelerate learning, STUDENTS: ACCOMPLISHED - Apply teracy sls (reading, wring, speaking, and istening): DTonew/unfamiiar material. CI While communicating during. (Unstructured time Sept nc Sones ae ‘rade, and/or goilty levels in: C1 Reading. CWrting, O Speaking Cl Ustening. iat: does wy Comments: Cor ne ry hee ee TC Saal oF = teat yrs ot heared wrrereen beard 50 all see Seqinonk- hana Them Sty Vouel Secunda FAD Uf oF ee Element b: SECON TEACHERS — LANGUAGE ARTS ANI ral do a — SRE rhe ¢ eee {Teachesand rovides opportunites for students to anol teay sis, Meacl?. tegatana ardud wie burn ordies! Dvecabury. Dcomornension, ues. WWeting Spek, sean he had Engages students in instruction tat is: Cl Purposeful CO Expt. O systematic fo fingers Good to do Fla Prades trac struction thats: D Needsbased, intense sets Ay h STUDENTS: oncldee Cort edhiok i [ACCOMPUSHED- Apply tracy sil read, wing. speaking, and stening} oa ne M boxes fee {Tonew/unfailir materi. 2 While communicating during the sch! dy. Aste agatn whey 211 Exceed teachers expectations fo students oftheir age, grade, arto abil levels in ae Gib Ti speaking, ssenne Royeund dble Counnarthy +5 a Ti stuctteds- for board actity, - Enphastgé 3iult— | Cash 9 Cae hs Ci lca par goth pete Bisciaimer: Ths tot canbe used to gather information during observations (formal, informal and walkthroughs) i jon with the Rubric for Evaluating Colorado's Teachers. This tool, by itself, is not o be considered an evaluation. Yet eth’ gt, ble constnant add etal 7 Colege of Education On prxeref oF caxonoemoUTE HOS Renee AL Tener rod t rath and ows romet slr depen nah we Tcet ‘ ae Nh ene ae ay pha Sood "Dencourages students to make math connections across content slene = seaeet eee Vb gph lens show c ? ‘TEmphasizes to students why they need to learn math content and skills. fuss -not a word uy use| ‘D Uses instructional strategies that require students to apply and transfer mathematical knowledge to different content areas. pecd PROFICIENT for word bee Hur meé ‘Demphasites inerclseiplinary connections to math oto yene an DHLe: ae ee STUDENTS: aynon ya ACCOMPLISHED [Share ideas and solutions to challenging problems 1D Use the language of math to talk about what they are doing, ‘D inverpret mathematical information in ways that make it relevant to thei leaening. Comments: ? math, ws ero N BASIC- Focuses math instruction beyond: ene promote student development in Recall of facts. (1 Develooment of computational skis. B Math as 2 series of rote procedures Models: Appropriate mathematical communication, CL Avariety of mathematical practices. PARTIALLY PROFIOENT Presents concepts: Din sequence. Din a manner sporopriate to students’ age and grade. C1 Helps students understand mathematics as a disophine {D Provides a balance of teaching for conceptual understanding and teaching for procedural fluency, [I Models mathematical thinking PROFICIENT - Establishes an effective mathematics environment by: challenging students to think deeply about the problems Requiring students to explain their solutions. O Posing questions that stimulate students" curiosity and encourage them to investigate further 1D Actively engaging students in doing math, D Using rea-world examples for problems whenever posibe, STUDENTS: ACCOMPUSHED {Solve problems ina variety of ways. & Demonstrate mathematical thinking by expaining ther thinking to each other and to their teacher Recognize when they make procedural errors and take steps to correct them, Comments: Disclaimer: This tool can be used to gather information during observations (formal, informal, and walk-through) in ‘conjunction with the Rubric for Evaluating Colorado's Teachers. This tool, by itself, is not to be considered an evaluation, College of Education ‘Element d: Knowledge ofthe content, central concepts, tools of Inquiry, appropriate evidence-based instructional practices and specialized character af the discptines. ‘THETEACHER: ae lie cepts wt tical pats teh each st tg Sobre: lfecine aabelos andVoribols 7” Ucayali ak ee nsrcandeppate etoe ee a Wplns varity oferta satsiesto adress student needs. — Lots oyna +o prem PARTIALLY PROFICIENT Provides explanations of content that are: qume accurate O clear Ci Concise, Ol Comprehensive PROFICIENT Engages students in; / variety of explanations and multiple representations of concepts and ideas. C A varity of inquiry methods to explore new ideas and theories. STUDENTS: ‘ACCOMPLISHED. 1 bevel avaety of erlanations and multiple representations of concepts, fluid on thesis andknewiedge learned inthe Clseraom 0 engage ih ore complex concep Wess anthers, Use variety of inquiry tool and strategies to: 2 Learn content. Understand central concepts. 2 Answer complex questions, DPrebiem solve, Routinely: Ol Choase challenging tasks and instructional materials. Apply newly learned content lls to unique situations and siferert disciplines. 2 Discuss ideas and content that are intellectually challenging to them Comments: Set Lager wluch re Alineite) Wele {emente: Lessons reflect the interconnectedness of content areas/disciplines. THE TEACHER: = BASIC D Emphasizes key concepts and connects them to other powerful ideas within the content area. C2 Connects lessons to other disipines andor content areas PARTIALLY PROFICIENT. Implements instructional strategies to ensure that instruction: TD Aricuates content and interdisiplinary connections, Cl Integrates literacy skills across content areas. PROFICIENT clarifies and elaborates on interdsciolinary connections for students. C1 Employs instructionalstategies that include literacy, rumeracy, and language development across content areas. STUDENTS: ‘ACCOMPLISHED. 1D Make connections between other disciplines and/or content areas and the current lesson. Apply iteracy skills across academic content areas, C1 Apply math sills across academic content areas. C Accelerate their earning by elaborating on current lesson with connections to prior lessons within the content area and/or with other disciplines. Comments: Tas 17 ot very agp c gb UadEA, Disclaimer: This tool can be used to gather information during observations (formal, informal, and walk-throughs) it Conjunction with the Rubric for Evaluating Colorado's Teachers. This tool by itself, is not to be considered an evaluation, WSS College of Education woe C0 CODD HN Element instruction ad content relevant to students and connect students’ background and contextual knowledge with new information ‘THE TEACHER: [BASIC Selects Instructional materials and strategies based on thelr: ai. Cielevance to students. C Central contexts. Foundational evidence, Sis essors to students prior knowledge. D Encourages and brovdes opportunities for student to make connections te prior eaming. — ayy atk nertree i PARTIALLY PROFIOENT Delivers lessons and nits and uses instructional stratepes that ‘Yhin not evicleret [DiHelp students connect other learning by inking the etre lesson wit pir knowledge, experiences, and/or cultural cantets, I Provide supports that facitate engagement PROFICIENT: [Delivers lessons and uses materials to ensure that students’ backgrounds and contextual knowledge are considered, {D Provides opportunities for students to self-select tasks that accelerate the learning. STUDENTS: {interact with materials that are relevant to them. CI Ask questions and solve problems that are relevant to them. Make connections to prior learning to understand current content, CI Select tasks that demonstrate transfer of knowledge to other theories, ideas, and/or content. Crier nag CD PR GY HBr DBL MGin TELUTETORD S POM Be POH RPA ‘Standard: Know Content ‘Unacceptable (0°83 pts) Developing (2495 pis] | Acceptable (9607 6E) Target 08-12 pt) Encowragsra te 5 tudont wet’ Missing — “Tilton carectrks fee Cred a Dit ne 2 - Wice—adrurted awn erry, pigtat Sule: win i Hf [af € end af word 7! ether & canohanry 7 clocbled , - far spelling Maybe ak - how did yare now) ape ones woth 2557 rit why You ee dead Gist if be tooaiticadi tor erm Readine aloud, cach- markertors?-m Nadine just FYE Win dnt ansng eepever God ey werd a i sap Madng — wher fley goths response Mmeatect ~ratlued about @ fitter ® hew tooo. Disclaimer: This tool can be used to gather information during observations (formal, informal, and walk-throughs) in ‘conjunction with the Rubric for Evaluating Colorado's Teachers. This tool, by itself, is not to be considered an evaluation. 5} College of Education oes cox o.oo ‘Standard 2 Establish Environment {Element a: Teachers fosters a predictable learning environment in which each student has @ postive, nurturing relationship with caring ‘adults and peers. ‘THE TEACHER: BASIC Creates 2 environment tat faclitates: Mutual respect. Festive relationships between and among students. fEmpsthy foreach student: ‘PARTIALLY PROFICH 1D Creates a classroom environment conducive to lesring. PROFICIENT {2Greates a classroom environment which values diverse perspectives. €Y Establishes a nurturing and caring relationship with each student, STUDENTS: ‘ACCOMPUSHED. respect ther classmates and teacher(s). Interactions with their teacher(s) and each other’ C Are respect, C1 Demonstrate mutual support. Comments: Seupprtine> af Hadonts Fe tlowed ream es Gk [gna Element b: Commitment to and respect for diversity, while worklng toward common goals as @ community. ‘THE TEACHER: asic (B:Geates a classroom environment in which dhersiy is used to further student leaning. PARTIALLY PROFICIENT | Uses instructional approaches and materials that refiect diverse backgrounds and exoeriences. Acknowledges the value of each student's contributions to the quality of lessons, E Is welcoming to diverse family structures, WA ROPE abies ico tea Ti Asense of community among students, [Effective interactions among students. W/Respect for individual ifferences, D Positive social relationshins. O’ommen goals for all students STUDENTS: ACCOMPLISHED ‘D Respect the uniqueness of fellow students {seek variety of perspectives to complete group assignments he A with each shiv ene eee lorrectond pete Element c: Engage students as indiidvals with unique interests and strengths. THETEACHER: masic Cimplementsiessonethatetectseutenemierens. — foocez ed le \den oh. ShtttS ahh PARTIALLY PROFICIENT hard todo (dating 27 aa Brerontsgansonseter scovaness =” epee apeetfec fedback PROFENT ¢ Disclaimer: This tool can be used to gather information during observations (formal, informal, and walk-throughs) in ‘conjunction with the Rubric for Evaluating Colorado's Teachers. This tool, by itself is not to be considered an evaluation, {WeRS College of Education pAb aopoociatal hahaneing uti Od alisitcts. Ciesla sons he mt acuta Dsures that a students participate in class actives, STUDENTS: ‘ACCOMPLISHED GLoctively engage in classroom activities. [I Discuss content and make connections between current lesson and their interests Encourage fellow students to participate and challenge themselves. El Engage in collaborative learning and group processes. Comments: Read geen? Tot pid Hidango Area) Cbiucte Midpduoe- {lament Adapt the ceching forthe benefit of al students across range of abit eves “THETEACHER: asic (Kaan esson plans to adress inal student needs baspawyproncent ‘Monitors the quality of student participation and performance. EY mplements recommendations of specialists and colleagues to address student needs PROBJCENT hallenges and supports students to lean to their greatest ability, STUDENTS: [ACCOMPUSHED - Advocate for themselves by: ‘Daricuate their learning needs to their teacher and/or parent. CI Communicating freely and apeniy with teachers about circumstances that affect ther classroom performance. D Apply coping skills such as se reflecton, self-regulation and persistence to classroom situations. C3 Help feiow classmates by offering support ‘Comments: Element e; Provide proactive, clear and constructive feedback to families about student progress and work collaboratively with the families. and significant aduits. N Tween asic [isha a cis drormencihitls ing to lend Sc ul PaRTALLYPRORCENT D Maintains respectful relationships with students, their familes, and/ar significant adults Comment Disclaimer: This tool can be used to gather information during observations (formal, informal, and walk-throughs) in conjunction with the Rubric for Evaluating Colorado's Teachers. This tool, by itself, isnot to be considered an eval College of Education Element f: Learning environment characterized by acceptable student behavior efficient use of te, and appropriate intervention, strategies. ‘THE TEACHER: BASIC Wan Sea expat soe dns trom beh Gt ud ncurdte for vdhexeen nnd anor ds pe Ben analy PARTIALLY PROFICIENT @Fatsproceduresn place to maximize instructional time PROFICIENT [Wakes maximum use of instructional time. CYfGsintains a safe and orderly environment. STUDENTS: ‘ACCOMPUSHED {G stay on task during class periods. 1 Abide by school and class rules, D accept responsibility for their behavior and use of time, {D Help other students stay on task Comments: ‘Standard 2: Establsh Environment Unacceptable (0-8.3 pts) [Developing (8 45.5 pts) ees (9,510 7 ot3) Yorget (10.8-12 pts) cna A IIE, Sipe AS eRe OTF Saud = Lil cout bul a - pleasantly ee Rewhrorin pla APA iHevas away qpoickdy Pasitine up beatatines phere

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