Excellent Classroom Coaching Tool#12

User Information
Name: Robyn McPherson (20665) Title: Regular Classroom Teacher
Building: (Elem) Mullanphy ILC Department: None
Grade: None Evaluation Type: Teacher
Assigned Administrator: Casper, Kelli Evaluation Cycle: 08/01/2016 - 06/01/2017
Submitted By: Casper, Kelli Date Submitted: 03/28/2017 2:01 pm CDT
Acknowledged By: McPherson, Robyn Date Acknowledged: 03/29/2017 9:41 am CDT
Finalized By: Casper, Kelli Date Finalized : 04/04/2017 7:32 pm CDT

Date: 3/28/2017

Learning Objective:
math - polygons

Posted:
Yes
Stated/Referenced
Yes

Anecdotal Evidence: Low Inference Observations

Observations (I see I hear) Script: what is the teacher doing? What is the teacher saying?? What are students doing? What are students saying?
T- reviews 4 questions from Envision
asks s to provide answers to types of polygons
How is group 1 same? different from group 2?
s- they are same shape
(Wish i would've seen your video!)
t- checks for understanding on questions #2-4 (new concept)
S- do some guessing, some remember from intro of video

T- after lunch, you'll have a review on scoot pad, 10 questions then zearn
S yeah!

Learning Objective

Criteria Mastery (4) Proficient (3) Progressing (2) Continued Support (1)

Classrooms within Excellent
Schools have clear
objectives aligned to the
standards that are relevant
and rigorous
Learning objective is posted and
verbalized by teacher and
students. Teacher and students
can connect the task to the
larger scope of learning
(relevance). Learning objective
and observed instruction aligns
to the appropriate level of
rigor/DOK for that specific
standard.
Learning objective is posted and
verbalized by teacher. Teacher
can connect the task to the
larger scope of learning
(relevance). Learning objective
and observed instruction aligns
to the appropriate level of rigor
for that specific standard.
Learning objective is posted;
however, students are unclear
about what they are learning
and how it connects to the larger
scope of learning (relevance).
Learning objective and observed
instruction does not align to the
appropriate level of rigor for
that specific standard.
Students are confused about the
learning objective and/or
learning objective is not posted.
Learning objective and observed
instruction does not align to the
appropriate level of rigor for
that specific standard.

Rubric Score: 3/4

Lesson Structure and Pacing

Criteria Mastery (4) Proficient (3) Progressing (2) Continued Support (1)

Classrooms within Excellent
Schools develop lessons
that focus on mastery of the
standard through
appropriate materials,
engaging activities, gradual
release of responsibility to
maximize learning
Delivery of lesson is structured
to include a gradual release of
responsibility to students. Entire
lesson utilizes engaging
activities and high-quality,
appropriate materials (including
appropriate integration of
technology) that reinforce
mastery of the standard and
allows for differentiation as
needed. Teacher and students
always work with a sense of
urgency and strategically
adjust the lesson to maximize
the learning time.
Delivery of lesson is fully
structured to include a gradual
release of responsibility to
students. Most of the lesson
utilizes engaging activities and
high-quality, appropriate
materials that reinforce mastery
of the standard. Teacher and
students sometimes work with a
sense of urgency and
strategically adjust the lesson to
maximize the learning time.
Delivery of lesson is partially
structured to include a gradual
release of responsibility to
students. Some of the lesson
utilizes engaging activities and
high-quality, appropriate
materials that reinforce mastery
of the standard. Teacher spends
too much or too little time on
one part of the lesson, resulting
in inconsistent learning results
for students
Delivery of lesson is not
structured to include a gradual
release of responsibility to
students. Lesson does not utilize
engaging activities and high-
quality, appropriate materials
that reinforce mastery of the
standard. Time allocations
appear unplanned and not
purposeful, operating without a
sense of urgency for learning

Rubric Score: 3/4

Formative Assessment
 Criteria
Classrooms within Excellent
Schools create challenging
learning situations and
gather data on students
formatively in order to
impact future instruction
Student Engagement & Participation
Criteria
Classrooms within Excellent
Schools foster high levels of
student participation and
engagement which leads to
high levels of learning
Questioning & Feedback
Criteria
Classrooms within Excellent
Schools continually assess
student progress through
rigorous questioning and
provide feedback to ensure
academic growth
Classroom Culture & Expectations
Criteria
Classrooms within Excellent
Schools have a strong
culture and hold everyone
to high expectations
Classroom Management System
Criteria
Classrooms within Excellent
Schools have well-
established classroom
management systems with
clear student expectations
that maximize instructional
time
Rubric Score Report
Rubric
Mastery (4)
Lesson always allows students
to wrestle with challenging
questions, scenarios, and
problems that have multiple
correct solutions or pathways to
the solution. Teacher gathers
data on individual student
understanding throughout the
lesson, allowing teacher to
differentiate or reteach as
needed.
Mastery (4)
Teacher always uses strategies
to include all students in the
learning and activities. Teacher
creates an environment where
participation and engagement
are expected from all students.
Student responses especially
during student to student
discussion always use
appropriate academic
vocabulary, provide evidence
and thoughtfulness, and make
personal connections to their
learning. Students require little
or no teacher prompting for high
-quality responses and
engagement.
Mastery (4)
Teacher consistently pushes
student thinking with rigorous
questioning, complex reasoning,
and extended thinking. DOK
scaffolds to a 3, where
appropriate. Teacher circulates
to assess the work of 100% of
students. Teacher gives high-
quality and constructive
feedback to 100% of students.
Mastery (4)
Teacher and students hold high-
expectations for themselves and
others in the classroom,
resulting in a safe, joyful, and
respectful culture. Students and
teachers engage in meaningful
work 100% of the time.
Students assume responsibility
for their learning and classroom
culture/environment, requiring
no support from the teacher.
Mastery (4)
Classroom has a well-
established management system
that allows the teacher to be
minimally invasive and
maximize instructional time.
Teacher always provides precise
directions that are specific,
concrete, sequential, and
measurable, resulting in 100%
of students meeting
expectations.
Progress
Proficient (3)
Lesson sometimes allows
students to wrestle with
challenging questions, scenarios,
and problems that have multiple
correct solutions or pathways to
the solution. Teacher gathers
data on individual student
understanding throughout the
lesson, allowing teacher to
differentiate or reteach as
needed.
Rubric Score: 3/4
Proficient (3)
Teacher sometimes uses
strategies to include all students
in the learning and activities.
Teacher creates an environment
where participation and
engagement are expected from
most students. Student
responses sometimes use
appropriate academic
vocabulary, provide evidence
and thoughtfulness, and make
personal connections to their
learning. Students require some
teacher prompting for high-
quality responses.
Rubric Score: 3/4
Proficient (3)
Teacher pushes student thinking
with rigorous questioning,
complex reasoning, and
extended thinking. DOK
scaffolds to a 2, where
appropriate. Teacher circulates
to assess the work of
approximately 80% of students.
Teacher gives high-quality and
constructive feedback to
approximately 80% of students.
Rubric Score: 3/4
Proficient (3)
Teacher and students hold high-
expectations for themselves and
others in the classroom,
resulting in meaningful work
most of the time. Most students
assume responsibility for their
learning and environment,
requiring little support from the
teacher.
Rubric Score: 3/4
Proficient (3)
Classroom has an established
management system allowing
little loss of instructional time.
Teacher rarely highlights
misbehavior in an inappropriate
manner. Most students correct
misbehavior immediately
following teacher redirection.
Teacher usually provides precise
directions that are specific,
concrete, sequential, and
measurable, resulting in a
majority of students meeting
expectations.
Rubric Score: 3/4
Score Max Criteria
Progressing (2)
Lesson seldom allows students
to wrestle with challenging
questions, scenarios, and
problems that have multiple
correct solutions or pathways to
the solution. Teacher gathers
data on individual student
understanding throughout the
lesson, but does not differentiate
or reteach as needed.
Progressing (2)
Teacher seldom uses strategies
to include all students in the
learning and activities. Teacher
creates an environment where
participation and engagement
are expected from some
students. Student responses
rarely use appropriate academic
vocabulary, provide evidence
and thoughtfulness, and make
personal connections to their
learning. Students typically
require teacher prompting for
high-quality responses.
Progressing (2)
Teacher seldom pushes student
thinking with rigorous
questioning, complex reasoning,
and extended thinking. Most
questions require only recall or
reproduction (DOK 1). Teacher
circulates to assess the work of
less than 50% of students.
Teacher gives very little high-
quality or constructive feedback
to students.
Progressing (2)
Teacher and student
expectations are sometimes
misaligned, resulting in lost
instructional time. A few
students assume responsibility
for their learning and an orderly
and safe environment, requiring
a lot of support from the
teacher.
Progressing (2)
Classroom has an established
management system allowing
little loss of instructional time.
Teacher sometimes highlights
misbehavior in an inappropriate
manner. Some students correct
misbehavior immediately
following teacher redirection.
Teacher sometimes provides
precise directions that are
specific, concrete, sequential,
and measurable, resulting in
some students feeling unclear of
expectations.
Avg Last Completed
Continued Support (1)
Lesson does not allow students
to wrestle with challenging
questions, scenarios, and
problems that have multiple
correct solutions or pathways to
the solution. Teacher does not
gather data on individual student
understanding throughout the
lesson.
Continued Support (1)
Teacher never uses strategies
to include all students in the
learning and activities. Teacher
creates an environment where
participation and engagement
are optional for all students.
Student responses are never
high-quality, even with teacher
prompting.
Continued Support (1)
Teacher exclusively uses recall
and reproduction questions
(DOK 1). Teacher does not
circulate to assess student work.
Teacher does not provide quality
or constructive feedback.
Continued Support (1)
Teacher has low expectations
for student behaviors. Routines
and procedures are not
predictable, regular, or
effective. Instructional time is
lost due to lack of routine and
time spent on student
misbehaviors.
Continued Support (1)
Classroom does not appear to
have an established
management system. Teacher
disproportionately highlights
misbehavior in an inappropriate
manner. Few students correct
misbehavior following teacher
redirection. Teacher does not
provide specific, concrete,
sequential, and/or measurable
directions, resulting in most
students being off task or
unclear of expectations.