Campbell County Schools Formal Classroom Observation Form Teacher: Jamie Robertson Date Observed: February 26, 2018 Grade/Subject:4" Grade/Co-Taught Math School: Tomahawk Elementary School 200 — 9:40 1 Probationary [7] Continuing Contract Evaluator: Toby Curtis Ackerman XX Student Teacher (Jessica Scott) Directions: This form may be used for probationary and continuing contract formal observations. Evaluators may use this form to provide feedback to teachers about the observation. (Contextual Paragraph 71 This paragraph should be a brief narrative of the goals and objectives of the lesson along with the methods used 10 reach those objectives. ‘The objective of the lesson was to instruct small groups on solving practical problems that involved determining perimeter and area (SOL 4.7). Whole Group was a Math Checkup that required students to independently solve adding fractions and division problems, Guided Groups: Ms. Robertson (Perimeter & Area) ~7 students Mrs. Kiger (Perimeter & Area) Mrs. Welch ~ Rocket Math and Computer Station (Dreambox) 1. Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of — students by providing relevant learning experiences. [Effectively addresses appropriate curiculum standards | © Demonstrates skills relevant tothe subject area(s) ‘© Integrates key content elements and facilitates taught students’ use of higher level thinking skill in ‘Bases instruction on goals that reflect high instruction expectations and an understanding ofthe subject ‘+ Demonstrates ability to link present content with past | «Demonstrates an understanding of the intellectual, and future learning experiences, other subject areas, social, emotional, and physical development ofthe age and real world experiences and application group ‘© Demonstrates an accurate knowledge ofthe subject ‘Communicates clearly and checks for understanding. area(s) taught Ms. Robertson did effectively address appropriate curriculum standards. The lesson was aligned with the 4" grade Math Standards of Learning of 4.7 1._Ms. Robertson had students prove answers related to perimeter and area.2. Ms. Robertson asked clarifying questioning by having students identify and calculate area and perimeter and support their answers. Asa result, students will obtain more practice of perimeter and area and demonstrate comprehension for standard 4,7. +2, Instructional Planning ie The teacher plans using the Virginia Standards of Learning, the school's curiculi, effective strategies, resources, and data to meet the needs of all students. “ “© Uses student learning data to guide planning * Aligns lesson objectives to the schools curriculum and ‘© Plans time realistically for pacing, content mastery, and ‘student leaming needs transitions ‘Develops appropriate long and shore-range plans and ‘+ Plans for differentiated instruction adapts plans when needed The lesson plans were designed to address differentiated instruction for all students. 1. Criterion for Success was that students will be able to determine the perimeter and area to solve practical problems with at least 80% accuracy through a written assessment. 2. The lesson plans demonstrated data was used to make small groups based on students’ content and cognitive level from a previous assessment. 3. The lesson plans showed that the lesson was differentiated for each group at the co- teacher lead station. 4, Ms, Robertson planned for a reteach group, practice group, and an enrichment group to help support the understanding of area and perimeter. Asa result, the lesson plans were designed to address differentiation and meet the needs of all students to improve comprehension of area and perimeter (SOL 4.7). 3 Instructional Delivery The teacher effectively engages students in learning by using a variety of insructional strategies in order to meet | individual learning needs. : Engages and maintains students inactive leaming + Usesa variety of effective instructional strategies and “+ Builds upon students” existing knowledge and skils resources ‘© Differentiate instruction to meet the students’ needs | # Uses instructional technology to enhance student ‘© Reinforces leaming goals consistently throughout learning lessons + Communicate clearly and checks for understanding ‘Ms. Robertson used a variety of effective instructional strategies and resources to enhance student leaming. The lesson effectively addressed the curriculum standard of having students solve area and perimeter problems. 1. Ms, Robertson stated expectations and goals of the activity which was to understand and compute area and perimeter problems and apply in real life scenarios. 2. Ms. Robertson reviewed area and perimeter (vocabulary) and then handed out task cards that the students solved each problem on (along with graph paper). 3. Ms. Robertson modeled the steps in setting up the problem and solving the problem (visual, addition, multiplying).4. Ms. Robertson held students accountable for using and verbalizing strategies to prove their answers by asking when the answer was given how did they know the answer. Asa result, the teacher was able to provide all students with effective instructional supports and strategies to demonstrate knowledge of area and perimeter for standard 4.7. [4. Assessment of and for Student Learning E | The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, | guide instructional content and delivery methods, and provide timely feedback to both students and parents | throughout the school year. ‘© Uses pre-assessment data to develop expectations for | « Uses assessment tools for both formative and students, to differentiate instruction, and to document summative purposes and uses grading practices that learning report final mastery in relationship to content goals and ‘+ Involves students in setting, learning goals and objectives monitoring their own progress ‘© Uses assessment tools for both formative and ‘+ Uses a variety of assessment strategies and instruments summative purposes to inform, guide, and adjust that are valid and appropriate forthe student population students’ learning. ‘ Aligns student assessment with established curriculum | © Gives constructive and frequent feedback to students standards and benchmarks oon their learning Ms. Robertson aligns student assessment with Campbell County Public Schools’ curriculum standards. 1. Ms. Robertson took the students back to the essential knowledge to make sure they understood the concept. 2. Answers students provided were reviewed to show why they missed the problem or got the problem correct. Ms. Robertson assessed how students set up the problem to solve. 4. Questions Ms. Robertson asked during the lesson included: “What is area?” “What is perimeter?” “Highlight the important information that will help you solve the problem.” “What did we just find?” “What is an equilateral triangle? How many sides does it have?” “What strategy can we use to find the answer?” As a result of Ms. Robertson reviewing the information on perimeter and area with the students, she was able to clear up misconceptions and students were able to provide information on how to solve the problems. 3) Learaing Environment environment that is conducive to learning. ‘Arranges the classroom to maximize learning while ‘© Promotes cultural sensitivity providing a safe environment, «Respects students’ diversity, including language, ‘Establishes clear expectations, with student input, for culture, race, gender, and special needs classroom rules and procedures early in the school ‘+ Actively listens and pays attending to students’ needs year, and enforces them consistently and fairly and responses ‘+ Maximizes instructional time and minimizes ‘© Maximizes instructional learning time by working with disruptions students individually as well as in small groups or ‘© Establishes a climate of trust and teamwork by being whole groups fair, caring, respectful, and enthusiasticMs. Robertson maximized instructional learning time by working with students in small groups. 1. Ms, Robertson gave clear and concise expectations for students during small group rotations. 2. Ms. Robertson used positive reinforcement for students when making connections by using thumbs up method for check-ins. 3. Ms. Robertson worked individually with students to listen for understanding of students’ knowledge of perimeter and area. 4. The students went effectively and efficiently through small group rotations. 5. Ms. Robertson gave private redirection and positive reinforcement to students when needed. As a result, Ms, Robertson was able to maximize instructional learning time and minimize disruption in small groups. Post Observation Conference ‘Questions: (please provide instructor responses) Recommendations: