Video Observation Form

Verification Note:

On this form you will document 10 hours of video-based classroom observation. The
remaining hours of video-based observation associated with your program are completed in
separate courses where you will submit additional observation forms to document the
experiences.

Each video will require approximately 60 minutes and will contribute toward your 10 hours
of observation time. (This includes watching the video, reviewing the associated transcripts
and artifacts, completing the observation form, and writing narrative responses.) For each
video watched, enter the following information in the observation form:
 the title and case number of the video
 the date of observation
 the total time spent (i.e., the time spent viewing, reading commentaries and
material, taking notes, and completing the observation form)
 the grade and subject of the class observed
 any student demographic information that is available in the teacher commentary
section of ATLAS
 “O” for “observed” or “N” for “not observed” for each cell for each video in the
observation table

You will need to watch 10 different videos for each task, and none of these videos may be
repeated from course to course. See the video list in the task for videos related to this topic.
Refer to your course of study for instructions on accessing the video library. As part of each
task, you will be required to enter all video titles and case numbers.

Note: The “Name,” “Date,” and “Total time spent on task” included at the top of the Video
Observation Form must be completed on each form.
 Video Observation Form
Name: Xzandria Wells
Date:08/07/2020
Total time spent on task* (hours: minutes) 10:00

*This should be a minimum of 10 hours (1 hour per video) and includes watching videos as well as engaging with materials, taking notes,
etc.

1 2 3 4 5 6 7 8 9 10

Video Case 379 42 546 191 118 1 201 153 33 151

Number

(This number is
in ATLAS)

Video Title Making Developing Developing Using Images Discussing Understandi Analyzing Developing Taking Turns Analyzing,
Connection U.S. History Social to Build and ng and and Communicati While Interpreting,
s and Content Interaction Speaking, Developmen Analyzing Interpreting on Skills Creating and Judging
Generating Vocabulary and Listening, t Current Characters Using a Bead Artworks
Questions Communicati and Government Events and Symbols Friendship Patterns
to Improve on through Descriptive Policies on in Literature Scale
Reading Use Of Language Citizenship Through the
Comprehen Augmentatio Skill and Socratic
sion n Devices Immigration  Method

Date Observed 08/07/2020 08/07/2020 08/07/2020 08/10/2020 08/10/2020 08/10/2020 08/10/2020 08/10/2020 08/10/2020 08/10/2020

Total Time 1hr 1hr 1hr 1hr 1hr 1hr 1hr 1hr 1hr 1hr
Spent

Grade  2nd 5th  9th ,10th,  2nd, 3rd  4th  7th  12th  11th  Pre-K  5th
11th, 12th

Subject  Reading  Reading Communicati Literacy and  Social  Reading  Literacy and  Exceptional  Exceptional  Art
on English Studies English Needs Needs
Language Language
Arts Arts

The information about the number of students may be found in the teacher commentary section of the video in ATLAS. If this information is not provided, please mark “N/A.”
# Students  16  12  7  20  21  4  25  7  7  21

# SPED  N/A  4  7 N/A   2  N/A  N/A  7  5  3

# ELL  11  12  N/A  8  N/A  4  N/A  N/A  N/A  N/A

#504  N/A  N/A  N/A  N/A  N/A  N/A  1  N/A  N/A  2

Observation Key: O = Observed N= Not observed

Diverse Learners

The teacher O O O O O O N O O O
uses culturally
appropriate
resources.

The teacher  O  O  O  O  O  O  N  O  O  O
shows
consideration
for students’
cultural or
linguistic
diversity.

The teacher  O  O  O  O  O  O  N  O  O  O
uses
instructional
strategies that
meet culturally
diverse
students’
needs.

Classroom  O  O  N  O  O  N  N  O  O  O
conversations
are reflective of
a variety of
students’
backgrounds.

The teacher’s  O  O  N  N  O  O  O  O  O  O
questioning
techniques
personally
involve
students.

The teacher  O  O  N  O  N  O  N  O  O  O
uses
cooperative
learning groups
to foster social
relationships
between
culturally
different
students.

The teacher O O O O N O O O O O
differentiates
instruction to
engage all
students in a
listening,
speaking,
reading,
writing, or
thinking
activity.

Exceptional Learners

The teacher  N  O  O  O  O  O  N  O  O  O
accommodates
or modifies
instructional
goals,
strategies, and
content to
meet the needs
of exceptional
learners.

Instruction O O N N O O O O O O
encourages
exceptional
learners to
construct and
produce
knowledge in
meaningful
ways.