Additional Lesson Notes: Evaluator Teacher Class & Date Subject - Content

Lesson Guide – Observation Notes
EVALUATOR TEACHER Class & Date Subject - Content
Amy Kuna
Materials & Resources Instructional Goal Curriculum Standards Classroom Decor

Challenging Posted 1. Caring
Department Created Referred to Crisis information
District Provided Reviewed/assessed 2. Disorganized
School Provided Age appropriate Expectations Posted
Teacher Created Culturally Furniture Arranged Safe
3.
Technology Found appropriate/incorporate Grading Information
heritage
Other Informative

4. Other Lack of décor
**linked to Common Core** Organized
Posters
Cognitive Goal(s) Social-Emotional Goal
Student Work Posted
Reasoning
Vocabulary wall/words
Thinking
Warm, Inviting
Communication Other
Speaking
Presenting Essential Question(s) How was lesson presented?
Reading Use of template
Listening Use of planning book
(21st century goals)
Other Use of electronic plan
Prerequisite Skill(s) Engagement Guide
Other
Additional Lesson My goal as your evaluator is for both of us to work together as partners, as a team,
Notes collaboratively. I believe that the Danielson Model of Evaluation can truly make a difference in
way we approach teacher and learning. I want to help you set goals, accomplish and succeed at
Important Reminders and them. Please invite me into your classroom anytime to watch any lesson.
Information
Each Domain includes several components and elements which require evidence and documentation
to reach a rating. This is based on your years as a teacher – after the 3rd year, the expectation is for
you to be proficient in each of the 79 elements.
Please understand that you may provide documentation and evidence at any time during the school
year.
It is the expectation that you provide the evidence to help determine your final summative
ratings.
There are several ways to complete your reflection. The expectation is that you complete the
reflection form in full by reflecting on the successes, challenges, concerns of each Domain as well as
create a goal, or a future focus for each Domain.
Some teachers are extremely detailed and complete the reflection form by commenting on each of
the elements. Some teachers create a portfolio that includes the reflection form along with evidence.
Some teachers reflect on the Domain as a whole. Some teachers have a reflection form that they add
to each conference.
It is helpful if you possibly can turn in your reflection form before your scheduled post-conference.
P a g e 1 | 15
This way, I can use, if needed, any examples that you described as evidence. You are allowed to edit
your reflection form after our post-conference.
Pre-Conference Goal Setting Questions

1. Explain your current position. How long have you been in this position? How long have you worked for District 202? Do you enjoy your current
position? What would be your ideal position? What career goals do you have for the future?
Click here to enter text.
2. Describe your knowledge about the Danielson Model of Evaluation. Are you familiar with the four domains, the rubrics, and the difference
between the four possible ratings? What is your personal goals for evaluation?
3. What is your overall goal for this year’s evaluation process? Which domain would you like to focus on this year? What expectations do you have
of yourself?
4. How do you keep current in your field (grade level, content, age-group, instructional strategies)? What recent professional development have you
completed?
5. What do you truly enjoy about teaching? How do you like the current age-group that you teach? How would you best describe your students?
What are you favorite topics to teach about?
6. How can I best help you through this process? How can I provide the greatest support to you?
7. Explain how you plan a lesson, from start to finish. Does you meet and/or collaborate with colleagues? How do you reflect upon the lesson?
Post-Conference Goal Setting Questions

1. How did you feel the lesson/unit went? Was your lesson successful? Did you change anything in the lesson? Why or why not?
2. How do you know that students learn the intended outcome(s)? How do students demonstrate knowledge?
3. Can you show me finished and graded student work? Explain how you determine grades. What do you do if a student is struggling? How can
you consistently show that you are an advocate for all students, no matter how difficult the student may be?
4. Tell me about your classroom procedures. How do you monitor student behavior? What do you typically do if a student is acting out? How
do you determine a possible consequence? When in the process would you contact parents? Administrators? Deans? How do you create your
classroom procedures? Can you give me examples of your procedures?
5. Discuss professionalism. What does this mean to you? How do you display professionalism? Supervision duties, attendance, punctuality,
dress? How important is reputation? Integrity? Ethical conduct?
6. Describe how import communication is to you. How do you communicate with parents? With other staff members? With peers? With team
members?
7. How do you ensure that you continue your own personal professional development? Have you attended any type of training, research,
workshops outside of school hours? What activities do you plan or participate in that demonstrates your leadership skills?
P a g e 2 | 15
8. Tell me about being part of our team? What do you see as positives this year? Negatives? Areas Needing Improvement? How can the
administrative team stay focused on creating a positive school culture and climate?
Provided Necessary Evidence Types of Lessons

Lesson Plan Book
Substitute Plans Class Discussion/Debate
Grade Book Formative/Summative Assessment Day
System of keeping track of assignments Individual Conferencing, Goal Setting
Parent Communication of curriculum Creating anything about the curriculum for parents
Parent Communication of assessments
Graded Student Work with Comments
Student self-reflections
Student goal-setting
Evidence of meetings with service personnel
Anecdotal student notes
Classroom rules and guidelines
Examples of student discipline
Examples of parent communication

Class Started - Teacher Class Started - Student

Start of Class TEACHER STUDENTS

Agenda is on board, overhead, projector, etc. Appear excited to come to class
Appears to have a procedure for grades Are part of the classroom routine
Scheduled Appears to have a procedure for missing work Are given “jobs” to complete
Start Time: Appears to have an organizational system Are prepared with appropriate materials
(especially for students leaving class) Are talking about the class

Appears disorganized Engaged and following directions
Asks for questions from previous day Greets teacher Hi/Bye
Start of
Classroom routines well established Helps with start of class (given tasks)
Instruction:
Demonstrates a connection to students Know routine of how to start class
Gave teacher aide, para-professional direction Make personal goals, reflection on completed
Gets an idea of student prerequisite skills Not engaged or ready to learn
Instructional goal discussion/introduction Personal conversations appropriate
Instructional goal visible Reviews graded work handed back
Is excited about the lesson/content Sat in the right seats
(genuinely positive attitude)
Lesson instructions written on board Seem confused
Start to work right away
Materials are ready
Monitors behavior continuously Tardy students
Turned in homework using a routine
Performs non-instructional duties efficiently
Personal interest/knowledge of students Other
Refers to a previous lesson
P a g e 3 | 15
Reviews homework
Supplies/Materials are available to students
Took attendance
Welcomes students
Other
P a g e 4 | 15
Engagement, Activity, Assignment – Number# 1 2 3 4 5 6 7 8
Length Title of Activity & Teaching
Teacher Student
Start: End: Strategy
5 40 Address Misconceptions Compare/Contrast
10 45 Title: Circulates Corrected peer behavior
15 50 Correcting Behavior Discussion - Debate
20 55 Direct Instruction Drill & Practice
25 60 Teaching Strategy: Discovery Method Explained content to
30 over Discussion partner
35 Email (on computer) Group Work
Explanation of content Homework Time
Allows for student choice Guided Notes Individual Work
Materials
Allows for student questions Ignore student questions Interactive Activity
Appropriate Appears to be a “filler” activity Individual Instruction Journaling
Challenging Connection to other content Informal Assessments Leading Activity
Creative Corrects student content errors Lecture(s) Note Taking
Leveled Differentiated Models Partner Work
Ready Discusses why topic is important Monitoring progress Presenting – Sharing
Student choice Explains how students will be assessed Offers Feedback Questioning one other
and/or graded for this Praise Reading
Teacher created
Gives a time frame for activity Reading together
Technology Presentation
Unprepared Gives clear directions Questioning Reflecting
Gives clear procedures Prepared ahead of Research
Transition to Next
Gives feedback to individual students time Seat Work
Activity Is differentiated for gifted learners Basic Recall Self-Reflecting
Change groups Is grade level & challenging Critical Thinking
Student initiated
Other
Class Builder Is knowledgeable about content Student-Led
Reading to Class
Game Is modified for language learners Studying
Small group instruction
Interest story Is modified for special education Taking Assessment
Talking with colleagues
Making connections Makes an adjustment Use of Technology
Teacher-Led
Mental break Pacing is appropriate for activity Watching Video
Using Technology
None References the instructional goal Working off a rubric
Projector
Team Builder Relates to a “thinking skill” Internet Writing
Class Builder Relates to student interest SMART Board
Video Relates to prior knowledge Other Other
Reminds students of expectations Whole Class Instruction
Other If grouped, how?
Says activity is a “requirement”

Seizes a teachable moment
Uses creative, a variety of materials Other
Uses academic, expressive vocabulary
Teacher Directive, Response, Direct Quotes Student Questions, Direct Quotes, Observation
Notes: # of students Notes:
Yes No are engaged
Directions given
orally and in writing, # of students
legible are off-task
Yes No # of students

Student confusion ask questions
# of students
Yes No
volunteer to
Response to misbehavior
P a g e 5 | 15
participate
Yes No
Formative Assessment / # of students
Check for Understanding answer questions
#Students that need

individual directions
Academic Vocabulary


Teacher Student
Materials
Teacher created
Transition to Next
Student initiated
Other
Reading to Class
Teacher-Led
Using Technology
Projector
P a g e 6 | 15
Other Says activity is a “requirement” If grouped, how?
Yes No are engaged
Directions given

# of students
Yes No
volunteer to
participate
Formative Assessment / answer questions
Check for Understanding
#Students that need

Academic Vocabulary


Teacher Student
Materials
Allows for student questions Interactive Activity
P a g e 7 | 15
Appropriate Appears to be a “filler” activity Ignore student questions Journaling
Challenging Connection to other content Individual Instruction Leading Activity
Creative Corrects student content errors Informal Assessments Note Taking
Leveled Differentiated Lecture(s) Partner Work
Ready Discusses why topic is important Models Presenting – Sharing
Student choice Explains how students will be assessed Monitoring progress Questioning one other
Teacher created and/or graded for this Offers Feedback Reading
Technology Gives a time frame for activity Praise Reading together
Unprepared Gives clear directions Presentation Reflecting
Transition to Next Gives clear procedures Questioning Research
Gives feedback to individual students Prepared ahead of Seat Work
Activity Is differentiated for gifted learners time Self-Reflecting
Change groups Basic Recall
Is grade level & challenging Student initiated
Critical Thinking
Other
Reading to Class
Teacher-Led
Using Technology
Team Builder Relates to a “thinking skill” Projector Writing
Class Builder Relates to student interest Internet
Video Relates to prior knowledge SMART Board Other
Reminds students of expectations Other
Other Whole Class Instruction If grouped, how?

Uses creative, a variety of materials
Other
Yes No are engaged
Directions given

# of students
Yes No
volunteer to
participate
#Students that need

Academic Vocabulary
P a g e 8 | 15


Teacher Student
Materials
Teacher created
Transition to Next
Student initiated
Other
Reading to Class
Teacher-Led
Using Technology
Projector

P a g e 9 | 15
Yes No are engaged
Directions given

# of students
Yes No
volunteer to
participate
#Students that need

Academic Vocabulary


Teacher Student
Materials
Teacher created
Transition to Next
Activity Basic Recall
P a g e 10 | 15
Change groups Is differentiated for gifted learners Critical Thinking Self-Reflecting
Class Builder Is grade level & challenging Other Student initiated
Game Is knowledgeable about content Reading to Class Student-Led
Interest story Is modified for language learners Small group instruction Studying
Making connections Is modified for special education Talking with colleagues Taking Assessment
Mental break Makes an adjustment Teacher-Led Use of Technology
None Pacing is appropriate for activity Using Technology Watching Video
Projector
Team Builder References the instructional goal Working off a rubric
Internet
Class Builder Relates to a “thinking skill” SMART Board Writing
Video Relates to student interest Other
Relates to prior knowledge Other
Whole Class Instruction
Other Reminds students of expectations
If grouped, how?

Seizes a teachable moment Other
Uses creative, a variety of materials
Yes No are engaged
Directions given

# of students
Yes No
volunteer to
participate
#Students that need

Academic Vocabulary


Teacher Student
P a g e 11 | 15
Materials
Teacher created
Transition to Next
Student initiated
Other
Reading to Class
Teacher-Led
Using Technology
Projector

Yes No are engaged
Directions given

# of students
Yes No
volunteer to
participate
#Students that need

P a g e 12 | 15
Academic Vocabulary

End of Class TEACHER STUDENTS

Adjusts lesson successfully is needed Attempts to get teacher off topic
Advocates for every student Behavior is a concern
Scheduled End Answers and asks for questions Behavior is entirely appropriate
Time: Checks for overall understanding Communication with parents/guardians
(formative assessment) Complaining (about homework, etc.)
Classroom furniture/equipment is safe/orderly Demonstrates care for each other
End of Closure to lesson is structured Followed teacher directions
Instruction: Communication with parents/guardians Greets teacher Hi/Bye
Conferences with students Groups were well planned
Discusses importance of content Is involved in record keeping of progress
Gave reminders in an organizer or calendar Know each other well
Got frustrated with a student Lines up at door
Gives an extension of the topic for students to involve family Packs up early
Gives praise Polite to each other
Gives preview of next lesson Proud of their work
Homework time Reflection of work, activity, grade, etc.
Lesson had a definite beginning, middle, and end Respectful towards each other
Maintains student confidentiality Respectful towards teacher
Order was consistently kept Rushes
Reminds students to write information Seems to understand content
Reviews instructional goal Uses time wisely
Rules were consistently enforced Were challenged
Speaks to individual students Were allowed to create instructional groups
Used multiple strategies to get students engaged and actively Works until told
participating
Wrote down homework or day’s activity into a
planner
Other
Other
Description of Student Population Homework & Practice

Assessment of Learning
# of Girls NOTES: NOTES:
# of Boys
# 504 Students
# IEP Students
# TPI/TBE Students
Questions to Ask Students

Do you feel Does your Does your What did they What unit are Do you feel
Do they often that your teacher teacher challenge teacher enforce the think about the you in? comfortable asking
P a g e 13 | 15
have homework? takes an interest in you? school rules? lesson? questions?
How much? your life outside of
the classroom?
Explain.

Do you feel Do you feel Do you know Do you often Does your What type of How does this
you have a voice your teacher cares where to find or understand the teacher often resources do you unit/lesson connect
in this class? about you? know what the material? contact your typically use? with other subjects
daily instructional parents? that you are
goal? Agenda? For positive? For learning about? Or
Homework? negative? connect to your
interest(s)?

Overall Lesson Notes
Praise Praise Statements Student Interest, Attitude, Behavior
NEGATIVE POSITIVE
Acceptable Argumentative Compliant
Amazing Blaming others Engaged
Appreciate Disorderly Excellent Behavior
Awesome Disrespectful Excited
Brilliant Disruptive Gives teacher feedback
Excellent Make fun of each other Has pride in work
Fabulous Misbehaving Helped peers
Fine Not participating Interested
Good Off Task Participating
Great Off Track Polite
Helpful Troublesome Responsible
Nice Use of sarcasm Takes responsibility
Perfect Use of put-downs Understands daily expectations
Please Understands daily routines
Remarkable Other Working to full ability
Thanks
Wonderful Other
Other

To Complete After Observation

Strengths
Suggestion &

P a g e 14 | 15
Ideas
Observed or
Presented
Evidence
Look of the
Classroom
 Was there a special education teacher present? Describe the role that the teacher played in the
Teacher lesson?
Support
 Was there a paraprofessional present, for whom, why? Describe the impact that a volunteer or
paraprofessional had on the lesson, if any.
P a g e 15 | 15

Additional Lesson Notes: Evaluator Teacher Class & Date Subject - Content

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Additional Lesson Notes: Evaluator Teacher Class & Date Subject - Content

Uploaded by

Copyright:

Available Formats

Lesson Guide – Observation Notes

EVALUATOR TEACHER Class & Date Subject - Content

Amy Kuna

Materials & Resources Instructional Goal Curriculum Standards Classroom Decor

Pre-Conference Goal Setting Questions

Post-Conference Goal Setting Questions

Provided Necessary Evidence Types of Lessons

Start of Class TEACHER STUDENTS

Yes No # of students

#Students that need

Engagement, Activity, Assignment – Number# 1 2 3 4 5 6 7 8

Yes No # of students

#Students that need

Engagement, Activity, Assignment – Number# 1 2 3 4 5 6 7 8

Yes No # of students

#Students that need

Engagement, Activity, Assignment – Number# 1 2 3 4 5 6 7 8

Yes No # of students

#Students that need

Engagement, Activity, Assignment – Number# 1 2 3 4 5 6 7 8

Yes No # of students

#Students that need

Engagement, Activity, Assignment – Number# 1 2 3 4 5 6 7 8

Yes No # of students

#Students that need

End of Class TEACHER STUDENTS

Description of Student Population Homework & Practice

Questions to Ask Students

Overall Lesson Notes

Praise Praise Statements Student Interest, Attitude, Behavior

To Complete After Observation

Suggestion &

You might also like