Updated August 2020

Formal Observa on Checklist

Name: Amanda Anjorin

11/10/2021
Date of Observa on:

1. Make a copy of this en re document (if document is distributed via Google Classroom it does not need
not be copied).

2. Share this en re document with your observer.

3. Complete the following forms electronically.

x Pre-observa on report

● A pre-observa on mee ng should occur within 24 hours prior to the observa on.

● This 5-10 minute mee ng is conducted in the staff member’s classroom who is
being observed.

x Observa on Notes

● Remember to leave judgmental or evalua ve remarks off the notes.

● The formal observa on takes place for 30–40 minutes.

x Post-Observa on Summary

● Best prac ce shows a post-observa on mee ng should occur within 48 hours a er

the observa on.

● Post-conferences should be face-to-face and in the observed staff member’s room.

● Person being observed will come to the mee ng prepared to reflect on their
lesson.

● Post-Observa on Summary must be completed during the Post-Observa on

mee ng with feedback to the person being observed based on the notes and the
reflec on; “Non-Proficient” or “Proficient”

*All forms can be found via Shared Folder on Google Drive.

 Updated August 2020

Pre-Observa on Report

Staff Member: Amanda Anjorin Observer: Ethan Preisler

Date met to discuss the Pre-Observa on Report: 11/9/2021 Loca on of Mee ng: Ms. Anjorin’s Classroom

Date of Observa on: 11/10/2021 Building: HS Grade/Subject: FACS - Survival Skills 9th-12th

Time of Observa on: 1:30 - 2:15 Length of Observa on: 45 minutes

Please complete this report and meet to discuss it with the observer at least one day prior to the scheduled date of observa on.

I. Lesson Objec ve(s): What should the students know or be able to do a er this lesson? Content: What
is the content/skill, which learners will a ain?

Learning Target: I can thread a needle, e a knot, and sew on a bu on properly

II. Methods/Strategies/Ac vi es: How will you accomplish the objec ve(s)?

Students will begin with a quick review of threading a needle and tying a knot, and review running
s tch

Students will view a video about sewing on a bu on

Students will prac ce sewing a bu on on fabric

Students will review materials in Google Classroom, ask peers, or ask instructors for guidance and
assistance if necessary

III. Assessment: How will you know that the lesson objec ve was accomplished?

Forma ve: As the ac vity begins, students will review a video on tying off a thread at the end of
sewing. Throughout the lesson, they will be reminded of the resources in Google Classroom, and
instructor will circulate, make observa ons, and ask ques ons of students during the ac vity. Students
will prac ce un l receiving teacher approval, at which me they are expected to prac ce the running
s tch learned the prior day.

Summa ve: Students will be formally assessed on threading a needle, tying a thread, sewing a bu on,
tying off, and 3 types of s tches to complete the Survival Sewing unit.

IV. Special Considera ons: Are there any group or individual characteris cs or circumstances of which
the observer should be aware? (i.e., unusual behavior, interrup ons, constraints, etc.)
This is a class that is typically 10-12th grade, but it had a lot of openings which were taken by 9th graders who took FACS
class 1st quarter. This is a big age spread and we are working on older students modeling posi ve behavior for the
 Updated August 2020

younger students who imitate them. Four students are on IEPs.

V. Professional Growth Plan Goal (goal does not need to be observed during observa on):

Bring FACS department in line with Minnesota FACS frameworks by upda ng source material and methods for
2021 students.

Best prac ce is to hold the post-observa on conference within 48 hours of the observa on.
 Updated August 2020

Teacher Observa on Rubric

Observer uses rubric as a guide while observing

Knowledge of Content: The teacher displays solid knowledge of the important concepts in the discipline
and how these relate to one another.

Non-Proficient
Teacher displays minimal knowledge about
content.
Lesson demonstrates limited, non-effec ve
instruc onal strategies.
Teacher fails to answer students’ ques ons
accurately and/or provides limited feedback.
Proficient
Teacher displays knowledge about content.
Lesson demonstrates effec ve educa onal
strategies.
Teacher answers students’ ques ons accurately
and provides feedback that furthers their
learning.

Teacher Interac ons with Students: Teacher considers the diversity and learning needs of all students.

Non-proficient Proficient
The teacher is unaware and/or does not recognize The teacher is aware of special needs represented
the special needs represented in class. in class.

Teacher-Student interac ons do not demonstrate Teacher-Student interac ons are respec ul,
a posi ve climate. encouraging and demonstrate a posi ve climate.

Ac ve listening is not evident and nega ve Ac ve listening and posi ve nonverbal behaviors
nonverbal behaviors were present. are evident in both students and teachers.

Lesson Structure: Sequence of learning ac vi es align with instruc onal outcomes and follow an
organized progression suitable to student needs.

Non-proficient Proficient
Lesson does not support instruc onal outcomes Lesson supports structural outcomes presented in
presented in pre-observa on conference. pre observa on conference

Lesson does not reflect important concepts Lesson reflects important concepts presented in
presented in pre-observa on conference. pre-observa on conference.
Appropriate me was not allocated for the The learning ac vi es have reasonable me
learning ac vi es. alloca ons to meet student needs.
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Instruc onal Direc ons/Procedures: The goals for learning are clearly communicated to students.
Students understand what they are expected to do during the lesson.

Non-Proficient Proficient
Direc ons are unclear to students. Teacher’s explana on is thorough and clear.

Procedures are confusing. Procedures guide independent or coopera ve

learning.
Teacher’s spoken or wri en language contains Teacher’s spoken and wri en language is clear;
errors. it extends students’ vocabularies, and invites
intellectual engagement.

Ques oning Techniques: Teacher uses effec ve ques oning techniques to deepen students’
understanding.

Non-Proficient
Teacher repeatedly asks low level ques ons based
on Bloom’s Taxonomy.
Ques ons do not encourage student thinking.
Appropriate wait me (3-5 secs) is not allowed for
student thinking response.
Few students are called upon.
Proficient
Teacher varies level of ques ons based on
*Bloom’s Taxonomy.
Ques ons are asked to check student
understanding and promotes thinking.
Teacher uses effec ve use of wait me.
Calls upon a variety of students.

Reflec ng on Teaching: (Determined at post conference) Teacher’s reflec ng incorporates aspects of

planning and implementa on of lesson observed.

Non-Proficient Proficient
Teacher cannot iden fy if lesson was effec ve for Teacher iden fies areas to strengthened and
student learning. provides specific examples.
Makes no sugges ons for improvement. Strategies for improvement.

*Bloom’s Taxonomy
Level 1 – Remembering
Level 2 – Understanding
Level 3 – Applying
Level 4 – Analyzing
Level 5 – Evalua ng
Level 6 - Crea ng
 Updated August 2020

Observation Notes

Teacher: Amanda Anjorin Date: 11/10/2021

Class: Survival Skills Time: 1:25-2:10

Lesson: Threading Needles and Tying Off

1. Instructional Materials & Resources 4. Instructional Directions, Questions, & Procedures

2. Lesson & Unit Structure 5. Knowledge of Content & Assessment
3. Teacher Interaction with Students 6. Teacher Reflection

Time/Analysis Script/Observation Data

1:31 Teacher talked about success - how it looks different for different people

1:32 Went back over reviewing resources

1:33 Asked students how they are doing so far this quarter

1:34 “Who here has ever heard this phrase/concept, growth mindset?”

1:35 “This video is about growth mindset”

1:35 “We are going to play this video before we get going with our sewing”

1:38 95% student showing visual engagement to video on growth mindset

1:40 Teacher walks around class during video, makes comment about growth
mindset video: “this is what we’ll use with sewing”

1:41 Teacher pauses the video: “One thing I want to clarify, those that have
ADHD have stronger reactions to criticisms compared to “typical” brain
wiring” “Do not have to have that diagnosis to have that response.” “

1:42 Some students have to move their bodies 180 degrees in order to watch
video

1:43 Video refers to quotes and examples after defining; approximately 5 minutes
in length

1:44 Teacher: “Is it possible to switch to a growth mindset?”

1:45 “When I got the email from Mr. Voight that this job was open, I thought this
would be really cool.”

1:45 Goes into examples of getting a D+ in sewing in 7th grade, but didn’t let that
influence mindset on accepting job

1:46 “Going to watch a quick video on tying off”

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1:47 “Again what is tying off?” Explains again what tying off is in sewing; teacher
has resources on Google Classroom

1:48 Teacher has resources on Google CLassroom and goes through some of
those

1:49 “Direct your attention to the video please, we have a one minute video on
tying off.”

1:50 Teacher provides some commentary on the video in showing how to tie off.
“You may need to watch this 2 or 3 times, or 20 times.”

1:51 “This video is in the links, titled “How to TIe Off

1:51 Teacher: “Do we have any questions for today?” Teacher goes around to
different tables asking one person to grab basket of material

1:52 Some students from choir come to talk to teacher. Students working on their
sewing at their tables

1:53 Teacher asks students: “DId you read these new things” from Google
Classroom resources

1:55 TEacher asks student “How do you feel about tying off?”

1:56 TEacher: “Friends, I have seam rippers if you need them.”

1:57 Teacher goes around the classroom checking on students work

1:58 Teacher: “I like ____” couldn’t tell what was said to student, but was bout
something in stitching

2:00 Teacher makes announcement to class as a reminder while sewing

2:01 TEacher: “we have no where to be, we are all going to be tying off, you got
this.”

2:02 Teacher converses with student on what they did during food class to
connect with being successful in sewing

2:03 Teacher: “This is our stress-free survival sewing”

2:04 Teacher keeps moving around the classroom checking on students and
answering questions they may have

2:05 Notes to student, “nice in using your resources.”

2:06 Teacher checks off students that have shown certain skills

2:07 Students asking other students how to do certain tasks helping each other

2:09 Teacher checking on tying off skill from students; student teaches other
student how to tie off

2:10 TEacher to student, “try another stitch”

 Updated August 2020

2:11 Teacher works with student that appears to be struggling, models advice
and gives verbally advice as well

2:12 “What is this? You should know what this is.”

2:13 Student to teacher: “Ms. Anjorin, I just tied off liked a pro.”

2:14 Student to teacher: “I just did it!” Teacher checks to make sure student
models proficiency before checking off
 Updated August 2020

Peer Observation Checklist

Evidence of Instructional Observed Notes:
Strategies

Introduction given Yes No NA

Direct instruction Yes No NA

Spoke loudly/clearly Yes No NA

Guided practice Yes No NA

Independent practice Yes No NA

Small group instruction Yes No NA

Student engagement Yes No NA

Visual aids Yes No NA

Encouraged students to ask Yes No NA

questions

Knowledge of subject matter Yes No NA

Provided feedback Yes No NA

Circulated during class to check Yes No NA

students

Time management Yes No NA

Class control Yes No NA

Conclusion/summarization made Yes No NA Was not there during

observation for end of class.

Questions/Additional Notes:
 Updated August 2020

District 879 Post-Observa on Reflec on

Staff Member: Amanda Anjorin Date of Post-Conference Mee ng: 11/11/21

Date of Observa on: 11/10/21 Building: DHS Grade/Subject: 9-12th grade FACS (Survival Skills)

Time of Observa on: 1:35 Length of Observa on: 30 minutes

Please complete the following informa on and bring it with you to the Post-conference with your observer.
I. Strengths of the Lesson: What aspects of this lesson went especially well and helped students learn?

I felt my strategies helped students who had felt a good deal of pressure sewing the day before were
more relaxed, knowing there was no firm deadline and that our class is about improvement and growth
mindset, not immediate mastery.

II. Assessment: What methods did you use in assessing the degree to which students met the desired
outcomes? To what degree did the students meet the learning objec ves?

I checked off their progress. Those who showed proficiency have sufficiently demonstrated what they
needed to learn in this step of the Survival Sewing mini-unit.

III. Areas for Improvement/Refinement: A er reflec ng on this lesson, what modifica ons would you
consider to make the lesson even stronger? What will you do in the future to build on the strengths of
this lesson and to address any improvements you wish to make?

I will work on methods for showing small-scale work to the large group. I am working on building a
posi ve classroom environment, so today I pulled students out in small groups to clarify their roles as
role models and leaders, to praise what is going well, and to discuss other behaviors like being inclusive.
In the future, I will plan a li le more scaffolding if necessary.

IV. Addi onal Comments:

V. Professional Growth Plan Goal: How do the results of this lesson fit with your Professional Growth
Goals?

My #1 goal as a FACS teacher and DHS teacher is to support my students in posi ve growth, and that is
the meat of my Professional Growth Plan. I feel students are responding well to my a empts at building
a posi ve classroom environment, and during the follow-up to this lesson today, students who struggled
for the first day or two felt more confident and had greater success than before.
 Updated August 2020

Signature of Observed: Amand Anjori

Signature of Observer: Etha Preisler

 Updated August 2020

Delano Public Schools

Post-Observa on Summary (Based on rubric)
*Completed during post-observa on mee ng together

Teacher: Amanda Anjorin Observer: Ethan Preisler

Date of Observa on: 11/10/2021 Date of Post-observa on mee ng: 11/11/2021

Direc ons: For each element, list examples of the specific behaviors/evidence that were observed in
this lesson. Check the ra ng for each component.

Element Peer Observer Feedback and ra ng

1. Knowledge of Specific Teaching behaviors noted in this lesson:

Content
Ms. Anjorin appeared to be knowledgeable within this content area, being able to provide
students step by step instruc on as well as feedback on the work they were doing as well.
Mul ple resources were also researched and provided for students for supplemental
help.

Element 1 Ra ng Not Proficient Proficient X

2. Teacher Specific Teaching behaviors noted in this lesson:

Interac on with
Students Ms. Anjorin circulated and moved throughout the room con nuously providing feedback
and forma vely assessing students on their progress. Ms. Anjorin was also very respec ul
of students during their interac ons, which included providing posi ve reinforcement for
students that were struggling. Ms. Anjorin has worked hard on establishing posi ve
rela onships with students even though it is the beginning of a new quarter.

Element 2 Ra ng Not Proficient Proficient X

3. Lesson Specific Teaching behaviors noted in this lesson:

Structure
The lesson started with a recap of the day before, and included defining the concept of
growth mindset. This was to remind students that not everything will be perfect right
away when they do something, and to con nue to learn from failing. There was then a
review of resources available to students and mul ple media op ons for students to learn
from. Finally there was a balance of whole group, small group, and one-on-one
instruc on and feedback provided throughout the lesson.

Element 3 Ra ng Not Proficient Proficient X

 Updated August 2020

4. Instruc onal Specific Teaching behaviors noted in this lesson:

Direc ons/
Procedures As men oned earlier, Ms. Anjorin provided a mixture of different ways and opportuni es
to learn the new task of tying off in sewing. Students were also able to prac ce hands-on
with the skill. Steps/procedures were established with individual students grabbing the
bin of materials that students in their group would need.

Element 4 Ra ng Not Proficient Proficient X

5. Ques oning Specific Teaching behaviors noted in this lesson:

Techniques
Ms. Anjorin used ques oning techniques with more of her small group and one-on-one
interac ons with students. This included asking their opinion on their sewing project,
what steps they think they needed to complete next, and ways to improve their work too.
This allowed students to talk out loud the next steps needed to perfect their techniques
and skills in sewing.

Element 5 Ra ng Not Proficient Proficient X

6. Teacher Ques ons to Lead Teacher Reflec on Discussion:

Reflec on
● Strength of Lesson ● What aspects of this lesson went especially well and helped students learn?
● Assessment ● What methods did you use in assessing the degree to which students met the desired
● Areas for
outcomes? To what degree did the students meet the learning objec ves?
Improvement
● Professional Growth ● A er reflec ng on this lesson, what modifica ons would you consider to make the lesson even
Plan stronger? What will you do in the future to build on the strengths of this lesson and to address
any improvements you wish to make?
● How do the results of this lesson fit with your Professional Growth Goals?

-Went well: student engagement, significant number of students engaged in the

sewing project and asking ques ons to each other
-Assessment: was done throughout the class period as students physically showed
they were able to successfully complete each task
-Modifica ons: allow students to have more conversa on on growth mindset pieces
at the beginning of lesson - how can they make personal connec ons?
Professional Growth Goals: developed student rela onships/posi ve student
rapport; mul ple pieces of tool kit used to both teach and assess skills
 Updated August 2020

Element 6 Ra ng Not Proficient Proficient X

Circle Element of Refinement: Iden fied Ac ons for Element Refinement:

1. Knowledge of Content N/A

2. Teacher/Student Interac ons

3. Lesson Structure

4. Instruc onal
Direc ons/Procedures

5. Ques oning Techniques

6. Reflec ng on Teaching

Amanda Anjorin Amand Anjori

Staff Member’s Name - Print Staff Member’s Signature

Ethan Preisler Etha Preisler

Observer’s Name - Print Observer’s Signature

11/11/2021
Date: