CSU Teacher Candidate Observing: Fiona Krieger

CSU Teacher Candidate Being Observed: Mackenzie and Cece

Peer Observation/Coaching Protocol

Utilize these guidelines to support your thinking and “look-fors” as you

record what you notice and wonder in the table below.

Purpose: Standards: connection to standards, broader purpose and transferable skill,

connection to previous and future lessons, teaching points based on student needs Learning
Targets: communication of learning target(s), success criteria and performance task(s)

Student Engagement: Quality of questioning, ownership of learning, high cognitive demand,

capitalize on learning needs of student(s), expectation, support, and opportunity for participation
and meaning making, substance of student talk

Curriculum and Pedagogy: Scaffolds the task, gradual release of responsibility

Assessment: Self-assessment of learning connected to the success criteria, demonstration of

learning (assessment aligned with learning targets), collection systems for formative
assessment data, student use of assessment data, use of formative assessment data

Classroom Environment & Culture: discussion, collaboration and accountability, use of

learning time, managing student behavior

Adapted from Colorado 5D+ Teacher Evaluation Rubric (2012)

University of Washington Center for Educational Leadership

I Notice I Wonder

I noticed that while you were giving the
CORE test, you were both very clear about
establishing where you student should be
reading. You were clear and concise about
what and where he should be reading in
the test.
I wonder how this supports him in doing the
formal assessment. It makes him feel less
overwhelmed or nervous about taking the
test. This also supports them in helping
them to feel calm and be able to do her
best.

I noticed that you both provided very I wonder how this helps the student feel
neutral responses and had great like you are both teachers. I also wonder
collaboration techniques.
I noticed that you provided students with
clear direction for how to do the activity. As
well as giving her an example of what she
was going to be doing and talking through
the activity to make sure that she
understood before testing her on it.
I noticed that during the time that you gave
the final assessment, you asked the
student clarifying questions, like how that
section felt, if it felt hard or easy.
I noticed that mid test you took a brain
break. Allowing her to choose what she
wanted to do to for that time.
how it helps you both as co-teachers. How
else could you expand co-teaching into
other areas?
I wonder how this helped her in taking the
test. By making sure that she knows what
you really want her to do, it helps to see
what the child is able to do, rather than a
potential miscommunication about what
you are looking for.
I wonder how this supported both your
future interventions and it helped your
student express how they felt about that
section. I also think that this would be
supportive to the student and provide an
opportunity to talk about how they felt
about the section as they went.
I wonder how this may have helped her
refocus. If it made the assessment easier,
or if it may have been almost too
distracting, since it is a bit more of a formal
assessment.