Clarkston Community Schools

Student-Focused Observation Tool

Teacher: Danielle Bertholee

Subject Observed: World Hst 10

Observer: G Kaul

School: CHS

Date of Observation: 3/19/2024 (double click box) Date of Observation Conference: 3-19-2024 (double click box)
Observation Start Time: 9:30:00 AM Observation End Time: 10:15:00

DOMAIN 2: Classroom Environment DOMAIN 3: Instruction

2a. Creating a Climate of Respect and Rapport 3a. Communicating with Students
(Teacher interaction with students, student’s interactions with teacher; Connections from content to real-life experiences; demonstrates understanding of lesson and
respectful talk, active listening, politeness, encouragement, warmth, and procedures; goals and explanations of lesson are clear)
fairness)

Very Evident Evident Somewhat Evident Not Observed Very Evident Evident Somewhat Evident Not Observed

Danielle's interaction with the class was warm and inviting. Students Current/real world issues were introduced and discuss (current situation in Haiti
listened intently when she spoke, remain engaged, and participated related to the Haitian revolution). Danielle easily made connections between the
when prompted. two events and questioned students about their relevance. Goals, or desired
outcomes for students, were discussed prior to discussion/video/computer-based
questions were introduced.

2b. Establishing a Culture for Learning 3b. Using Questioning and Discussion Techniques
(Activities are challenging; effort and persistence expected; high expectations (Questions requiring higher order thinking; opportunities to engage in discussions with
for learning) teacher and other students; collaboration with other students during student-centered
activities)
Very Evident Evident Somewhat Evident Not Observed Very Evident Evident Somewhat Evident Not Observed

The observed activity created much space for students to think about Direct questions were presented to students prior to the video. Questions
the connections between today and past history. established context for the lesson and served to link past and present
information. Questions required students to make connections and think past
surface level information.

2c. Managing Classroom Procedures 3c. Engaging Students in Learning

(Smooth and efficient transitions to activities; smooth functioning of routines) (Engaged in activities that promote learning, require student thinking and emphasize depth
over breadth; engaged in activities that encourage students to explain their thinking;
alignment to content expectations; instructional materials suited to engaging students in deep
learning)
Very Evident Evident Somewhat Evident Not Observed Very Evident Evident Somewhat Evident Not Observed

Transition(s) moved along smoothly (discussion/questions, video,
computer work, etc)
Students were tasked to engage in the content verbally (they were encouraged to
answer questions), via questions provided on their laptops, and through
questioning provided by Danielle. Some questions solicited surface level
information and some asked stuents to think more deeply and make connections
(past and present, previous material)

2d. Managing Student Behavior 3d. Assessing Student Learning

(Expectations for monitoring and response to student behavior; clear standards (Provided with exemplars of high quality work; feedback is timely, constructive and
of conduct) substantive; student learning monitored by eliciting evidence from students of their
understanding; students understand how work is assessed; opportunities to revise work
based on feedback)
Very Evident Evident Somewhat Evident Not Observed Very Evident Evident Somewhat Evident Not Observed
No behavioral incidents were observed. Class was cooperative and Some surface level assessment was observed (general questioning of the class
orderly. during discussion and video).

2e. Organizing the Physical Space 3e. Demonstrating Flexibility and Responsiveness
(Classroom environment is safe and inviting; equal student access to activities, (Additional/alternative instruction and feedback; adjusts instruction in response to evidence of
resources, technology and support) student understanding; adjusts or enhances instruction to address misunderstanding)
Very Evident Evident Somewhat Evident Not Observed Very Evident Evident Somewhat Evident Not Observed

Classroom layout is condusive to more traditional teaching
practices. This is not an indictment against the instructor, rather she
and her cooperating teacher's approaches could be better suited
with a more open and flexible space.
The observer noted that through her actions, movements, voice, etc. that Danielle
seems to have a natural ability to be flexiby and responsive to the needs of the
class. From time to time she moved about the room, used proximity with
students, direclty questioned students to engage them and the class, used whole-
class questions, paused the video to ask questions.

Administrator has reviewed the lesson plan and state curriculum standards being used in the lesson for the date being observed:

Wonderings/Comments:

Teacher's Signature Date

Administrator's Signature Date