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    3 views58 pages

    Andy Greene Leadership Resources

    Uploaded by

    La Pelota Nosemancha

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    Jay Merighe Summer Conference 2017 CCbservation and Evaluation Andrew Greene RSERVATION REPORT | NAME Mrs. Jones DATE OF OBSERVATION: ‘OBSERVER: SCHOOL: GRADE LEVEL/CURRICULUM AREA OBSERVED | [Domain 1: ‘Commendations: Mrs. Jones has a well oriented knowledge of her Feninga0d content ata andthe gol selected for the lesson were dicey Preparation related to the curriculum standards, The materials needed for the lesson were all prpared ead of time and there wes a elear and coherent sructure 1 the lsson. Students were assessed during the course ofthe period and an exit slip protocol was used as a closure Recommendations: For the fature: Mrs. Jones may want to consider [Then + Prior to presenting te specifi information, have students ‘eapond' the bigot lesion which vas at people's | perexpion nsenes the bli tong about change The Tadingsasghd col help dents see preclons ter accra or ithe infomation conned eet | presented a different point of view. Revisiting ther iil | Tew the clos of he pesado good mening making | activity. + As you plan our eon consider lansing on atonal Cpportnies or sets oshre he hough na partner before tas dcason ens (ego iy sewer the questions regarding why are people roto change) Tiel belp nea the amount of denser ilraton and wil ep stent athe inking Commendations: A penne ering stnonpherechanetenoos Sonet clasreom. From resting sens at he dors hey enered, tothe mane in which Ms Jones respond to stdens goers 2 pov letnng environment was erent trowhout he pei | Subnet ‘o siden inaction was postive ante) behaved well thring the ene prod. Prcedre for tang! aks waren place, which aided in the positive pacing of the lesson and were | | Svar a the expectant Mis les had fr i werk Rcommendatn: Fo thfature. Ms oa want | | conser ie flowing Witold our judgment ate a sudent responds to your dues and you pase te answer THs wil help sade | extend their thinki TT ur stadenis the expectations you DBSERVATION REPORT Consider claritying fo hhave for the equitable division of labor within each group Domain: Instruction | Retietion ‘Commendations: Directions given tothe studenis were clear and concise. Students had several opportunities to share their thoughts ‘ith ther classmates and they were engaged in academic tasks during the enire period. The readings assigned help to extend and refine their understanding ofthe content and students were encouraged to reflect on their understanding during the period. In addition, the pace ofthe lesson was good and a jigsaw activity helped the students slay on task Recommendations: For the future, Mrs. Jones may want to consider the fala + Try to avoid calling onthe same students several times before other students have a chance to respond, ‘+ Have the students keep an academic vocabulary section in their notebook. Use the six step process to have them make ‘meaning of important content area words (eg, dilemma) ‘© Have the students respond tothe essential question that is aligned with te lesson (e... how does the worker view the tnion?). They could do this asa do now activity as well as a closure activity. ‘You may want to give the students some sentence stems $0 they can create questions about the topic they are studying. ‘This will help them think through some of the more important ‘concepts in the unit Jones as very insightful in our post observation and agreed with the recommendations made. In addition, she added other ideas that ‘could be implemented inthe future to enhance her vast plans. I is alwaye a pleasure to discuss instructional strategies with Mrs, Jones: ‘Teacher's Signature See eee Sone SES aa eee SSeS aeeee | NAME, DATE OF OBSERVATION: OBSERVER: SCHOOL: ‘GRADE LEVELICURRICULUM AREA OBSERVED. i ‘Commendations: Teacher has an in-depth knowledge of her Planning and subject area, The goals that were created forthe lesson was Preparation important and a the correct level of difficulty For the students In addition, the examples used and the activities completed ere directly ied into the objectives ofthe lesson. Recommendations: For the future, teacher may want to ‘consider the following: ‘© Consider posting your enduring understanding and your essential questions you created forthe uni. Periodically, refer back to the EU's/EC's to help students monitor their progress towards those goals, As you plan your unit, consider including a pre= assessment around the main objectives you created for | the period (e-., foreground, values, illsion, ete) as well as having the students jot down their thoughts about the essential question you posted This will help ‘Buide the activities you plan ‘+ Totelp maximize the learning time ducing the period, hhave the students complete ado now” activity as soon asthey enter the room, This will also keep them | engaged while you take attendance and handout the activity sheets you have, To ensure that all students participate ia the small sroup discussion, use aroundiable stategy which helps to increase the involvement level ofthe students and also helps to limit the “hitchhiker” protlem, ‘Commendations: A low-risk environment characterizes teacher's classroom. Student behaved reasonably well during Environment the period and most of the procedures helped the class proceed ‘with minimal loss of instructional time. Recommendations for the future, teacher may want to ‘consider the followi ‘+ Encourage classmates to ask each other for help while sasesee] they work in the small group before you respond to an individual question. This will help to foster more collaborative work between the students, ‘+ Be sure you do not talk over students when giving directions. Establish a quiet signal when you need their tention, ‘= You may wan! to assign numbers to the students and have each number represent a role within the small group. This will limit the loss of instructional time and add accountability to each student. When studenis report out tothe larger group. ensure that they face the class, and speak loudly enough, thet their classmates ean hear them. Its important that they learn sore public speaking protocols. ‘+ Consider establishing a greater “presence” in the classroom. Command the student's attention, clarify your expectations for the quality of work you expect, {and focus on al quadrants ofthe room. Domain Inetraetion ‘Commend clear, andthe pace ofthe lesson matched the complexity ofthe ‘material. Ata specific point during the lesson, teacher ‘modeled the process she was teaching tothe students and “talked out loud” about the thinking process she used while showing the students what they needed to do. ions: The directions given to the students were Recommendations: For the future, teacher should consider the following: ‘© Give all students time fo think of an answer afer you pose a queation to the yroup. Use walt time before you name a studert to respond, as well as, after a student shares their thoughts ‘+ Call on non-volunteers with greater frequency and limit, the amount of questions that any one student can ask during the period. We want to have equitable policies ‘when it comes to student paricpation, ‘= Incorporate a wite-par-shate” protocol at appropriate points during the lesson. This will help to keep students focused and on task ‘Be clear on your expectation for the amount of work you expect to see them complete before the end of the Petiod and the quality ofthe work they should product, ‘+ Incorporate a closure activity that has the students clarifying what the main goals of the lesson were as ‘well asthe prow made for those goals Reficition ‘Teacher and [had a nice post-observation conference in which ‘we reviewed the suggestions made above. She was in agreement with them and indicated to me she would integrate them into future lessons. ‘Teacher's Signature Dare Administrator Administrator ‘Administrator OBSERVATION REPORT NAME: Mrs, Jones DATE OF OBSERVATION: OBSERVER: SCHOOL: GRADE LEVELICURRICULUM AREA OBSERVED: Self Contained | COMMENTS AND RECOMMENDATIONS: _oocceoren Domain 1: ] Commendations: Mis. Jones has a slid Knowledge ofthe Planning and students in her class and she planned a lesson which was Preparation generally atthe correct level of difficulty for ter ability level Several different resources were used during tie period and the students were prepared and on task forthe vas majority ofthe period, Recommendations: For the future, Mrs. Jones should ‘consider the following: ‘© Teisimportant to clarify the understancing you want to the students to possess asa result of having them “compare and contrast immigration today immigration in the mid 1800's." They need to understand the “why” behind doing the comparison © Create some EU's and EQ for your unit and individual lesson ‘Some EU’s examples might be as follows: ‘¢ Immigration occurs indifferent waves fr different ‘© Immigrants had to overcome many obstacles in the United States, ‘© The United States is a nation made up of many different and unique people. Some EQ's might be as follows ‘© Why do immigrants move tothe United States? ‘© What isthe “American Dream”? ‘= Isthe “American Dream” equally accesible? ‘© Should immigrants be forced to assimiated into ‘American culture or continue o hold onto thei former | ‘national culture or ethnic ties? ‘Create some “I can” statements based on the standards so students can tack their progress agains the goals of the lesson and lear the process of sel assessment Be sure to sequence the learning activites so that students have the prerequisite knowledge they need to Pec _n OBSERVATION REPORT ‘complete their assigned task, Tn this Teston, the students didnot have enough information about {immigration “today” to complete an effective ‘comparison. Domain 2: ‘Commendations: Mrs. Jones has created very poslilve The Classroom | classroom environment in which she demonstrates a genuine Environment concem for her students. There was litle lossof instructional time and students behaved well during the period. In addition, the ‘U” shaped design of the students’ desks helped Mrs, Jones ‘work well with individual students, Recommendations: For the future, Mrs. Janes should consider the following: ‘© Reinforce the idea that with hard work and @ ‘commitment to lear, the students can handle challenging material. ‘Use additional wait ime ater a question is posed to the class and a student is called on to respond. In addition, after a student gives an answer do not immediately say “good jab.” This has the effect of hindering the thinking of other students so withhold your judgment ‘occasionally to encourage the other students to formulate an answer. ‘+ When having the students complete a tsk, you may want to give them a time limit to raise het evel of cconcem and the need to stay focused o1 the task at hand, ‘Commendations: Overall, te insiructional parpose of the lesson was communicated to the students and ihe learning tasks assigned related tothe objectives ofthe lesson. During the period, Mrs. Jones made minor adjustments tothe lesson ‘based on the needs of the students in her class. Recommendations: For the future, Mrs. Jones should ‘consider the following: ‘Consider giving the students a short reading to do ‘Which describes the hardships that the immigrants faced as they came to America, ‘The para could be | assigned to a pair of students to help them make meaning ofthe material and you couldereate some text _ dependent questions which equite the students to read get Reflection OBSERVATION REPORT ‘carefully and wove important infor align with the standards you noted in your conference form which stated that students need 10 “analyze two or more texts to address similar themes and topis inorder to build knowledge. After using direct instruction for 5-7 minutes, plan on implementing a “2 minute pause” te help students ‘make meaning of the material that you presented, Balance the amount of time that students are passive and acquiring information with the eed to have them be active leamers by reading, writing, or engaging in a pair discussion Be clear on the “performance of understanding” the students need to demonstrate to you that will yield solid information on how well they understood the material you presented, If students are unsure of an answer oa question you posed, have them refer back to theirnotes. This will bhelp reinforce the idea that taking down accurate information is an important part of being an effective Jeamer. ‘Teacher's Signature ‘Administrator ge 08 Date ‘Adaaistrator Date sous Haur Ho.Low HILts CewTRAL ScHoot District ‘TEACHER'S LESSON PLAN FORMAT Name: Dare: Pentoo / SuBIECT: [Lesson / UNIT: PATS OF AN ATOM/PHYSICAL SCIENCE MATTER. ‘Students will understand that atoms are the baste unit of matter. DesincoReswers ints wi at protons an make up most o Winker ceisfothelessonr | Stents will know that protons and neutrons make up most of th What do you want stent to know, | MSS of an atom. Understand and beable toda? How: | Students willbe able to calculate the number of protons, neutrons oesthis lesson itwehalarger” | and electrons in an atom, | ey This lesson its nt the larger unlt of matter. The grade science curriculum focuses on physical science and matter. Students learned the properties of matter and how matter changes state. | They learned about physical and chemical changes and how to measure matter using the Metric System. Thislesson takes the concept of mater a bit further in that students wl larn thatthe | atoms the Basic unit ofall mater Inthe future students wiles | about the Periodic Table and that elements are made ofone type of on ‘Students wil enter the classroom and begin working on thelr"do LEARWING — now” task. The “do now’ will ask students to review previous: Hep osounesoertge suiets | material about atoms. Specially students wl be aked to eee ‘entity the parts ofan atom theilocations and charges. While students are completing their do now, willbe walking around offering praise and encouraging students to begin their work, We will review the do now activity using the projector and Lady Bug, Or discussion wil lead into the PowerPoint presentation, | wil give students copy athe guided notes and ask that they follow along and complete the missing words. I wil ask a tadent to read the earning goals out oud and put them in thelr own words ‘The PowerPoint presentation discusses the parts of an atom, | charges of atoms, atomic number and atomit mass. Itinforms | Students on how to calculate the mass ofan atom and alelate the number of protons, electrons and neutrons in an ator. In adition, | ‘we will complete three guided practice problems. | will model the | | first problem and the next two will be completed together. Iwill | ask students to turn and talk to their partner and discuss how they | | Found heir answers. | After the guided practice is reviewed, will recap the lesson and handout the independent practice worksheet. | will aska student toread the directions and we will complete one or two problems | _Ltogether. Students will complete the rest ofthe worksheet T independently. During this time, the classroom paraprofessional and {will be walking around assisting students and providing individual clarification and encouragement. As students finish their work, they will be instructed to compare answers with their partner. We will review the worksheet answers using the ladybug. Finally, students will complete the exit slip to measure their { understanding ofthe learning goals. ‘Student achievement ofthe goals will be assessed through thelr | Maar ere asessudene | P2tcipation in the guided practice, independent practice and exit achievement ofthe goals? What procedures willyovuse? (atach | homework assignment, This information will allow me to create ‘ny tests or performance asks, with | leveled groups for the next day. | plan to pull small groups of | rubrics orscoring guides) How éo | students and review the concept using practice worksheets. In yourlantowseteresusatte | addition those students wil beinvited to extra help, tie, Sdn woe ued indy rough ie | | Hatr HoLLow HILLS CENTRAL ScHOOL DistRicT ‘TEACHER'S PRE-OBSERVATION FORM SSS Nan: ‘Scuoot/ ADpmisTRATOR: CANDLEWOOD MIDDLE SCHOOL MR. GREENE DaTeOF PRE-CONFERENCE: ____DATE / TIME OF OaseRVATION: ‘Grape LeveL / CuRRICULUM AREA OBSERVED, 1. Briefly describe the students in | There are thirteen students inthis class with various this cass, including those with | disabilities and needs. Five ofthe students have one tone special needs? How have you | paraprofessionals. Their disabilities include autism, OH, tsed this information to plan for| speech and language impairment, deafness, emotional this lesson? (Component 1b) disturbance, and intellectual disability, The students in this class require directions broken down and repeated. They ‘benefit from teaching in small chunks and visual models. The students also thrive on positive reinforcement and praise. Some students require encouragement to stay of task. They often need assistance in organizing their notes and expressing thelr idea ‘This information is crucial in planning the lesson. !know the {goals need to be clear for students and ina language they can Understand. | wil stop often to remind them ofthe learning | goals and assess their understanding. This will assist students {in measuring their learning against the goals. Inaddition, the {guided notes are provided to support students in attending to_| the lesson and emphasizing important concepts. The exit slip | and guided notes will contain sentence stems to help students | Inexpressing their ideas. Throughout the lesson Iwill be offering assistance and encouraging reluctant learners. ' 2. Why are these goals suitable | The goals of this lesson are suitable for this group of students {or this group ofstudents? —_| because the students need to develop an understanding of | (Component te) ‘atoms and how they relate to elements in the Perlodic Table. ‘Students will need this information for thelr final exams and ‘next year when they take the ILS state assessment. | 3. How does this lesson support | This lesson supports district priorities In supp ring Aistriet priorities and state / Candlewood! Learning Beliefs and Commitments. Specifically standards? students will be given the opportunity to sell-assess against

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