| Staff Member | Melissa Marcum ([email protected]) |
| Observer | Jeremaine Kyles ([email protected]) |
| Observation Rubric | Teacher's Danielson (Full) |
| Observation Type | Formal |
| School Year | 2015 - 2016 |
| Observation Start Date | 04/14/2016 10:24am |
| Observation Timer | |
| Observation Finalized Date | 05/10/2016 5:52pm |
| Area of Focus | No area of focus chosen. |
| Private Observation | No |
| Highly Effective | Effective | Minimally Effective | Ineffective | Observed | |
| 1.1 Component 1a: Demonstrating Knowledge of Content and Pedagogy | |||||
| 1.2 Component 1b: Demonstrating Knowledge of Students | |||||
| 1.3 Component 1c: Setting Instructional Outcomes | |||||
| 1.4 Component 1d: Demonstrating Knowledge of Resources | |||||
| 1.5 Component 1e: Designing Coherent Instruction | |||||
| 1.6 Component 1f: Designing Student Assessments |
| Highly Effective | Effective | Minimally Effective | Does Not Meet Standard | Not Observed | |
| 2.1 Component 2a: Creating an Environment of Respect and Rapport | |||||
| 2.2 Component 2b: Establishing a Culture for Learning | |||||
| 2.3 Component 2c: Managing Classroom Procedures | |||||
| 2.4 Component 2d: Managing Student Behavior | |||||
| 2.5 Component 2e: Organizing Physical Space |
| Highly Effective | Effective | Minimally Effective | Ineffective | Not Observed | |
| 3.1 Component 3a: Communicating with Students | |||||
| 3.2 Component 3b: Using Questioning and Discussion Techniques | |||||
| 3.3 Component 3c: Engaging Students in Learning | |||||
| 3.4 Component 3d: Using Assessment in Instruction | |||||
| 3.5 Component 3e: Demonstrating Flexibility and Responsiveness |
| Highly Effective | Effective | Minimally Effective | Ineffective | Observed | |
| 4.1 Component 4a: Reflecting on Teaching | |||||
| 4.2 Component 4b: Maintaining Accurate Records | |||||
| 4.3 Component 4c: Communicating with Families | |||||
| 4.4 Component 4d: Participating in a Professional Community | |||||
| 4.5 Component 4e: Growing and Developing Professionally | |||||
| 4.6 Component 4f: Showing Professionalism |
| Date/Time | Script | Code |
|---|---|---|
| 04/14/2016 10:28:00am |
The teacher states that she is excided to do the lesson. The students are asked to close their eyes and think about figurative language. Students review figurative language. Activities: Communicating Learning Target Direct Instruction |
1.2 |
| 04/14/2016 10:31:07am |
The teacher states the objective and a students is asked to restate the objective. A video is played about similes and metaphors, while the teacher passes out a similes and poetry worksheet. Activities: Communicating Learning Target Direct Instruction |
3.3 |
| 04/14/2016 10:33:43am |
The students are asked to put their name at the top. The teacher reads the first question, the definition of a simile is? The students define in their own words. The teacher moves around the classroom. Activities: Direct Instruction Providing Directions |
2.3, 2.4 |
| 04/14/2016 10:36:35am |
One student is asked to read their definition. The teacher moves on to the second question. He is tall like a skycrape, the teacher states. The class is asked to create two similes of their own. Activities: Checking for understanding Demonstrating/Modeling Direct Instruction |
3.1 |
| 04/14/2016 10:42:03am |
The students are asked to create a poem from the prepared prompts that teacher pulls form the bag. The class is asked to work with a partner on the first prompt the teacher pulls.
?Pacing
? Allowing the student state in their own words
? Cold calling on Studnets the are listening Activities: Communicating Learning Target Discussion Independent Practice - Small Group |
3.1, 3.3, 3.4 |
| 04/14/2016 10:46:46am |
Directions are provide to the students. Students are asked to pull a color prompt from the bag in order the create their own simile. Students are asked to use the paint color to complete question #3, #4.
3. Your paint sample color is
4. Use your paint sample to write 2 different similes Activities: Communicating Learning Target Direct Instruction Independent Practice - Individual |
3.4, 3.1, 3.3 |
| 04/14/2016 10:52:53am |
One student is called to come to the board to present their simile based on the color. A second, then third student is called to the front. The teacher explains how this lesson will connect to future projects. Activities: Demonstrating/Modeling Discussion |
3.1 |
| 04/14/2016 10:57:07am |
The teacher asks a student to read question 5. Imagine what you would say to a blind friend who wanted to know what a certain color was. Your poem needs to be 4 lines (1lind for each sense... Other than sight... AND each line must contain a simile)! Activities: Communicating Success Criteria Dealing with Behavior Discussion Independent Practice - Individual |
3.1, 3.3 |
| 04/14/2016 11:01:01am |
Examples are read from the bottom of the worksheet. The class has a quick discussion and students pull a new color from the bag. Students write Feels like, Sounds like, Smells like, and Taste like on the back of their paper. Activities: Checking for understanding Demonstrating/Modeling Direct Instruction |
3.3, 3.4 |
| Staff Signature: | Date: | ||||||||
| Observer Signature: | Date: | ||||||||