Evaluation

Andrews Emp ID: 25211
Obs Date: 3/11/2013

Observation Form for Iris Harris
Formal Type: Obs Time: 2:34:28 PM Teacher is
Grade:
IHARRIShampton.k12.va.us
ghopsonhampton.k12.va.us
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ProfessionaI KnowIedge
The teacher demonstrates an understanding oI the curriculum, subject content, and the developmental needs oI
students by providing relevant learning experiences.
Examples of teacher work conducted in the performance of the
standard mav include, but are not limited to.
Evidence Ior this standard is:
Understands curriculum and course standards.
Understands pacing expectations and curriculum sequence.
Recognizes how planning, delivery, and assessment
contribute to the success oI individual students.
Knows how to develop student-centered learning objective to
drive instruction.
Knows the abilities, interests and needs oI individual
students.
Possesses accurate knowledge and proIicient skills relevant to
the subject matter.
Understands the need to incorporate present content with past
and Iuture learning experiences.
Understands the purpose oI higher level thinking skills in
instruction.
Understands the intellectual, social, emotional and physical
development oI the age group.
Possesses strong oral and written communication skills.
Recognizes and knows how to use available technology.
Understands the importance oI periodic checks Ior
understanding.
Knows how to use assessment tools to measure growth,
identiIy intellectual ability, determine knowledge or skill
deIicits.
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Obs Date: 3/11/2013
Grade:
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Constructs a blueprint oI how to address the curriculum
standards during the instructional time.
Plans time realistically Ior pacing, content mastery, and
transitions.
Uses student learning data to guide planning.
Develops student-centered learning objectives that reIlect the
school's curriculum.
Selects an appropriate sequence oI activities to meet the
diverse needs oI learners.
Develops appropriate long- and short-range plans, and adapts
plans when needed.
Plans units in advance to make intra- and interdisciplinary
connections.
DeIines goals that reIlect high expectations.
Selects, acquires or creates appropriate and current resources
to promote cognitive and developmental growth.
IdentiIies opportunities to provide Iormal and inIormal
Ieedback to students and parents.
Incorporates technology purposefully and appropriately into
the plan.
Plans for the context of the lesson to help students relate,
organize, and make knowledge become a part of long-term
memory.
Uses assessment results to drive instructional planning to
include selection oI resources, setting, placement and services.
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Ms. Harris eIIectively plans Ior instruction in her class, and her plans
were readily available upon entering the classroom. Furthermore, she
remains in contact with her counterparts at Syms Middle School and
Hampton High School to ensure that she is on pace with the division
expectations Ior her class.
InstructionaI PIanning
The teacher plans using the Virginia Standards oI Learning, the school`s curriculum, eIIective strategies, resources,
and data to meet the needs oI all students.
Evidence Ior this standard is: Evident
Obs Date: 3/11/2013
Grade:
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Delivers instruction that reIlects curriculum pacing and
standards.
Integrates scaIIolding to ensure suIIicient support as new
concepts and skills are introduced.
Incorporates activities to build on students` existing
knowledge and skills.
Communicates learning objectives to students.
Uses a variety oI eIIective, research-based instructional
strategies and resources to diIIerentiate instruction to meet
students` needs.
ReinIorces learning goals consistently throughout the lesson.
Links present content with past and Iuture learning
experiences, other content areas, and the real world.
Facilitates instruction to engage students in active learning that
requires higher order thinking skills.
Accesses and uses instructional materials, resources,
equipment and tools eIIectively and eIIiciently.
Communicates effectively by offering clear explanations and
directions.
Uses instructional technology to enhance student learning.
Remains actively involved with the students and the lesson at
all stages.
Determine prerequisite developmental knowledge and skills to
identiIy level oI delivery, to include setting, resources and
services.
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Ms. Harris is prepared to present her lessons and gets students on task
quickly at the beginning oI each lesson. OIten, her warm-up activities
(or initial directives) are displayed on the Promethean Board.
Ms. Harris Irequently monitors student progress Irom her computer.
As she monitors the students, she is able to provide individual
Ieedback without the students having to ask.
Ms. Harris provides very clear and concise directives while
maintaining reasonable work standards and due dates.
Ms. Harris provided step-by-step directions about inserting (applying)
animations in a power-point presentation. She shared her expectations
regarding the Iinal product. In knowing her students, Ms. Harris
emphasized that she does 'not want an animation on every slide. You
can put one on the opening slide or the last slide.
Ms. Harris routinely uses verbal, typewritten, and other work products
to check student progress. For instance, one oI her students gave a
Powerpoint presentation on Rosa Parks. In addition to the
presentation, there was a written component to the project. (Posted in
assessment as well.)
InstructionaI DeIivery
The teacher eIIectively engages students in learning by using a variety oI instructional strategies in order to meet
individual learning needs.
Obs Date: 3/11/2013
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Aligns student assessments with established curriculum
standards and benchmarks.
Uses pre-assessment data to develop expectations Ior students
and to document learning.
Uses a variety oI assessment strategies and instruments that are
valid and appropriate Ior the content Iocus and student
population.
Aligns student assessments with established curriculum
standards and intended objectives
Uses assessment tools for both formative and summative
purposes to inform, guide and adjust students` learning.
Involves students in setting learning goals and monitoring their
own progress.
Provides opportunities for students to demonstrate
understanding or skills through real world applications.
Uses multiple levels of questioning and open-ended
performance assessments to encourage higher order thinking.
Uses student performance data to evaluate the effectiveness of
selected resources, materials and strategies.
Gives constructive, frequent, timely, and specific feedback to
students on their learning
Uses technology to offer students interactive and authentic
opportunities to demonstrate understanding.
Uses grading practices that report final mastery in relationship
to content goals and objectives.
Administers, scores, evaluates and interprets data Irom
assessment instruments and student records.
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Ms. Harris routinely uses verbal, typewritten, and other work products
to check student progress. For instance, one oI her students gave a
Powerpoint presentation on Rosa Parks. In addition to the
presentation, there was a written component to the project.
Assessment of and for Student Learning
The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress,
guide instructional content and delivery methods, and provide timely Ieedback to both students and parents
throughout the school year.
Obs Date: 3/11/2013
Grade:
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Arranges the classroom to maximize learning while providing
a saIe environment.
Establishes clear expectations, with student input, Ior
classroom rules and procedures early in the school year, and
enIorces them consistently and Iairly
Maximizes instructional time and minimizes disruptions.
Establishes a climate oI trust and teamwork by being Iair,
caring, respectIul, and enthusiastic.
Promotes cultural sensitivity.
Respects students` diversity, including language, culture, race,
gender, and special needs.
Actively listens and pays attention to students` needs and
responses.
Maximizes instructional learning time by working with
students individually as well as in small groups or whole
groups.
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Ms. Harris has established rules and procedures that govern student
movement and verbal participation during instructional activities. For
instance, the students know to give their classmates their undivided
attention as the present their 'Black History projects to the class. The
students were attentive as a student gave a presentation on Rosa Parks.
Learning Environment
The teacher uses resources, routines, and procedures to provide a respectIul, positive, saIe, student-centered
environment that is conducive to learning.
Obs Date: 3/11/2013
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Collaborates and communicates eIIectively within the school
community to promote students` well-being and success.
Adheres to Iederal and state laws, school and division policies,
and ethical guidelines.
Incorporates learning Irom proIessional growth opportunities
into instructional practice.
Sets goals Ior improvement oI knowledge and skills.
Engages in activities outside the classroom intended Ior school
and student enhancement.
Works in a collegial and collaborative manner with
administrators, other school division personnel, and the
community.
Builds positive and proIessional relationships with
parents/guardians through Irequent and eIIective
communication concerning students` progress.
Serves as a contributing member oI the school`s proIessional
learning community through collaboration with teaching
colleagues.
Demonstrates consistent mastery oI standard oral and written
English in all communication.
Adheres to proper procedures Ior using, maintaining, updating,
and securing assessment instruments and/or student records.
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Ms. Harris attends Iaculty, grade level, and CLT meetings as directed
by the administrative team.
Ms. Harris recently began Iemale empowerment group with two oI her
colleagues aimed at building the selI-esteem oI young ladies and
helping them build the capacity Ior making positive decisions. She
meets with the young ladies aIter school, and periodically, she has
guest speakers come in and address the girls.
ProfessionaIism
The teacher maintains a commitment to proIessional ethics, communicates eIIectively, and takes responsibility Ior
and participates in proIessional growth that results in enhanced student learning.
Obs Date: 3/11/2013
Grade:
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Sets acceptable, measurable, and appropriate achievement
goals Ior student learning progress based on baseline data.
Documents the progress oI each student throughout the year.
Provides evidence that achievement goals have been met,
including the state-provided growth measure when available as
well as other multiple measures oI student growth.
Uses available perIormance outcome data to continually
document and communicate student academic progress and
develop interim learning targets.
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Student Academic Progress
The work oI the teacher results in acceptable, measurable, and appropriate student academic progress.
Additional Comments:
Teacher's Signature: Date:
Observer's Signature Date:
(Hopson Gregory)
Note: Teacher`s signature does not mean agreement with the inIormation contained above.
Signature reIlects receipt oI the observation notes and Ieedback.
Evidence Ior this standard is:
Iris Harris
(Iris Harris)
Gregory Hopson
March 11, 2013
March 11, 2013
Obs Date: 3/11/2013
Grade:
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Post-Observation Inquiries:
o What do you Ieel went well during the lesson?
o What was your desired outcome or learner-centered objective?
o What would you do diIIerently the next time you teach this lesson and/or use a particular
instructional strategy?
o How would you describe the learning climate oI the classroom during the lesson?
o What occurred during the lesson(s) prior in order to lay the Ioundation?
o What occurred during the lesson beIore I arrived that may have inIluenced what happened
during the time I spent in your class?
o How did you address students who needed more time to Iully understand and master the
concept/skill?
o How did you provide enrichments Ior students who mastered concepts/skills early?
o How well did the students` learning reIlect your intended learning outcomes?
o What inIormal or Iormal assessments did you conduct prior to teaching this lesson? How
did the data Irom the assessments inIluence this lesson?
o How did you let students know what the objective Ior the lesson was and how the students
would know iI they successIully achieved it?
o What student characteristics or needs do you keep in mind as you are giving directions?
o What goal(s) did you set this year Ior student achievement? How are your students
progressing on that/those goal(s)?

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Andrews Emp ID: 25211

Obs Date: 3/11/2013

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