Danielson Framework Evaluation

Walkthrough Name
Site
Template Name
Formal Observation
HAZELWOOD
90-Day Narrative Observation 2015-16
Category
Start Date / Time
End Date / Time
Observations
2015/11/16 11:38 AM
2015/11/16 12:39 PM
Person
CLAIR GUSTAFSON
Location (Building)
HWE
Evidence/Examples of Practice
Please check one of the following:
Documentation of SATISFACTORY 90-day evaluation
Documentation of CONCERN - 90-day evaluation (evaluative summary required in NOTE box below)
Note :
Good Afternoon,
This is evidence of a proPcient observation and a satisfactory 90-day evaluation. Great work! Your students have come SO FAR since last
year and the beginning of the school-year. They are on-task and ready to learn. Your lesson had all major components with ample
opportunity to practice and even self-assess!
Moving forward, be sure you plan your assessment Prst THEN plan your lesson methods. This will ensure that you model various
misconceptions and give students ample opportunity to practice prior to assessing their knowledge.
Keep up the great work!
Tracey
Narrative - Use this space to record what you are observing. After each notation, click the +add
button and continue with the observation. Repeat until observation is complete.
Time
Note
11:39 AM
S come in and sit next to partner
11:40 AM
S 5-4-3-2-1
11:40 AM
Now we're starting our math workshop.
11:41 AM
THis is your learning target or your goal today. It says I can tell time on the hour by writing it and drawing it on a clock.
11:41 AM
S shouts out.
11:42 AM
1st graders, knowing how to read a clock is a really fantastic thing. You can do lots of things by learning how to read a clock.
Can you think about why it might be a good reason to learn how to read a clock. I know how to read a clock and since I know
how to do that, I know what time my favorite tv shows comes on
11:42 AM
What are some other ways/reasons why it's important that we know how to read a clock
11:42 AM
S: To know what time to go to the beach
11:42 AM
If you know how to read a clock, you're not going to be late to school.
11:44 AM
I really appreciate those friends that raised their hands to share. Remember, being a great classmate means your being
respectful and listening to your other classmates. We're going to be focusing on how to tell time to the hour.
11:45 AM
This is called an analog clock, say AN.clock (holds picture up)
11:45 AM
An analog clock has an hour hand (long hand) and minute hand (or small hand)
11:45 AM
T writes: S shouts out s: says: SHHH
11:46 AM
T writes: minute hand, hour hand.
11:46 AM
The big hand is the minute hand and the small hand is the hour hand. The rest of the clock is called the face.
11:46 AM
Thank you for getting so quiet so quickly.
11:48 AM
We use clocks to measure time. WE use clocks to measure time. Now, let's look at a digital clock. This one is blank right now
and they are more common than analog clocks. A digital clock only has numbers. BUT a digital clock (writes 3:00 in purple)
but the minute and hour is still there
11:48 AM
para using nonverbals
11:48 AM
It has hour, and the second numbers are the minutes (labels)
11:48 AM
So, this time says "3:00" and this time says: "3:00"
11:49 AM
Hey, Al. what time is it? We would say: "3:00."
11:49 AM
Here's the very important thing to remember, the only time we say o'lock is when the big hand and minute hand is pointing
to the 12.
11:49 AM
The only time we say "o clock" is when there is two zeros at the end.
11:50 AM
S shouts out. T you're not raising your hand, sorry friend.
11:50 AM
Turn and tell your partner. S turn to partner
11:52 AM
T checks in with students
11:53 AM
That minute hand should be pointing to the 12.
11:54 AM
I also heard students say that when you're reading a digital clock, look at the minute hands.
11:54 AM
With a digital clock, let us know if it's AM or PM
11:54 AM
1st graders, if you have any questions, let us know
11:54 AM
Is this a question ? We can talk about it later
11:56 AM
WE're going to get to use these today but here's the thing. Once you get your clock, I want you to face it down, Qat in your
lap and wait in star
11:57 AM
T passes out clocks
11:57 AM
CTA: A is in star, Tony's eyes on me
11:57 AM
This is what we're going to do. Ms. GUs, i'm going to say: 3:00. you are going to, only when I say go, move the minute hand
and hour hand to the time that I say
11:57 AM
If I say 3:00, I move the minute and hour hand and it looks something like this
11:58 AM
Once you move your minute and hour hand, hold it to your chest like a secret.
11:58 AM
Here's the key word though, when I say what time is it, you're going to hold it above your head.
11:58 AM
Put your clocks face down
11:59 AM
I see stella holding her clock to her chest
11:59 AM
12:00
12:00 PM
Where should be minute hand be, Eva? On the 12
12:03 PM
passing in clocks, s shouting
12:03 PM
T CTA
12:03 PM
T narrates
12:04 PM
T holds up digita
l time. Choral response: What time is it?
12:05 PM
how do you know it's 11:00? Because it has 11 at the front and two zeros. Im afraid not everyone heard, Kaitlyn, can you say
again?
12:06 PM
Does everyone know who your partner is
12:06 PM
Are there any questions before we start our next activity?
12:07 PM
THis is our next activity and you will be working with a partner to complete this activity
12:08 PM
1st graders, in your baggie, you are and your partner are going to match an analog clock, a digital clock, and your will match
how you say it and how you write it. For example, this clock says what time? 10:00. I need to match it with digital time and
how to match it. Does this match? Do all of these match? That means this is a complete set and we set it aside.
12:11 PM
Do you remember what we talked about a partner should do? You and your partner should double check your work. What
should you do if you get done? When you complete your activity with your partner, you may grab a folder and check your
answers.
12:11 PM
What could you do while you wait?
12:12 PM
Are there questions about this activity before we start this activity?
12:12 PM
I'm going to call up a quiet team to get their baggie. S with bubble, star, criss cross
12:18 PM
S working together without prompting
12:20 PM
At college, you have to work together with partners
12:22 PM
S checking work with folder
12:22 PM
T working on carpet with group
12:24 PM
Show me 5, 4, 3. Maybe Ms. Gus didn't explain this well. When you look at the top secret answers, don't move around your
pieces. Don't restart again, just check your answers to this.
12:26 PM
T what do you do when you're Pnished? clean up. What do you do after you Pnish cleaning up? read.
12:34 PM
First grade, show me 5
1a. Demonstrating knowledge of content and pedagogy (SC 4)

N/A
This component was not
observed.
Unsatisfactory
In planning and practice,
teacher makes content
errors or does not correct
errors made by students.
Teachers plans and
practice display little
understanding of
prerequisite relationships
important to students
learning of the content.
Teacher displays little or
no understanding of the
range of pedagogical
approaches suitable to
students learning of the
content.
Basic
Teacher is familiar with the
important concepts in the
discipline but displays lack
of awareness of how these
concepts relate to one
another. Teachers plans
and practice indicate
some awareness of
prerequisite relationships,
although such knowledge
may be inaccurate or
incomplete. Teachers
plans and practice reQect
a limited range of
pedagogical approaches
to the discipline or to the
students.
ProPcient
ProAcient
Teacher displays solid
knowledge of the
discipline and the ways
they relate to one another.
Teachers plans and
practice reQect accurate
understanding of
among topics and
concepts. Teachers plans
and practice reQect
familiarity with a wide
range of eOective
pedagogical approaches in
the discipline.
Note :
What are some other ways/reasons why it's important that we know how to read a clock
Dialog :
Distinguished
Teacher displays extensive
knowledge of the
discipline and the ways
they relate both to one
another and to other
disciplines. Teachers
understanding of
among topics and
concepts and provide a
link to necessary cognitive
structures needed by
students to ensure
understanding. Teachers
familiarity with a wide
range of eOective
pedagogical approaches in
the discipline, anticipating
student misconceptions.
1b.Demonstrating knowledge of students (SC 3)
N/A
observed.
Unsatisfactory
Teacher demonstrates
little or no understanding
of how students learn and
little knowledge of
students backgrounds,
cultures, skills, language
proPciency, interests, and
special needs and does
not seek such
understanding.
ProPcient
Basic
Teacher indicates the
importance of
understanding how
students learn and the
students backgrounds,
special needs, and attains
this knowledge about the
class as a whole.
ProAcient
Teacher understands the
active nature of student
learning and attains
information about levels of
development for groups of
students. The teacher also
purposefully seeks
knowledge from several
sources of students
backgrounds, cultures,
skills, language
special needs and attains
this knowledge about
groups of students.
Distinguished
Teacher actively seeks
knowledge of students
levels of development and
their backgrounds,
special needs from a
variety of sources. This
information is acquired for
individual students.
Note :
Dialog :
1c. Setting instructional outcomes (SC 4)

N/A
observed.
Note :
Dialog :
Unsatisfactory
Outcomes represent low
expectations for students
and lack of rigor, and not
all of them reQect
important learning in the
discipline. Outcomes are
stated as activities rather
than as student learning.
Outcomes reQect only one
type of learning and only
one discipline or strand
and are suitable for only
some students.
ProPcient
Basic
Outcomes represent
moderately high
expectations and rigor.
Some reQect important
learning in the discipline
and consist of a
combination of outcomes
and activities. Outcomes
reQect several types of
learning, but teacher has
made no attempt at
coordination or
integration. Most of the
outcomes are suitable for
most of the students in
the class in accordance
with global assessments
of student learning.
ProAcient
Most outcomes represent
rigorous and important
learning in the discipline.
All the instructional
outcomes are clear, are
written in the form of
student learning, and
suggest viable methods of
assessment. Outcomes
reQect several diOerent
types of learning and
opportunities for
coordination. Outcomes
take into account the
varying needs of groups of
students.
Distinguished
All outcomes represent
rigorous and important
learning in the discipline.
The outcomes are clear,
are written in the form of
student learning, and
permit viable methods of
assessment. Outcomes
reQect several diOerent
types of learning and,
where appropriate,
represent opportunities for
both coordination and
integration. Outcomes
take into account the
varying needs of
1d. Demonstrating knowledge of resources (SC 4)
N/A
observed.
Unsatisfactory
Teacher is unaware of
school or district resources
for classroom use, for the
expansion of his or her
own knowledge, or for
students.
ProPcient
Basic
Teacher displays basic
awareness of school or
district resources available
for classroom use, for the
own knowledge, and for
students, but no
knowledge of resources
available more broadly.
ProAcient
Teacher displays
awareness of
resourcesnot only
through the school and
district but also through
sources external to the
school and on the
Internetavailable for
classroom use, for the
students.
Distinguished
Teacher displays extensive
knowledge of
resourcesnot only
through the school and
district but also in the
community, through
professional organizations
and universities, and on
the Internetfor
classroom use, for the
students.
Note :
Dialog :
1e. Designing coherent instruction (SC 4)

N/A
observed.
Unsatisfactory
The series of learning
experiences is poorly
aligned with the
instructional outcomes
and does not represent a
coherent structure. The
activities are not designed
to engage students in
active intellectual activity
and have unrealistic time
allocations. Instructional
groups do not support the
and oOer no variety.
ProPcient
Basic
Some of the learning
activities and materials
are suitable to the
and represent a moderate
cognitive challenge but
with no diOerentiation for
diOerent students.
Instructional groups
partially support the
instructional outcomes,
with an eOort by the
teacher at providing some
variety. The lesson or unit
has a recognizable
structure; the progression
of activities is uneven,
with most time allocations
reasonable.
ProAcient
Teacher coordinates
knowledge of content, of
students, and of
resources, to design a
series of learning
experiences aligned to
and suitable to groups of
students. The learning
activities have reasonable
time allocations; they
represent signiPcant
cognitive challenge, with
some diOerentiation for
diOerent groups of
students. The lesson or
unit has a clear structure,
with appropriate and
varied use of instructional
groups.
Distinguished
Plans represent the
coordination of in-depth
content knowledge,
understanding of diOerent
students needs, and
available resources
(including technology),
resulting in a series of
learning activities
designed to engage
students in high-level
cognitive activity. Learning
activities are
diOerentiated
appropriately for
individual learners.
Instructional groups are
varied appropriately with
some opportunity for
student choice. The
lessons or units structure
is clear and allows for
diOerent pathways
according to diverse
student needs.
Note :
1st graders, in your baggie, you are and your partner are going to match an analog clock, a digital clock, and your will match how you say
it and how you write it. For example, this clock says what time? 10:00. I need to match it with digital time and how to match it. Does this
match? Do all of these match? That means this is a complete set and we set it aside.
T holds up digita
l time. Choral response: What time is it?
WE're going to get to use these today but here's the thing. Once you get your clock, I want you to face it down, Qat in your lap and wait in
star
The big hand is the minute hand and the small hand is the hour hand. The rest of the clock is called the face.
An analog clock has an hour hand (long hand) and minute hand (or small hand)
Dialog :
1f. Designing student assessments
N/A
observed.
Unsatisfactory
Assessment procedures
are not congruent with
instructional outcomes;
the proposed approach
contains no criteria or
standards. Teacher has no
plan to incorporate
formative assessment in
the lesson or unit or any
plan to use assessment
results in designing future
instruction.
ProPcient
Basic
Some of the instructional
outcomes are assessed
through the proposed
approach, but others are
not. Assessment criteria
and standards have been
developed, but they are
not clear. Approach to the
use of formative
assessment is
rudimentary, including
only some of the
instructional outcomes.
Teacher intends to use
assessment results to plan
for future instruction for
the class as a whole.
ProAcient
Teachers plan for student
assessment is aligned with
the instructional
outcomes; assessment
methodologies may have
been adapted for groups
of students. Assessment
criteria and standards are
clear. Teacher has a welldeveloped strategy for
using formative
assessment and has
designed particular
approaches to be used.
for future instruction for
groups of students.
Distinguished
Teachers plan for student
assessment is fully aligned
with the instructional
outcomes and has clear
criteria and standards that
show evidence of student
contribution to their
development. Assessment
methodologies have been
adapted for individual
students, as needed. The
approach to using
formative assessment is
well designed and
includes student as well as
teacher use of the
assessment information.
future instruction for
Note :
Dialog :
2a: Creating an environment of respect and rapport (SC 5)

N/A
observed.
Unsatisfactory
Patterns of classroom
interactions, both between
the teacher and students
and among students, are
mostly negative,
inappropriate, or
insensitive to students
ages, cultural
backgrounds, and
developmental levels.
Interactions are
characterized by sarcasm,
put-downs, or conQict.
Teacher does not deal with
disrespectful behavior.
Note :
At college, you have to work together with partners
Dialog :
Basic
Patterns of classroom
interactions, both between
the teacher and students
and among students, are
generally appropriate but
may reQect occasional
inconsistencies,
favoritism, and disregard
for students ages,
cultures, and
developmental levels.
Students rarely
demonstrate disrespect
for one another. Teacher
attempts to respond to
disrespectful behavior,
with uneven results. The
net result of the
interactions is neutral:
conveying neither warmth
nor conQict.
ProPcient
ProAcient
Teacher-student
interactions are friendly
and demonstrate general
caring and respect. Such
interactions are
appropriate to the ages of
the students. Students
exhibit respect for the
teacher. Interactions
among students are
generally polite and
respectful. Teacher
responds successfully to
disrespectful behavior
among students. The net
result of the interactions is
polite and respectful, but
impersonal.
Distinguished
Classroom interactions
among the teacher and
individual students are
highly respectful,
reQecting genuine warmth
and caring and sensitivity
to students as individuals.
Students exhibit respect
for the teacher and
contribute to high levels of
civility among all
members of the class. The
net result of interactions is
that of connections with
students as individuals.
2b: Establishing a culture for learning (SC 1)
N/A
observed.
Unsatisfactory
The classroom culture is
characterized by a lack of
teacher or student
commitment to learning,
and/or little or no
investment of student
energy into the task at
hand. Hard work is not
expected or valued.
Medium to low
expectations for student
achievement are the norm
with high expectations for
learning reserved for only
one or two students.
ProPcient
Basic
The classroom culture is
characterized by little
commitment to learning
by teacher or students.
The teacher appears to be
only going through the
motions, and students
indicate that they are
interested in completion of
a task, rather than
quality. The teacher
conveys that student
success is the result of
natural ability rather than
hard work; high
expectations for learning
are reserved for those
students thought to have
a natural aptitude for the
subject.
ProAcient
The classroom culture is a
cognitively busy place
where learning is valued
by all with high
expectations for learning
the norm for most
students. The teacher
conveys that with hard
work students can be
successful; students
understand their role as
learners and consistently
expend eOort to learn.
Classroom interactions
support learning and hard
work. The net result of the
interactions is polite and
respectful, but impersonal.
Distinguished
The classroom culture is a
cognitively vibrant place,
characterized by a shared
belief in the importance of
learning. The teacher
conveys high expectations
for learning by all students
and insists on hard work;
students assume
responsibility for high
quality by initiating
improvements, making
revisions, adding detail
and/or helping peers.
Note :
Dialog :
2c: Managing classroom procedures (SC 5)

N/A
observed.
Unsatisfactory
Much instructional time is
lost through ineRcient
classroom routines and
procedures. There is little
or no evidence that the
teacher is managing
instructional groups,
transitions, and/or the
handling of materials and
supplies eOectively. There
is little evidence that
students know or follow
established routines.
Note :
S come in and sit next to partner
Dialog :
ProPcient
Basic
Some instructional time is
lost through only partially
eOective classroom
routines and procedures.
The teachers
management of
transitions, and/or the
supplies is inconsistent,
the result being some
disruption of learning.
With regular guidance and
prompting, students follow
established routines.
ProAcient
There is little loss of
instructional time because
of eOective classroom
The teachers
management of
instructional groups and
the handling of materials
and supplies are
consistently successful.
With minimal guidance
and prompting, students
follow established
classroom routines.
Distinguished
Instructional time is
maximized because of
eRcient classroom
Students contribute to the
management of
transitions, and the
supplies. Routines are well
understood and may be
initiated by students.
2d Managing Student Behavior (SC 5)
N/A
observed.
Unsatisfactory
There appear to be no
established standards of
conduct and little or no
teacher monitoring of
student behavior.
Students challenge the
standards of conduct.
Response to students
misbehavior is repressive
or disrespectful of student
dignity.
ProPcient
Basic
Standards of conduct
appear to have been
established, but their
implementation is
inconsistent. Teacher tries,
with uneven results, to
monitor student behavior
and respond to student
misbehavior. There is
inconsistent
implementation of the
ProAcient
Student behavior is
generally appropriate. The
teacher monitors student
behavior against
established standards of
conduct. Teacher response
to student misbehavior is
consistent, proportionate,
respectful to students, and
eOective.
Distinguished
Student behavior is
entirely appropriate.
Students take an active
role in monitoring their
own behavior and that of
other students against
Teachers monitoring of
student behavior is subtle
and preventive. Teachers
response to student
misbehavior is sensitive to
individual student needs
and respects students
dignity.
Note :
T narrates
S shouts out. T you're not raising your hand, sorry friend.
I really appreciate those friends that raised their hands to share. Remember, being a great classmate means your being respectful and
listening to your other classmates. We're going to be focusing on how to tell time to the hour.
S shouts out.
T what do you do when you're Pnished? clean up. What do you do after you Pnish cleaning up? read.
Dialog :
2e: Organizing physical space (SC 5)

N/A
observed.
Note :
Dialog :
Unsatisfactory
The physical environment
is unsafe, or many
students dont have
access to learning
resources. There is poor
coordination between the
lesson activities and the
arrangement of furniture
and resources, including
computer technology.
ProPcient
Basic
The classroom is safe, and
essential learning is
accessible to most
students. The teachers
use of physical resources,
including computer
technology, is moderately
eOective. Teacher makes
some attempt to modify
the physical arrangement
to suit learning activities,
with partial success.
ProAcient
learning is accessible to all
students; teacher ensures
that the physical
arrangement is
appropriate to the learning
activities. Teacher makes
eOective use of physical
resources, including
computer technology.
Distinguished
learning is accessible to all
students, including those
with special needs.
Teacher makes eOective
use of physical resources,
including computer
technology. The teacher
ensures that the physical
arrangement is
appropriate to the learning
activities. Students
contribute to the use or
adaptation of the physical
environment to advance
learning.
3a: Communicating with students (SC 1)
N/A
observed.
Unsatisfactory
The instructional purpose
of the lesson is unclear to
students and the
directions and procedures
are confusing. Teachers
explanation of the content
contains major errors. The
teachers spoken or
written language contains
errors of grammar or
syntax. Vocabulary is
inappropriate, vague, or
used incorrectly, leaving
students confused.
ProPcient
Basic
Teachers attempt to
explain the instructional
purpose has only limited
success, and/or directions
and procedures must be
clariPed after initial
student confusion.
Teachers explanation of
the content may contain
minor errors; some
portions are clear; other
portions are diRcult to
follow. Teachers
explanation consists of a
monologue, with no
invitation to the students
for intellectual
engagement. Teachers
spoken language is
correct; however,
vocabulary is limited, or
not fully appropriate to
the students ages or
backgrounds.
ProAcient
The instructional purpose
of the lesson is clearly
communicated to
students, including where
it is situated within
broader learning;
directions and procedures
are explained clearly.
content is well scaOolded,
clear and accurate, and
connects with students
knowledge and
experience. During the
explanation of content,
the teacher invites
student intellectual
engagement. Teachers
spoken and written
language is clear and
correct. Vocabulary is
appropriate to the
students ages and
interests. The net result of
the interactions is polite
and respectful, but
impersonal.
Distinguished
The teacher links the
instructional purpose of
the lesson to student
interests; the directions
and procedures are clear
and anticipate possible
student misunderstanding.
content is thorough and
clear, developing
conceptual understanding
through artful scaOolding
and connecting with
students interests.
Students contribute to
extending the content,
and in explaining concepts
to their classmates.
Teachers spoken and
written language is
expressive, and the
teacher Pnds
opportunities to extend
students vocabularies.
Note :
1st graders, in your baggie, you are and your partner are going to match an analog clock, a digital clock, and your will match how you say
it and how you write it. For example, this clock says what time? 10:00. I need to match it with digital time and how to match it. Does this
match? Do all of these match? That means this is a complete set and we set it aside.
This is what we're going to do. Ms. GUs, i'm going to say: 3:00. you are going to, only when I say go, move the minute hand and hour hand
to the time that I say
The only time we say "o clock" is when there is two zeros at the end.
Here's the very important thing to remember, the only time we say o'lock is when the big hand and minute hand is pointing to the 12.
This is called an analog clock, say AN.clock (holds picture up)
If you know how to read a clock, you're not going to be late to school.
1st graders, knowing how to read a clock is a really fantastic thing. You can do lots of things by learning how to read a clock. Can you think
about why it might be a good reason to learn how to read a clock. I know how to read a clock and since I know how to do that, I know what
time my favorite tv shows comes on
THis is your learning target or your goal today. It says I can tell time on the hour by writing it and drawing it on a clock.
Dialog :
3b: Questioning and Discussion Techniques (SC 2)
N/A
observed.
Unsatisfactory
Teachers questions are of
low cognitive challenge,
require single correct
responses, and are asked
in rapid succession.
Interaction between
teacher and students is
predominantly recitation
style, with the teacher
mediating all questions
and answers. A few
students dominate the
discussion.
N/A
Basic
Teachers questions lead
students through a single
path of inquiry, with
answers seemingly
determined in advance.
Alternatively, the teacher
attempts to frame some
questions designed to
promote student thinking
and understanding, but
only a few students are
involved. Teacher
attempts to engage all
students in the discussion
and to encourage them to
respond to one another,
but with uneven results.
ProAcient
Although the teacher may
use some low-level
questions, he or she asks
the students questions
designed to promote
thinking and
understanding. Teacher
creates a genuine
discussion among
students, providing
adequate time for
students to respond and
stepping aside when
appropriate. Teacher
successfully engages most
students in the discussion,
employing a range of
strategies to ensure that
most students are heard.
Distinguished
Teacher uses a variety or
series of questions or
prompts to challenge
students cognitively,
advance high-level
thinking and discourse,
and promote
metacognition. Students
formulate many questions,
initiate topics, and make
unsolicited contributions.
Students themselves
ensure that all voices are
heard in the discussion.
Note :
Dialog :
3c: Engaging Students in Learning (SC 1)

N/A
observed.
Note :
S checking work with folder
Dialog :
Unsatisfactory
The learning tasks and
activities, materials,
resources, instructional
groups and technology are
poorly aligned with the
instructional outcomes or
require only rote
responses. The pace of
the lesson is too slow or
too rushed. Few students
are intellectually engaged
or interested.
ProPcient
Basic
activities are partially
aligned with the
instructional outcomes but
require only minimal
thinking by students,
allowing most to be
passive or merely
compliant. The pacing of
the lesson may not
provide students the time
needed to be intellectually
engaged.
ProAcient
activities are aligned with
the instructional outcomes
and designed to challenge
student thinking, the
result being that most
students display active
intellectual engagement
with important and
challenging content and
are supported in that
engagement by teacher
scaOolding. The pacing of
the lesson is appropriate,
providing most students
the time needed to be
intellectually engaged.
Distinguished
Virtually all students are
intellectually engaged in
challenging content
through well-designed
learning tasks and suitable
scaOolding by the teacher
and fully aligned with the
instructional outcomes. In
addition, there is evidence
of some student initiation
of inquiry and of student
contribution to the
exploration of important
content. The pacing of the
lesson provides students
the time needed to
intellectually engage with
and reQect upon their
learning and to
consolidate their
understanding. Students
may have some choice in
how they complete tasks
and may serve as
resources for one another.
3d: Using Assessment in Instruction (SC 6)
N/A
observed.
Unsatisfactory
There is little or no
assessment or monitoring
of student learning;
feedback is absent or of
poor quality. Students do
not appear to be aware of
the assessment criteria
and do not engage in selfassessment.
ProPcient
Basic
Assessment is used
sporadically by teacher
and/or students to support
instruction through some
monitoring of progress in
learning. Feedback to
students is general,
students appear to be only
partially aware of the
assessment criteria used
to evaluate their work,
and few assess their own
work. Questions, prompts,
and assessments are
rarely used to diagnose
evidence of learning.
ProAcient
Assessment is used
regularly by teacher and/
or students during the
lesson through monitoring
of learning progress and
results in accurate,
speciPc feedback that
advances learning.
Students appear to be
aware of the assessment
criteria; some of them
engage in selfassessment. Questions,
prompts, assessments are
used to diagnose evidence
of learning.
Distinguished
Assessment is fully
integrated into instruction
through extensive use of
formative assessment.
Students appear to be
aware of, and there is
some evidence that they
have contributed to, the
assessment criteria.
Students self-assess and
monitor their progress. A
variety of feedback, from
both their teacher and
their peers, is accurate,
speciPc, and advances
learning. Questions,
prompts, assessments are
used regularly to diagnose
evidence of learning by
Note :
I see stella holding her clock to her chest
Dialog :
3e: Demonstrating Flexibility and Responsiveness (SC 3)

N/A
observed.
Unsatisfactory
Teacher adheres to the
instruction plan in spite of
evidence of poor student
understanding or lack of
interest. Teacher ignores
student questions; when
students experience
diRculty, the teacher
blames the students or
their home environment
Note :
T working on carpet with group
Dialog :
Basic
Teacher attempts to
modify the lesson when
needed and to respond to
student questions and
interests, with moderate
success. Teacher accepts
responsibility for student
success but has only a
limited repertoire of
strategies to draw upon.
ProPcient
ProAcient
Teacher promotes the
successful learning of all
students, making minor
adjustments as needed to
instruction plans and
accommodating student
questions, needs, and
interests. Drawing on a
broad repertoire of
strategies, the teacher
persists in seeking
approaches for students
who have diRculty
learning.
Distinguished
Teacher seizes an
opportunity to enhance
learning, building on a
spontaneous event or
student interests, or
successfully adjusts and
diOerentiates instruction
to address individual
student
misunderstandings.
Teacher persists in
seeking eOective
approaches for students
who need help, using an
extensive repertoire of
instructional strategies
and soliciting additional
resources from the school
or community.
3.1 Student GrowthEstablish subgroup goals(SC 3)
N/A
observed.
Unsatisfactory
Does not establish student
growth goals or
establishes inappropriate
goals for subgroups of
students. Goals do not
identify multiple, highquality sources of data to
monitor, adjust, and
evaluate achievement of
goals.
Basic
Establishes appropriate
student growth goals for
subgroups of students.
Goals do not identify
multiple, high-quality
sources of data to
goals.
N/A
ProAcient
subgroups of students.
Goals identify multiple,
high-quality sources of
data to monitor, adjust,
and evaluate achievement
of goals.
Distinguished
individual students in
collaboration with
students and parents, and
for subgroups of students
that align to school goals.
Goals identify multiple,
high-quality sources of
data to monitor, adjust,
and evaluate achievement
of goals.
Note :
Dialog :
3.2 Student GrowthAchievement of subgroup growth (SC 3)

N/A
observed.
Unsatisfactory
Growth or achievement
data from at least two
points in time shows no
evidence of growth for
most students.
Basic
Multiple sources of growth
or achievement data from
at least two points in time
show some evidence of
growth for some students.
N/A
ProAcient
show clear evidence of
growth for most students.
Distinguished
show evidence of high
growth for all or nearly all
students.
Note :
Dialog :
4a. ReBecting on teaching (SC 2)

N/A
observed.
Note :
Dialog :
Unsatisfactory
Teacher does not know
whether a lesson was
eOective or achieved its
instructional outcomes, or
he/she profoundly
misjudges the success of a
lesson. Teacher has no
suggestions for how a
lesson could be improved.
N/A
Basic
Teacher has a generally
accurate impression of a
lessons eOectiveness and
the extent to which
were met. Teacher makes
general suggestions about
how a lesson could be
improved.
ProAcient
Teacher makes an
accurate assessment of a
lessons eOectiveness and
the extent to which it
achieved its instructional
outcomes and can cite
general references to
support the judgment.
Teacher makes a few
speciPc suggestions of
what could be tried
another time the lesson is
taught.
Distinguished
Teacher makes a
thoughtful and accurate
assessment of a lessons
eOectiveness and the
extent to which it
achieved its instructional
outcomes, citing many
speciPc examples from
the lesson and weighing
the relative strengths of
each. Drawing on an
extensive repertoire of
skills, teacher oOers
speciPc alternative
actions, complete with the
probable success of
diOerent courses of action.
4b. Maintaining accurate records (SC 6)
N/A
observed.
Unsatisfactory
Teachers system for
maintaining information
on student completion of
assignments and student
progress in learning is
nonexistent or in disarray.
Teachers records for noninstructional activities are
in disarray, resulting in
errors and confusion.
N/A
Basic
Teachers system for
assignments and student
progress in learning is
rudimentary and only
partially eOective.
Teachers records for noninstructional activities are
adequate but require
frequent monitoring to
avoid errors.
ProAcient
Teachers system for
assignments, student
progress in learning, and
non-instructional records
is fully eOective.
Distinguished
Teachers system for
assignments, student
progress in learning, and
non-instructional records
is fully eOective. Students
contribute information and
participate in maintaining
the records.
Note :
Dialog :
4c. Communicating with families (SC 7)

N/A
observed.
Note :
Dialog :
Unsatisfactory
Basic
Teacher communication
Teacher makes sporadic
with families - about the
attempts to communicate
instructional program,
with families about the
about individual students - instructional program and
is sporadic or culturally
about the progress of
inappropriate. Teacher
individual students but
makes no attempt to
does not attempt to
engage families in the
instructional program.
Communications are oneway and not always
appropriate to the cultural
norms of those families.
N/A
ProAcient
Teacher communicates
frequently with families
about the instructional
program and conveys
information about
individual student
progress. Teacher makes
some attempts to engage
families in the
Information to families is
conveyed in a culturally
appropriate manner.
Distinguished
Teachers communication
with families is frequent
and sensitive to cultural
traditions, with students
contributing to the
communication. Response
to family concerns is
handled with professional
and cultural sensitivity.
Teachers eOorts to
instructional program are
frequent and successful.
4d. Participating in a professional community (SC 8)
N/A
observed.
Unsatisfactory
Teachers relationships
with colleagues are
negative or self-serving.
Teacher avoids
participation in a
professional culture of
inquiry, resisting
opportunities to become
involved. Teacher avoids
becoming involved in
school events or school
and district projects.
Basic
Teacher maintains cordial
relationships with
colleagues to fulPll duties
that the school or district
requires. Teacher becomes
involved in the schools
culture of professional
inquiry when invited to do
so. Teacher participates in
school events and school
and district projects when
speciPcally asked to do so.
N/A
ProAcient
with colleagues are
characterized by mutual
support and cooperation;
teacher actively
participates in a culture of
professional inquiry.
Teacher volunteers to
participate in school
events and in school and
district projects, making a
substantial contribution.
Distinguished
with colleagues are
characterized by mutual
support and cooperation,
with the teacher taking
initiative in assuming
leadership among the
faculty. Teacher takes a
leadership role in
promoting a culture of
professional inquiry.
Teacher volunteers to
participate in school
events and district
projects making a
substantial contribution,
and assuming a leadership
role in at least one aspect
of school or district life.
Note :
Dialog :
4e. Growing and developing professionally (SC 8)

N/A
observed.
Note :
Dialog :
Unsatisfactory
Teacher engages in no
professional development
activities to enhance
knowledge or skill.
Teacher resists feedback
on teaching performance
from either supervisors or
more experienced
colleagues. Teacher makes
no eOort to share
knowledge with others or
to assume professional
responsibilities.
N/A
Basic
Teacher participates in
professional activities to a
limited extent when they
are convenient. Teacher
accepts, with some
reluctance, feedback on
teaching performance
from both supervisors and
colleagues. Teacher Pnds
limited ways to contribute
to the profession.
ProAcient
Teacher seeks out
opportunities for
to enhance content
knowledge and
pedagogical skill. Teacher
welcomes feedback from
colleagues - either when
made by supervisors or
when opportunities arise
through professional
collaboration. Teacher
participates actively in
assisting other educators.
Distinguished
Teacher seeks out
opportunities for
and makes a systematic
eOort to conduct action
research. Teacher seeks
out feedback on teaching
from both supervisors and
colleagues. Teacher
initiates important
activities to contribute to
the profession.
4f. Showing professionalism (SC 8)
N/A
observed.
Unsatisfactory
Teacher displays
dishonesty in interactions
with colleagues, students,
and the public. Teacher is
not alert to students
needs and contributes to
school practices that
result in some students
being ill served by the
school. Teacher makes
decisions and
recommendations based
on self-serving interests.
Teacher does not comply
with school and district
regulations.
N/A
Basic
Teacher is honest in
interactions with
colleagues, students, and
the public. Teacher
attempts, though
inconsistently, to serve
students. Teacher does
not knowingly contribute
to some students being ill
served by the school.
Teachers decisions and
recommendations are
based on limited but
genuinely professional
considerations. Teacher
complies minimally with
school and district
regulations, doing just
enough to get by.
ProAcient
Teacher displays high
standards of honesty,
integrity, and
conPdentiality in
interactions with
colleagues, students, and
the public. Teacher is
active in serving students,
working to ensure that all
students receive a fair
opportunity to succeed.
Teacher maintains an open
mind in team or
departmental decision
making. Teacher complies
fully with school and
district regulations.
Distinguished
Teacher takes a leadership
role with colleagues and
can be counted on to hold
to the highest standards
of honesty, integrity, and
conPdentiality. Teacher is
highly proactive in serving
students, seeking out
resources when needed.
Teacher makes a
concerted eOort to
challenge negative
attitudes or practices to
ensure that all students,
particularly those
traditionally underserved,
are honored in the school.
Teacher takes a leadership
role in team or
departmental decision
making and helps ensure
that such decisions are
based on the highest
professional standards.
Teacher complies fully
with school and district
regulations, taking a
leadership role with
colleagues.
Note :
Dialog :
6.1 Student Growth: Whole Classroom (SC 6)

N/A
observed.
Note :
Dialog :
Unsatisfactory
Does not establish student
growth goals or
establishes inappropriate
goals for whole classroom
not reaching full learning
potential. Goals do not
goals.
N/A
Basic
whole classroom not
reaching full learning
potential. Goals do not
goals.
ProAcient
whole classroom not
reaching full learning
potential. Goals identify
multiple, high-quality
sources of data to
goals.
Distinguished
whole classroom not
reaching full potential in
collaboration with
student's parents, and
other school staO. Goals
goals.
6.2 Student Growth: Achievement of whole classroom growth goals (SC 6)
N/A
observed.
Unsatisfactory
Growth or achievement
data from at least two
points in time shows no
evidence of growth for
most students.
Basic
show some evidence of
growth for some students.
N/A
ProAcient
show clear evidence of
growth for most students.
Distinguished
show evidence of high
growth for all or nearly all
students.
Note :
Dialog :
8.1 Student GrowthEstablish goals, implement and monitor growth (SC 8)

N/A
observed.
Unsatisfactory
Does not collaborate or
reluctantly collaborates
with other grade, school,
or district team members
to establish goals, to
develop and implement
common, high-quality
measures, and to monitor
growth and achievement
during the year
Basic
Does not consistently
collaborate with other
grade, school, or district
team members to
establish goals, to develop
and implement common,
high-quality measures,
and to monitor growth and
achievement during the
year
N/A
ProAcient
Consistently and actively
collaborates with other
grade, school, or district
team members to
establish goals, to develop
and implement common,
high-quality measures,
and to monitor growth and
achievement during the
year
Distinguished
Leads other grade, school,
or district team members
to establish goals, to
develop and implement
common, high-quality
measures, and to monitor
growth and achievement
during the year
Note :
Dialog :
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Walkthrough Name

90-Day Narrative Observation 2015-16

Start Date / Time

End Date / Time

S come in and sit next to partner

Now we're starting our math workshop.

S: To know what time to go to the beach

This is called an analog clock, say AN.clock (holds picture up)

T writes: S shouts out s: says: SHHH

T writes: minute hand, hour hand.

Thank you for getting so quiet so quickly.

para using nonverbals

Hey, Al. what time is it? We would say: "3:00."

S shouts out. T you're not raising your hand, sorry friend.

Turn and tell your partner. S turn to partner

T checks in with students

That minute hand should be pointing to the 12.

With a digital clock, let us know if it's AM or PM

1st graders, if you have any questions, let us know

Is this a question ? We can talk about it later

T passes out clocks

CTA: A is in star, Tony's eyes on me

Put your clocks face down

I see stella holding her clock to her chest

Where should be minute hand be, Eva? On the 12

passing in clocks, s shouting

Does everyone know who your partner is

Are there any questions before we start our next activity?

What could you do while you wait?

S working together without prompting

At college, you have to work together with partners

S checking work with folder

T working on carpet with group

First grade, show me 5

1a. Demonstrating knowledge of content and pedagogy (SC 4)

1c. Setting instructional outcomes (SC 4)

1e. Designing coherent instruction (SC 4)

2a: Creating an environment of respect and rapport (SC 5)

2c: Managing classroom procedures (SC 5)

2e: Organizing physical space (SC 5)

3c: Engaging Students in Learning (SC 1)

3e: Demonstrating Flexibility and Responsiveness (SC 3)

3.2 Student GrowthAchievement of subgroup growth (SC 3)

4a. ReBecting on teaching (SC 2)

4c. Communicating with families (SC 7)

4e. Growing and developing professionally (SC 8)

6.1 Student Growth: Whole Classroom (SC 6)

8.1 Student GrowthEstablish goals, implement and monitor growth (SC 8)

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