GREEN LOCAL TEACIIER FORMAL OBSERVATION FORM

Marshallville Elementary School / Smithville Elementary School I Greene Middle School / Smithville High School
2013-2014
TEACHER'S NAME: Tiffany Dalessandro
EVALUATOR: Kelly Dever
DATE OF PRE-CONFERENCE: lll5l20l3 DATE OF OBSERVATION: 111612013
DATE OF POST- CONFERENCE: lll8l20l3 LOCATION: SES
TNSTRUC TIONAL PLAIINING
FOCUS FOR
LEARNING
Standard 4: Inskuction
INEFFECTTVE
tr
DE'ELOPING
H
SKILLED
K
ACCoMPLrsHr,
[*l
E\rIDENCE
, can statement was posted and discussed. Students were aware of what they were expected to learn. Students repeated back the
goal. Teacher refers back to how they have been practicing the skill.
ASSESSMENT
DATA
Standard 3:
Assessment
TNEFFECTT'E
t]
DEVELOPING
tr tl
SKILLED ACCOMPLISIIE'M
E\rIDENCE
Use of diagnostic assessment in lesson planning as well as formative assessments.
Students are progress monitored every two weeks.
Teacher monitored the completing of the 3 letter word, check independent work and has the students show her what they can do.
Teacher monitored fluenry and comprehension in small groups.
PRIOR CONTENT
KNOWLEDGE /
SEQUENCE/
CONNECTIONS
Standard 1: Students
Standard 2: Content
Standard 4: Inskuction
II{EFFECTTVE
tr
DEYELOPING
tr
SKILLED
K
ACCOMPLISIIE,'lll
EVIDENCE
Teacher identified prior lessons to the students and linked it to the current activity.
Lesson was designed based on the student assessment report.
KNOWLEDGE OF
STT]DENTS
Standard l: Students
TNEFFECTTVE
I
DEVELoPTNG
tl
SKILLED
tr
ACCOMPLISIIE'E
EVIDENCE
Lesson developmentally appropriate.
Teacher familiar with student family.
INSTRUCTION AND ASSESSMENT
;SONDELfVERY
lndard 2: Content
rdard 4: Lrstruction
Standard 6:
Collaboration
INEFFE,CTIVE DEVELoPTNG
t]
SKILLED ACCOMPLISHED
EVIDENCE
Strategy used is appropriate
Clear and concise directions
Re-explained what to do as needed
Change in instruction kept the lesson moving and students engaged.
TFERNTIATION
urdard 1: Students
rdard 4: Instruction
INEFFECTTYE DEVELOPING SKILLEI) ACCOMPLISIIED
EVIDENCE
Each activity was planned and designed to teach the students a skill that their assessment identified as deficient.
RESOTIRCES
mdard 2: Content
dard 4: Instruction
INEFFECTIVE DEVELOPING SKILLED ACCoMPLrsHrr
l-l
E\rIDENCE
Materials (papers, pencils, and letter squares) aligned to the instructional purpose.
Students fully engaged in the lesson.
Teacher constantly checks on understanding and participation.
CLASSROOM
NVIRONMENT
andard 1: Students
rndard 5: Learning
Environment
ilard 6: Collaboration
rd Communication
INEFFECTTVE
[-]
DEVELOPING
tr tl
ACCOMPLISIIE'M
EVIDENCE
Routines established
-
Turn in book bags, pass out activity, organize table area, and head to identified seat areas.
Uses cues to keep students on task
-
eyes here, stand on the line
Expectations were clear
Positive rapport with students
Constant positive reinforcement
-
"Good job", "Nice work".,
"you're
becoming experts"
2 Wav communication
-
all students shared answers
ISESSMENT OF
STT]DENT
LEARNING
dard 3: Assessment
INEFFECTTVE
tr
DEVELOPING
tr
SKILLED
K
ACCOMPLISIM'E
EVIDENCE
Ongoing formative assessment
-
student observed while completing task
-
3 letter word.
STAR used for progress monitoring and to identify specific skills being taught.
Collaboration with classroom teachers on the order of lesson/skill being taught.
PROFESSIONALISM
PROFESSINONAL
RESPONSIBILITIES
Standard 6:
Collaboration and
Communication
Standard 7:
Professional
Responsibility and
Growth
rNEFFEc',rrvE
t]
DEI'ELoPTNG
t]
SKILLED
M
ACCoMPLrsrrE'fl
EVIDENCE
Teacher communicates with the parents through bi-weekly reports, phone calls and conferences.
Teacher meets with teachers on a weekly basis to make sure that the targeted interventions are aligned with classroom instruction.
Goal - Teacher currently is working on her maste/s degree in mathematics.
SIGNATURE OF EVALUATOR: DATE:
I
/,
TEACHER RESPONSE: I am aware ofthe contents of this evaluation and would like to make the following
comments:
SIGNATURE OF TEACHER: DATE: