Grade Level: ___6th __

Teacher: _ _______________________________

Subject: __Math_______

Date: ___7/16______

Observer: __Davis____________

Domain

Component

Level of Performance

Demonstrating
Knowledge of
Content

Unsatisfactory
Basic
Proficient
Distinguished

Evidence

Demonstrating
Knowledge of
Students

Unsatisfactory
Basic
Proficient
Distinguished

No use to student names

Found out quickly what
concepts they had
learned previously

Setting
Instructional
Outcomes

Unsatisfactory
Basic
Proficient
Distinguished

Gave a preview of what

they will be learning

Demonstrating
Knowledge of
Resources

Unsatisfactory
Basic
Proficient
Distinguished

Used workbook to help

with instruction
Knew pages and
information from the book

Designing
Coherent
Instruction

Unsatisfactory
Basic
Proficient
Distinguished

The
Classroom

Connected multiple
concepts such as 2-D, 3D, Reflection, and
Rotation
Used real life problems to
connect concepts

Designing
Student
Assessment

Unsatisfactory
Basic
Proficient
Distinguished

Creating an
Environment of
Respect and Rapport

Unsatisfactory
Basic
Proficient
Distinguished

Used manipulatives
Gave ample time for
students to answer
questions
Prepared for next activity
or part of lesson while still
engaging with students
Asked questions
throughout lesson to gain
understanding of student
knowledge

Students behaved and

seemed to know the
classroom procedures
You taught through
conversation more than
teaching at them

Comments/
Suggestions
Great job connecting
multiple concepts.
Awesome skills with
connecting what the
students answers were to
the correct answer without
giving the answer up.
Try to use student names as
often as possible.
Great job asking questions
to find out their background
knowledge
Have the learning
objectives on the board so
they can look at that and
know for sure what is
expected of them
I could tell you had planned
this lesson well by the way
you could almost read the
problems to them without
looking at the book
The lesson was well thought
out and prepared.
When the planned lesson
was through you continued
to engage the students and
ask more questions to
confirm their understanding
When asking students what
they learned you are only
gaining what certain
students learned.
Find a way to gain all
students understanding
I really enjoyed listening to
the conversations you were
having. This is a great way
to teach students. It helps
them explore the concepts
rather than be taught at.

Environment

Establishing a
Culture for
Learning

Unsatisfactory
Basic
Proficient
Distinguished

Managing
Classroom
Procedures

Unsatisfactory
Basic
Proficient
Distinguished

Managing
Student
Behavior
Organizing
Physical
Space

Unsatisfactory
Basic
Proficient
Distinguished

Unsatisfactory
Basic
Proficient
Distinguished

Gave students enough

time to explore material
on their own with your
guidance
Students knew what to do
during the lesson and how
to act.

Desks were arranged so

all students could see the
teacher
Easy to walk around

Students obviously knew

what to do when they were
not given the materials or
needed something. They
simply raised their hand
and you could tend to them
while still engaging with the
whole class
No behavior issues arose.
Students were extremely
well behaved
Great job walking around
instead of standing in the
front the whole time

(Danielson,

Instruction

2009)
Domain

Component

Level of Performance

Communicating with
Students

Unsatisfactory
Basic
Proficient
Distinguished

Evidence

Using Questioning
and Discussion
Techniques

Unsatisfactory
Basic
Proficient
Distinguished

Engaging
Students in
Learning

Unsatisfactory
Basic
Proficient
Distinguished

Using Assessment in
Instruction

Unsatisfactory
Basic
Proficient
Distinguished

Kept a calm but

authoritative voice
Asked lot of questions and
waited for answers

Asked questions the

whole time
Discussed student
answers and asked more
questions
Hands on activity
Real world problem

Your questions were only

one-word answers for the
most part.
Questions only targeted a
few students

Comments/
Suggestions
You did an amazing job
asking questions and giving
students enough time to
think about them before
responding. Your timing was
well thought out when
asking a different question if
no one answered
Great!!!

Loved how the lesson

connected a real world
problem to the concept
Great job keeping students
interested
Try to ask more open ended
questions where student
must explain a little more.
Have student talk with a
partner to discuss a question
or concept

Professional
Responsibilities

Asked how much time

was left and quickly
decided what would fit in
that time

NA

Unsatisfactory
Basic
Proficient
Distinguished

NA

Communicating with
Families

Unsatisfactory
Basic
Proficient
Distinguished

NA

Participating in a
Professional
Community
Growing and
Developing
Professionally
Showing
Professionalism

Unsatisfactory
Basic
Proficient
Distinguished

NA

Unsatisfactory
Basic
Proficient
Distinguished

NA

Unsatisfactory
Basic
Proficient
Distinguished

Dressed professionally
Kept authority

Demonstrating
Flexibility and
Responsiveness

Unsatisfactory
Basic
Proficient
Distinguished

Reflecting
on
Teaching
Maintaining Accurate
Records

Unsatisfactory
Basic
Proficient
Distinguished

Great job with time

management
With little time left and the
lesson was finished you did a
great job asking questions to
keep students engaged and
review the concepts once
more

(Danielson,

2009)

Final comments:
Overall you are proficient in your teaching abilities and only need to make a few adjustments to be distinguished. Work on finding a
quick way to assess all of the students instead of one at a time. Work more one on one with the students so you can assess them more
in depth. Using students names has a huge impact on them. Try to learn names as quickly as possible. Your knowledge of the content
shows through in this lesson and I can tell you put a lot of time and effort into making it.
Follow Up Conference: _________________

Signature of Teacher: ___________________________________

Signature of Observer: ________________________________

References
Danielson, C. (2009). The handbook for enhancing professional practice: Using the framework for teaching in your school. Association
for
Supervision and Curriculum Development. Alexandria, VA.