Teacher Name: Type of Observation: Date of Observation: Grade/Content: Lesson Description: Domain 1 - Classroom Environment, Student Engagement, and Commitment to Learning 1.a - Creating a positive learning environment that is responsive to and respectful of the learning needs of all students Attribute Below Standard Developing Proficient Exemplary Rapport and positive social interactions Interactions between teacher and students are negative or disrespectful and/or the teacher does not promote positive social interactions among students. Interactions between teacher and students are generally positive and respectful and/or the teacher inconsistently makes attempts to promote positive social interactions among students. Interactions between teacher and students are consistently positive and respectful and the teacher regularly promotes positive social interactions among students. There is no disrespectful behavior between students and/or when necessary, students appropriately correct one another. Respect for student diversity Does not establish a learning environment that is respectful of students’ cultural, social and/or developmental differences and/or the teacher does not address disrespectful behavior. Established a learning environment that is inconsistently respectful of students cultural, social and/or developmental differences. Maintains a learning environment that is consistently respectful of all students’ cultural, social and/or developmental differences. Acknowledges and incorporates students’ cultural, social and developmental diversity to enrich learning opportunities. Environment supportive of intellectual risk-taking Creates a learning environment that discourages students from taking intellectual risks. Creates a learning environment in which some students are willing to take intellectual risks. Creates a learning environment in which most students are willing to take intellectual risks. Students are willing to take intellectual risks and are encouraged to respectfully question or challenge ideas presented by the teacher or other students. High expectations for student learning Establishes low expectations for student learning. Establishes expectations for learning for some, but not all students; OR is inconsistent in communicating high expectations for student learning. Establishes and consistently reinforces high expectations for learning for all students. Creates opportunities for students to set high goals and take responsibility for their own learning. Rating 1a. Strengths: Recommendations:
Instructional resources and flexible groupings support cognitive engagement and new learning Selects or designs resources and/or groupings that do not cognitively engage students or support new learning. Selects or designs resources and/or groupings that minimally engage students cognitively and minimally support new learning. Selects or designs resources and/or flexible groupings that cognitively engage students in real world, global and/or career connections that support new learning. Selects or designs resources for interdisciplinary connections that cognitively engage students and extend new learning. Rating 2b. Strengths: Recommendations: 2.c - Selecting appropriate assessment strategies to monitor student progress Attribute Below Standard Developing Proficient Exemplary Criteria for student success Does not plan criteria for student success; and/or does not plan opportunities for students to Plans general criteria for student success; and/or plans some opportunities for students to Plans specific criteria for student success; and plans opportunities for students to self-assess using the criteria. Plans to include students in developing criteria for monitoring their own success. Ongoing assessment of student learning Plans assessment strategies that are limited or not aligned to intended instructional outcomes. Plans assessment strategies that are partially aligned to intended instructional outcomes OR strategies that elicit only minimal evidence of student learning. Plans assessment strategies to elicit specific evidence of student learning of intended instructional outcomes at critical points throughout the lesson. Plans strategies to engage students in using assessment criteria to and reflect upon their own progress. Rating 2c. Strengths: Recommendations: Domain 3 - Instruction for Active Learning 3.a - Implementing instructional content for learning Attribute Below Standard Developing Proficient Exemplary Instructional Purpose Does not clearly communicate learning expectations to students. Communicates learning expectations to students and sets a general purpose for instruction, which may require further clarification. Clearly communicates learning expectations to students and sets a specific purpose for instruction and helps students to see how the learning is aligned with Common Core State Standards and/or other appropriate Connecticut content standards. Students are encouraged to explain how the learning is situated within the broader context/curriculum.
Strengths: Recommendations: 3.c - Assessing student learning, providing feedback to students and adjusting instruction Attribute Below Standard Developing Proficient Exemplary Criteria for student success Does not communicate criteria for success and/or opportunities for students to self-assess are rare. Communicates general criteria for success and provides limited opportunities for students to Communicates specific criteria for success and provides multiple opportunities for students to Integrates student input in generating specific criteria for assignments. Ongoing assessment of student learning Assesses student learning with focus limited to task completion and/or compliance rather than student achievement of lesson purpose/objective. Assesses student learning with focus on whole-class progress toward achievement of the intended instructional outcomes. Assesses student learning with focus on eliciting evidence of learning at critical points in the lesson in order to monitor individual and group progress toward achievement of the intended instructional outcomes. Promotes students’ independent monitoring and self-assess, helping themselves or their peers to improve their learning. Feedback to students Provides no meaningful feedback or feedback lacks specificity and/or is inaccurate. Provides feedback that partially guides students toward the intended instructional outcomes. Provides individualized, descriptive feedback that is accurate, actionable and helps students advance their learning. Encourages peer feedback that is specific and focuses on advancing student learning. Instructional Adjustments Makes no attempts to adjust instruction. Makes some attempts to adjust instruction that is primarily in response to whole-group performance. Adjusts instruction as necessary in response to individual and group performance. Students identify ways to adjust instruction that will be effective for them as individuals and results in quality work. Rating 3c. Strengths: Recommendations: Domain 4 - Professional Responsibilities and Teacher Leadership 4.a - Engaging in continuous professional growth to impact instruction and student learning Attribute Below Standard Developing Proficient Exemplary Teacher self-evaluation/reflection and impact on student learning Insufficiently reflects on/analyzes practice and impact on student learning. Self-evaluates and reflects on practice and impact on student learning, but makes limited efforts to improve individual practice. Self-evaluates and reflects on individual practice and impact on student learning. Identifies areas for improvement, and takes action to improve professional practice. Using ongoing self-evaluation and reflection to initiate professional dialogue with colleagues to improve collective practices to address learning, school and professional needs.