AARPE Session 1 Participant Handouts School Lesson Observation Evaluation Tool This tool is designed for use with the documentation of a formal observation. It DOES NOT represent documentation of a classroom observation completed during the academic review. Evidence for: Taught Curriculum For use with: Teacher observations (formal) Note: Is the artifact at or above Functional Implementation for Alignment? If not, STOP. Overall score for all other basic components is No Implementation. Basic Components No Implementation (0 points) Limited Implementation (1 point) Functional Implementation (2 points) All criteria must be met in order to achieve a score of Functional Implementation. Full Implementation Meets ALL criteria for Functional Implementation and at least one of the following: Our Score Alignment with/of Standards, Big Ideas, and Objectives Note that alignment with standards is essential for Functional Implementation; that is assessed in the first component. 0 or 1 elements of Functional Implementation are present *If no observations were conducted, the level for the artifact is No Implementation 0 points 2-3 elements of Functional Implementation are present Facilitates learning experiences that align with the Standards of Learning and Curriculum Framework Essential Knowledge and Skills in both content and cognitive level Communicates connections between the lesson and the unit or curriculum Big Ideas (e.g., Essential Questions, Enduring Understandings, Themes, etc.) Includes multiple cognitive levels up to or greater than the standard itself Makes connections between lesson and personal relevance to students lives’ in a meaningful way
Communicates objective to students (includes the behaviors students will exhibit to show learning and the conditions under which the students will exhibit those behaviors) Communicates to students the criteria used to determine whether learners have met the objective Sequence/Pacing of Student Learning Experiences Note that alignment with standards is essential for Functional Implementation; that is assessed in the first component 0 or 1 elements of Functional Implementation are present 2-3 elements of Functional Implementation are present Activates prior knowledge in an opening experience that engages students Transitions efficiently between learning experiences Draws clear connections between learning experiences Summarizes the current lesson’s learning experiences as closure to lesson Encourages students to draw connections between past and present learning experiences Quality of Student Learning Experiences 0-3 elements of Functional Implementation are present 4 or 5 elements of Functional Implementation are present Provides students with opportunities to develop or enhance Provides opportunities for students to take
Note that alignment with standards is essential for Functional Implementation; that is assessed in the first component knowledge and skills with specific connections to state standards’ Curriculum Framework Essential Knowledge and Skills, Big Ideas, and/or objective Incorporates thinking Addresses misconceptions and gaps in prior learning Uses a variety of effective instructional strategies and resources Uses student learning data to differentiate instruction to meet students’ needs Demonstrates an accurate knowledge of the subject matter and skills relevant to the subject area taught. responsibility for their own learning Reflects best practices for pedagogy and developmental needs of students
Assessment Note that alignment with standards is essential for Functional Implementation; that is assessed in the first component 0 elements of Functional Implementation are present 1 element of Functional Implementation are present Includes short-term formative assessment, either formal or informal (including evidence of planned questions at the appropriate level) Uses formative assessment(s) to inform, guide, and adjust students’ learning throughout the lesson Includes opportunities for students to assess their own knowledge or skills gained through the lesson Supporting Resources Note that alignment with standards is essential for Functional Implementation; that is assessed in the first component 0 elements of Functional Implementation are present 1 element of Functional Implementation are present Includes a variety of aligned resource materials in addition to the textbook that meaningfully enhance student learning Includes resources that encourage higher-level thinking Includes specific resources used to differentiate for students’ needs
Basic Component No implementation (0 points) Limited Implementation (1 point) Functional Implementation (2 points) All criteria must be met in order to achieve a score of Functional Implementation Full Implementation (3 points) Meets ALL criteria for Functional Implementation and at least one of the following… Our Score Support: Leadership 0 or 1 elements for Functional Implementation are present 2 elements for Functional Implementation are present Provides guidance to teachers regarding expectations for monitoring the written and taught curriculum Monitors compliance in implementing the written and taught curriculum Provides feedback to teachers on implementing the written and taught curriculum Provides and encourages specific opportunities for teachers to engage in self- or peer- evaluation as part of the evaluation process Division Professional Development Evaluation Tool Evidence for: Professional Development To be used with: Division- and school-level professional development procedures and plans (Include a variety of documents that evidence monitoring and feedback)
Basic Component No implementation (0 points) Limited Implementation (1 point) Functional Implementation (2 points) All criteria must be met in order to achieve a score of Functional Implementation Full Implementation (3 points) Meets ALL criteria for Functional Implementation and at least one of the following… Our Score Support: Professional Development 0 or 1 elements for Functional Implementation are present 2 or 3 elements for Functional Implementation are present Creates a plan for appropriate professional development that connects teaching to student learning outcomes Provides support and opportunities for teachers to effectively implement learning from professional development Monitors whether and how professional development learning is used in classrooms Provides feedback to teachers on their use of professional development learning through an explicit focus on student learning outcomes Uses data to determine appropriate professional development, monitor its effectiveness, and determine next steps Differentiates professional development based on teachers’ needs School Professional Development Evaluation Tool Evidence for: Professional Development To be used with: Division- and school-level professional development procedures and plans (Include a variety of documents that evidence monitoring and feedback)
Basic Component No implementation (0 points) Limited Implementation (1 point) Functional Implementation (2 points) All criteria must be met in order to achieve a score of Functional Implementation Full Implementation (3 points) Meets ALL criteria for Functional Implementation and at least one of the following… Our Score Support: Professional Development 0 or 1 elements for Functional Implementation are present 2 or 3 elements for Functional Implementation are present Creates a plan for appropriate professional development that connects teaching to student learning outcomes Provides support and opportunities for teachers to effectively implement learning from professional development Monitors whether and how professional development learning is used in classrooms Provides feedback to teachers’ on their use of professional development learning through an explicit focus on student learning outcomes Uses data to determine appropriate professional development, monitor its effectiveness, and determine next steps Differentiates professional development based on teachers’ needs