GoObserve Observation Report

Dr. J oseph F. Pollack Academic Center Of Excellence, PACE academy

Name: Dunn, Barbara
Classification:
Observed by: Jamila Simmons
Observation Date: Friday, December 13, 2013 at 11:57 AM
Criteria:
1a: Highly Effective (4): Teacher's plans and practice reflect extensive
knowledge of the content and of the students of the discipline. Teacher
actively builds on knowledge of prerequisites and misconceptions when
describing instruction or seeking causes for student misunderstanding.
1b: Effective (3): Teacher actively seeks knowledge of students' backgrounds,
cultures, skills, language proficiency, interests, and special needs, and attains
this knowledge for groups of students.
1c: Effective (3): Instructional outcomes are stated as goals reflecting high
level learning and curriculum standards. They are suitable for most students
in the class, represent different types of learning and are capable of
assessment. The outcomes reflect opportunities for coordination.
1d: Effective (3): Teacher coordinates knowledge of content, of students, and
of resources, to design a series of learning experiences aligned to institutional
outcomes and suitable to groups of students. The lesson or unit has a clear
structure and is likely to engage students in significant learning.
1e: Effective (3): Teacher's plan for student assessment is aligned with the
instructional outcomes, using clear criteria, and is appropriate to the needs of
students. Teacher intends to use assessment results to plan for future
instruction in groups of students.
2a: Effective (3): Classroom interactions, between teacher and students and
among students are respectful, reflecting general warmth and caring, and are
appropriate to the culture and developmental differences among groups of
students.
2b: Effective (3): The classroom culture is characterized by high expectations
for most students, genuine commitment to the subject by both teacher and
students, with students demonstrating pride in their work.
2c: Effective (3): Little instructional time is lost due to classroom routines and
procedures, for transitions, handling of supplies and performance of non-
instructional duties, which occur smoothly.
2d: Effective (3): Standards of conduct appear to be clear to students, and the
teacher monitors student behavior against those standards. Teacher
response to student misbehavior is appropriate and respects the students
dignity.
2e: Effective (3): The classroom is safe, and learning is accessible to all
students; teacher ensures that the physical arrangement is appropriate to the
learning activities. Teacher makes effective use of physical resources,
including technology.
3a: Effective (3): Expectations for learning, directions, procedures, and
explanations of content are clear to students. Communications are
appropriate to students cultures and levels of development.
3b: Effective (3): Most of the teacher's questions elicit a thoughtful response,
and the teacher allows sufficient time for students to answer. All students
participate in the discussion, with the teacher stepping aside when
appropriate.
3c: Highly Effective (4): Students are highly intellectual, engaged throughout
the lesson in significant learning, and make meaningful contributions to the
activities, student groupings, and materials. The lesson is adapted as needed
to the needs of individuals, and the structure is coherent, with appropriate
pace.
3d: Effective (3): Assessment is regularly used in instruction, through self-
assessment by students, monitoring of progress of learning by teacher and/or
students, and through high quality feedback to students. Students are fully
aware of the assessment criteria used to evaluate their work.
3e: Effective (3): Teacher promotes the successful learning of all students,
making adjustments as needed to instructional plans and accommodating
student questions, needs, and interests.
Comments Activity Comments
11:57:22
AM
Review & Focus
(Do Now,
Bellwork, etc.)
Mrs. Dunn asked students to recall what they
learned about Peacocks in their last class period.
3 students shared information that they remember
from the last lesson. Students shared that there is
a difference between the name of the male versus
female. A student shared that the female can
camouflage. Ms. Dunn asked students what
differences they remember in the color of the
feathers between male and female students. She
also asked them to tell her what the word
camouflage means. After the review and refocus,
Ms. Dunn began handing back the students
peacock art project. Students sat and talked
quietly as Mrs. Dunn passed the art work back.
Mrs. Dunn set the CHAMPS expectations for
students before they began their activity.
12:05:26
PM
Statement of
Objective
Mrs. Dunn told students they were going to focus
on drawing the tail and that they would be working
with oil colors. Mrs. Dunn gave each group a set
of oil colors.
12:07:18
PM
Input & Modeling
of Information by
Teacher
Mrs. Dunn gave directions to students concerning
how to proceed with the project as she model the
image for them on the easel. Students worked and
followed along. Ms. Dunn circulated the classroom
to check student progress. Ms. Dunn reminded
students the share the pastels with others at their
table.
12:10:52
PM
Independent
Practice
Demonstration
After Ms. Dunn showed students the process.
Students worked on their own to draw the feathers
on the peacock. Students sat and worked on their
projects. They maintained a quiet voice level and
were on task. Ms. Dunn circulated the classroom
to check student progress. As students finished,
Ms. Dunn ask them to signal when they were
finished. She told them when they were finished
she needed to pull them to the demo table to show
them the next step.
12:16:46
PM
Input & Modeling
of Information by
Teacher
Mrs. Dunn told students they were going to use a
tracer for the peacock body. She told students
they were going to use a pencil to trace the body.
She demonstrated how they were going to trace
the body. She also demonstrated to students how
they would cut it out. She demonstrated to
students how to take their time and cute the shape
neatly. Mrs. Dunn allowed one student at the table
to pass out the paper and each student was given
a tracer or a pencil.
12:21:08
PM
Independent
Practice
Demonstration
Once students received their paper, pencil and
tracer, they started to trace their peacock body.
Ms. Dunn encouraged students to help each other
with tracing. Students did well with sharing
materials and helping one another when
necessary.

Summary Notes: This project was well organized and orchestrated. Your students
are aware of the expectations set for the classroom. They were own task and
cooperative with one another. I was very impressed with how much detail students
remember about peacocks to share with the class. Very well planned and organized
lesson.