Rubric Name: TPC Danielson Observation Form

Domain 1:
Planning and
Preparation

Planning and
Preparation: 1a
Demonstrating
Knowledge of
Content and
Pedagogy

Planning and
Preparation: 1b
Demonstrating
Knowledge of
Students

Planning and
Preparation: 1c
Setting
Instructional
Outcomes

Planning and
Preparation : 1d
Demonstrating
Knowledge of

Unsatisfactory
1 point

Emerging
2 points

Proficient
3 points

Advanced
4 points

The educators plans

and practice reflect
The educators plans
The educators plans
extensive knowledge of
The educators plans
and practice display little and practice reflect
the content and the
and practice reflect solid
knowledge of the
some awareness of the
structure of the
knowledge of the
content, prerequisite
important concepts in
discipline. The educator
content, prerequisite
relationships between
the discipline,
actively builds on
relationships between
different aspects of the prerequisite
knowledge of
important concepts, and
content, or the
relationships between
prerequisites and
the instructional
instructional practices
them, and instructional
misconceptions when
practices specific to that
specific to that
practices specific to that
describing instruction or
discipline.
discipline.
discipline.
seeking causes for
student
misunderstanding.

The educator
demonstrates little or no
knowledge of students
backgrounds, cultures,
skills, language
proficiency, interests,
and special needs, and
does not seek such
understanding.

The educator indicates

the importance of
understanding students
backgrounds, cultures,
skills, language
proficiency, interests,
and special needs, and
attains this knowledge
for the class as a whole.

The educator actively

seeks knowledge of
students backgrounds,
cultures, skills, language
proficiency, interests,
and special needs, and
attains this knowledge
for groups of students.

The educator actively

seeks knowledge of
students backgrounds,
cultures, skills, language
proficiency, interests,
and special needs from
a variety of sources, and
attains this knowledge
for individual students.

Instructional outcomes
are of moderate rigor
and are suitable for
Instructional outcomes some students, but
are unsuitable for
consist of a combination
students, represent
of activities and goals,
trivial or low-level
some of which permit
learning, or are stated viable methods
only as activities. They of assessment. They
do not permit viable
reflect more than one
methods of assessment. type of learning, but the
educator makes no
attempt at coordination
or integration.

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 can be
assessed. The
outcomes reflect
opportunities for
coordination.

Instructional outcomes
are stated as goals that
can be assessed,
reflecting rigorous
learning and curriculum
standards. They
represent different types
of content, offer
opportunities for both
coordination and
integration, and take
account of the needs of
individual students.

3 points

3 points

4 points

4 points
The educator
The educator
The educator is fully
demonstrates little or no demonstrates some
aware of the resources
familiarity with resources familiarity with resources available through the
to enhance own
available through the
school or district to

The educator seeks out

resources in and beyond
the school or district in
professional

Resources

Planning and
Preparation : 1e
Designing
Coherent
Instruction

Planning and
Preparation : 1f
Designing
Student
Assessments

school or district to
enhance own
knowledge, to use in
knowledge, to use in
teaching, or for students teaching, or for students
who need them. The
who need them. The
educator does not seek educator does not seek
to extend such
such knowledge.
knowledge.

organizations, on the
Internet, and in the
community to enhance
enhance own
own knowledge, to use
knowledge, to use in
teaching, or for students in teaching, and for
students who need
who need them.
them.

The educator
coordinates knowledge
of content, students, and
The educator
The series of learning
resources to design a
coordinates
knowledge
experiences
series of learning
of content, students, and
The series of learning
demonstrates partial
experiences aligned to
resources to design a
experiences is poorly
alignment with
instructional outcomes,
aligned with the
instructional outcomes, series of learning
differentiated where
3
instructional outcomes some of which are likely experiences aligned to
appropriate to make
instructional outcomes
and does not represent to engage students in
them suitable for all
a coherent structure.
significant learning. The and suitable to groups of
students and
students. The lesson or
The experiences are
lesson or unit has a
likely to engage them in
suitable for only some recognizable structure unit has a clear structure
significant learning. The
and is likely to engage
students.
and reflects partial
lesson or units structure
students
in
significant
knowledge of students
is clear and allows for
learning.
and resources.
different pathways
according to student
needs.

The educators plan for

assessing student
learning contains no
clear criteria or
standards, is poorly
aligned with the
instructional outcomes,
or is inappropriate for
many students. The
results of assessment
have minimal impact on
the design of future
instruction.

Domain 2: The
Unsatisfactory
Classroom
1 point
Environment
The Classroom
Environment: 2a
interactions,
Creating an Classroom
both between the
Environment of educator and students
among students,
Respect and and
are negative,

The educators plan for

student assessment is
partially aligned with the
instructional outcomes,
is without clear criteria,
and is inappropriate for
at least some students.
The educator intends to
use assessment results
to plan for future
instruction for the class
as a whole.

Emerging
2 points

The educators plan for

student assessment is
fully aligned with the
instructional outcomes,
The educators plan for
with clear criteria and
student assessment is
standards that show
aligned with the
evidence of student
instructional outcomes,
contribution to their
4
uses clear criteria, and
development.
is appropriate for the
Assessment
needs of students. The
methodologies may
educator intends to use
have been
assessment results to
adapted for individuals,
plan for future instruction
and the educator intends
for groups of students.
to use assessment
results to plan future
instruction for individual
students.

Proficient
3 points

points

points

Advanced
4 points
4 points

Classroom interactions,
both between the
educator and students
and among students,
are generally

Classroom interactions, Classroom interactions

both between educator among the educator and
and students and among individual students are
students, are polite and highly respectful,
reflecting genuine
respectful, reflecting
warmth and caring and

Rapport

appropriate and free

from conflict, but may be
inappropriate, or
characterized by
insensitive to students occasional displays of
cultural backgrounds,
insensitivity or lack of
and characterized by
responsiveness to
sarcasm, put-downs, or cultural or
conflict.
developmental
differences among
students.

The educators attempts

The classroom
to create a culture for
conveys a learning are partially
The Classroom environment
negative culture for
successful, with little
Environment: 2b learning, characterized educator commitment to
low educator
the subject, modest
Establishing a by
commitment to the
expectations for student
Culture for subject, low
achievement, and little
expectations
for
student
student pride in work.
Learning
achievement, and little Both educator and
or no student pride in
students
work.
appear to be only going
through the motions.

instructional time
The Classroom Much instructional time Some
is lost because
lost because of
Environment: 2c isinefficient
classroom routines and
classroom
procedures for
Managing
routines and procedures
transitions, handling of
for transitions, handling
Classroom
supplies, and
of supplies, and
of non
Procedures performance of non- performance
instructional duties are
instructional duties.

only partially effective.

general warmth and

caring, and are
appropriate to the
cultural and
developmental
differences among
groups of students.

sensitivity to students
cultures and levels of
development. Students
themselves ensure high
levels of civility among
members of the class.

High levels of student

energy and educator
passion for the subject
The classroom culture is create a culture for
learning in which
characterized by high
everyone shares a belief
expectations for most
in the importance of the
students and genuine
subject and all students
commitment to the
subject by both educator hold themselves to high
standards of
and students, with
students demonstrating performancefor
example,
pride in their work.
by initiating
improvements to their
work.

Little instructional time is

lost because of
classroom routines and
procedures for
transitions, handling of
supplies, and
performance of noninstructional duties,
which occur smoothly.

Students contribute to
the seamless operation
of classroom routines
and procedures for
transitions, handling of
supplies, and
performance of noninstructional duties.

Standards of conduct
are clear, with evidence
of student participation
There is no evidence
Standards of conduct
in setting them. The
standards of
appear to be clear to
It appears that the
The Classroom that
educators monitoring of
conduct have been
educator has made an students, and the
Environment: 2d established, and little or effort to establish
student behavior is
educator monitors
no educator monitoring standards of conduct for student behavior against subtle and preventive,
Managing
and the educators
of student behavior.
students. The educator those standards. The
Student
response to student
Response to student
educator response to
tries, with uneven
misbehavior is
student misbehavior is misbehavior is sensitive
results, to monitor
Behavior
to individual student
repressive or
appropriate and
student behavior and
disrespectful of student respond to student
respects the students needs. Students take an
active role in monitoring
dignity.
dignity.
misbehavior.
the standards of
behavior.

The Classroom
Environment: 2e

4 points

4 points

4 points

4 points

Organizing
Physical Space

Domain 3
Instruction

Instruction: 3a
Communicating
with Students

Instruction: 3b
Using
Questioning and
Discussion
Techniques

The classroom is safe,

and essential learning is
accessible to most
The physical
students; the educators
environment is unsafe,
use of physical
or some students dont
resources, including
have access to learning.
computer technology, is
There is poor alignment
moderately effective.
between the physical
The educator may
arrangement and the
attempt to modify the
lesson activities.
physical arrangement to
suit learning activities,
with partial success.

Unsatisfactory
1 point

Emerging
2 points

Expectations for
Expectations for
learning, directions and
learning, directions and
procedures, and
procedures, and
explanations of content
explanations of content
are clarified after initial
are unclear or confusing
confusion; the
to students. The
educators use of
educators use of
language is correct but
language contains errors
may not be completely
or is inappropriate for
appropriate for students
students cultures or
cultures or levels of
levels of development.
development.

The educators
questions are low-level
or inappropriate, eliciting
limited student
participation and
recitation rather than
discussion.

Some of the educators

questions elicit a
thoughtful response, but
most are low-level,
posed in rapid
succession. The
educators attempts to
engage all students in
the discussion are only
partially successful.

The classroom is safe,

and learning is
accessible to all
students; the educator
ensures that the
physical arrangement is
appropriate for the
learning activities. The
educator makes
effective use of physical
resources, including
computer technology.

The classroom is safe,

and the physical
environment ensures the
learning of all students,
including those with
special needs. Students
contribute to the use or
adaptation of the
physical environment to
advance learning.
Technology is used
skillfully, as appropriate
to the lesson.

Proficient
3 points

Advanced
4 points

Expectations for
learning, directions and
procedures, and
Expectations for
learning, directions and explanations of content
are clear to students.
procedures, and
explanations of content The educators oral and 4
written communication is
are clear to students.
clear and expressive,
Communications are
appropriate for students appropriate to students
cultures and levels of
cultures and levels of
development, and
development.
anticipates possible
student misconceptions.

Most of the educators

Questions reflect high
questions elicit a
expectations and are
thoughtful response, and
culturally and
the educator allows
developmentally
sufficient time for
appropriate. Students
students to answer. All
formulate many of the
students participate in
high-level questions and
the discussion, with the
ensure that all voices
educator stepping aside
are heard.
when appropriate.

points

3 points

Instruction: 3c
Engaging
Students in
Learning

Instruction: 3d
Using
Assessment in
Instruction

Instruction: 3e
Demonstrating
Flexibility and
Responsiveness

Activities and
assignments, materials,
and groupings of
students are fully
appropriate for the
instructional outcomes
and students cultures
and levels of
understanding.
All students are
engaged in work of a
high level of rigor. The
lessons structure is
coherent, with
appropriate pace.

Students, throughout the

lesson, are highly
intellectually engaged in
significant learning and
make material
contributions to the
3
activities, student
groupings,
and materials. The
lesson is adapted as
needed to the needs of
individuals, and the
structure and pacing
allow for student
reflection and closure.

Assessment is
Assessment is not used occasionally used in
in instruction, either
instruction, through
through monitoring of
some monitoring of
progress by the
progress of learning by
educator or students, or the educator and/or
feedback to students.
students. Feedback to
Students are not aware students is uneven, and
of the
students are aware of
assessment criteria
only some of the
used to evaluate their
assessment criteria
work.
used to evaluate their
work.

Assessment is regularly
used in instruction,
through self-assessment
by students, monitoring
of progress of learning
by the educator and/or
students, and highquality feedback to
students. Students are
fully aware of the
assessment criteria
used to evaluate their
work.

Assessment is used in a
sophisticated manner in
instruction, through
student involvement in
establishing the
assessment criteria,
self-assessment by
students, monitoring of
progress by both
students and the
educator, and highquality
feedback to students
from a variety of
sources.

The educator adheres to

the instruction plan,
The educator attempts
even when a change
to modify the lesson
would improve the
when needed and to
lesson or address
respond to student
students lack of interest. questions, with
The educator brushes moderate success. The
aside student questions; educator accepts
when students
responsibility for student
experience difficulty, the success but has only a
educator blames the
limited repertoire of
students or their home strategies to draw upon.
environment.

The educator promotes

the successful learning
of all students, making
adjustments as needed
to instruction plans and
accommodating student
questions, needs, and
interests.

The educator seizes an

opportunity to enhance
learning, building on a
spontaneous event or
4
student interests. The
educator ensures the
success of all students,
using an extensive
repertoire of instructional
strategies.

Activities and
assignments, materials,
and groupings of
students are
inappropriate for the
instructional outcomes
or students cultures or
levels of understanding,
resulting in little
intellectual engagement.
The lesson has no
structure or is
poorly paced.

Domain 4:
Unsatisfactory
Professional
1 point
Responsibilities
Professional
Responsibilities:
does not
4a Reflection on Educator
accurately assess the
Teaching
effectiveness of the
lesson, and has no
ideas about how the

Activities and
assignments, materials,
and groupings of
students are partially
appropriate for the
instructional outcomes
or students cultures or
levels of understanding,
resulting in moderate
intellectual engagement.
The lesson has a
recognizable structure
but is not fully
maintained.

Emerging
2 points

Proficient
3 points

points

3 points

points

Advanced
4 points
3 points

Educator provides a
partially accurate and
objective description of
the lesson, but does not
cite specific evidence.

Educator provides an
accurate and objective
description of the
lesson, citing specific
evidence. Educator

Educators reflection on
the lesson is thoughtful
and accurate, citing
specific evidence.
Educator draws on an

Professional
Responsibilities:
4b Maintaining
Accurate
Records

Professional
Responsibilities:
4c
Communicating
with Families

Professional
Responsibilities:
4d Participating
in a Professional
Community

Professional
Responsibilities:
4e Growing and
Developing
Professionally

lesson could be
improved.

Educator makes only

general suggestions as
to how the lesson might
be improved.

makes some specific

suggestions as to how
the lesson might be
improved.

extensive
repertoire to suggest
alternative strategies
and predicting the likely
success of each.

The educators systems

for maintaining both
instructional and noninstructional records are
either nonexistent or in
disarray, resulting in
errors and confusion.

The educators systems

for maintaining both
instructional and noninstructional records are
rudimentary and only
partially effective.

The educators systems

for maintaining both
instructional and noninstructional records are
accurate, efficient, and
effective.

The educators systems

for maintaining both
instructional and noninstructional records are
accurate, efficient, and
effective, and students
contribute to its
maintenance.

The educator adheres to

The educators
school procedures for
communication with
communicating with
families about the
families and makes
instructional program or
modest attempts to
about individual students
engage families in the
is sporadic or culturally
instructional program.
inappropriate. The
Communications
educator makes no
are not always
attempt to engage
appropriate to the
families in the
cultures of those
instructional program.
families.

4 points

The educator
The educators
communicates
communication with
frequently with families families is frequent and
and successfully
sensitive to cultural
3
engages them in the
traditions; students
instructional program.
participate in the
Information to families communication. The
about individual students educator successfully
is
engages families in the
conveyed in a culturally instructional program, as
appropriate manner.
appropriate

The educator avoids

participating in a
professional community
or in school and district
events and projects;
relationships with
colleagues are negative
or self-serving.

The educator
The educator makes a
The educator becomes
participates actively in
substantial contribution
involved in the
the professional
to the professional
professional community
community and in school
community and to
and in school and district
and district events and
school and district
events and projects
projects, and maintains
events and projects, and
when specifically asked;
positive and productive
assumes a leadership
relationships with
relationships with
role among the faculty.
colleagues are cordial.
colleagues.

The educator does not

participate in
professional
development activities
and makes no effort to
share knowledge with
colleagues. The
educator is resistant to
feedback from
supervisors or
colleagues.

The educator
participates in
professional
development activities
that are convenient or
are required, and makes
limited contributions to
the profession. The
educator accepts, with
some reluctance,
feedback from
supervisors and
colleagues.

The educator seeks out

The educator actively
opportunities for
pursues professional
professional
development
development based on
opportunities and
an individual
initiates activities to
assessment of need and
contribute to the
actively shares expertise
profession. In addition,
with others. The
the educator seeks
educator welcomes
feedback from
feedback from
supervisors and
supervisors and
colleagues.
colleagues.

points

4 points

4 points

Professional
Responsibilities:
4f Showing
Professionalism

The educator is
proactive and assumes
a leadership role in
The educator is honest
making sure that school
The educator has little and well intentioned in
practices and
sense of ethics and
serving students and
The educator displays a
procedures ensure that
professionalism and
contributing to decisions high level of ethics and
all students, particularly
contributes to practices in the school, but the
professionalism in
4
those traditionally
that are self-serving or educators attempts to dealings with both
underserved, are
harmful to students. The serve students are
students and colleagues
honored in the school.
educator fails to comply limited. The educator
and complies fully and
The educator displays
with school and district complies minimally with voluntarily with school
the highest standards of
regulations and time
school and district
and district regulations.
ethical conduct and
lines.
regulations, doing just
takes a leadership role
enough to get by.
in seeing that colleagues
comply with school and
district regulations.

Overall Score

Level 1
0 or more

Level 2
5 or more

Level 3
8 or more

points

Level 4
11 or more

Overall Score

80 points

Feedback
Feedback
Date
Mar 4, 2015 4:57 PM
Dropbox
Feedback
8:00: Introductory video: Impractical jokers ice breaker
8:03: Review of Permanent and Temporary accounts and the line items within
8:07: Mr. Olson instructed students to work in their workbooks for 15-20 minutes of practice.
Mr. Olson moved around to all parts of the room, answering student questions.
8:31: Transition into explanation of problem.
: Wait time
Talk to elbow partners?
Q: How about throwing out scenarios in regards to your questions?
Mr. Olson effectively planned different activities within the class period to engage students (and

keep them engaged).

Overall, the lesson was well planned and instructed. You met the needs of your students by
adjusting your instructional techniques and responding to student questions. Time is usually an
issue, as you need to get the content in before this Fridays test. I would ask you to think about
your wait time when asking questions, as well as your depth of questions. I would also ask you
to consider having the students lead more of the discussion and answering your questions
specifically, having elbow partners to generate discussion and answers as pairs or small groups
to encourage engagement. It was a pleasure visiting your class!
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3 Instruction
Domain 4: Professional Responsibilities