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GoObserve Observation Report

Dr. Joseph F. Pollack Academic Center Of Excellence, PACE academy


Name: Brossy, Shaun
Classification:
Observed by: Jamila Whitaker
Observation Date: Monday, February 9, 2015 at 12:47 PM
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: Highly Effective (4): Students contribute to the seamless operation of the
classroom routines and procedure, for transitions, handling of supplies, and
performance of non-instructional duties.
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: Highly Effective (4): Expectations for learning, directions, procedures, and
explanations of content are clear to students. Teacher's oral and written
communication is clear and expressive, and appropriate to students.
3b: Minimally Effective (2): Some of the teacher's questions elicit a thoughtful
response, but most are low level, and posed in rapid succession. Teacher's
attempts to engage all students in discussion are only partially successful.
3c: Effective (3): Activities and assignments, materials and groupings of
students are fully appropriate to the instructional outcomes, and students'
cultures and levels of understanding. All students are engaged in work of a
high level of rigor. The lesson's structure is coherent, with appropriate pace.
3d: Effective (3): Assessment is regularly used in instruction, through selfassessment 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: Highly Effective (4): Teacher seizes an opportunity to enhance learning,
building on a spontaneous event or student interests. Teacher ensures the
success of all students, using an extensive repertoire of instructional
strategies.

Comment
s

Activity

Comments

12:48:07
PM

Review & Focus


(Do Now,
Bellwork, etc.)

Mr. Brossy spoke to students about the CHAMPS


expectations. He reviewed with students what
they learned about hockey last Week. Mr. Brossy
asked students the review his rules during
hockey. Student: don't lift hockey blade above the
waist.

12:52:17
PM

Discussion

Mr Brossy showed students a real hockey stick


that his cousin who is a profession hockey player
used during play. Mr. Brossy explained that
hockey sticks are much lighter than the ones they
use in class. He mentioned that real hockey
sticks are custom made for the player.

12:52:48
PM

Independent
Practice
Demonstration

12:52:53
PM

Input & Modeling


of Information by
Teacher

Mr. Brossy demonstrated to students how to hold


the stick properly. Mr. Brossy told students that in
a minute they would get up and the first thing he
will check is their grip. Mr. Brossy told the ladies
to move and get sticks. Young ladies moved to
retrieve their sticks. Mr. Brossy told the young

men to stay seated. Mr. Brossy told the students


to practice their grip once they retrieved their
sticks. The young men were told to retrieve their
sticks. Mr. Brossy helped a student with their
grip.
12:57:18
PM

Independent
Practice
Demonstration

Students practiced their grip and talked to one


another. Students practices dribbling an invisible
puck until Mr. Brossy said freeze.

12:57:53
PM

Input & Modeling


of Information by
Teacher

Mr. Brossy talked to students about why they


needed to hold the hockey stick the way he
demonstrated. Mr. Brossy explained to students
that they would be practicing dribbling their
hockey puck. Mr. Brossy explained that dribbling
helps players to keep the puck from being taken.
Mr. Brossy told students that as they play more he
wants them to be able to dribble the puck without
looking down the more they practice. Mr. Brossy
told students that they were going to practice
dribbling an imaginary puck. Mr. Brossy told
students to pick up their hockey sticks and make
sure they had the right grip. He told students to
practice without bumping into one another. He
told them to remember not to high stick.

1:03:59
PM

Input & Modeling


of Information by
Teacher

Mr. Brossy took a students stick because she was


swinging the stick. He asked students why did he
take her stick. They said because she was
swinging it. Mr. Brossy numbered students off by
6 and placed them in groups. Students stood
behind cones in their groups. Mr. Brossy gave
each group a foam stick. Mr. Brossy told students
that they were going to dribble the puck up and
around the maker. He told students they were
going to assess each other on their dribbling.

1:07:51
PM

Independent
Practice
Demonstration

Students practiced dribbling. One student said


this is so irritating. Mr. Brossy demonstrated for a
student how to dribble the puck.

Summary Notes: You made sure to review your expectations and established rules
for practice several times. You demonstrated for students what you wanted them to
do. You took the stick away from a student that was not following the expectation
and made sure students understood why you took the stick. Students were engaged
and attentive to the lesson.

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