GoObserveObservationReport

Dr.JosephF.PollackAcademicCenterOfExcellence,PACEacademy
Name:Golson,Monica
Classification:
Observedby:JamilaWhitaker
ObservationDate:Monday,June1,2015at8:38AM
Criteria:
1a:HighlyEffective(4):Teacher'splansandpracticereflectextensive
knowledgeofthecontentandofthestudentsofthediscipline.Teacher
activelybuildsonknowledgeofprerequisitesandmisconceptionswhen
describinginstructionorseekingcausesforstudentmisunderstanding.
1b:Effective(3):Teacheractivelyseeksknowledgeofstudents'
backgrounds,cultures,skills,languageproficiency,interests,andspecial
needs,andattainsthisknowledgeforgroupsofstudents.
1c:Effective(3):Instructionaloutcomesarestatedasgoalsreflectinghigh
levellearningandcurriculumstandards.Theyaresuitableformost
studentsintheclass,representdifferenttypesoflearningandarecapable
ofassessment.Theoutcomesreflectopportunitiesforcoordination.
1d:Effective(3):Teachercoordinatesknowledgeofcontent,ofstudents,
andofresources,todesignaseriesoflearningexperiencesalignedto
institutionaloutcomesandsuitabletogroupsofstudents.Thelessonorunit
hasaclearstructureandislikelytoengagestudentsinsignificantlearning.
1e:Effective(3):Teacher'splanforstudentassessmentisalignedwiththe
instructionaloutcomes,usingclearcriteria,andisappropriatetotheneeds
ofstudents.Teacherintendstouseassessmentresultstoplanforfuture
instructioningroupsofstudents.
2a:HighlyEffective(4):Classroominteractionsamongtheteacherand
individualstudentsreflectgenuinewarmth,caring,andsensitivityto
student'sculturesandlevelsofdevelopment.Studentsthemselvesensure
highlevelsofcivilityamongmembersoftheclass.
2b:Effective(3):Theclassroomcultureischaracterizedbyhigh
expectationsformoststudents,genuinecommitmenttothesubjectbyboth
teacherandstudents,withstudentsdemonstratingprideintheirwork.
2c:Effective(3):Littleinstructionaltimeislostduetoclassroomroutines
andprocedures,fortransitions,handlingofsuppliesandperformanceof
noninstructionalduties,whichoccursmoothly.
2d:HighlyEffective(4):Standardsofconductareclearwithevidenceof
studentparticipationinsettingthem.Teacher'smonitoringofstudent
behaviorissubtleandpreventive,andteacher'sresponsetostudent

misbehaviorissensitivetoindividualstudentneeds.Studentstakean
activeroleinmonitoringthestandardsofbehavior.
2e:Effective(3):Theclassroomissafe,andlearningisaccessibletoall
studentsteacherensuresthatthephysicalarrangementisappropriateto
thelearningactivities.Teachermakeseffectiveuseofphysicalresources,
includingtechnology.
3a:Effective(3):Expectationsforlearning,directions,procedures,and
explanationsofcontentarecleartostudents.Communicationsare
appropriatetostudentsculturesandlevelsofdevelopment.
3b:Effective(3):Mostoftheteacher'squestionselicitathoughtful
response,andtheteacherallowssufficienttimeforstudentstoanswer.All
studentsparticipateinthediscussion,withtheteachersteppingasidewhen
appropriate.
3c:Effective(3):Activitiesandassignments,materialsandgroupingsof
studentsarefullyappropriatetotheinstructionaloutcomes,andstudents'
culturesandlevelsofunderstanding.Allstudentsareengagedinworkofa
highlevelofrigor.Thelesson'sstructureiscoherent,withappropriate
pace.
3d:Effective(3):Assessmentisregularlyusedininstruction,through
selfassessmentbystudents,monitoringofprogressoflearningbyteacher
and/orstudents,andthroughhighqualityfeedbacktostudents.Students
arefullyawareoftheassessmentcriteriausedtoevaluatetheirwork.
3e:HighlyEffective(4):Teacherseizesanopportunitytoenhancelearning,
buildingonaspontaneouseventorstudentinterests.Teacherensuresthe
successofallstudents,usinganextensiverepertoireofinstructional
strategies.
Comment
s

Activity

Comment
s

8:38:53
AM

Review&
Focus(Do
Now,
Bellwork,
etc.)

Mrs.
Golson
spoke
specificall
yto
students
abouta
project
thatisdue
andasked
thosewho
didnot
haveit
thatis
needsto
beturned
in

today.Mrs.
Golson
told
students
thatthe
workthey
havedone
latelyis
preparing
themfor
thenext
step.She
startedto
handout
papers.Mr
s.Golson
wrotean
equation
onthe
boardas
an
example
ofwhat
she
wanted
students
todoon
thepaper
she
handed
out.She
explained
whatshe
wanted
themtodo
andthen
asked
studentsif
they
understoo
dwhat
she
wanted.
8:43:24
AM

Independe Students
ntPractice workedon

thesheet
theywere
given
usingthe
example
thatMrs.
Golson
showed
them.
Mrs.
Golson
toldthem
totry1&
2.Mrs.
Golson
circulated
the
classroom
as
students
worked
reviewing
theirwork
and
answering
questions.
Mrs.
Golson
told
students
theyhada
minute
before
they
talk.Mrs.
Golson
reminded
students
thatthe
coefficient
iswhatis
happening
overand
over
again.

8:46:50
AM

Discussio
n

Mrs.
Golson
told
students
topay
attention
tothe
stickeron
their
paperand
find
someone
whohas
thesame
stickeror
symbol.
Shetold
themthey
wereto
come
together
andtalk
abouttheir
answers
andwhy
they
decidedto
choose
those
answers.
Mrs.
Golson
told
students
theycould
notbeby
themselve
s.Students
moved
into
groups.Mr
s.Golson
timed
students
asthey
moved

into
groups.Mr
s.Golson
saidshe
wouldgive
students3
minutes.
Shetold
themto
readthe
problem
firstand
then
discuss
their
answers.S
tudents
talkedin
groups.
Mrs.
Go,son
circulated
the
classroom
while
students
were
discussing
the
problems.
Mrs.
Golson
got
addressed
thepeople
withpink
stickers
andasked
themto
think
about
what
happens
whenyou
lose
weight.

They
answered
the
number
goes
down.
Sheasked
welldo
youthink
thatwould
be
additionor
subtractio
n.She
thentold
themto
rethinkthe
problem.M
rs.Golson
calledthe
groups
back
together.
Shetold
students
alloftheir
#1
questions
were
different
buttheir
#2swere
thesame.
Sheasked
themto
explain
the
problem
together.
Mrs.
Golson
dictated
onthe
board
what
students

toldher
they
placedin
the
problem.M
rs.Golson
askedifI
saidx=15
whatdoes
that
mean?Stu
dents
answered
that
showsthe
numberof
minutes
onthe
phone.Stu
dentsthen
were
askedto
lookatthe
questions
onthe
back.

SummaryNotes:Studentswereattentiveandontaskthroughoutthelesson.