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WelcomeKATHRYNDOWNEY

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KATHRYN DOWNEY

Building: GEORGE WASHINGTON 1

Responsible: S. PETERS

Task: Formal Classroom Observation #1

Formative Classroom Observation Form

Directions: This form is for all teacher observations. Evaluators are required to observe 45 mins or one class period. This can be announced or
unannounced. Formatives require a post observation discussion.
Please select the type of observation being conducted.
Please select the type of observation being conducted.

Formative announced
Formative unannounced
Date of Observation

03/15/2016

Time Observation began

Enter Time observation began

Did you conduct a preobservation meeting?

No

Ratings for observations

Not observed= The administrator did not have opportunity to observe due to time constraint, entry or exit in the lesson, or standard was not applicable.
Not Evident The teacher failed to demonstrate a required element of instruction. Administrators comments and suggestions should articulate why the
standard was not evident in the observation.
Working to proficiency Employee requires some growth in the standard. The employee may have proficiency in standard however development may be
suggested.
Demonstrating Proficiency Employee modeled competent instruction..expectations are being met.

Performance Standard 1: Professional Knowledge

Sample Performance Indicators:
Addresses appropriate curriculum standards
Integrates key content elements and facilitates students use of higher level thinking skills in instruction
Uses clarity strategies to link present content with past and future learning experiences, other subject areas and realworld experiences and
applications
Demonstrates a current and accurate knowledge of the subject matter and skills relevant to the subject area
Bases instruction on goals that reflect high expectations, intellectual rigor and an understanding of the subject
Demonstrates an understanding of the intellectual, social, emotional and physical development of the age group
Communicates clearly and checks for understanding and routinely has students make their thinking visible using visible thinking strategies
Demonstrates cultural proficiency through the selection of resources and materials to support the curriculum
Actively communicates the high expectation messages of belief in student capacity to master the curriculum

Evaluator selects assessment for each standard observed.

Demonstrating Proficiency
Comments:
Ms. Downey hasplanned and prepared her lesson using her extensive knowledge of the content area, and understanding of the
alignment between the ACPS curriculum, the VDOE framework and VA Standards of Learning. Ms. Downey has set a clear learning
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intention for the lesson and has articulated this to students. Ms. Downey revisits the overarching theme throughout the lesson. Ms.
Downeyis aware ofher student's prior understanding of the skills and concepts necessary to meet the daily learning intention with
success.
Performance Standard 2: Instructional Planning
Sample Performance Indicators:
Uses the PlanTeachReflect Cycle to routinely incorporate the use of data to guide planning, to embed within the lesson, to alter if needed
and to reflect upon at the end of each lesson in preparation for the next day as a guide planning
Plans time realistically for pacing, content mastery and transitions
Plans for differentiated instruction for students who have not yet met the mastery objective to meet the needs of all students, including
students with disabilities, second language learners and talented and gifted students.
Aligns lesson objectives to the ACPS curriculum and state standards using the threestage design process needs
Develops appropriate long and shortrange plans and adapts plans when needed

Evaluator selects assessment for each standard observed.

Demonstrating Proficiency
Comments:
Topic: Front and pressure systems. EQ: How do fronts and pressure systems impact weather. MO: I will complete EdHeads Weather
Predicting game using my knowledge about fronts and pressure systems. A graphic organizer has been designed for this lesson. Ms.
Downey reviews the criteria necessary to successfully complete the assignment. She describes each category and what the expectations
are. Ms. Downey has prepared interactive representations for each front to bring the concepts to life. There are several reallife
examples provided by Ms. Downey to connect the students to the learning. This assignment provides the students with an opportunity
to define the various fronts using words and pictures. This graphic organizer has been designed to go into the student interactive
notebooks once completed.
Performance Standard 3: Instructional Delivery
Sample Performance Indicators:
Uses the clarity strategies of activators and summarizers to engage and maintains students in active learning
Uses activator strategies to build upon students existing knowledge and skills, surface misconceptions and connect students to content
Differentiates instruction to meet students needs
Continually check for understanding and revisit the mastery objective and learning goals consistently throughout the lesson
Uses a variety of clarity instructional strategies, principles of Alexandria Learning and Teaching Model and resources infused within the lesson
Uses instructional technology to check for understanding, engage students and enhance student learning
Communicates clearly, checks for understanding and has students make their thinking visible throughout the lesson
Routinely makes connections between mastery objectives and essential questions
Consistently fosters student centered participation and making meaning by facilitating the 10:2 rule.

Evaluator selects assessment for each standard observed.

Demonstrating Proficiency
Comments:
A student has been designated to stand at the door and provide a copy of the Science Starter to each student as they enter. The
Science Starter is preassessing students on weather fronts. The class has approximately five minutes to complete this. The class begins
to review the preassessment. The teachers use two students and one of the teachers to demonstrate the last weather front remaining
on the paper, a stationary front. Students really enjoy this portion and it provides a visual demonstration of term "stationary". This
activity engages the students and hooks their attention, well done! Ms. Downey asks for volunteers to review the topic, essential
question, and mastery objective for the lesson. She connects this to previously existing knowledge and the relevance to our everyday
lives. Ms. Dowey provides guided notes for students to copy once they have concluded discussion and viewed the simulation of the
front and/or pressure system. The graphic organizer assists students with maintaining a clear understanding of the material.
Performance Standard 4: Assessment of and for Student Learning
Sample Performance Indicators:
Uses preassessment data and C.A.M.P. ( cultural/linguistic, academic, metacognitive and personal) assessments to develop support for
students, to differentiate instruction and to document learning
Provides students with criteria for success, rubrics and exemplars prior to assigning the product of performance in support of a No Secrets
classroom
Involves students in setting learning goals and monitoring their own progress in response to the criteria for success, rubrics and exemplars
previously shared with students
Uses a variety of assessment strategies and instruments that are valid and appropriate for the content and for the student population to enable
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students to show what they know in a differentiated way

Aligns student assessment with established curriculum standards and benchmarks
Continually assesses students by checking for understanding and using visible thinking strategies to adjust and modify instruction in support of
student learning
Uses assessment tools for both formative and summative purposes and uses grading practices that report final mastery in relationship to mastery
objectives, content goals and enabling knowledge objectives
Uses assessment tools such as a Quick Sort for formative and summative purposes; to support the PlanTeachReflect Cycle; and to inform,
guide and adjust students learning
Gives descriptive and frequent feedback tied to criteria for success, rubrics and exemplars to support students on enhance their learning

Evaluator selects assessment for each standard observed.

Demonstrating Proficiency
Comments:
The Science Starter is a preassessment for the day's lesson and will also be the postassessment for the lesson. As students complete the
preassessment, Ms. Downey circulates around the room to gauge students' current level of understanding. Ms. Downey continuously
moves throughout the room as she guides instruction. She is able to do this given her use of the SMART board to enhance instruction.
During this time she provides students with adequate time periods to complete their notes and checks in with individual students as
they progress through the activity.
Performance Standard 5: Learning Environment
Sample Performance Indicators:
Arranges the classroom to maximize learning while providing a safe environment
Establishes clear expectations, with student input, for classroom rules and procedures early in the school year and enforces them consistently
and fairly
Maximizes instructional time by maintaining momentum, provisioning materials, ensuring for smooth transitions and minimizes disruptions
Establishes strong personal relationship building by creating a climate of trust by being respectful, courteous, fair, caring, respectful and
enthusiastic
Promotes cultural proficiency by honoring and celebrating diversity
Respects students diversity, including language, culture, race, gender and learning differences
Actively listens and pays attention to students needs and responses
Maximizes instructional learning time by working with students individually as well as in small groups or whole groups

Evaluator selects assessment for each standard observed.

Demonstrating Proficiency
Comments:
Ms. Downey provides students opportunities for movement by assigning student jobs. Transitions between activities are smooth and
reduce any opportunity for classroom disruptions. The classroom is well organized and students follow specific routines and
procedures. Classroom rules and expectations are in place and Ms. Downey continuously reinforces them during class. Ms. Downey
provides students with positive reinforcement and recognizes student achievement.
Performance Standard 6: Professionalism
Sample Performance Indicators:
Collaborates and communicates effectively with parents, caregivers, students and school community to promote students wellbeing and
success
Adheres to federal and state laws, school and division policies and regulations and ethical guidelines
Incorporates learning from professional growth opportunities into instructional practice
Reflects upon ones own skill set and sets goals for improvement of knowledge and skills
Engages in activities outside the classroom intended for school and student enhancement
Works in a collegial and collaborative manner with administrators, other school personnel and the community
Builds positive and professional relationships with parents/guardians through frequent and effective communication concerning students
progress
Serves as a contributing member of the schools professional learning community through collaboration with teaching colleagues
Demonstrates consistent mastery of standard oral and written English in all communication

Evaluator selects assessment for each standard observed.

Demonstrating Proficiency
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Comments:
Ms. Downeycollaborates and communicates effectively with her students, parents, and colleagues. She regularly plans with her co
teacher and attends CLT meetings relevant to her content area in addition to grade level team meetings. Ms. Downeymaintains clear
lines of communication regarding student academic and behavioral needs. In additional to her professional duties during the school
day,Ms. Downey has done extensive work as the Lead Coordinator for the WEB Program in its first year of implementation working with
sixth and eighth grade mentoring groups.
Student Academic Progress as
Recorded on the PLP (if reviewed)

Comments:

Optional Tools
Teachers called on students in front of room

Teachers called on students in rear of the room

FOR USE IN COTAUGHT CLASSROOM TEACHERS

Select behaviors observed by the evaluator

Teacher demonstrate high expectations by supporting all students

Teacher enhances student learning by delivering instructions and/or injecting ideas for clarification
Teacher maximizes instructional time by utilizing routines and maintaining momemetum
Content and /or IEP data is used to instruct instruction
Teacher has an active role in demonstrating coplanning and collaborating
Teacher demonstrates maximizing instructional time working in small groups and individually
Time observation ended

Enter time observation ended

Post Observation meeting scheduled or held?

Additional Comments

Upon clicking Save and Submit, the Teacher will sign off on this form, followed by the supervisor. Electronic Signature denotes you have received
the observation or evaluation. It does not indicate agreement.
To submit a rebuttal you must email your administrator to receive the electronic form.

Attached Workflow

Employee & Supervisor Sign

Current Status

Complete

Submitted By

SHARI PETERS

Workflow Steps
1

SignedbyKATHRYN DOWNEYon03/29/2016 at 12:16 PM

Signature: KE Downey

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2

SignedbySHARI PETERSon04/04/2016 at 11:37 AM

Signature: Shari Peters

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