Teacher: Grade Level: Principal Signature:

Subject: Date: Teacher Signature:

___ _____________________________________________
Teac signature indicates that a conference has been held.

CLASSROOM OBSERVATION INSTRUMENT (DOMAIN I: INSTRUCT)

ssroom is clutter-free, clean, and orderly

_, aterials are easily accessible
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splayed work is current, meaningful, and student-generated Environment is rich in meaningful artifacts (e.g., word walls, student products, charts, posters, and indicators posted, evidence of Daily Oral Language, Daily Mathematics, and/or Daily Analogies)

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cla ssroom man game: s yst em

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is in place (eroutines, tocedures, rules, re

consequences)

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Total

TEACHER 4 POINTS EACH

ans activities that are rigorous and aligned to the South Carolina Academic Standards estions addressing all levels of Bloom's Taxonomy Allows for appropriate wait-time when asking questions Connects previous learning to current learning -ir ently assesses student understanding during t

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Differentiates instruction to meet students' needs and learning styles

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Uses a variety of grouping techniques (whole, small, individual, pair-share) monstrates mastery of content area its evidence of high expectations for all students Provides opportunities for students to justify their thinking

11oves around the room

to observe, assist, an hallenge students a (he

ssi9nme\ts

LV

Marzano 's Strategies Strategy Used:

lizes a variety of technology throughout

___________

the lesson, as appropriate

/1 Exhibits positive rapport (e.g., praise, eye-contact, thumbs up, calling on individual students,

Implements accommodations for students with special needs as documented in I.E.P. (lessen plans, grade book, etc.) e of correlation between lesson plans, posted indicators, and grade book sthe district pacing and sequencing calendar

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rrects students' oral and written grammar Uses correct grammar during instruction (American Standard English) Demonstrates knowledge and use of the lesson cycle

Total

and articulate an understanding of the concepts, content, and skills conveyed in the lessen Work well independently and interact appropriately in a variety of settings (whole, small, pair-share, individual)

Use correct oral and written grammar (American Standard English) Utilize multiple strategies when completing tasks (e.g., note-taking, graphic organizers, journaling)
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ibit respect for teacher and others

Total

MARZANO CATEGORIES OF STRATEGIES

Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Cues, questions, and advance organizers

B L OO M S tTAXO N O M Y
Remembering Understanding Applying Analyzing Evaluating U Creating

PRUBLEM SOLVING STRATEGIES

U Act out or use objects

BEST PRACTICES
KWL Strategy . Think-Pair-Share Strategy Frayer Model Strategy Summary Frames Strategy Two-Column Notes Strategy Rubrics Strategy . Think-Aloud Strategy RAFT Strategy Anticipation Guide Strategy U Graphic Oroanizers Strategy G RA ND

Make a picture or diagram Use or make a table Make an organized list Guess and check Use or look for a pattern Work backwards Use logical reasoning Make it simpler Brainstorm

Iil4.1.
Engage Explore Explain Elaborate Evaluate

LESSON CYCLE

COMMENTS

Objective and Purpose Direct Instruction Guided Practice Independent Practice Closure

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TOTAL
A: B: C: D: F: 100-93 92-85 84-77 76-70 69 - 0