​EEACS Observation Scoring Sheet

Teacher’s Name: S. H. Subject: ELA

Date: 5/30/19 Time: 9:30 a.m.
Key: NI = Needs Improvement B = Basic P = Proficient D = Distinguished

Domain I: Planning and Preparation

1a. Demonstrating Knowledge of Subject Matter, NI B P D N/A

Pedagogy, and Best Practices
Shows depth of content knowledge x
Connects knowledge effectively to relevant disciplines x
Searches for best practices in teaching and learning x
Content is aligned to the National standards x
1b. Demonstrating Knowledge of Students NI B P D N/A
Understands the active nature of student learning x
Integrates knowledge of students’ backgrounds, cultures, x
skills, interests and special needs into the plans
Identifies and addresses various levels of students in the x
class
1c. Setting Instructional Outcomes NI B P D N/A
Outcomes represent rigorous and standards aligned x
learning
Outcomes are clear and written in the form of student x
learning and suggest viable methods of assessment
Outcomes reflect several different types of learning x
Outcomes take into account varying needs of groups of students x
(differentiation)
1d. Demonstrating Knowledge of Resources NI B P D N/A
Accesses available teacher resources through the school, district x
and community
Uses a variety of effective resources that support student learning x
1e. Designing Coherent Instruction NI B P D N/A
Learning activities are aligned to the learning goals x
Learning activities provide opportunities for higher-level thinking x
Provides a variety of challenging materials and resources x
Instructional groups maximize student learning x
Lesson has a clear structure with appropriate time allocations x
1f. Designing Student Assessments NI B P D N/A
Assessments are aligned with learning goals and state x
standards
Communicates assessment criteria, standards and results x
to students and parents/guardians
Interprets both formal and informal assessments to x
modify instructional decisions
Overall Observation Score: NI B P D

Domain II: The Classroom Environment

2a. Creating an Environment of Respect and Rapport NI B P D N/A

Demonstrates equity, respect, and fairness toward all students x
Helps students to develop positive self-concepts and interpersonal skills x
Teacher-student interactions are friendly and demonstrate caring and respect x
Standards of behavior are clear, visible and consistently maintained x
2b. Establishing a Culture for Learning NI B P D

Establishes relevancy of learning and connecting lessons to life x

Recognizes and encourages all students' progress in learning x
Conveys high expectations for quality of work and achievement x
2c. Managing Classroom Procedures NI B P D N/A
Students are productively engaged during small and whole group work x
Transitions between activities are smooth x
Routines for distribution and collection of materials are efficient x
Students follow established classroom routines x
2d. Managing Student Behavior NI B P D N/A
Sets high behavioral expectations for all students x
Reinforces positive student behavior x
Intervenes and responds to inappropriate student behavior x
Student behavior is generally appropriate x
2e. Organizing Physical Space NI B P D N/A
Assures that the classroom and other physical resources are safe, accessible, x
and conducive to learning
Makes appropriate use of available technology x
All required charts and data are clearly visible x
Current, standards aligned student work is displayed x

Overall Observation Score: NI B P D

Domain III: Instruction

3a. Communicating with Students NI B P D N/A

Presents PA Core standards driven lessons that are clear to students and contain x
an appropriate level of detail
Content is scaffolded, clear and accurate and connects to previous learning x
Spoken and written language is clear and correct x
Process and thinking is modeled when appropriate x
Students are cognitively engaged in the learning task x
3b. Using Questioning and Discussion Techniques NI B P D N/A

Uses a variety of high quality, clearly stated questions x

Engages all students in discussions and encourages students to x
formulate questions for higher level thinking
Elicits responses equitably from all students and allows adequate x
response time
3c. Engaging Students in Learning NI B P D N/A
Monitors students by using a variety of teaching strategies x
Provides differentiated instruction based on student’s needs x
Organizes students for instruction using various techniques (i.e. x
individualized, performance groups, cooperative groups, small groups)
Encourages students to initiate learning and achieve goals on an x
on-going basis
3d. Using Assessment in Instruction NI B P D N/A
Students are aware of the assessment criteria x
Provides academic feedback that is specific, constructive and timely x
Students are engaged in self and peer assessment/feedback x
Questions, prompts, assessments are used to​ ​diagnose evidence x
of learning
Students indicate awareness of the characteristics of high x
quality work
​ emonstrating Flexibility and Responsiveness
3e. D NI B P D N/A
Adapts instructional lessons based on student responsiveness and engagement x
Teaches to a variety of cognitive levels: knowledge, x
comprehension, application, analysis, synthesis, and evaluation
Persists in seeking strategies that may help students who have difficulty x

Overall Observation Score: NI B P D

Area of Reinforcement: ​1a. Demonstrating Knowledge of Subject Matter, Pedagogy, and Best Practices
It is evident that you understand the content matter and try to find other ways to instruct on sequencing and
summarizing with your students. My only suggestion is that in as you find and research ways to instruct in your
content area, see if there are ways to tie in kinesthetic learning and it looks like you have students who love to move
around. I wonder if that would assist your students with their understanding if they were moving and learning.
Area of Refinement: ​3c. Engaging Students in Learning
This somewhat ties into my suggestion above. I noticed that some of your students struggled with completing the
graphic organizer. Maybe if you project from your computer the electronic copy of the graphic organizer, you could
model what you are looking for; or scaffold the worksheet for your lower level learners so that they are more likely
to be able to complete the worksheet independently. Some students appeared bored with the additional reading of
the text since you read the story the day prior. I loved playing a recording of the text or giving each child a page at
each table to be responsible for. Those students could practice and then choral read the text to the class. Just another
way to break it up since it’s so hard to hold their attention at this time of year.

Thank you so much for allowing me to come into your classroom! I know this time of year is so crazy and I
appreciate your willingness to have me in.

Overall Observation Score: NI B P D

Observer Signature: Teacher Signature: _____________________________