Randolph Township Schools

TEACHER OBSERVATION Explanation of Teacher Performance Indicators The following brief explanations are meant to clarify the meaning of the accompanying indicators of teacher performance found on the observation instrument. THE TEACHER AS A PERSON 1. The teacher exhibits enthusiasm The teachers interactions with her/his students are marked by a high level of energy and an enthusiasm for both the content being taught and the students learning that content. 2. The teacher demonstrates positive student-teacher interactions Interactions between the teacher and her/his students are positive in nature and show respect. 3. The teacher allows students to participate in decision making Decisions on classroom procedures, materials to be used, time allotted and steps in the learning process are occasions for discussion between the teacher and her/his students. Students are understood to be capable of sharing in the making of those decisions which affect their learning and its assessment.

CLASSROOM MANAGEMENT AND ORGANIZATION 4. The teacher organizes an efficient and safe classroom The physical arrangement of furniture and other equipment contributes to efficient and safe lesson transitions and student activities. A minimum of time is spent on managing student logistics. 5. The teacher establishes routines and structures for daily tasks Students clearly understand how they are to accomplish regular and continuing tasks in the classroom. Procedures for such processes as attendance, leaving the classroom, etc. are clearly understood by all students. 6. The teacher orchestrates smooth transitions and continuity of momentum Transitions between planned activities are accomplished with a minimum of disruption and a maximum of student understanding. No time is spent in students waiting to learn what activity is to come next or its relationship to the activity just completed. 7. The teacher has all materials prepared in advance of the lesson All the materials required for students successfully to complete planned activities in the classroom are available at the start of the observed lesson. The lesson is not delayed or shortened by a lack of adequate preparation.

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8. The teacher recognizes and responds to inappropriate behavior The teacher is able to identify inappropriate behavior by students and demonstrates the ability to respond to such behavior clearly and constructively. 9. The teacher maintains clear rules that are consistently and fairly implemented The rules governing classroom interactions are understood by all. 10. The teacher provides clear, specific and timely feedback Student questions are addressed promptly. Tests and assigned homework are assessed and returned in a timely manner. Comments on tests and projects provide students with specific information as to why a particular grade was assigned and how the student can improve her/his performance.

PLANNING AND ORGANIZING FOR INSTRUCTION 11. The lessons objective is clear to students and reflects the New Jersey standards All students are aware of the objective of the days lesson. The lesson is clearly connected to the accomplishment of one or another of the relevant, identified New Jersey Core Curriculum Content standards. 12. The teacher exhibits a strong knowledge base While not expected to have all the answers, the teacher demonstrates a solid grasp of all essential content being taught in the observed lesson. 13. The teacher sets clearly articulated high expectations that contribute to the improvement and growth of all students All students, regardless of grade level or assigned class, are encouraged to meet high expectations of individual achievement. All students have been empowered to understand their individual learning styles and the specific steps they must take to grow and achieve in the class observed.

IMPLEMENTING INSTRUCTION 14. The teacher asks questions which engage higher order thinking skills Based on Blooms Taxonomy, the questions asked by the teacher seek to engage students on the analytical, synthetic and evaluative levels of thought and not merely on the recall and paraphrase levels. 15. Differentiation of process and/or content and/or product is evident The teacher plans and implements a lesson which recognizes the individual learning styles of her/his students. The teacher uses multiple processes of instruction (direct, small group, etc.) and/or The teacher expects different levels of content mastery and/or The teacher expects different final products and/or Assessments are tailored to individual students learning and/or Homework assignments are individualized

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16. The teacher ensures that students prior knowledge and skills are effectively incorporated Students prior learning is assessed prior to the teachers attempting to conduct the observed lesson. This prior learning is clearly included in the activities planned and implemented by the teacher. 17. The teacher uses non-verbal as well as verbal cues to help students stay on task The teacher demonstrates an understanding of such techniques as use of proximity and management by walking around to ensure the smooth operation of the classroom. Student activities are coordinated not only through spoken directions but also through understood alternate methods (chime, clapping, etc.). 18. The teacher uses appropriate and/or varied materials and technology While not every lesson needs to involve the use of technology, when useful in enhancing student learning, technology is used appropriately and the connection between its use and the enhancement of learning is clear to the observer and the students. The same applies to other, specialized materials employed by the teacher. 19. The teacher uses effective instructional strategies. Examples of such include: Use of 3-5 seconds wait time for student responses Lesson should be balanced between teacher talk and student to student interaction Questions asked of students should be prepared before class and should be of a higher order than simply recall and paraphrase Assessment of student learning should be regular, ongoing and observable 20. The teacher provides clear modeling and instructions The finished products expected of students should be clearly understood by all. Instructions should be formulated so as to ensure no lack of understanding of the important steps and materials necessary for students to accomplish assigned tasks. 21. The teacher uses an effective lesson closure Closure activity is student based - not a teacher statement Examples of closure activities include exit cards, pair shares, individual recitation Every class includes some such activity

MONITORING STUDENT PROGRESS AND POTENTIAL 22. Assigned homework is appropriate and clearly explained Homework need not accompany every lesson. Where the assignment of homework can be demonstrated clearly to build upon classroom learning and can be accomplished without assistance from either the classroom teacher or other adults, it should be assigned according to district guidelines. All homework assigned should first be clearly explained and the connection(s) between the assignment and the work of that day and the day(s) to follow should be made clear to all students.

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23. Assigned homework is relevant to the content under study Assignment is clearly connected to the lesson Purpose of assignment (practice, etc.) is clearly stated Speculative assignments (assigned to stretch the student or assess student learning) are not graded Practice or evaluative assignments are collected or checked 24. Homework assignments are rigorous and foster critical thinking and/or skill development Homework should never be assigned simply to give students something to do outside of class. Assignments should clearly be based on learning that has been achieved in class (to provide, for example, additional needed practice) and should consciously focus students on such areas as problem-solving, higher order thinking or the development of clearly identified skills. 25. The teacher uses appropriate rubrics and presents models of exemplary work Students know criteria by which their work is being judged/graded Indicator of an effective rubric is its usefulness to students Students are aware of the product expected (models are provided by the teacher) 26. The teacher uses a variety of assessments both formative and summative In assessing student learning, the teacher should demonstrate a clear understanding of the difference between formative (growth-promoting, learning-promoting) and summative (grade/evaluation-providing) assessments. Formative assessment should be far more common than summative assessment and the latter should always include sufficient feedback to provide students with the information necessary to work toward the next evaluative level (grade). Assessment of any kind should demonstrably be for learning rather than of learning.

27. The teacher encourages and provides opportunities for student self-monitoring The teacher should incorporate a system or mechanism in her/his classroom whereby students can actively participate in the monitoring of their individual learning. Students should be involved in the development of rubrics and other evaluative criteria and should demonstrably understand how their work is and will be assessed.

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