Standard 3. Proficient Observation Instructional OR Used questioning during lesson but majority of Delivery Developing/ questions at the recall Needs Mostly teacher directed, students not engaged in Improvement lesson See additional notes from Strength/Weaknesses Standard 5. Proficient Observation Learning Classroom is safe Environment Teacher G maintains control of the classroom; no significant behavior problems Modifies physical layout of classroom for various activities all students feel included. Teacher G (Additional Notes) Strengths Weaknesses Maintains focus on the lesson Creates minimal interest and momentum Minimizes disruptions or interruptions Does not assess understanding of Uses an expressive voice individual students Asks lots of questions Lacks sufficient complexity for this age Summarizes major concepts group Integrates building by including Promotes little engagement and map skills, vocabulary development, discussion decoding skills, counting, etc. Controls all exchanges such that Uses do you know?” strategy students are passive learners “What Changes location of instruction (desks Teacher-centered lesson to reading circle) Provides limited opportunities for Calls on each of the students student participation Does not meet lesson objective
Standard 3. Instructional Delivery Proficient OR Developing/ Needs Improvement Observation Used questioning during lesson but majority of questions at the recall Mostly teacher directed, students not engaged in lesson See additional notes from Strength/Weaknesses Standard 5. Learning Environment Proficient Observation Classroom is safe Teacher G maintains control of the classroom; no significant behavior problems Modifies physical layout of classroom for various activities all students feel included. Teacher G (Additional Notes) Strengths Weaknesses Maintains focus on the lesson Minimizes disruptions or interruptions Uses an expressive voice Asks lots of questions Summarizes major concepts Integrates building by including map skills, vocabulary development, decoding skills, counting, etc. Uses “What do you know?” strategy Changes location of instruction (desks to reading circle) Calls on each of the students Creates minimal interest and momentum Does not assess understanding of individual students Lacks sufficient complexity for this age group Promotes little engagement and discussion Controls all exchanges such that students are passive learners Teacher-centered lesson Provides limited opportunities for student participation Does not meet lesson objective