Component 2a: Creating an Environment of Respect and Rapport

Levels 

Unsatisfactory

Basic

Proficient

Distinguished

Component 2a Critical Attributes 

Critical Attributes List 

Unsatisfactory	Basic	Proficient	Distinguished
The teacher is disrespectful toward students or insensitive to students' ages, cultural backgrounds, and developmental levels.	The quality of interactions between teacher and students, or among students, is uneven, with occasional disrespect or insensitivity.	Talk between the teacher and students and among students is uniformly respectful.	The teacher demonstrates knowledge and caring about individual students` lives beyond the class and school.
Students' body language indicates feelings of hurt, discomfort, or insecurity.	The quality of interactions between teacher and students, or among students, is uneven, with occasional disrespect or insensitivity.	The teacher successfully responds to disrespectful behavior among students.	There is no disrespectful behavior among students.
The teacher displays no familiarity with, or caring about, individual students.	The teacher attempts to make connections with individual students, but student reactions indicate that these attempts are not entirely successful.	Students participate willingly, but may be somewhat hesitant to offer their ideas in front of classmates.	When necessary, students respectfully correct one another.
The teacher disregards disrespectful interactions among students.		The teacher makes general connections with individual students.	Students participate without fear of put-downs or ridicule from either the teacher or other students.
		Students exhibit respect for the teacher.	The teacher respects and encourages students' efforts.

Component 2a: Creating an Environment of Respect and Rapport 

Elements	1 - Unsatisfactory	2 - Basic	3 - Proficient	4 - Distinguished
​ Teacher interactions with students, including both words and actions;   Student interactions with other students, including both words and actions	Patterns of classroom interactions, both between teacher and students and among students, are mostly negative, inappropriate, or insensitive to students' ages, cultural backgrounds, and developmental levels. Student interactions are characterized by sarcasm, put-downs, or conflict. The teacher does not deal with disrespectful behavior.	Patterns of classroom interactions, both between teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students' ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. The teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral, conveying neither warmth nor conflict.	Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages, cultures, and developmental levels of the students. Interactions among students are generally polite and respectful, and students exhibit respect for the teacher. The teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite, respectful, and business-like, though students may be somewhat cautious about taking intellectual risks.	Classroom interactions between the teacher and students and among students are highly respectful, reflecting genuine warmth, caring, and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class. The net result is an environment where all students feel valued and are comfortable taking intellectual risks.
	Notes: 12/12/2018 12:04 pm: The teacher referenced students as, "Honey."  Enter Notes

​ Component 2b: Establishing a Culture for Learning 

Levels 

Unsatisfactory

Basic

Proficient

Distinguished

Component 2b Critical Attributes 

Critical Attributes List 

Unsatisfactory	Basic	Proficient	Distinguished
The teacher conveys that there is little or no purpose for the work, or that the reasons for doing it are due to external factors.	The teacher`s energy for the work is neutral, neither indicating a high level of commitment nor ascribing the need to do the work to external forces.	The teacher communicates the importance of the content and the conviction that with hard work all students can master the material.	The teacher communicates passion for the subject.
The teacher conveys to at least some students that the work is too challenging for them.	The teacher conveys high expectations for only some students.	The teacher demonstrates a high regard for students` abilities.	The teacher conveys the satisfaction that accompanies a deep understanding of complex content.
Students exhibit little or no pride in their work.	Students exhibit a limited commitment to complete the work on their own; many students indicate that they are looking for an "easy path."	The teacher conveys an expectation of high levels of student effort.	Students indicate through their questions and comments a desire to understand the content.
Students use language incorrectly; the teacher does not correct them.	The teacher`s primary concern appears to be to complete the task at hand.	Students expend good effort to complete work of high quality.	Students assist their classmates in understanding the content.
	The teacher urges, but does not insist, that students use precise language.	The teacher insists on precise use of language by students.	Students take initiative in improving the quality of their work.
			Students correct one another in their use of language.

Component 2b: Establishing a Culture for Learning 

Elements	1 - Unsatisfactory	2 - Basic	3 - Proficient	4 - Distinguished
Importance of the content and of learning;   Expectations for learning and achievement;   Student pride in work	The classroom culture is characterized by a lack of teacher or student commitment to learning, and/or little or no investment of student energy in the task at hand. Hard work and the precise use of language are not expected or valued. Medium to low expectations for student achievement are the norm, with high expectations for learning reserved for only one or two students.	The classroom culture is characterized by little commitment to learning by the teacher or students. The teacher appears to be only "going through the motions," and students indicate that they are interested in the completion of a task rather than the quality of the work. The teacher conveys that student success is the result of natural ability rather than hard work, and refers only in passing to the precise use of language. High expectations for learning are reserved for those students thought to have a natural aptitude for the subject.	The classroom culture is a place where learning is valued by all; high expectations for both learning and hard work are the norm for most students. Students understand their role as learners and consistently expend effort to learn. Classroom interactions support learning, hard work, and the precise use of language.	The classroom culture is a cognitively busy place, characterized by a shared belief in the importance of learning. The teacher conveys high expectations for learning for all students and insists on hard work; students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or assisting peers in their precise use of language.
	Notes: 12/12/2018 12:04 pm: The teacher spoke to a student and stated that she would like a paragraph. 12/12/2018 12:20 pm: Posted student work was not evident.  Enter Notes

​ Component 2c: Managing Classroom Procedures 

Levels 

Unsatisfactory

Basic

Proficient

Distinguished

Component 2c Critical Attributes 

Critical Attributes List 

Unsatisfactory	Basic	Proficient	Distinguished
Students not working with the teacher are not productively engaged.	Students not working directly with the teacher are only partially engaged.	Students are productively engaged during small-group or independent work.	With minimal prompting by the teacher, students ensure that their time is used productively.
Transitions are disorganized, with much loss of instructional time.	Procedures for transitions seem to have been established, but their operation is not smooth.	Transitions between large- and small-group activities are smooth.	Students take initiative in distributing and collecting materials efficiently.
There do not appear to be any established procedures for distributing and collecting materials.	There appear to be established routines for distribution and collection of materials, but students are confused about how to carry them out.	Routines for distribution and collection of materials and supplies work efficiently.	Students themselves ensure that transitions and other routines are accomplished smoothly.
A considerable amount of time is spent off task because of unclear procedures.	Classroom routines function unevenly.	Classroom routines function smoothly.	Volunteers and paraprofessionals take initiative in their work in the class.
Volunteers and paraprofessionals have no defined role and/or are idle much of the time.	Volunteers and paraprofessionals require frequent supervision.	Volunteers and paraprofessionals work with minimal supervision.

Component 2c: Managing Classroom Procedures 

Elements	1 - Unsatisfactory	2 - Basic	3 - Proficient	4 - Distinguished
Management of instructional groups;   Management of transitions;   Management of materials and supplies;   Performance of classroom routines	Much instructional time is lost due to inefficient classroom routines and procedures. There is little or no evidence of the teacher's management of instructional groups and transitions and/or handling of materials and supplies effectively. There is little evidence that students know or follow established routines, or that volunteers and paraprofessionals have clearly defined tasks.	Some instructional time is lost due to partially effective classroom routines and procedures. The teacher's management of instructional groups and transitions, or handling of materials and supplies, or both, are inconsistent, leading to some disruption of learning. With regular guidance and prompting, students follow established routines, and volunteers and paraprofessionals perform their duties.	There is little loss of instructional time due to effective classroom routines and procedures. The teacher's management of instructional groups and transitions, or handling of materials and supplies, or both, are consistently successful. With minimal guidance and prompting, students follow established classroom routines, and volunteers and paraprofessionals contribute to the class.	Instructional time is maximized due to efficient and seamless classroom routines and procedures. Students take initiative in the management of instructional groups and transitions, and/or the handling of materials and supplies. Routines are well understood and may be initiated by students. Volunteers and paraprofessionals make an independent contribution to the class.
	Notes: 12/12/2018 11:55 am: The classroom schedule was posted in the hallway and indicated that at 11:50 am reading/ELA were taking place. 12/12/2018 12:05 pm: The teacher moved around the room to monitor and guide students on the computer program. 12/12/2018 12:08 pm: Students were on I-Ready or Readworks programs. 12/12/2018 12:09 pm: Fourteen students were working on chrome-books. 12/12/2018 12:11 pm: The lesson title, learning intention, success criteria and collaborative questions were posted on the Smart Board. 12/12/2018 12:13 pm: A word wall with social studies terms was posted on the chalkboard. 12/12/2018 12:17 pm: The teacher informed me that there are 25 students total. 3 were with the resource teacher (pullout.) 8 went on a field trip. 12/12/2018 12:19 pm: A word wall was posted with high frequency words. 12/12/2018 12:20 pm: Posted student work was not evident.  Enter Notes

​ Component 2d: Managing Student Behavior 

Levels 

Unsatisfactory

Basic

Proficient

Distinguished

Component 2d Critical Attributes 

Critical Attributes List 

Unsatisfactory	Basic	Proficient	Distinguished
The classroom environment is chaotic, with no standards of conduct evident.	The teacher attempts to maintain order in the classroom, referring to classroom rules, but with uneven success.	Standards of conduct appear to have been established and implemented successfully.	Student behavior is entirely appropriate; any student misbehavior is very minor and swiftly handled.
The teacher does not monitor student behavior.	The teacher attempts to keep track of student behavior, but with no apparent system.	Overall, student behavior is generally appropriate.	The teacher silently and subtly monitors student behavior.
Some students disrupt the classroom, without apparent teacher awareness or with an ineffective response.	The teacher's response to student misbehavior is inconsistent: sometimes harsh, other times lenient.	The teacher frequently monitors student behavior.	Students respectfully intervene with classmates at appropriate moments to ensure compliance with standards of conduct.
		The teacher`s response to student misbehavior is effective.

Component 2d: Managing Student Behavior 

Elements	1 - Unsatisfactory	2 - Basic	3 - Proficient	4 - Distinguished
​ Expectations;   Monitoring student behavior;   Response to student misbehavior	There appear to be no established standards of conduct, or students challenge them. There is little or no teacher monitoring of student behavior, and response to students' misbehavior is repressive or disrespectful of student dignity.	Standards of conduct appear to have been established, but their implementation is inconsistent. The teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior.	Student behavior is generally appropriate. The teacher monitors student behavior against established standards of conduct. Teacher response to student misbehavior is consistent, proportionate, and respectful to students and is effective.	Student behavior is entirely appropriate. Students take an active role in monitoring their own behavior and/or that of other students against standards of conduct. Teacher monitoring of student behavior is subtle and preventive. The teacher's response to student misbehavior is sensitive to individual student needs and respects students' dignity.
	Notes: 12/12/2018 12:05 pm: The teacher moved around the room to monitor and guide students on the computer program.  Enter Notes

​ Component 2e: Organizing Physical Space 

Levels 

Unsatisfactory

Basic

Proficient

Distinguished

Component 2e Critical Attributes 

Critical Attributes List 

Unsatisfactory	Basic	Proficient	Distinguished
There are physical hazards in the classroom, endangering student safety.	They physical environment is safe, and most students can see and hear the teacher or see the board.	The classroom is safe, and all students are able to see and hear the teacher or see the board.	Modifications are made to the physical environment to accommodate students with special needs.
Many students can't see or hear the teacher or see the board.	The physical environment is not an impediment to learning but does not enhance it.	The classroom is arranged to support the instructional goals and learning activities.	There is total alignment between the learning activities and the physical environment.
Available technology is not being used even if it is available and its use would enhance the lesson.	The teacher makes limited use of available technology and other resources.	The teacher makes appropriate use of available technology.	Students take the initiative to adjust the physical environment.
			The teacher and students make extensive and imaginative use of available technology.

Component 2e: Organizing Physical Space 

Elements	1 - Unsatisfactory	2 - Basic	3 - Proficient	4 - Distinguished
​ Safety and accessibility;   Arrangement of furniture and resources	The classroom environment is unsafe, or learning is not accessible to many. There is poor alignment between the arrangement of furniture and resources, including computer technology, and the lesson activities.	The classroom is safe, and essential learning is accessible to most students. The teacher makes modest use of physical resources, including computer technology. The teacher attempts to adjust the classroom furniture for a lesson or, if necessary, to adjust the lesson to the furniture, but with limited effectiveness.	The classroom is safe, and students have equal access to learning activities; the teacher ensures that the furniture arrangement is appropriate to the learning activities and uses physical resources, including computer technology, effectively.	The classroom environment is safe, and learning is accessible to all students, including those with special needs. The teacher makes effective use of physical resources, including computer technology. The teacher ensures that the physical arrangement is appropriate to the learning activities. Students contribute to the use or adaptation of the physical environment to advance learning.
	Notes: 12/12/2018 12:02 pm: Tables and desks were set up for groups of 6-7 students. 12/12/2018 12:03 pm: Posters were displayed for ELA, math, good reading habits, the JOURNEY'S Focus Wall and more.  Enter Notes

Domain 3:  Instruction 

​ Component 3a: Communicating with Students 

Levels 

Unsatisfactory

Basic

Proficient

Distinguished

Component 3a Critical Attributes 

Critical Attributes List 

Unsatisfactory	Basic	Proficient	Distinguished
At no time during the lesson does the teacher convey to students what they will be learning.	The teacher provides little elaboration or explanation about what the students will be learning.	The teacher states clearly, at some point during the lesson, what the students will be learning.	If asked, students are able to explain what they are learning and where it fits into the larger curriculum context.
Students indicate through body language or questions that they don’t understand the content being presented.	The teacher’s explanation of the content consists of a monologue, with minimal participation or intellectual engagement by students.	The teacher’s explanation of content is clear and invites student participation and thinking.	The teacher explains content clearly and imaginatively, using metaphors and analogies to bring content to life.
The teacher makes a serious content error that will affect students’ understanding of the lesson.	The teacher makes no serious content errors but may make minor ones.	The teacher makes no content errors.	The teacher points out possible areas for  misunderstanding.
Students indicate through their questions that they are confused about the learning task.	The teacher’s explanations of content are purely procedural, with no indication of how students can think strategically.	The teacher describes specific strategies students might use, inviting students to interpret them in the context of what they’re learning.	The teacher invites students to explain the content to their classmates.
The teacher’s communications include errors of vocabulary or usage or imprecise use of academic language.	The teacher must clarify the learning task so students can complete it.	Students engage with the learning task, indicating that they understand what they are to do.	Students suggest other strategies they might use  in approaching a challenge or analysis.
The teacher’s vocabulary is inappropriate to the age or culture of the students.	The teacher’s vocabulary and usage are correct but unimaginative.	If appropriate, the teacher models the process to be followed in the task.	The teacher uses rich language, offering brief vocabulary lessons where appropriate, both for general vocabulary and for the discipline.
	When the teacher attempts to explain academic vocabulary, it is only partially successful.	The teacher’s vocabulary and usage are correct and entirely suited to the lesson, including, where appropriate, explanations of academic vocabulary.	Students use academic language correctly.
	The teacher’s vocabulary is too advanced, or too juvenile, for students.	The teacher’s vocabulary is appropriate to students’ ages and levels of development.

Component 3a: Communicating with Students 

Elements	1 - Unsatisfactory	2 - Basic	3 - Proficient	4 - Distinguished
​​ Expectations for learning;   Directions for activities;   Explanations of content;   Use of oral and written language	The instructional purpose of the lesson is unclear to students, and the directions and procedures are confusing. The teacher's explanation of the content contains major errors and does not include any explanation of strategies students might use. The teacher’s spoken or written language contains errors of grammar or syntax. The teacher's academic vocabulary is inappropriate, vague, or used incorrectly, leaving students confused.	The teacher's attempt to explain the instructional purpose has only limited success, and/or directions and procedures must be clarified after initial student confusion. The teacher's explanation of the content may contain minor errors; some portions are clear, others difficult to follow. The teacher's explanation does not invite students to engage intellectually or to understand strategies they might use when working independently. The teacher's spoken language is correct but uses vocabulary that is either limited or not fully appropriate to the students' ages or backgrounds. The teacher rarely takes opportunities to explain academic vocabulary.	The instructional purpose of the lesson is clearly communicated to students, including where it is situated within broader learning; directions and procedures are explained clearly and may be modeled. The teacher's explanation of content is scaffolded, clear, and accurate and connects with students' knowledge and experience. During the explanation of content, the teacher focuses, as appropriate, on strategies students can use when working independently and invites student intellectual engagement. The teacher's spoken and written language is clear and correct and is suitable to students' ages and interests. The teacher's use of academic vocabulary is precise and serves to extend student understanding.	The teacher links the instructional purpose of the lesson to the larger curriculum; the directions and procedures are clear and anticipate possible student misunderstanding. The teacher's explanation of content is thorough and clear, developing conceptual understanding through clear scaffolding and connecting with students' interests. Students contribute to extending the content by explaining concepts to their classmates and suggesting strategies that might be used. The teacher's spoken and written language is expressive, and the teacher finds opportunities to extend students' vocabularies, both within the discipline and for more general use. Students contribute to the correct use of academic vocabulary.
	Notes: 12/12/2018 12:11 pm: The lesson title, learning intention, success criteria and collaborative questions were posted on the Smart Board. 12/12/2018 12:11 pm: The learning intention and success criteria were not shared verbally with students during the mini-observation. 12/12/2018 12:19 pm: The learning intention focused on conclusion. The success criteria referenced inference and visual knowledge of the story.  Enter Notes

​ Component 3b: Using Questioning and Discussion Techniques 

Levels 

Unsatisfactory

Basic

Proficient

Distinguished

Component 3b Critical Attributes 

Critical Attributes List 

Unsatisfactory	Basic	Proficient	Distinguished
Questions are rapid-fire and convergent, with a single correct answer.	The teacher frames some questions designed to promote student thinking, but many have a single correct answer, and the teacher calls on students quickly.	The teacher uses open-ended questions, inviting students to think and/or offer multiple possible answers.	Students initiate higher-order questions.
Questions do not invite student thinking.	The teacher invites students to respond directly to one another's ideas, but few students respond.	The teacher makes effective use of wait time.	The teacher builds on and uses student responses to questions in order to deepen student understanding.
All discussion is between the teacher and students; students are not invited to speak directly to one another.	The teacher calls on many students, but only a small number actually participate in the discussion.	Discussions enable students to talk to one another without ongoing mediation by teacher.	Students extend the discussion, enriching it.
The teacher does not ask students to explain their thinking.	The teacher asks students to explain their reasoning, but only some students attempt to do so.	The teacher calls on most students, even those who don't initially volunteer.	Students invite comments from their classmates during a discussion and challenge one another's thinking.
Only a few students dominate the discussion.		Many students actively engage in the discussion.	Virtually all students are engaged in the discussion.
		The teacher asks students to justify their reasoning, and most attempt to do so.

Component 3b: Using Questioning and Discussion Techniques 

Elements	1 - Unsatisfactory	2 - Basic	3 - Proficient	4 - Distinguished
Quality of questions/prompts;   Discussion techniques;   Student participation	The teacher's questions are of low cognitive challenge, with single correct responses, and are asked in rapid succession. Interaction between the teacher and students is predominantly recitation style, with the teacher mediating all questions and answers; the teacher accepts all contributions without asking students to explain their reasoning. Only a few students participate in the discussion.	The teacher's questions lead students through a single path of inquiry, with answers seemingly determined in advance. Alternatively, the teacher attempts to ask some questions designed to engage students in thinking, but only a few students are involved. The teacher attempts to engage all students in the discussion, to encourage them to respond to one another, and to explain their thinking, with uneven results.	While the teacher may use some low-level questions, he poses questions designed to promote student thinking and understanding. The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when doing so is appropriate. The teacher challenges students to justify their thinking and successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.	The teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, challenge one another's thinking, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.
	Notes: 12/12/2018 12:21 pm: "What do you think that main idea in beginning of the story was about?" The student replied quietly, so I couldn't hear her response.  Enter Notes

​ Component 3c: Engaging Students in Learning 

Levels 

Unsatisfactory

Basic

Proficient

Distinguished

Component 3c Critical Attributes 

Critical Attributes List 

Unsatisfactory	Basic	Proficient	Distinguished
Few students are intellectually engaged in the lesson.	Some students are intellectually engaged in the lesson.	Most students are intellectually engaged in the lesson.	Virtually all students are intellectually engaged in the lesson.
Learning tasks/activities and materials require  only recall or have a single correct response or  method.	Learning tasks are a mix of those requiring thinking and those requiring recall.	Most learning tasks have multiple correct responses or approaches and/or encourage higher-order thinking.	Lesson activities require high-level student thinking and explanations of their thinking.
Instructional materials used are unsuitable to the lesson and/or the students.	Student engagement with the content is largely passive; the learning consists primarily of facts or procedures.	Students are invited to explain their thinking as part of completing tasks.	Students take initiative to adapt the lesson by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used.
The lesson drags or is rushed.	The materials and resources are partially aligned to the lesson objectives.	Materials and resources support the learning goals and require intellectual engagement, as appropriate.	Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.
Only one type of instructional group is used (whole group, small groups) when variety would promote more student engagement.	Few of the materials and resources require student thinking or ask students to explain their thinking.	The pacing of the lesson provides students the time needed to be intellectually engaged.
	The pacing of the lesson is uneven—suitable in parts but rushed or dragging in others.	The teacher uses groupings that are suitable to the lesson activities.
	The instructional groupings used are partially appropriate to the activities.

Component 3c: Engaging Students in Learning 

Elements	1 - Unsatisfactory	2 - Basic	3 - Proficient	4 - Distinguished
​ Activities and assignments;   Grouping of students;   Instructional materials and  resources;   Structure and pacing	The learning tasks/activities, materials, and resources are poorly aligned with the instructional outcomes, or require only rote responses, with only one approach possible. The groupings of students are unsuitable to the activities. The lesson has no clearly defined structure, or the pace of the lesson is too slow or rushed.	The learning tasks and activities are partially aligned with the instructional outcomes but require only minimal thinking by students and little opportunity for them to explain their thinking, allowing most students to be passive or merely compliant. The groupings of students are moderately suitable to the activities. The lesson has a recognizable structure; however, the pacing of the lesson may not provide students the time needed to be intellectually engaged or may be so slow that many students have a considerable amount of "downtime."	The learning tasks and activities are fully aligned with the instructional outcomes and are designed to challenge student thinking, inviting students to make their thinking visible. This technique results in active intellectual engagement by most students with important and challenging content, and with teacher scaffolding to support that engagement. The groupings of students are suitable to the activities. The lesson has a clearly defined structure, and the pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged.	Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and activities that require complex thinking by students. The teacher provides suitable scaffolding and challenges students to explain their thinking. There is evidence of some student initiation of inquiry and student contributions to the exploration of important content; students may serve as resources for one another. The lesson has a clearly defined structure, and the pacing of the lesson provides students the time needed not only to intellectually engage with and reflect upon their learning but also to consolidate their understanding.
	Notes: 12/12/2018 12:08 pm: Students were on I-Ready or Readworks programs. 12/12/2018 12:09 pm: When I asked, students replied that they were working on reading, spelling and writing paragraphs.  Enter Notes

​ Component 3d: Using Assessment in Instruction 

Levels 

Unsatisfactory

Basic

Proficient

Distinguished

Component 3d Critical Attributes 

Critical Attributes List 

Unsatisfactory	Basic	Proficient	Distinguished
The teacher gives no indication of what high-quality work looks like.	There is little evidence that the students understand how their work will be evaluated.	The teacher makes the standards of high-quality work clear to students.	Students indicate that they clearly understand the characteristics of high-quality work, and there is evidence that students have helped establish the evaluation criteria.
The teacher makes no effort to determine whether students understand the lesson.	The teacher monitors understanding through a single method, or without eliciting evidence of understanding from students.	The teacher elicits evidence of student  understanding.	The teacher is constantly “taking the pulse” of the class; monitoring of student understanding is sophisticated and continuous and makes use of strategies to elicit information about individual student understanding.
Students receive no feedback, or feedback is global or directed to only one student.	Feedback to students is vague and not oriented toward future improvement of work.	Students are invited to assess their own work and make improvements; most of them do so.	Students monitor their own understanding, either on their own initiative or as a result of tasks set by the teacher.
The teacher does not ask students to evaluate their own or classmates’ work.	The teacher makes only minor attempts to engage students in self- or peer assessment.	Feedback includes specific and timely guidance, at least for groups of students.	High-quality feedback comes from many sources, including students; it is specific and focused on improvement.

Component 3d: Using Assessment in Instruction 

Elements	1 - Unsatisfactory	2 - Basic	3 - Proficient	4 - Distinguished
​ Assessment criteria;   Monitoring of student learning;   Feedback to students;   Student self-assessment and monitoring of progress;   Lesson adjustment	Students do not appear to be aware of the assessment criteria, and there is little or no monitoring of student learning; feedback is absent or of poor quality. Students do not engage in self- or peer assessment.	Students appear to be only partially aware of the assessment criteria, and the teacher monitors student learning for the class as a whole. Questions and assessments are rarely used to diagnose evidence of learning. Feedback to students is general, and few students assess their own work.	Students appear to be aware of the assessment criteria, and the teacher monitors student learning for groups of students. Questions and assessments are regularly used to diagnose evidence of learning. Teacher feedback to groups of students is accurate and specific; some students engage in selfassessment.	Assessment is fully integrated into instruction, through extensive use of formative assessment. Students appear to be aware of, and there is some evidence that they have contributed to, the assessment criteria. Questions and assessments are used regularly to diagnose evidence of learning by individual students. A variety of forms of feedback, from both teacher and peers, is accurate and specific and advances learning. Students self-assess and monitor their own progress. The teacher successfully differentiates instruction to address individual students' misunderstandings.
	Notes: 12/12/2018 12:04 pm: The teacher gave generic feedback, "Good job!" 12/12/2018 12:04 pm: The teacher spoke to a student and stated that she would like a paragraph.  Enter Notes

​ Component 3e: Demonstrating Flexibility and Responsive 

Levels 

Unsatisfactory

Basic

Proficient

Distinguished

Component 3e Critical Attributes 

Critical Attributes List 

Unsatisfactory	Basic	Proficient	Distinguished
The teacher ignores indications of student boredom or lack of understanding.	The teacher makes perfunctory attempts to incorporate students’ questions and interests into the lesson.	The teacher incorporates students’ interests and questions into the heart of the lesson.	The teacher seizes on a teachable moment to enhance a lesson.
The teacher brushes aside students’ questions.	The teacher conveys to students a level of responsibility for their learning but also his uncertainty about how to assist them.	The teacher conveys to students that she has other approaches to try when the students experience difficulty.	The teacher conveys to students that she won’t consider a lesson “finished” until every student understands and that she has a broad range of approaches to use.
The teacher conveys to students that when they have difficulty learning, it is their fault.	In reflecting on practice, the teacher indicates the desire to reach all students but does not suggest strategies for doing so.	In reflecting on practice, the teacher cites multiple approaches undertaken to reach students having difficulty.	In reflecting on practice, the teacher can cite others in the school and beyond whom he has contacted for assistance in reaching some students.
In reflecting on practice, the teacher does not indicate that it is important to reach all students.	The teacher’s attempts to adjust the lesson are partially successful.	When improvising becomes necessary, the teacher makes adjustments to the lesson.	The teacher’s adjustments to the lesson, when they are needed, are designed to assist individual students.
The teacher makes no attempt to adjust the lesson in response to student confusion.

Component 3e: Demonstrating Flexibility and Responsive 

Elements	1 - Unsatisfactory	2 - Basic	3 - Proficient	4 - Distinguished
Lesson adjustment;   Response to students;   Persistence	The teacher ignores students' questions; when students have difficulty learning, the teacher blames them or their home environment for their lack of success. The teacher makes no attempt to adjust the lesson even when students don't understand the content.	The teacher accepts responsibility for the success of all students but has only a limited repertoire of strategies to use. Adjustment of the lesson in response to assessment is minimal or ineffective.	The teacher successfully accommodates students' questions and interests. Drawing on a broad repertoire of strategies, the teacher persists in seeking approaches for students who have difficulty learning. If impromptu measures are needed, the teacher makes a minor adjustment to the lesson and does so smoothly.	The teacher seizes an opportunity to enhance learning, building on a spontaneous event or students' interests, or successfully adjusts and differentiates instruction to address individual student misunderstandings. Using an extensive repertoire of instructional strategies and soliciting additional resources from the school or community, the teacher persists in seeking effective approaches for students who need help.
	Notes: 12/12/2018 12:17 pm: The teacher informed me that there are 25 students total. 3 were with the resource teacher (pullout.) 8 went on a field trip.  Enter Notes

​ Mini-Observation Feedback 

Provide feedback to the teacher after the observation based on the observed evidence.  

Recommendation: This information is completed and shared with the teacher within one week of the observation. 

Comment on different aspects of the teacher’s instructional delivery or environment (e.g. activities, grouping of students, materials, resources, pacing). To what extent were they effective? 

​ Domain 2: The teacher used a positive tone with students and referred to them by name. Student behavior was generally appropriate. Students were working on literacy programs, I-Ready and Readworks.org, on chrome-books. Literacy was indicated on the class schedule for this time. A learning intention, success criteria and collaborative question were posted on the Smart-Board. The book listed was below grade level. 

I agree that the students behavior was quite exceptional and it was a continuation of the good rapport that I have developed with them over a period, evident in how I was able to refer to them by their names and even some by other pet names that made them feel more comfortable and at ease while in class which increased their chances of actively participating in the class. 

The book ‘The One and Only Ivan’ which was used in the class was in my opinion quite appropriate for the class and not below their grade level. The book is a fiction book with an interest level pegged at the middle grades 4-8 yet the class was a grade 3 technically proving that it was not a book below their level. It is also true that the students had come across the book in their 2 nd grade but during that first encounter, the book had been read to them as opposed to this time when they were each given the book to read for themselves. Student Learning Objectives (SLO’s) lay emphasis on teachers to ensure that students are able to practice reading on their own and the fact that they had come across the text before meant that the content was a bit familiar and thus a good practice for their own reading (MPS, 2015). 

The teacher shared with me that half of the class was either on a field trip and some pulled out by a resource teacher. 

11 out of the 25 students in the class were not present and although this was not my ideal situation, the number of students remaining was still enough to go on with the lesson. Moreover, the class was not a one-lesson class but rather a year-long program thus I expect the other students to join the class later and catch-up with the rest. 

Ready-made posters were displayed along with word walls for social studies and high frequency words. No posted student work was evident. Consider posting student work to promote pride and community in the classroom. 

The posters along the word walls were to subconsciously tune the students’ minds to the programs that they were being exposed to but I will consider adding student work to the walls to promote pride and community in the classroom. It seems like a positive reinforcement technique that I would be eager to try out and hope it works well for the students and their learning. Positive reinforcement has proved to be a great success in the development of desirable behavior in children and I bet it will have a positive effect on the students ( Riddall-Leech, 2003). 

For whole group, expose students to grade level text. Considering 2b and expectations, remember that lower level text should be used when differentiating in small group explicit teacher-led instruction. 

As explained earlier, the book is actually rated for a grade 4-8 interests level thus it was not below the students’ level. However, next time I’ll consider incorporating another book that the students have not read to put to text their reading and comprehension skills with some unfamiliar content. 

Domain 3: The teacher did not verbalize the learning intention and success criteria. All students were engaged in work on the chrome-book. The teacher moved around the room providing support and guidance. She asked a student about the main idea of the story. Feedback to students varied from generic to specific. 

I always encourage my students to actively check out the smart boards and especially for this class I had asked them to do so because the learning intention and success criteria had been posted there. There was therefore no need to spend a lot of time on verbalizing the same; time which could be better used in ensuring that the students had enough time to practice their reading skills. 

Consider quality, not quantity, as with the student who was told to do a paragraph. Provide an example of what you would like to see in the paragraph to help the student understand the structure. Consider meeting with small groups to target skills students need to strengthen when you have a small group. That day presented a great opportunity to do some differentiation with explicit teaching . 

I asked the student to do a paragraph so that I had more content to work with and be able to gauge his level of understanding. A paragraph, compared to a sentence, would easily show the level of understanding of the student and any areas of weakness that they may have and may not be exposed in a shorter piece. 

​ Lesson plans were readily available in a blue binder, typed with the standard, learning intention, success criteria and collaborative question. Student engagement, differentiation and specific assessment were not evident in the plans.   

There was a period of question and answers that served as student engagement and also an opportunity for to perform an assessment of the students. I will however, research on more effective ways of engagement, differentiation and specific assessment to ensure that the students are getting the best of teaching practices. Professional Practice Goals demand that I continuously advance my knowledge and align them to SLO’s to improve their chances of effective development (MPS, 2015). 

Enter a reflective question(s) to the educator based on this mini-observation. 

Please tell me how you might incorporate art into lessons. How might this be used to promote student pride and classroom community? 

Art lessons would be incorporated best by having a class at least every week dedicated to letting the students draw on paper an object that they thought had the same attributes as whatever we were studying that week. The drawings would be evaluated by the whole class and the one that described the lesson best would be put on the walls for recognition. This would act as positive reinforcement technique. 

Knowing your students, please elaborate on their skill levels and how you meet the needs of individual students. 

The students have various levels of skills some at a fairly advanced level for their age while most of them were at the same level of being able to read things and understand at a literal level. Small-group sessions of 2-3 individuals will be used to pair students with varying skills levels with the hope that the cross-sharing will aid their progress faster when coupled with some assistance from the teacher. 

References  

Milwaukee Public Schools, MPS (2015). Educator Effectiveness: Teachers System Guide. Retrieved from https://www.nctq.org/dmsView/MPS_EE_Teacher_System_Guide_2015-16 

Riddall-Leech S. (2003). Managing Children's Behaviour, Heinemann Publishers.