The “Highly Effective”
Early Childhood
Classroom Environment
Michelle Abadie, M.Ed. +30
1st Grade Teacher
St. Bernard Parish
A+PEL Board of Directors
Associated Professional Educators of Louisiana
(A+PEL)
FYI:

This is an informational presentation
covering aspects of COMPASS
◦ Not an endorsement or criticism of policy

All information is publicly available.

http://www.louisianabelieves.com/teaching
/compass
PROFESSIONAL PRACTICE
COMPASS Observation Rubric
Based on Danielson’s Rubric
for Effective Teaching
Domain I: Setting Instructional Outcomes
 Domain 2: Managing Classroom Procedures
 Domain 3: Using Questioning/Discussion
 Domain 4: Engaging Students in Learning
 Domain 5: Using Assessment in Instruction
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Domain 1: Setting Instructional
Outcomes

What would this domain look like in a
classroom?
◦ Example of this domain in action?

Outcomes:
◦ How should they be communicated to
students?
◦ What should they represent?
Effective (3)
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Outcomes represent high
expectations and rigor.
Outcomes are related to “big
ideas” of the discipline.
Outcomes are written in
terms of what students will
learn rather than do.
Highly Effective (4)
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Teacher plans blueprints to
ensure accurate sequencing.
Teacher connects outcomes to
previous and future learning
Outcomes are differentiated
to encourage individual
students to take educational
risks
Instructional Outcomes
Domain 1: Setting Instructional
Outcomes
(See Example Lesson Plan)
◦ “The students will learn and apply their
[previous] knowledge/ skills to…”
◦ *Differentiate outcomes to individual
students.
◦ Have students participate in identifying the
outcomes/ goals of the lesson.
◦ Incorporate standards from across the
curriculum.
Domain 2: Managing Classroom
Procedures

What would a well managed classroom
look like?
◦ What evidence can an observer use to rate
classroom management?
Effective (3)
Highly Effective (4)
The students are productively
engaged during small group
work.
 Transitions between large and
small group activities are
smooth.
 Routines for distribution and
collection of materials and
supplies work efficiently.
 Classroom routines function
smoothly.
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Students take the initiative
with their classmates to
ensure that their time is used
productively.
Students themselves ensure
that transitions and other
routines are accomplished
smoothly.
Students take initiative in
distributing and collecting
materials efficiently.
Classroom Procedures
Domain 2: Managing Classroom
Procedures
“Knee to Knee” discussion technique & sticky
notes to reflect on previous knowledge and
informally assess understanding (not just raise
your hand to discuss… strive for more whole
group participation)
 Introduce a problem or activity that is set up for
“students to take the initiative”.
 ALREADY have routines set so “students
themselves ensure transitions/distributing
materials are smooth” (I use group leaders, group
points, count down, materials prepared, heads
down to eliminate chaos)

Domain 3: Using Questioning /
Discussion

How do you use Questioning and
Discussion in a classroom?
◦ To whom should the students ask their
questions?
◦ What methods can be used to foster
discussion?
Effective (3)
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Teacher uses open‐ended questions,
inviting students to think and/or have
multiple possible answers.
The teacher makes effective use of
wait time.
The teacher builds on uses student
responses to questions effectively.
Discussions enable students to talk to
one another, without ongoing
mediation by the teacher.
The teacher calls on most students,
even those who don’t initially
volunteer.
Many students actively engage in the
discussion.
Highly Effective (4)
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Students initiate
higher‐order questions.
Students extend the
discussion, enriching it.
Students invite comments
from their classmates during
a discussion
Questioning/Discussion
Domain 3: Using Questioning /
Discussion
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Introduce a problem which allows “students to take
the initiative.”
Make it exciting for them and make them feel like the
leaders! Make it a REAL challenge related to their
lives.
Prepare activities for students to work independently
and collaboratively. Have various materials for them
to use to problem-solve for various learners.
Allow for enough time! Monitor and assist with
engagement by encouraging their peers to make
suggestions--- not you!
Close with a review which allows them to apply to
real-life. Also, have students refer to learning goal and
celebrate their achievements! 
Domain 4: Engaging Students in
Learning
How can you observe student
engagement?
 What does an engaged classroom look
like?
 How do we engage students?

Effective (3)
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Highly Effective (4)
Most students are intellectually engaged
in the lesson.
Learning tasks have multiple correct
responses or approaches and/or demand
higher‐order thinking.
Students have some choice in how they
complete learning tasks.
There is a mix of different types of
groupings, suitable to the lesson objectives.
Materials and resources support the
learning goals and require intellectual
engagement, as appropriate.
The pacing of the lesson provides students
the time needed to be intellectually
engaged.
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Virtually all students are highly
engaged in the lesson.
Students take initiative to modify a
learning task to make it more
meaningful or relevant to their needs.
Students suggest modifications to
the grouping patterns used.
Students have extensive choice in
how they complete tasks.
Students suggest modifications or
additions to the materials being used.
Students have an opportunity for
reflection and closure on the lesson to
consolidate their understanding.
Engaging Students
Domain 4: Engaging Students in
Learning
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Make it exciting for them and make them
feel like the leaders! Make it a REAL
challenge related to their lives.
Prepare activities for students to work
independently and collaboratively. Have
various materials for them to use to
problem-solve for various learners.
Allow for enough time! Monitor and assist
with engagement by encouraging their peers
to make suggestions--- not you!
Domain 5: Using Assessment in
Instruction

How do I use assessment in instruction?
◦ Methods to align?
◦ How do you check for understanding
DURING a lesson?
Effective (3)
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Students indicate that they clearly
understand the characteristics of high
quality work.
The teacher elicits evidence of
student understanding during the
lesson
Students are invited to assess their
own work and make improvements.
Feedback includes specific and timely
guidance for groups
The teacher attempts to engage
students in self‐ or peer‐assessment.
When necessary, the teacher makes
adjustments to the lesson to enhance
understanding
Highly Effective (4)
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There is evidence that students have
helped establish the evaluation criteria.
Teacher monitoring of student
understanding is sophisticated and
continuous: the teacher is constantly
“taking the pulse” of the class.
Teacher makes frequent use of strategies
to elicit information about individual
student understanding.
Feedback to students is specific and
timely, and is provided from many sources,
including other students.
Students monitor their own understanding,
either on their own initiative or as a result
of tasks set by the teacher.
The teacher’s adjustments to the lesson
are designed to assist individual students.
Assessment in Instruction
Domain 5: Using Assessment in
Instruction
Positive feedback! (Teach students how to
do this too!)
 Constantly monitor! (Listen to
discussions and encourage students to
assist one another.)
 Adjust lesson if necessary! (But students
need consistency in routines to eliminate
confusion to any changes, so you need to
be strategic about this.)

Great resource for video examples!
http://videolibrary.louisianabelieves.com/
 Videos show Compass ratings in various
domains and explanations of evidence to
determine the ratings.
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Additional Resources
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www.apeleducators.org
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www.youtube.com/apeleducators

www.facebook.com/goapel

www.twitter.com/goapel