The Kenton County School District
Approved July 2009
**This example observation form is completed with information collected from one 5 minute clip of
classroom instruction---Kenton County guidelines require a formal observation be at least 20 minutes in
length**
Teacher Evaluation
Formal Observation Notes
Domain II
Learning Environment
Domain I
Planning and Preparation
Teacher: Whole Brain Teaching Math
Lesson/Unit:
Date:
Time/Period:
http://www.youtube.com/watch?v=h6WJdsb0dfM
Slope
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Demonstrates knowledge of course content, core content, DOK
Goals reflect high expectations, relevant learning
Goals aligned with school/district standards
Integrates resources for rigor and relevance
Evidence: (Evidence of every element may not be observed in a single lesson.)
Observed lesson seems to concentrate on DOK 1 and 2 only.
Teacher exhibits high expectations for teacher behavior in this lesson.
Topic of lesson "slope" is related content standards, but teacher doesn't tell students why they are
learning about slope.
Although slope is placed in the context of "a person walking left to right". . . slope is never related to
a real world scenario.
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Creates a respectful environment
Articulates high and clear expectations
Develops and builds relationships with students
Creates a learning culture of trust and risk-taking
Demonstrates acceptance of and sensitivity to diverse opinions and cultures
Effectively manages instructional groups and effective transitions
Monitors and reinforces appropriate student behavior
Evidence: (Evidence of every element may not be observed in a single lesson.)
Students all pay attention and do what is expected of them when they should.
Students respect and respond to teacher each and every time they are directed to do an activity.
Students readily speak out and interact with each other at appropriate times.
Transition from peer instruction to teacher-student instruction are fast and smooth.
Teacher praises students for good behavior as indicated by a mark for them on the class score board.
(What happens to the scores at the end of the lesson?)
Teacher provides feed back to class on their behavior by saying "I like what I was hearing when. . . ".
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The Kenton County School District
Approved July 2009
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Domain III:
Instruction
Demonstrates clear content related instructional practices
Articulates clear expectations, procedures, directions
Demonstrates effective oral and written communication
Effectively incorporates higher order questioning, accountable talk
Clearly presents core content standards
Manages effective instructional activities, assignments, student grouping, lesson structure and pacing
Responds to students to guide and direct learning
Differentiates instruction
Evidence: (Evidence of every element may not be observed in a single lesson.)
Class clearly has well established procedures for behavior in this type of lesson.
Teacher demonstrates excellent oral communication skills with the class and the students do the same
when instructing each other.
Instructional activity was appropriate for the content being taught, pace was good. Students were
grouped into groups of two (north and south for each group) and were used in a prescribed manner
"North I want you to tell south. . . "
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Domain IV:
Assessment
Assessment practices reflect understanding of developmental characteristics of the class
Effectively assesses what students know and can do
Effectively analyzes assessments of student progress to guide and improve instruction
Displays evidence of assessment criteria and standards
Uses assessment data to inform/improve instruction
Provides effective and timely feedback to students
Evidence: (Evidence of every element may not be observed in a single lesson.)
Teacher gives the students a "quiz" by pointing to differently sloped lines prepared in the front of the
room. The students then hand signal which slope they think the selected line possesses. Teacher
then looks around the room at each student to check for the correctly signaled slope.
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Domain V:
Professional Responsibilities
The Kenton County School District
Approved July 2009
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Reflects upon own teaching and uses self assessment to improve future teaching
Integrates new knowledge from professional development
Contributes through active involvement in school/district initiatives to improve teaching and learning
Contributes through professionalism and positive relationships with colleagues
Communicates effectively with families about student progress and the instructional program
Effectively manages accurate records of student progress
Effectively manages non-instructional records
Demonstrates professionalism in demeanor, dress, use of language and punctuality
Evidence: (Evidence of every element may not be observed in a single lesson.)
Teacher is dressed appropriately. Demeanor with students is good and her use of language is percise,
accurate and understandable.
Comments/Recommendations:
Great job keeping students on task. Interesting technique using oral, physical, and visual skills.
Concerned about what other forms of assessment you will use to evaluate the understanding of your students?
What happens with the "score" which is kept on the class?
Students appear to have nothing in front of them in terms of notes or references during instruction. . . does this
come later? Do you provide it?
Consider relating slope to real world scenario. . . the grade on roads, roof slope, guidelines. . .
Consider adding some higher level thinking questions related to slope for the students to discuss.
Evaluatee's Signature
Date
Evaluator's Signature
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Date