Tulsa Model Observation Form
CareerTech Instructors
2012-2013 – Version: July 1, 2012
Domain
Dimension
Classroom and Lab
Management
1.
2.
3.
4.
5.
6.
Preparation
Discipline
School-Wide Climate Responsibility
Lesson and Instructional Plans
Assessment Practices
Student Relations
2
2
3
3
4
4
Instructional Effectiveness
7.
8.
Literacy
Common Career Technical Core
Standards / Career Majors
Involves All Learners
Explains Content
Explains Directions
Models
Monitors
Adjusts Based upon Monitoring
Establishes Closure
Student Achievement
4
Uses Professional Growth as an
Important Strategy
Exhibits Professional Behaviors and
Efficiencies
9
30%
40%
9.
10.
11.
12.
13.
14.
15.
16.
Page
5
6
6
7
7
8
8
9
Professional Growth &
Continuous Improvement
17.
10%
18.
Interpersonal Skills
19.
Effective Interactions/ Collaboration
with Stakeholders
10
Leadership
20.
Leadership Involvements
10
10%
10%
Instructor Name:
School Name
Evaluator Name:
Obs. 1
Date
Obs. Conf. Date
Instructor’s Initials
Observer’s Initials
Obs. 2
Obs. 3
9
Indicator No.
#
Observer's Coding: 3, +, -, N/A, or N/O.
Domain
Indicator
3 — Effective
Rubric's description of professional proficiency at a 3-Effective level.
Obs. 1
Dimension
Obs. 2
Obs. 3
Note: The observation rating should reflect the evaluator’s intentional study and analysis of the Instructor’s
classroom performance and other factors that quantify the impact of the Instructor—up to, and including, the date of
the classroom/lab observation.
Comments:
Insert comments, dates, observation notes, evidence collected to date, etc.
1
Domain: Classroom and Lab Management
Dimension: Preparation
Instructor plans for delivery of the lesson relative to short-term and long-term objectives.
3 — Effective
Obs. 1
Obs. 2
Obs. 3
Plans for instructional strategies that encourage the development of
performance skills.
Ensures materials and equipment appropriate to industry standards
are ready at the start of the lesson or instructional activity (most of
the time).
Provides an instructional focus that assures that learning outcomes
are consistent with industry standards.
Comments:
2
Domain: Classroom and Lab Management
Dimension: Discipline
Instructor clearly defines expected behavior.
3 — Effective
Obs. 1
Obs. 2
Obs. 3
Establishes and posts standards of conduct and implements with
consistency.
Ensures that students are engaged and clear as to the expectations of
the classroom /lab with few reminders given.
Monitors the behavior of students during whole-class, small group,
individual and lab activities and during transitions between
instructional activities.
Stops inappropriate behavior promptly and consistently using
appropriate verbal and non-verbal techniques.
Comments:
©Tulsa Public Schools, 2012-2013
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TLE Instructor Evaluation and Observation Form
3
Domain: Classroom and Lab Management
Dimension: School-Wide Climate Responsibilities
Instructor assures a contribution to school-wide positive climate responsibilities.
3 — Effective
Obs. 1
Obs. 2
Obs. 3
Regularly and routinely participates in school projects and initiatives
that contribute to promoting orderly behavior throughout the school.
Follows the procedures, practices and guidelines outlined by the
school, district, state and federal laws, intended to keep students
healthy and safe.
Comments:
4
Domain: Classroom and Lab Management
Dimension: Lesson and Instructional Plans
Instructor develops daily lesson and instructional plans designed to achieve the identified
objectives.
3 — Effective
Obs. 1
Obs. 2
Obs. 3
Develops instructional plans with measurable competencies for
classroom and lab activities that are in alignment with ODCTE /
industry standards, including strategies that address student diversity
and learning styles.
Plans are developed consistently and on time based upon an analysis
of data.
Plans and works within a team of colleagues to ensure that all students
have a fair and equal opportunity to learn and succeed in school.
Provides appropriate substitute plans (e.g. student rosters, rules /
expectations, special schedules, emergency plans, etc.).
Comments:
©Tulsa Public Schools, 2012-2013
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TLE Instructor Evaluation and Observation Form
5
Domain: Classroom and Lab Management
Dimension: Assessment Practices
Instructor acknowledges student progress and uses assessment practices that are fair and
based on identified criteria.
3 — Effective
Obs. 1
Obs. 2
Obs. 3
Formative and summative assessments are recorded consistently
based on an approved grading policy and are used to guide instruction.
Provides adequate and timely feedback from assessment results for
students to reflect and set goals.
Instructor and student set learning goals based on assessments.
Recognizes student progress and achievement at significant intervals
and encourages behaviors that would result in student success.
Regularly consults with students on progress through their plan of
study. The Instructor communicates with parents/guardians regarding
student progress when necessary.
Comments:
6
Domain: Classroom and Lab Management
Dimension: Student Relations
Instructor optimizes the learning environment through respectful and appropriate
interactions with students, conveying high expectations for students and an enthusiasm for the
curriculum.
3 — Effective
Obs. 1
Obs. 2
Obs. 3
Oral, written and nonverbal communications with students are
considerate and respectful.
Consistently conveys a generally positive view of learning and of the
curriculum, demonstrating high expectations for most students.
Comments:
7
Domain: Instructional Effectiveness
Dimension: Literacy
Instructor embeds the components of literacy into all instructional content.
3 — Effective
Obs. 1
Obs. 2
Obs. 3
Literacy (the practice of reading, writing, spelling, listening and/or
speaking) is embedded in ALL content as an explicit learning /
instructional objective.
Displays basic recognition of the importance of literacy as the “bonding
agent” for all learning.
Assures linkages between the occupational tasks (work order,
invoicing, pricing, recordkeeping) and literacy (written/verbal
communications).
Comments:
©Tulsa Public Schools, 2012-2013
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TLE Instructor Evaluation and Observation Form
8
Domain: Instructional Effectiveness Dimension: Common Career Technical Core Standards/ Career Majors
Instructor understands and optimizes the delivery focus of Common Career Technical Core
Standards/Career Majors and the expectations derived from same on student learning and
achievement.
3 — Effective
Obs. 1
Obs. 2
Obs. 3
Understands and participates in conversion process to Common Career
Technical Core Standards (CCTC)/Career Majors, evidenced by use of
alternate instructional strategies and modified content focus aligned
with each conversion.
Understands and teaches the CCTC / Career Majors as evidenced by
the plan of study, daily instruction and student achievement
(competency/certification tests).
Comments:
9
Domain: Instructional Effectiveness
Dimension: Involves All Learners
Instructor uses active learning, questioning techniques and/or guided practices to involve
all students.
3 — Effective
Obs. 1
Obs. 2
Obs. 3
Engages most students in active learning experiences 80 percent of the
class time.
Asks critical thinking questions throughout the lesson/instruction,
utilizing questioning techniques to involve all learners at an application
and analysis level (mid-level Bloom’s taxonomy – See Appendix A).
Uses wait time of 3-5 seconds (longer for more complex questions)
after voicing the question. (Provides opportunity for students to
formulate more thoughtful responses and allows time for the student
to consider supporting evidence.)
Utilizes random checking to ensure the involvement of all learners.
Engages students by incorporating their general skills and interests
into the lesson / instruction.
Comments:
©Tulsa Public Schools, 2012-2013
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Domain: Instructional Effectiveness
Dimension: Explains Content
Instructor teaches the objectives through a variety of methods.
3 — Effective
Obs. 1
Obs. 2
Obs. 3
Uses cooperative learning activities, advance organizers, or other
teaching strategies that foster participation and an understanding of
the objectives.
Uses a variety of activities (e.g. modeling, visuals, hands-on activities,
work-based learning, demonstrations, gestures, body language and
thematic instruction) to support the instructional outcomes and meet
varied student needs/ learning styles / multiple intelligences.
Technology is included in the planning process to support instruction
and is used on a regular basis as an instructional tool in the classroom
and lab.
Comments:
11
Domain: Instructional Effectiveness
Dimension: Explains Directions
Instructor gives directions that are clearly stated and relate to the learning objectives /
competencies.
3 — Effective
Obs. 1
Obs. 2
Obs. 3
Provides directions and procedures, in a variety of delivery modes
(e.g. verbal, modeling, visual, demonstration, etc.) that are clearly
stated / presented and relate to the learning objectives /
competencies.
Gives students directions for transitions and includes transitioning in
the planning process to optimize learning time.
Uses spoken and written language that is clear, correct, and conforms
to standard English and vocabulary.
Comments:
©Tulsa Public Schools, 2012-2013
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TLE Instructor Evaluation and Observation Form
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Domain: Instructional Effectiveness
Dimension: Models
Instructor demonstrates / models the desired skill or process.
3 — Effective
Obs. 1
Obs. 2
Obs. 3
Provides demonstrations and modeling of the desired skills or
processes that are clear and precise to students.
Comments:
13
Domain: Instructional Effectiveness
Dimension: Monitors
Instructor checks to determine if students are progressing toward stated objectives /
competencies.
3 — Effective
Obs. 1
Obs. 2
Obs. 3
When appropriate, moves to all instructional areas while students are
working on guided / independent practice to promote and reinforce
positive student behavior.
Uses student response techniques to increase active engagement.
Uses different types of student response techniques, both individual /
group.
Student’s understanding is evaluated by feedback.
Comments:
14
Domain: Instructional Effectiveness
Dimension: Adjusts Based Upon Monitoring
Instructor changes instruction based on the results of monitoring.
3 — Effective
Obs. 1
Obs. 2
Obs. 3
Consistently monitors student involvement and makes efforts to adjust
instructional plans to engage more students.
Assesses mastery of the new learning to determine if independent
practice or re-teaching is appropriate and makes adjustments to
lessons / instruction.
Reviews data from assessments to modify instruction and guide
intervention strategies.
Comments:
©Tulsa Public Schools, 2012-2013
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TLE Instructor Evaluation and Observation Form
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Domain: Instructional Effectiveness
Dimension: Establishes Closure
Instructor summarizes and fits into context what has been taught.
3 — Effective
Obs. 1
Obs. 2
Obs. 3
Ends the lesson / activity by summarizing the lesson / instruction or
asking students to summarize the lesson / instruction.
Connects what is learned to prior and future learning / instruction.
Comments:
16
Domain: Instructional Effectiveness
Dimension: Student Achievement
Effective development and use of modified assessments and curriculum for special needs
students and other students experiencing difficulties in learning.
3 — Effective
Obs. 1
Obs. 2
Obs. 3
Adheres to modifications for special needs student populations in
alignment with the IEP.
Provides required feedback to student, applicable staff and/or parent.
Assures that all students have access to appropriate / approved
curriculum.
Accepts responsibility for the success of all special needs
students.
Adheres to accommodations in accordance with IEP / 504 plans.
Comments:
©Tulsa Public Schools, 2012-2013
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TLE Instructor Evaluation and Observation Form
17
Domain: Professional Growth and Continuous Improvement
Uses Professional Growth as a Continuous Improvement Strategy
3 — Effective
Obs. 1
Obs. 2
Obs. 3
Obs. 2
Obs. 3
Participates in the required minimum hours of professional
development updating their content knowledge and current
professional practices.
Maintains education / industry certifications / licenses where
applicable.
Is actively involved in school-based improvement initiatives (e.g.
strategic planning, TCTW, Model Schools, etc.).
Comments:
18
Domain: Professional Growth and Continuous Improvement
Exhibits behaviors and efficiencies associated with professionalism.
3 — Effective
Obs. 1
Exhibits consistent reliability-based behavior patterns as evidenced by
punctuality and dependability; adheres to prescribed arrival and
departure times; follows notification and reporting procedures for
absences; complies with reporting timelines and other time sensitive
information / compliance requests.
Adheres to and promotes all school policies and procedures.
Shows skills and proficiencies in the management of resources and
budgetary responsibilities.
Comments:
©Tulsa Public Schools, 2012-2013
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TLE Instructor Evaluation and Observation Form
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Domain: Interpersonal Skills
Effective Interactions and Collaboration with Stakeholders.
3 — Effective
Obs. 1
Obs. 2
Obs. 3
Obs. 2
Obs. 3
Interacts with internal and external stakeholders (e.g. advisory
committee, industry, families, colleagues, partner schools, etc.) in a
timely, consistent, positive and professional manner.
Complies with school procedures for communicating with internal and
external stakeholders and makes an effort to engage them in the
educational program.
Collaborates appropriately and makes decisions that reflect
professional consideration.
Comments:
20
Domain: Leadership
Exhibits Positive Leadership through Varied Involvements.
3 — Effective
Obs. 1
Participates in school or district events when asked.
Develops and maintains an active advisory committee.
Assumes active responsibility for recruitment, retention, completion,
placement and follow-up initiatives.
Assumes an active role in professional organizations at either a
membership level or attending sponsored activities.
Exhibits involvement / support / supervision of Career Tech student
organizations.
Actively develops opportunities for and places students in work-place
learning / project-based learning (e.g. OJT, internships, clinicals, job
shadowing, etc.)
Comments:
©Tulsa Public Schools, 2012-2013
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TLE Instructor Evaluation and Observation Form