ATTACHMENT K
Pre and Post Observation Forms
Art and Science of Teaching Evaluation Framework
Planning (Pre) Conference Structured Interview Form A
Name of Teacher: Mike Young
Planning Conference Date:
Name of Observer:
Observation Date:
Reflection Conference Date:
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Instructions: Please attach your lesson plan, assessments, scoring guides, and/or rubrics to
this document. Please be prepared to discuss the following questions in preparation for the
planning conference
Classroom Demographics
1. Briefly describe the students in your classroom (e.g., number of students, gender,
special needs, etc.)
Answer: My 1st hr class has 30 students in there, with a good mixture of males to females. The
class has a high number of novice lifters. We spent a lot of time on form, technique and
explaining lifts the 1st nine weeks of school.
Planning and Preparing for Lessons and Units
2. How will you scaffold the content within the lesson? Please describe:
the rationale for how the content of the lesson is organized
the rationale for the sequence of instruction
how the content is related to previous lessons, units or other content
possible confusions that may impact the lesson
Answer: The students were assigned a platform and a beginning workout at the beginning of the
year. The workout schedule is a 6 day workout. It progress from arms to legs to cardio. There
are two sets of arm, leg and cardio workouts. The workout cycle last 8 weeks. It changes after
each 6 days. The amount of reps and %’s of lifts stay the same over the course of 6 days. As
each cycle goes by, it progressively gets more difficult. Confusion sets in, when myself or a
student is absent. They don’t go back to where they missed, the workout progression continues
when they are absent.
3. How does this lesson progress within the unit over time? Please describe:
how lessons within the unit progress toward deep understanding and transfer of
content
describe how students will make choices and take initiative
how learning will be extended
Answer: The lesson progress over the course of 8 weeks. With each cycle getting more difficult.
The students have to decide how much they can max out on each core lift after 8 weeks. The
choice is, do they really want to get stronger and make it more difficult, or make it easier and not
max as much so their workouts aren’t as hard. The students need to understand which lifts
they’re better at, or their form is better, which makes the lift easier.
4. How will you align this lesson with established content standards identified by the district
and the manner in which that content should be sequenced? Please describe:
important content (scope) identified by the district
sequence of the content to be taught as identified by the district
Answer: Our content and lessons are through the bigger, faster, stronger program. The lessons
are adjusted to students abilities and are graded based on improvements throughout the school
year. Students keep chart each core lift and aux. lift they participate in daily. These charts show
progression of improvement throughout each semester.
Planning and Preparing for Use of Resources and Technology
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5. How will the resources and materials that you select be used to enhance students’
understanding of the content? Please describe the resources that will be used:
traditional resources
technology
Answer: Traditional resourses used will be workout sheets, charts, workout percentage charts.
The students are able to understand their workouts by charting them daily on their workout
sheets. They can visualize their daily assignments and see their progression throughout the
school year. They will be able to see where they’ve taken time off or if they’ve continued working
to the best of their ability, by the improvements in their max, completing workouts and their
auxiliary lifts.
Students use several forms of technology in the weight room, with the biggest one biggest one
being the heart rate monitors. These monitor the heart rate of the students while they’re on the
cardio machines. It’s designed to measure how long they spend in their Target Heart Rate Zone.
If they’re supposed to be on for 25 minutes, and if they’re in their zone for 85% of that time, their
grade is a B for that cardio assignment. If they spend less time, then the grade drops. We also
have the Body Mass Scale. Students will weigh in at beginning of each 9 weeks. They’ll have a
goal for body fat %. The scale will then measure their bmi, ffm, and body fat %. Students are
Planning
and
Preparing
for theprint
Special
Needs
of Students
expected to
keep
track of these
outs to
monitor
their progress.
6. How do you plan to address the special needs of your students to include special
education students, ELL students and students who come from home environments that
offer little support for schooling? Please describe:
specific accommodations that will be made
Answer: The students who need special accommodations will be allowed to workout at their pace
or on modified lifts. There are some lifts that can be done in a modified fashion rather than
normal technique and form wise. They can max out in the modified core lifts, also, that way
there’s less risk to injury. These students can also be provided extra assistance with help from
the teacher or students who are advanced according to the rubric. Students who cannot provide
their own P.E. clothes, we can assist them with that. I can provide p.e. clothes for those who
need them, that way they’re able to participate in activities rather than sit out and take a bad
grade.
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Art and Science of Teaching Evaluation Framework
Reflection (Post) Conference Form B
Name of Teacher: Mike Young
Planning Conference Date:
Name of Observer: Robert Murphy
Observation Date:
Reflection Conference Date:
Instructions: Please bring student work, assessments, scoring guides, and/or rubrics to the
reflection conference and be prepared to discuss the following questions
General Reflection
Overall, how do you think the lesson went and why?
Answer:
Routine Events
1. In what ways did students meet or not meet the learning goals you established for this
lesson? How did your assessments inform your understanding of student learning?
Answer:
Content
2. How did the strategies you used to introduce new content to students support student
learning?
Answer:
Enacted on the Spot
3. Which techniques for engaging students were most successful? Which techniques were
not successful?
Answer:
4. How will this lesson inform changes to your instructional plan?
Answer:
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