TLE Observation Form
Teachers
2011-2012
Domain
Dimension
Classroom
Management
1.
2.
3.
4.
5.
6.
Preparation
Discipline
Building-Wide Climate Responsibility
Lesson Plans
Assessment Patterns
Work Area Environment
2
2
2
2
2
3
Instructional Effectiveness
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Literacy
Common Core Standards
Involves All Learners
Explains Content
Explains Directions
Models
Monitors
Adjusts Based upon Monitoring
Establishes Closure
Student Achievement
3
3
4
4
4
4
5
5
5
5
Professional Growth &
Continuous Improvement
17.
Uses Professional Growth as an
Important Strategy
Exhibits Professional Behaviors and
Efficiencies
6
6
Interpersonal Skills
19.
Effective Interactions/ Communications
with Stakeholders
6
Leadership
20.
Leadership Involvements
6
18.
Educator Name: xxxxxxxx
Evaluator Name: xxxxxxxxxx
Obs. 1
Date
9/29/11 8:00-8:45
Obs. Conf. Date
9/29/11 11:30
Educator’s Initials
RED
Observer’s Initials
Page
School Name: xxxxxxxx
Obs. 2
Obs. 3
10/17/11 10:40-11:10
10/17/11 3:00
GREEN
12/12/11 8:05-8:45
BLUE
#
Domain
Indicator
Indicator No.
Observer's Coding: 3, +, -, N/A, or N/O.
3 — Effective
Rubric's description of professional proficiency at a 3-Effective level.
Obs. 1
Dimension
Obs. 2
Obs. 3
***
1
Domain: Classroom Management
Dimension: Preparation
Teacher plans for delivery of the lesson relative to short-term and long-term objectives.
3 — Effective
Plans for instructional strategies that encourage the development of
performance skills.
Variety of instructional strategies that develop process, content and
behavioral skills RED
Obs. 1
+RED
Obs. 2
+GREEN
Obs. 3
+BLUE
Reviews previous learning (Native American timeline, where did they live,
what were their natural resources, what type of house, timelines) reviewing
for test. BLUE
Ensures materials and equipment are ready at the start of the lesson or
instructional activity (most of the time).
Materials are organized and accessible for student use RED
2
Domain: Classroom Management
Dimension: Discipline
Teacher clearly defines expected behavior.
3 — Effective
Establishes and posts standards of conduct and implements with consistency
Procedures in place and posted in room. Students are aware of expectations
and can work effectively together based on procedures.
Obs. 1
Obs. 2
+
Obs. 3
+
+
Ensures that students are engaged and clear as to the expectations of the
classroom with few reminders given.
Students on task & participating. Few redirections needed
Monitors the behavior of students during whole-class, small group and seat
work activities and during transitions between instructional activities.
Actively engaged with students throughout the day. Transitions are efficient
and quick to maximize time on learning.
Stops inappropriate behavior promptly and consistently with an appropriate
voice level / word choice.
Redirection is firm and appropriate.
3
Domain: Classroom Management
Dimension: Building-Wide Climate Responsibilities
Teacher assures a contribution to building-wide positive climate responsibilities.
3 — Effective
Regularly and routinely participates in school projects and initiatives that
contribute to promoting orderly behavior throughout the school.
Obs. 1
3
Obs. 2
3
Obs. 3
3
Participates in Child study, STARS, STAR store
Follows the procedures, practices and guidelines outlined by the school,
district, state and federal laws, intended to keep students healthy and safe.
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4
Domain: Classroom Management
Dimension: Lesson Plans
Teacher develops daily lesson plans designed to achieve the identified objectives.
3 — Effective
Develops instructional plans that are in alignment with State / common core
standards including an amount of strategies that address student diversity
and learning styles.
Obs. 1
Obs. 2
3
3
Obs. 3
3
Plans reflect PASS objectives and consistently include a variety of learning
activities representing the multiple intelligences
Plans are developed consistently and on time based upon an analysis of data.
Consistently turned in on time.
What data do you collect regarding student learning? And how does it impact
your planning? What are examples? IN YELLOW… QUESTIONS for TEACHER
After group work student’s share to the whole group. Teacher listens and
records a grade/note on paper. Students that are unsuccessful come in at
another time. Uses these conversations to help guide teaching.
Plans with other members of the grade-level / school planning teams (when it
is an expectation of the campus).
Works well with others. Consistently plans with team mate
Provides substitute plans, classroom rosters, seating charts, behavior plans,
emergency plans and identification of diverse learning groups.
5
Domain: Classroom Management
Dimension: Assessment Patterns
Teacher utilizes assessments patterns that are fairly administered and based on identified
criteria.
3 — Effective
Formative and summative assessments are recorded consistently based on
district’s grading policy and are used to guide instruction.
Obs. 1
3
Obs. 2
3
Obs. 3
3
Do you have examples of these assessments? How do they guide your
instruction?
Provides adequate and timely feedback from assessment results for students
to reflect and set goals.
Do students set learning goals?
6
Domain: Classroom Management
Dimension: Work Area Environment
Teacher optimizes the physical learning environment to assure student learning
advantage in alignment with classroom management best practices.
3 — Effective
Obs. 1
The classroom is organized for providing learning opportunities, order,
cleanliness, safety and ease of traffic flow.
+
Obs. 2
+
Obs. 3
+
Room is organized for active learning. Many materials are out, but they are
consistently used for experiments and projects. They do not district or take
away from the learning. Students can move easily in the room. Room & halls
displays student work and learning.
Physical resources are well placed in locations that enhance their functions
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and do not interfere with other functions.
7
Domain: Instructional Effectiveness
Dimension: Literacy
Teacher embeds the components of literacy into all instructional content.
3 — Effective
Literacy is embedded in ALL content.
Embeds literacy is embedded consistently in lessons. Students work on
communicating learning in various ways, reading, writing, speaking, &
listening. Walls display literacy elements in science and social studies.
Obs. 1
+
Obs. 2
+
Obs. 3
+
Read aloud of three states of matter. Journals out to take notes
Students consistently use the computer to research information.
Summarizing learning in preparation for test
8
Domain: Instructional Effectiveness
Dimension: Common Core
Teacher understands and optimizes the delivery focus of Common Core State Standards
and the expectations derived from same on student learning and achievement.
3 — Effective
Obs. 1
Understands and participates in the multi-year conversion process from an
emphasis on PASS to an emphasis on CCSS as evidenced by use of alternate
instructional strategies and modified content focus aligned with CCSS.
9
3
Obs. 2
3
Domain: Instructional Effectiveness
Obs. 3
3
Dimension: Involves All Learners
Teacher uses questioning techniques and/or guided practices to involve all students in
active learning.
3 — Effective
Engages most students in active learning experiences 80 percent of the class
time.
Students actively engaged and participating in learning.
Obs. 1
+
Obs. 2
+
Obs. 3
+
Students engaged. Answering questions using timeline to review for test
Uses questioning strategies throughout the lesson that are primarily at a
lower or mid level of Bloom's taxonomy. Provides wait time for some student
response and does random checking for understanding. Lesson progresses at
a pace that accommodates most student questions and interests.
Use of higher order questioning and explanation of answers. Shares learning
with classmates. Pace is quick, but supportive. The pace pushes students to
stay on task.
Asks students to summarize what they learned about the water cycle on
Friday. Encourages the students to use the vocabulary. Hands out stars for
students that use the correct vocabulary (precipitation, condensations…)
Organizing timelines for studying. Asking a variety of questions at different
levels about previous learning.
Recognizes the value of understanding students’ skills and interests.
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Asks critical thinking questions throughout the lesson and uses questioning
techniques to involve all learners.
Uses a variety of single student response questions and whole group
response. Uses “1,2,3” as a cue to respond.
Whole group questions, draws sticks with student names, calls on raised
hands.
10
Domain: Instructional Effectiveness
Dimension: Explains Content
Teacher teaches the objectives through a variety of methods.
3 — Effective
Obs. 1
Explains content appropriately and connects with students’ knowledge
and experience.
3
Obs. 2
3
Obs. 3
3
Connects different states of water to their lives. Has student’s give
examples of solid, liquid & gas forms of water.
Uses cooperative learning activities, advance organizers and teaching
strategies that foster participation of students. Uses some activities
that address a variety of learning styles / multiple intelligences to
involve all learners.
Cooperative learning and various modes of learning.
timelines
Provides differentiated tasks to meet the varied learning styles and
needs of students. An understanding of the concepts, tools of inquiry
and structures of the discipline is evidenced through research-based
strategies that support the standards and promote student
engagement.
What are ways you are differentiating for special needs of students?
Provide examples.
Technology is included in the planning process to support instruction,
and technology is used on a regular basis as an instructional tool.
Students use computers to research information. Used as an
instructional tool.
Uses a variety of techniques to make content clear (e.g. modeling,
visuals, hands-on activities, demonstrations, gestures, body language).
Models and participates with students in learning.
11
Domain: Instructional Effectiveness
Dimension: Explains Directions
Teacher gives directions that are clearly stated and relate to the learning objectives.
3 — Effective
Obs. 1
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.
+
Obs. 2
+
Obs. 3
+
Gives students directions for transitions and includes transitioning in
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the planning process to optimize academic learning time.
Procedures in place for transitions…count down to finish time &
transition to next activity
Uses spoken and written language that is clear and correct, conforms
to standard English, vocabulary, and is appropriate to students’ ages
and interests.
12
Domain: Instructional Effectiveness
Dimension: Models
Teacher demonstrates / models the desired skill or process.
3 — Effective
Obs. 1
Provides demonstrations and modeling of the desired skill or process
that are clear and precise to students.
13
+
Obs. 2
+
Domain: Instructional Effectiveness
Obs. 3
+
Dimension: Monitors
Teacher checks to determine if students are progressing toward stated objectives.
3 — Effective
Obs. 1
When appropriate, moves to all areas of the room while students are working
on guided practice to promote and reinforce positive student behaviors.
+
Obs. 2
+
Obs. 3
+
Consistently engaged and participating with students. Moves around room
supporting learning.
Uses different types of student response techniques, both individual / group.
Whole group & individual questions and response opportunities
Uses student response techniques to increase active engagement.
Student’s understanding is evaluated by feedback.
Provides feedback frequently to individual students, groups and whole class
Uses wait time of 3-5 seconds (more for more complex questions) after
voicing the question. Provides opportunity for students formulate more
thoughtful responses and allows time for the student to consider supporting
evidence.
14
Domain: Instructional Effectiveness
Dimension: Adjusts Based Upon Monitoring
Teacher changes instruction based on the results of monitoring.
3 — Effective
Obs. 1
Consistently monitors student involvement and makes efforts to adjust
instructional plans to engage more students.
3
Obs. 2
3
Obs. 3
3
Actively engaged with students, monitoring responses and providing
feedback. Makes decisions about next steps in teaching & learning from
active engagement with students.
Assesses mastery of the new learning to determine if independent practice or
re-teaching is appropriate and makes adjustments to lessons.
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Examples?
Reviews data from assessments to modify instruction and guide intervention
strategies.
Examples?
15
Domain: Instructional Effectiveness
Dimension: Establishes Closure
Teacher summarizes and fits into context what has been taught.
3 — Effective
Obs. 1
Ends the day’s learning / activity by summarizing the lesson and teaches
students to summarize new learning.
n/o
Obs. 2
+
Obs. 3
n/o
Connects what is learned to prior learning.
Verbally reviews learning from Friday. Students are able to express learning
and use the new vocabulary. Teacher ties the learning to today’s lesson
16
Domain: Instructional Effectiveness
Dimension: Student Achievement
Use of common / varied assessments, tracking of student progress, use of data from
various assessments, recognition of student achievement, appropriately modifying assessments.
3 — Effective
Obs. 1
Recognizes student progress and achievement at significant intervals and
encourages behaviors that would result in student success.
3
Obs. 2
3
Obs. 3
3
Modifies assessments for special student populations in alignment with the
IEP.
Provides required feedback to student, roster teacher and/or parent.
Assures that all students have access to standard / common core / district
curriculum.
Accepts responsibility for the success of all students.
17
Domain: Professional Growth and Continuous Improvement
Uses Professional Growth as a Continuous Improvement Strategy
3 — Effective
Obs. 1
Participates in the required minimum hours of professional
development updating their content knowledge and current
professional practices.
3
Obs. 2
3
Obs. 3
3
Attended A+ Yearly Conference
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; adhering to prescribed arrival and
departure times; following notification and reporting procedures for
absences; complying with reporting timelines and other time sensitive
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+
Obs. 2
+
Obs. 3
3
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info./compliance requests.
Have you caught up on DIBELS progress monitoring?
19
Domain: Interpersonal Skills
Effective Interactions and Communications with Stakeholders.
3 — Effective
Obs. 1
Interacts with families in a timely, consistent, positive and professional
manner.
3
Obs. 2
3
Obs. 3
3
Complies with school procedures for communicating with families and
makes an effort to engage families in the educational program.
Uses effective communication skills with students. Demonstrates
communication skills (oral, written and nonverbal) that are clear,
considerate, positive and rarely requires further explanations.
Collaborates appropriately and makes decisions that reflect genuine
professional consideration.
20
Domain: Leadership
3 — Effective
Obs. 1
Participates in school events when asked.
3
Obs. 2
3
Obs. 3
3
Participates in school and district projects when asked.
Finds ways to contribute to the profession and follows through.
Assumes a proactive role in addressing student needs.
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