Teacher Observation

Description

In this assignment the candidate will demonstrated a cognizance and understanding of developing and implementing an instructional framework that aligns curriculum and state standards, effective instructional practices, student learning needs and assessments. The candidate will demonstrate an acquaintance of how the school recognizes, evaluates and implements procedures and practices that motivate all students and improve student learning. The candidate will demonstrate knowledge of methods and procedures for engaging in data analysis for instructional planning and improvement. The candidate will demonstrate accurate knowledge and understanding of how to communicate the relationships among academic standards, effective instruction, and student performance through conducting a teacher evaluation exercise.

The candidate will complete one observation of teaching in a school. Meet with your building administrator to discuss your teacher observation assignment. You will be using the observation/evaluation tool used by your district/building for the teacher observation.

You should observe in the classroom for a minimum of 30 minutes. Arrange with your school administrator and ask the teacher’s permission to observe. Tell him/her that you are in a class where you are learning how to collect data on teaching. Prior to your observation, conduct a pre-observation conference with the teacher and find out what the teacher states will be the objectives of the lesson. Be sure that the teacher knows you will be taking notes during your observation. When providing feedback cite best practices of teaching based on the literature (cite references) and make this available to the teacher. Also during the post-observation conference provide a plan for continued improvement procedures and assistance with methods for long-term professional growth.

Keep your data collection from the class observation and your post-conference confidential. You want to preserve your friendship with this teacher and keep it private, by doing this you are staying within school board policy and your ethical parameters. After you have analyzed the data collected discuss what you found and provide details for improving instructional delivery as well as any curricular materials to assist this improvement. Provide a plan for continued improvement procedures and assistance with methods for long-term professional growth. In addition, apply best practices of teaching based on the literature (cite references) and make this available to all teachers.

Written Paper: Your paper should be organized with the subtitles as follows…

Title Page

Introduction (1-2 paragraph minimum)

This brief section will be an overview of the assignment. This section should discuss research on the following topics:

How to Pre-conference (observation) and Post-conference (observation) with a teacher,
How to best actively observe classroom instruction as an evaluator,
How to develop as an evaluator a professional growth plan for the teacher. (4 references minimum)

Pre-observation Conference

This section will discuss your conference with the teacher regarding what lesson you will be observing. Your discussion will focus on the following questions:

What are the goals of the class I am going to observe?
What are your plans for achieving those goals?
What teaching or learning activities will take place?
What have the students been asked to do in preparation for this class?
Will this be typical of your teaching style? If not, why?
What would you like me to focus on during the observation?
Are there other things I should be aware of prior to the observation?
You may want to suggest that the teacher bring the materials to the pre-conference.

Observation

This section will discuss your procedures, observation tool used, and observation of the lesson.

Post Conference

This section will discuss your analyzed data from the observation tool as well as instructional improvement.

Professional Growth

This section will discuss and give suggestions for long-term professional growth and best practices. This should also include research support and citations from your research findings for your suggestions.

Questions

This section will discuss the following two questions:

What do you think are the most important patterns in this teaching?
What would you do differently on your next observation?

Summary (1-2 paragraph minimum)

This brief section will be a summary of the important implications of this assignment.

References

Support your improvement plan with at least five (5) scholarly references.

Appendix (includes ALL Observation Tools)

Include your original observation evaluation tool and handwritten notes for all meetings:

Pre-conference meeting, Observation tool, and Post Conference meeting.

Teacher Observation Rubric: See the Course Syllabus for the Rubric

Candidate Action Required: This assignment has been designated as a Field Experience Assessment for which the Educational Leadership program collects data on the performance of the candidate. After completing this assignment, please follow the instructions given above or in-course announcements.

Unformatted Attachment Preview

Palm Beach Marzano Focused Teacher Evaluation Model: Planning
Conference Questions
Teacher (print):
Evaluator (print):
Date of Pre-Conference:
Date/Time of Observation:
Grade Level/Curriculum Area Observed:
 Bring a copy of your lesson plan to the pre-conference meeting
1. What is the standard(s) you are working toward in this lesson? What is the specific learning
target(s) and taxonomy level(s) for this lesson?
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2.
Describe your scale and where this target(s) fits in the progression of learning.
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3. Which instructional strategies will you use to help students reach the learning target(s)? How are
these strategies aligned to the cognitive level(s) of the target(s)?
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4. What activity will you use to generate student evidence at the level of the target(s)?
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5. How will you meet the needs of IEPs, ELs, and other students who demonstrate need for
adaptations or modifications?
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6. What traditional and/or digital resources aligned to grade level/content standard(s) are you using
in this lesson?
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7. What data have you used to identify and plan to meet the needs of diverse learners?
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8. How will you and your students track their progress towards the standard?
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Mathematics Florida Standards (MAFS)
Grade 7
Domain: RATIOS & PROPORTIONAL RELATIONSHIPS
Cluster 1: Analyze proportional relationships and use them to solve real-world and mathematical
problems. (Major Cluster)
Don’t sort clusters from Major to Supporting, and then teach them in that order. To do so would strip
the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the
grade with the supporting clusters.
STANDARD CODE
STANDARD
MAFS.7.RP.1.1
Compute unit rates associated with ratios of fractions, including ratios of
lengths, areas and other quantities measured in like or different units. For
example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as
the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.
MAFS.7.RP.1.2
MAFS.7.RP.1.3
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Recognize and represent proportional relationships between quantities.
a. Decide whether two quantities are in a proportional relationship, e.g., by
testing for equivalent ratios in a table or graphing on a coordinate plane
and observing whether the graph is a straight line through the origin.
b. Identify the constant of proportionality (unit rate) in tables, graphs,
equations, diagrams, and verbal descriptions of proportional
relationships.
c. Represent proportional relationships by equations. For example, if total
cost t is proportional to the number n of items purchased at a constant
price p, the relationship between the total cost and the number of items
can be expressed as t = pn.
d. Explain what a point (x, y) on the graph of a proportional relationship
means in terms of the situation, with special attention to the points (0, 0)
and (1, r) where r is the unit rate.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Use proportional relationships to solve multistep ratio and percent problems.
Examples: simple interest, tax, markups and markdowns, gratuities and
commissions, fees, percent increase and decrease, percent error.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
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© 2014, Florida Department of Education. All Rights Reserved.
Domain: THE NUMBER SYSTEM
Cluster 1: Apply and extend previous understandings of operations with fractions to add, subtract,
multiply, and divide rational numbers. (Major Cluster)
Don’t sort clusters from Major to Supporting, and then teach them in that order. To do so would strip
the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the
grade with the supporting clusters.
STANDARD CODE
STANDARD
MAFS.7.NS.1.1
Apply and extend previous understandings of addition and subtraction to add
and subtract rational numbers; represent addition and subtraction on a
horizontal or vertical number line diagram.
a. Describe situations in which opposite quantities combine to make 0. For
example, a hydrogen atom has 0 charge because its two constituents are
oppositely charged.
b. Understand p + q as the number located a distance |q| from p, in the
positive or negative direction depending on whether q is positive or
negative. Show that a number and its opposite have a sum of 0 (are
additive inverses). Interpret sums of rational numbers by describing realworld contexts.
c. Understand subtraction of rational numbers as adding the additive
inverse, p – q = p + (–q). Show that the distance between two rational
numbers on the number line is the absolute value of their difference, and
apply this principle in real-world contexts.
d. Apply properties of operations as strategies to add and subtract rational
numbers.
MAFS.7.NS.1.2
MAFS.7.NS.1.3
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Apply and extend previous understandings of multiplication and division and
of fractions to multiply and divide rational numbers.
a. Understand that multiplication is extended from fractions to rational
numbers by requiring that operations continue to satisfy the properties of
operations, particularly the distributive property, leading to products such
as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret
products of rational numbers by describing real-world contexts.
b. Understand that integers can be divided, provided that the divisor is not
zero, and every quotient of integers (with non-zero divisor) is a rational
number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret
quotients of rational numbers by describing real-world contexts.
c. Apply properties of operations as strategies to multiply and divide rational
numbers.
d. Convert a rational number to a decimal using long division; know that the
decimal form of a rational number terminates in 0s or eventually repeats.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Solve real-world and mathematical problems involving the four operations
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© 2014, Florida Department of Education. All Rights Reserved.
with rational numbers.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Domain: EXPRESSIONS & EQUATIONS
Cluster 1: Use properties of operations to generate equivalent expressions. (Major Cluster)
Don’t sort clusters from Major to Supporting, and then teach them in that order. To do so would strip
the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the
grade with the supporting clusters.
STANDARD CODE
STANDARD
MAFS.7.EE.1.1
Apply properties of operations as strategies to add, subtract, factor, and
expand linear expressions with rational coefficients.
MAFS.7.EE.1.2
Cognitive Complexity: Level 1: Recall
Understand that rewriting an expression in different forms in a problem
context can shed light on the problem and how the quantities in it are related.
For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as
“multiply by 1.05.”
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Cluster 2: Solve real-life and mathematical problems using numerical and algebraic expressions and
equations. (Major Cluster)
Don’t sort clusters from Major to Supporting, and then teach them in that order. To do so would strip
the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the
grade with the supporting clusters.
STANDARD CODE
STANDARD
MAFS.7.EE.2.3
Solve multi-step real-life and mathematical problems posed with positive and
negative rational numbers in any form (whole numbers, fractions, and
decimals), using tools strategically. Apply properties of operations to calculate
with numbers in any form; convert between forms as appropriate; and assess
the reasonableness of answers using mental computation and estimation
strategies. For example: If a woman making $25 an hour gets a 10% raise, she
will make an additional 1/10 of her salary an hour, or $2.50, for a new salary
of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a
door that is 27 1/2 inches wide, you will need to place the bar about 9 inches
from each edge; this estimate can be used as a check on the exact
computation.
MAFS.7.EE.2.4
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Use variables to represent quantities in a real-world or mathematical
problem, and construct simple equations and inequalities to solve problems
by reasoning about the quantities.
a. Solve word problems leading to equations of the form px + q = r and p(x +
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© 2014, Florida Department of Education. All Rights Reserved.
q) = r, where p, q, and r are specific rational numbers. Solve equations of
these forms fluently. Compare an algebraic solution to an arithmetic
solution, identifying the sequence of the operations used in each
approach. For example, the perimeter of a rectangle is 54 cm. Its length is
6 cm. What is its width?
b. Solve word problems leading to inequalities of the form px + q > r or px +
q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts Domain: GEOMETRY Cluster 1: Draw, construct, and describe geometrical figures and describe the relationships between them. (Additional Cluster) Don’t sort clusters from Major to Supporting, and then teach them in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters. STANDARD CODE STANDARD MAFS.7.G.1.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. MAFS.7.G.1.2 MAFS.7.G.1.3 Cognitive Complexity: Level 2: Basic Application of Skills & Concepts Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts Describe the two-dimensional figures that result from slicing threedimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts www.FLStandards.org | #FLStandards © 2014, Florida Department of Education. All Rights Reserved. Cluster 2: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. (Additional Cluster) Don’t sort clusters from Major to Supporting, and then teach them in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters. STANDARD CODE STANDARD MAFS.7.G.2.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. MAFS.7.G.2.5 MAFS.7.G.2.6 Cognitive Complexity: Level 2: Basic Application of Skills & Concepts Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts Domain: STATISTICS & PROBABILITY Cluster 1: Use random sampling to draw inferences about a population. (Supporting Cluster) Don’t sort clusters from Major to Supporting, and then teach them in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters. STANDARD CODE STANDARD MAFS.7.SP.1.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. MAFS.7.SP.1.2 Cognitive Complexity: Level 2: Basic Application of Skills & Concepts Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning www.FLStandards.org | #FLStandards © 2014, Florida Department of Education. All Rights Reserved. Cluster 2: Draw informal comparative inferences about two populations. (Additional Cluster) Don’t sort clusters from Major to Supporting, and then teach them in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters. STANDARD CODE STANDARD MAFS.7.SP.2.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. MAFS.7.SP.2.4 Cognitive Complexity: Level 2: Basic Application of Skills & Concepts Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventhgrade science book are generally longer than the words in a chapter of a fourth-grade science book. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts Cluster 3: Investigate chance processes and develop, use, and evaluate probability models.(Supporting Cluster) Don’t sort clusters from Major to Supporting, and then teach them in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters. STANDARD CODE STANDARD MAFS.7.SP.3.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. MAFS.7.SP.3.6 MAFS.7.SP.3.7 Cognitive Complexity: Level 1: Recall Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the www.FLStandards.org | #FLStandards © 2014, Florida Department of Education. All Rights Reserved. agreement is not good, explain possible sources of the discrepancy. a. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. b. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? MAFS.7.SP.3.8 Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. a. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. b. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event. c. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning www.FLStandards.org | #FLStandards © 2014, Florida Department of Education. All Rights Reserved. Purchase answer to see full attachment