Subject: __Writing/Social Studies______

Date: ___7/25______

Observer: __Davis____________

Domain

Component

Level of Performance

Evidence

Planning and Preparation

Teacher: _ _______________________________

Demonstrating
Knowledge of
Content

Unsatisfactory
Basic
Proficient
Distinguished

Demonstrating
Knowledge of
Students

Unsatisfactory
Basic
Proficient
Distinguished

Used first names often

Knew who had been
absent

Setting
Instructional
Outcomes

Unsatisfactory
Basic
Proficient
Distinguished

Wrote exact steps on the

board
Students knew what was
expected of them

Demonstrating
Knowledge of
Resources
Designing
Coherent
Instruction

Unsatisfactory
Basic
Proficient
Distinguished

Unsatisfactory
Basic
Proficient
Distinguished

Knew all about the books

the students were
reading.
Gave different
explanations for word
choice

The lesson did not flow

well
Hard for absent students
to follow along

Grade Level: ___6th __

Comments/
Suggestions
I can tell you know the
content but you need to use
your choice of words better.
Make sure you are giving
the students your full
thought instead of saying a
few words and hoping they
understand what you mean.
Great job using the
students ability to draw to
explain how you wanted
him to write on the sticky
note
I was a little confused on
what the students were
suppose to be doing but
they were all doing the
same things so Im
assuming you had already
told them what to do before
I observed
I would make sure to reexplain what the students
are to be doing for those
students who are absent

Need to work on your

transitions.
Make sure to give ample
amount of instruction for
those who might not
remember or those who
were absent
Each part of the lesson was
connected but it took a little
while to see how they were
connected; better
transitions will help with
this

Designing
Student
Assessment

Unsatisfactory
Basic
Proficient
Distinguished

The Classroom Environment

Creating an
Environment of
Respect and Rapport

Unsatisfactory
Basic
Proficient
Distinguished

Establishing a
Culture for
Learning

Unsatisfactory
Basic
Proficient
Distinguished

Sat with different groups

to talk over the book they
were reading.
Did not ask many
questions when sitting
with groups
Had students put up
fingers on which story
they thought was the
best/worst

Students were well

behaved
If you did not hear what
the student had to say
you said excuse me to
get them to repeat it
Gave students time to
work on their own projects
on the computer
Asked questions about the
book to each group
Gave examples of word
choice but did not explain
them

Sitting with each group

individually is a great idea!
Make sure to really utilize
the one-on-one time with
the groups. Ask lots of
questions to check for
understanding, converse
with them about the book;
dont ask one-word
response questions.
Having the students guess
which story they felt was
the best and worst is
wonderful but the way you
assessed did not show
student understanding. The
students could just look at
their neighbors number
and not understand what
you are doing at all. Try
having them write it down
on a piece of paper or just
talking about it instead of
showing right after each
one.

You started great

opportunities for students
to learn but never followed
them through.
For example, reading the
stories to establish good or
bad word choice was
wonderful but you did not
fully stop to talk about
which ones were actually
good and which ones were
actually bad.
I like how you told students
it was okay to have
different opinions than their
peers but give them time to
talk about their opinions.

Managing
Classroom
Procedures

Unsatisfactory
Basic
Proficient
Distinguished

Managing
Student
Behavior

Unsatisfactory
Basic
Proficient
Distinguished

Organizing
Physical
Space

Unsatisfactory
Basic
Proficient
Distinguished

Walked students through

computer usage
Students knew what was
expected of them
Immediately stopped
misbehaviors as they
happened.

Students were in groups

nicely arranged around
the classroom
Table in back of room was
used well for work with
groups

When in the small groups

you asked the students to
pause so you could explain
what you were doing with
the student who had been
absent. It might work better
if you asked the students to
put down their pencils or
ask them to have their eyes
on you instead of just
saying pause, they might
not understand exactly
what you are wanting

(Danielson,

Domain

Component

Level of Performance

Instruction

2009)

Communicating with
Students

Unsatisfactory
Basic
Proficient
Distinguished

Evidence

Did not catch student up

on missing work until near
end of class
Stood in the front of the
room most of the class
period
Did not converse with
students while they were
talking in their groups at
start of class

Using Questioning
and Discussion
Techniques

Unsatisfactory
Basic
Proficient
Distinguished

Did not have discussions

with students, only asked
short response questions

Comments/
Suggestions
Explain what a student
missed at the beginning of
class so they are not
confused on what you are
doing for most of the class
time.
Walk around the room and
listen in on the wonderful
group discussions, talk to
them and get them to go
further in depth on the
topics
Dont be afraid to converse
with the students and walk
around the room
Have discussions with the
students, elaborate on their
answers to your questions,
have them explain their

Engaging
Students in
Learning

Using Assessment in
Instruction

Unsatisfactory
Basic
Proficient
Distinguished

Unsatisfactory
Basic
Proficient
Distinguished

Demonstrating
Flexibility and
Responsiveness

Unsatisfactory
Basic
Proficient
Distinguished

Stories were relevant and

age appropriate
Students were excited
about their projects and
books they were reading

Asked students about the

book while talking with
each group
Having students decide
which story had the
best/worst word choice

Did not stray from set

plan
Acted uneasy when
something was not going
how you wanted it to

Professional Responsibilities

2009)

Reflecting
on
Teaching
Maintaining Accurate
Records

Unsatisfactory
Basic
Proficient
Distinguished

NA

Unsatisfactory
Basic
Proficient
Distinguished

NA

Communicating with
Families

Unsatisfactory
Basic
Proficient
Distinguished

NA

Participating in a
Professional
Community
Growing and
Developing
Professionally
Showing
Professionalism

Unsatisfactory
Basic
Proficient
Distinguished

NA

Unsatisfactory
Basic
Proficient
Distinguished

NA

Unsatisfactory
Basic
Proficient
Distinguished

Dressed appropriately
Showed authority when
needed

answer more in depth to

spark a deeper discussion of
the topics
The students really seemed
to enjoy the timeline project
and got excited to use the
computers
Your choice of activities are
great to get the students
working with each other and
using their creativity
While these are great ways
to assess the students they
are not yet proficient. Ask
more in depth questions,
allow students to discuss
with you instead of you
discussing at them
Not everything will go as
planned, try to go with the
flow a bit more, allow
students to ask questions
and discuss those questions
with them.
It is okay if something goes
wrong, just go with it

(Danielson,

Final comments:
The teacher is performing at a basic level. The teacher needs to work on her transitions from each activity making sure the students
can see the connection between them all. The activities used are great ways for students to work in groups and gain skills in working
well with others. These activities need more in depth conversations between students and teacher. The teacher needs to work on
mastering how to assess students well during the class. The assessments shown during this lesson are basic assessments and need a
little work before they can become meaningful and useful assessments. The teacher needs to work on discussion skills, asking more in
depth questions that will get the students to talk more deep about the subjects.
Follow Up Conference: _________________

Signature of Teacher: ___________________________________

Signature of Observer: ________________________________

References
Danielson, C. (2009). The handbook for enhancing professional practice: Using the framework for teaching in your school. Association
for
Supervision and Curriculum Development. Alexandria, VA.