' | Observer: Lee min= Date: ited. — Subject Chevpey _ schoot:dvuntwar Teacher Candidate Evin Internship:__- 3 Lesson Scale: (Individual, Small grouk Whole Class) oped clas Quality Urban Classrooms 2.0: Observation Protocol—Student Focus 20 minutes suggested observation time [Domains and indicators to Took for during observation (Check box Windicator occured) 1) Students take an active role in creating and maintaining classroom norms and protocols L141 students know how to use/access resources (materials & one another) and know where to get materials, whether provided by the teacher or within the larger learning space. 12 siutents have internaiced and follow elassroom/actvity norms and expectations, and prompt and remind one another when necessary. 11a stutcnts appesr to be self-directed, and engage productively in the learing task without waiting for continual teacher direction 2) Students generate and/or participate inthe process of how to meet learning goals and assignments 3 2.1 Students have appropriate options in how to mest learning goals or fulfil learning tasks, e.., multiple ways © Fepresent, solve, and/or respond toa problem or question, and/or appropriate chelces within the context ofthe lesson | gra Students ask one another questions regarding learing activities to clarify expectations or assignment procedures |___ 23 students can monitor ther individual and collective progress toward earning objectivels). 5) Students participate In learning and support eachother in building understanding or knowledge. 1D 5:1 Students volunteer relevant background knowledge and/or experiences. 5 2a students seek out opportunities to extend their understanding ofthe content (eg. asking questions beyond those posed by teacher, bring in outside materials or references to academic top) 3 SRudents use their fist language and/or vernacular ways of speaking to support their peers academically to clarify ‘heir thinking, and to build bridges to academic ways of talking. Neen acter acnty an spose enzgtinlesting acts mos fhe ine (ot it behavior -,mplance, but active engagement in lacing). 3.5 In general, students have opportunities to collaborate with peers and are actively engaged in academic talk. Observer Notes Stile wee ack Drnpred moc t of tee he, Berd cignads ord. whe suppers helped! Gc Hey nN 55 anjrged He mk i ib whe grat te re View rea thong wit. Sto ts ee pend, Vitel aah She Qnesh ove. cy the tthe Co, nd ib eOurond then ropoernst 4opeenver Len vate: 13/0» subject _ Lid Lin tg. Schoo Ndntrdrrt Teacher Candidate-CVe1— Internship: -3 Lesson Scale: (Individual, Small group, weole Class) Quality Urban Classrooms 2.0: Observation Protocol—Teacher Focus 20 minutes suggested observation time Domi and indicators to ook for during observation (Cheek box Whdictor acura) 4) Focuses on clear and challenging earning goals thy 1 ‘G11 Sets and conveys clear content and skillobjectves. Hy. WAV yf v \ot 7 1.2 Sets and conveys clear language objectives. ro wr. 1.3 Learning objectives include higher order thinking language (e.g, apply knowlede, engage in dialogue, make predictions, synthesize, evaluate, and analyze). 3.1.4 Refers to “big ideas” and key learning, and emphasizes/reminds students of these throughout the lesson/unit. - 31.5 Selects appropriate learning materials and tasks for learning objectives 2) Engages students in content and learning activities in a responsive way. 1.2.1 Makes lesson’s content relevant/useful tothe lives oftheir students ‘BS 2.2 Shows regard for student experiences and integrates mutkiple perspectives/lenses to encourage students to think critically (optional ways to solve/think, divergent thinking, look at it rom a diferent viewpoint), ‘Bi 2.3 Engages in feedback loops (more than one back-and-forth interaction with substance) that include higher order thinking questions to probe and gain knowledge of students’ understanding. . © 2.4 Fosters and pushes students to engage in metacognition (e.g, thinking aloud, discussing thought processes), HL2.5 Responsive to student questions/concerns, and takes advantage of "teachable moments” to clarify students’ understandings of leaning goals of lesson/uit 3) Supports students in their academic progress. . 13.2 Paces instruction based on student learning needs. {8 «_ Yom we yg hyper to Guide Wuy $Y 3.2 Scaffolds information tasks to meet students needs, so al students can access iormation and meet goals (ee, brea) projects/tasks down, differentiates). : “$2.3. Builds vared and engaging opportunities for meaningful application of content (eg, projects, thematic instruction, connections to community and/or culture outside of schoo!) Bf 3.4 Permits/supports meaningful peer interactions and conversations with regard to academic content. 355 Facilitates development of increased student responsibilty for learning (eg, goa setting, note taking, peer and self assessment with rubrics) 4) Strategies are present for supporting culturally and linguistically diverse learners. B 4.1 Links vernacular to academic language/discipline-area terns. 4.2 Makes strategic use of students’ first language or oral traditions. (& 433 Integrates instructional strategies to support language development (English language learners as well as transitions from vernacular to academic language). Observer Notes: Cven wd. Sy Parnmivg by horn & var A Rewarealf) shactuges = visusto, wneniprlh ees Dera Led angers, daseasmerts Hot Leflechd 5’ wedinttdy aa tencept Grgak thet yoy dink a Cliting © 2011, CU Boulder & CU Denver (Whitcomb & Gutierrez). This version of the QUC (QUE 2.0) builds upon the 2009 observation tool developed by the Denver Public Schools Preparation Partnership Team Consortium (Seidel, Whitcomb, Pidick, et al) DRAFT of QUCa | onor (Pare Date: uf jie surject LP ey — School: Nbven tn st Teacher Candidate! Guar internship: 2-3 Lesson Scale: (Individual, Small group, \Efoe Giass> Quality Urban Classrooms 2.0: Observation Protocol—Classroom Learning Community Focus 5 minutes suggested observation time [mains and indicators to Took Tor daring obstrvation (heck box distor occured) 3) Physical characteris ofthe clssroom suppgr academic easing. Ci towing an tangvage objectives visibly splayed in room rl AA2 student work respectfully and thoughtfully eeplayed. Ae oo en hoc bean created that supports tudent learning, word wall charts and pictures of Boece best centers paper or other material needed for learning tasks, et) Fore ety ues spec tobe canauore orange, desk rangement fo ferent OURreS Seanation of materials ad resources in cassroom) PR_1.5 Teacher moves around the classroom, attends to most students (may incl Juding nonlingulstc representations. Jude students with unique learning needs). 2) Socio-emotional climate of the classroom supports student engagement and belonging: leractions seem cohesive, supportive, safe, and often characterized by humor BE. 2.1 Teacher-student and student-student and warmth, 1 2.2 Teacher communicates a belief that students can succeed both ‘up on students. 23 negarding students’ culture and use of native language, teacher i sensitive, responsive, and accepting Gh ca Tescher demonstrates and promates caring interactions, e.g, personal knowledge of students (names, families, earning needs), greeting students, fostering a imate where students know one another. BA.25 There is an absence or intolerance of bullying and teasing academically and personally, and the teacher won't give 7) classroom management reflect a commitment to faimess, juste, and promotes 2 lowconflt environment, “Ba 3.1 Teacher has extablished postive relationships effective routines, and norms of conduc that foster a positive learning community. G32 Tencher is respectfully assertive and attends to behavior issues promptly and appropriately. 01 33 inthe presence of disruptive behavior, there is evidence of an established progressive dscipine plan that consistently land respectfully reinforces expectations and/or consequences. 10 3.4 conflict {teacher-student and student student) s mediated respectfully wth a resolution maintaining everyone's cigrity. ta.as Absence ofteacher student power struggles or harmful confrontations with or in Front of students 2.6 Teacher shows no bias, favoritism, or preferential treatment Ea ethlolevad faite (ebkmehpr and Th crated a Gor ttre with sffedve Unas ito’ ous ce Ww ‘ Fey dhocipline,co Ss reeds Lor be aad ©2011, CU Boulder & CU Denver (Whitcomb & Gutlerez). This version of the QUC (QUC 2.0) builds upon the i jlds upon the 2009 observation tool Geveloped by the Denver Public Schools Preparation Partnership Team Consortium (Seidel, Whitcom Pk 2.0 pending field validation, D0 NOT distribute without author permission. (ese, in