Burlington County Institute Of Technology

Observation Report
2019-20
Observed Staff: Georgette, Brittany Methodology: Teacher Rubric
Observation Date: 09/19/2019 Workflow: Teacher Announced Observation
Observer: Hartman, Danielle
Score Summary
Domain 1: 3
Domain 2: 3
Domain 3: 3.25
Overall Score: 3.083

Pre-Conference Form
To which part of your curriculum does this lesson relate? How does this learning "fit" in the sequence of learning for this class?
In this lesson, we will be covering section 1.6. This section is in unit 1 of the curriculum. Prior to this lesson, we have covered
sections 1.1-1.4, skipping 1.5 since it is not included in the curriculum.
Briefly describe the students in this class, including those with special needs.
This class is a great group of students. Most of the students have expressed to me that math is not their favorite subject or that
they really struggle with it. Although they have these struggles, all of the students are very hardworking and want to do well in
the class.

Each student was asked at the beginning of the year to identify ways that they learned best. There are a variety of ways such as
visual, auditory, or hands on.

There are three IEP students in the class who need modifications such as:
-extended time
-repeat directions
-oral/written directions
-additional time for processing
-frequently check for understanding
-limit number of items to learn at a time
-cooperative learning groups
-visual aids to accompany instruction
What are your learning outcomes for this lesson? What do you want the students to understand?
I would like the students to understand how to express relations as a table, graph, and mapping. They also should be able to
interpret graphs of relations.
How will you engage the students in the learning? What will you do? What will the students do? Will the students work in groups,
individually, or as a large group? Provide any worksheets or other materials the students will be using.
The ways I will be engaging my students in the learning is with guided notes. This allows for students to stay on track.
Throughout the notes, I allow for students to come up to the board to write responses so we can discuss student answers.
During this lesson, we will be going back and forth from guided notes to Desmos. It is a fun, alternative way for students to solve
problems and I am able to see student responses in real time. Lastly, students will be working on a practice page. The students
will work on the page either individually or with their group members.
What will be the demonstration of learning?
The demonstration of learning will be by visual observation, the work that students write on the board, the work students
complete in desmos, and the practice worksheet that students will be handing in.

Is there anything that you would like me to specifically observe during the lesson?
A few things I would like you to specifically observe during the lesson is if I am allowing enough wait time between question and
answer. I want to make sure I am giving students the chance to complete a problem before doing the problem for them. Also,
am I asking any or enough higher order thinking problems?

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 Domain 1: Planning and Preparation

Ineffective(1) Partially Effective(2) Effective(3) Highly Effective(4)

1a: *In planning and *The teacher is familiar *The teacher displays *The teacher displays
Demonstrating practice, the teacher with the important solid knowledge of the extensive knowledge of
Knowledge of Content makes content errors or concepts in the important concepts in the important concepts
does not correct errors discipline but displays a the discipline and how in the discipline and
Knowledge of content made by students. lack of awareness of these relate to one how these relate both
and the structure of how these concepts another. to one another and to
discipline, knowledge of *The teacher displays relate to one another. other disciplines.
prerequisite sources to little understanding of *The teacher
extend knowledge of prerequisite knowledge *The teacher indicates demonstrates accurate *The teacher
students important to student some awareness of understanding of demonstrates
learning of the content. prerequisite learning, prerequisite understanding of
although such relationships among prerequisite
knowledge may be topics. relationships among
inaccurate or topics and concepts
incomplete. The teacher can and understands the
identify important link to necessary
concepts of the cognitive structures that
discipline and their ensure student
relationship to one understanding.
another.

The teacher provides

clear explanations of
the content.

Instructional strategies
in unit and lesson plans
are entirely suitable to
content.

Texts are at varied

levels.

Evidence:
Recommendations:
1b: *The teacher displays *The teacher displays *The teacher *The teacher
Demonstrating minimal understanding generally accurate understands the active understands the active
Knowledge of Students of how students learn- knowledge of how nature of student nature of student
and little knowledge of students learn and of learning and attains learning and acquires
Knowledge of students' their varied approaches their varied approaches information about levels information about levels
skills, knowledge, to learning, knowledge to learning, knowledge of development for of development for
language proficiency and skills and does not and skills and interests, groups of students. individual students.
indicate that such yet may apply this
knowledge is valuable knowledge not to *The teacher also *The teacher also
individual students but purposefully acquires systematically acquires
to the class as a whole. knowledge from several knowledge from several
sources about groups sources about
of students' varied individual students'
approaches to learning, varied approaches to
knowledge and skills learning, knowledge
and interests. and skills, and
interests.
The teacher knows, for
groups of students,
their levels of cognitive
development.

Evidence:
Recommendations:

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1c: *The outcomes *Outcomes represent *Most outcomes *All outcomes

Designing Coherent represent low moderately high represent rigorous and represent high-level
Instruction expectations for expectations and rigor. important learning in learning in the
students and lack of Some reflect important the discipline and are discipline. They are
Learning Activities, rigor, and not all of learning in the clear, written in the clear, are written in the
Instructional Materials, these outcomes reflect discipline and consist of form of student form of student
Lesson and Unit important learning in a combination of learning, and suggest learning, and permit
Structure, Setting the discipline. They are outcomes and viable methods of viable methods of
Objectives stated as student activities. Outcomes assessment. assessment.
activities, rather than as reflect several types of Outcomes reflect Outcomes reflect
outcomes for learning. learning, but the several different types several different types
Outcomes reflect only teacher has made no of learning and of learning and, where
one type of learning effort ad coordination or opportunities for appropriate, represent
and only one discipline integration. Outcomes, coordination, and they both coordination and
or strand and are based on global are differentiated, in integration. Outcomes
suitable for only some assessments of student whatever way is are differentiated, in
students. learning, are suitable needed, for different whatever way is
for most of the students groups of students. needed, for individual
in the class. students.
Learning activities are
matched to instructional
outcomes.

The teacher provides a

variety of appropriately
challenging materials
and resources.

Evidence:
• Observer entered the room ten minutes into the lesson. Students are wrapping up an activity on the Chromebooks.
Ms. Georgette is circling to check progress.
Recommendations:
Attributes (Indicators)
Page Notes

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 Domain 2: The Classroom Environment

Ineffective(1) Partially Effective(2) Effective(3) Highly Effective(4)

2a: *Patterns of classroom *Patterns of classroom *Teacher-student *Classroom interactions

Creating an interactions, both interactions, both interactions are friendly between the teacher
Environment of between teacher and between teacher and and demonstrate and students and
Respect and Rapport students and among students and among general caring and among students are
students, are mostly students, are generally respect. Such highly respectful,
Teacher Interactions negative, and appropriate but may interactions are reflecting genuine
with Students, Student inappropriate. reflect occasional appropriate to the ages, warmth, and caring.
Interactions with other inconsistencies, cultures, and
Students, Monitoring *Interactions are favoritism, and developmental levels of *Students exhibit
Student Behavior, characterized by disregard for students' the students. respect for the teacher
Response to Student sarcasm, put-downs, or ages, cultures, and Interactions among and contribute to high
Misbehavior conflict. developmental levels. students are generally levels of civility among
polite and respectful, all members of the
*The teacher does not *Students rarely and students exhibit class. The net result is
deal with disrespectful demonstrate disrespect respect for the teacher. an environment where
behavior. for one another. all students feel valued
*The teacher responds and are comfortable
*There appear to be no *The teacher attempts successfully to taking intellectual risks.
established standards to respond to disrespectful behavior
of conduct, or students disrespectful behavior, among students. The *Student behavior is
challenge them. with uneven results. net result of the entirely appropriate.
The net result of the interactions is polite,
*There is little or no interactions is neutral, respectful, and * Students take an
teacher monitoring of conveying neither business-like, though active role in monitoring
student behavior, and warmth nor conflict. students may be their own behavior
response to students' somewhat cautious and/or that of other
misbehavior is *Standards of conduct about taking intellectual students against
repressive or appear to have been risks. standards of conduct.
disrespectful of student established, but their
dignity. implementation is *Student behavior is * Teacher monitoring of
inconsistent. generally appropriate. student behavior is
subtle and preventive.
*The teacher monitors
student behavior *The teacher's
against established response to student
standards of conduct. misbehavior is sensitive
to individual student
*Teacher response to needs and respects
student misbehavior is students' dignity.
consistent,
proportionate, and
respectful to students
and is effective.

Talk between teacher

and students and
among students is
uniformly respectful.

The teacher
successfully responds
to disrespectful
behavior among
students.

Students participate
willingly, but may be
somewhat hesitant to
offer their ideas in front
of classmates.

Students exhibit
respect for the teacher.

Evidence:
• Ms. G asks for students to volunteer to come up and plot the points. Most of the class raises their hands. She tells
the Ss which point they are plotting and asks the class to do it at their desk at the same time.

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Recommendations:
2b: *Much instructional *Some instructional *There is little loss of *Instructional time is
Managing Classroom time is lost due to time is lost due to instructional time due to maximized due to
Procedures inefficient classroom partially effective effective classroom efficient and seamless
routines and classroom routines and routines and classroom routines and
Management of procedures. procedures. procedures. procedures.
Instructional Groups,
Management of *There is little or no *The teacher's *The teacher's *Students take initiative
Transitions evidence of the management of management of in the management of
teacher's management instructional groups instructional groups instructional groups
of instructional groups and transitions, or and transitions, or and transitions, and/or
and transitions and/or handling of materials handling of materials the handling of
handling of materials and supplies, or both, and supplies, or both materials and supplies.
and supplies are inconsistent, are consistently
effectively. leading to some successful. *Routines are well
disruption of learning. understood and may be
*There is little evidence *With minimal guidance initiated by students.
that students know or *With regular guidance and prompting,
follow established and prompting, students follow
routines. students follow established classroom
established routines. routines.

Students are
productively engaged
during small-group or
independent work.

Transitions between
large and small group
activities are smooth.

Classroom routines
function smoothly.

Evidence:
• Observer entered the room ten minutes into the lesson. Students are wrapping up an activity on the Chromebooks.
Ms. Georgette is circling to check progress.
• The students at the board quickly plot the points and sit down.
Recommendations:
2c: *The classroom *The classroom is safe, *The classroom is safe, *The classroom
Organizing Physical environment is unsafe, and essential learning and students have environment is safe,
Space or learning is not is accessible to most equal access to and learning is
accessible to many. students. learning activities. accessible to all
Safety and Accessibility students, including
*There is poor *The teacher attempts *The teacher ensures those with special
alignment between the to adjust the classroom that the furniture needs.
arrangement of furniture for a lesson or, arrangement is
furniture and resources, if necessary, to adjust appropriate to the *The teacher makes
and the lesson the lesson to the learning activities and effective use of
activities. furniture, but with uses physical physical resources.
limited effectiveness. resources effectively.
*The teacher ensures
that the physical
arrangement is
appropriate to learning
activities.

Evidence:
Recommendations:
Attributes (Indicators)
Page Notes

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 Domain 3: Instruction

Ineffective(1) Partially Effective(2) Effective(3) Highly Effective(4)

3a: *The instructional *The teacher's attempt *The instructional *The teacher links the
Responsiveness and purpose of the lesson is to explain the purpose of the lesson is instructional purpose of
Communicating with unclear to students, instructional purpose clearly communicated the lesson to the larger
Students and the directions and has only limited to students, including curriculum; the
procedures are success, and/or where it is situated directions and
Expectations for confusing. directions and within broader learning; procedures are clear
Learning, Directions procedures must be directions and and anticipate possible
and Procedures, *The teacher's clarified after initial procedures are student
Explanations of explanation of the student confusion. explained clearly and misunderstanding.
Content, Use of Oral content contains major may be modeled.
and Written Language, errors and does not *The teacher's *The teacher's
Response to students include any explanation explanation of the *The teacher's explanation of content
of strategies students content may contain explanation of content is thorough and clear,
might use. minor errors; some is clear and accurate developing conceptual
portions are clear, and connects with and connecting with
*The teacher's spoken others difficult to follow. students' knowledge students' interests.
or written language and experience.
contains errors of *The teacher's spoken During the explanation *Students contribute to
grammar or syntax. language is correct but of content, the teacher extending the content
uses vocabulary that is focuses, as by explaining concepts
*The teachers' either limited or not fully appropriate, on to their classmates and
academic vocabulary is appropriate to the strategies students can suggesting strategies
inappropriate, vague, or students' ages or use when working that might be used.
used incorrectly, backgrounds. The independently and
leaving students teacher rarely takes invites student *The teacher's spoken
confused. opportunities to explain intellectual and written language is
academic vocabulary. engagement. expressive, and the
teacher finds
*The teacher's spoken opportunities to extend
and written language is students'' vocabularies,
clear and correct and is both within the
suitable to students' discipline and for more
ages and interests. general use.

The teacher states

clearly, at some point
during the lesson, what
the students will be
learning.

The teacher's
explanation of content
is clear and invites
student participation
and thinking.

The teacher makes no

content errors.

Evidence:
• Ms. G explains that they will be discussion relations today. "We have a couple of vocabulary terms that are
probably familiar." Ms. G proceeds to review the words on the board via a PPT.
• Ms. G explains the definition as she posts them on the board.
• Ms. G asks the Ss if anyone remembers how to plot points on a graph. Some Ss raise their hands. Ms. G asks
them to switch over to their Chromebooks. She tells the Ss that if they know how to do it, they can proceed. She then
models it for the rest of the class.
• Ms. G provides the Ss with time to complete a problem on their own, then she models the problem for them.
• Ms. G surveys the work on the board. Two of them: "Perfect. This one- not quite." Ms. G models the correct way to
complete the one which was plotted incorrectly. "I'm glad it happened the way it did because these two get a little
confusing.
Recommendations:

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3b: *The teacher's *The teacher's *While the teacher may *The teacher uses a
Using Questioning and questions are of low questions lead students use some low-level variety or series of
Discussion Techniques cognitive challenge, through a single path of questions, he poses questions or prompts to
with single correct inquiry, with answers questions designed to challenge students
Quality of Questions, responses, and are seemingly determined promote student cognitively, advance
Discussion Techniques, asked in rapid in advance. thinking and high-level thinking and
and Student succession. understanding. discourse, and promote
Participation *Alternatively, the metacognition.
*Interaction between teacher attempts to ask *The teacher creates a
the teacher and some questions genuine discussion *Students formulate
students is designed to engage among students, many questions, initiate
predominantly students in thinking, but providing adequate topics, challenge one
recitation style, with the only a few students are time for students to another's thinking, and
teacher mediating all involved. respond and stepping make unsolicited
questions and answers; aside when doing so is contributions.
the teacher accepts all *The teacher attempts appropriate.
contributions without to engage all students *Students themselves
asking students to in the discussion, to *The teacher ensure that all voices
explain their reasoning. encourage them to challenges students to are heard in the
respond to one justify their thinking and discussion.
*Only a few students another, and to explain successfully engages
participate in the their thinking, with most students in the
discussion. uneven results. discussion, employing
a range of strategies to
ensure that most
students are heard.

Evidence:
Recommendations:

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3c: *The learning *The learning tasks and *The learning tasks and *Virtually all students
Engaging Students in tasks/activities, activities are partially activities are fully are intellectually
Learning materials, and aligned with the aligned with the engaged in challenging
resources are poorly instructional outcomes instructional outcomes content through well-
Activities and aligned with the but require only and are designed to designed learning tasks
Assignments, Grouping instructional outcomes, minimal thinking by challenge student and activities that
of Students, or require only rote students and little thinking, inviting require complex
Instructional Materials responses, with only opportunity for them to students to make their thinking by students.
and Resources, one approach possible. explain their thinking, thinking visible. This
Structure and Pacing allowing most students technique results in *The teacher provides
*The groupings of to be passive or merely active intellectual suitable scaffolding and
students are unsuitable compliant. engagement by most challenges students to
to the activities. students with important explain their thinking.
*The groupings of and challenging content There is evidence of
*The lesson has no students are and with teacher some student initiation
clearly defined moderately suitable to scaffolding to support of inquiry and student
structure, or the pace of the activities. that engagement. contributions to the
the lesson is too slow exploration of important
or rushed. *The lesson has a *The groupings of content; students may
recognizable structure; students are suitable to serve as resources for
*Learning tasks are not however, the pacing of the activities. one another.
suitable to students the lesson may not
with special learning provide students the *The lesson has a *The lesson has a
needs. time needed to be clearly defined clearly defined
intellectually engaged structure, and the structure, and the
or may be so slow that pacing of the lesson is pacing of the lesson
many students have a appropriate, providing provides students the
considerable amount of most students the time time needed not only to
"downtime." needed to be intellectually engage
intellectually engaged. with and reflect upon
*Learning tasks are their learning, but also
somewhat suited to *Learning tasks are to consolidate their
students with special suitable to the special understanding.
needs. learning needs of
students. *Students with special
learning needs are fully
Most students are accommodated and
intellectually engaged planned for; lessons
in the lesson. are adapted to meet
individual skills.
Students are invited to
explain their thinking as
part of completing
tasks.

Materials and
resources support the
learning goals and
require intellectual
engagement, as
appropriate.

The pacing of the

lesson provides
students the time
needed to be
intellectually engaged.

Evidence:
• Students copy the definition into their graphic organizer.
• Ms. G asks for students to volunteer to come up and plot the points. Most of the class raises their hands. She tells
the Ss which point they are plotting and asks the class to do it at their desk at the same time.
• The students at the board quickly plot the points and sit down.
• Ms. G tells the Ss to complete the problem on their computers. She explains that the points can be plotted in
different colors.
• Ms. G puts up some sets of numbers and asks the Ss which are the least. Ss call out the answer. Ms. G affirms
and puts the rest of the numbers in order. She tells the Ss to put the Y coordinate numbers in order.
Recommendations:

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3d: *The teacher has no *The teacher's *The teacher has clear *The teacher has clear
Use of Technology in rules or expectations expectations of guidelines for guidelines and
Instruction for the use of technology use in the appropriate use of leverages available
technology in the classroom is stated, but technology in the technology, reducing
Rules and classroom, with little to is monitored only classroom and inappropriate use. The
Expectations, no monitoring. sporadically. monitors accordingly. teacher creates a
Monitoring Use, classroom environment
Technology *Technology is used *Technology is used to *Interactive in which active, positive
Engagement, infrequently or not at passively disseminate technologies are used uses of technology
Instructional Goals all. information, ask low- fluidly in ways that result in minimal need
level questions, or for engage students. for monitoring.
*Use is not linked to rewards.
instructional goals. *Technology is used *Technology is
*Technology is an creatively and assists integrated seamlessly
activity in itself, rather students in achieving into activities, engaging
than a tool to reach instructional goals. students fully in the
instructional goals. learning process.

*Technology is used to
complete assignments
and projects that
necessitate higher-
order thinking, skills,
and creativity, and are
clearly linked to
instructional goals.

Evidence:
• Ms. G explains that they will be discussion relations today. "We have a couple of vocabulary terms that are
probably familiar." Ms. G proceeds to review the words on the board via a PPT.
• Ms. G uses the laptop to wirelessly control the board while circulating the room.
• Ms. G uses Desmos to push problems out to the students' Chromebooks and then surveys them once the students
are done.
• Ms. G continues to push problems to the students and survey the answers.
Recommendations:
3e: *Students do not *Students appear to be *Students appear to be *Assessment is fully
Using Assessment in appear to be aware of only partially aware of aware of the integrated into
Instruction the assessment criteria, the assessment criteria, assessment criteria, instruction, through
and there is little or no and the teacher and the teacher extensive use of
Assessment of Criteria, monitoring of student monitors student monitors student formative assessment.
Monitoring of Student learning. learning for the class as learning for groups of
Learning, Student Self- a whole. students. *Students appear to be
Assessment and aware of, and there is
Monitoring of Progress. *Questions and *Questions and some evidence that
assessments are rarely assessments are they have contributed
used to diagnose regularly used to to, the assessment
evidence of learning. diagnose evidence of criteria.
learning.
*Questions and
The teacher makes the assessments are used
standards of high- regularly to diagnose
quality work clear to evidence of learning by
students. individual students.

The teacher elicits *The teacher

evidence of student successfully
understanding. differentiates instruction
to address individual
Students are invited to students'
assess their own work misunderstandings.
and make
improvements; most of
them do so.

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Evidence:
• Ms. G circulates to check progress. "Does anyone still need this slide?"
• Ms. G asks the Ss if anyone remembers how to plot points on a graph. Some Ss raise their hands. Ms. G asks
them to switch over to their Chromebooks. She tells the Ss that if they know how to do it, they can proceed. She then
models it for the rest of the class.
• Ms. G provides the Ss with time to complete a problem on their own, then she models the problem for them.
• Ms. G continues to push problems to the students and survey the answers.
• The students at the board quickly plot the points and sit down.
• Ms. G tells the Ss to complete the problem on their computers. She explains that the points can be plotted in
different colors.
• Ms. G asks the class if they have any questions with plotting points on a graph.
• Students use the touchscreens on their Chromebooks to draw their answers. Ms. G pulls them up and checks them
on the board.
Recommendations:
Attributes (Indicators)
Page Notes
Addendum :

Post-Conference Form
In general, how successful was the lesson? Did the students learn what you intended them to learn? How do you know?
I think the lesson was successful. While using desmos, I was able to see in real time student responses. This gave me a good
idea of who understood and who I needed to check on. With that being said, I felt as though all of the students learned what was
intended. They all were able to represent the relations in different ways.
Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to
student learning?
Now that we are two weeks into the school year, the students are familiar with the classroom procedures and how the class is
typically run. They know that when entering the classroom, they must grab the note packets and any other worksheets on the
desk next to the door as well as their assigned calculator. They always check to see if there is a do now and they get right to
work. Having these specific procedures in place allows for less time wasted on passing papers out, etc. and more time for the
lesson and any activities planned. The desks are in groups of four, all of which are somewhat angled to face the board. We
typically have some type of group activity each day so it's nice to already have the students in groups.
Did you depart from your plan? If so, how and why?
I did not depart from my plan.
Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials, and resources). To
what extend were they effective?
For the lesson, I had guided notes which were to be followed by the slides and then the desmos activities through the
chromebooks. Rather than having the students complete a practice problem after each example problem on their paper, I had
them complete these practice problems through desmos. Although it jumped back and forth a lot, I felt that it gave students a
break from the standard "notes" and got them interactive within the lesson, without them having to say anything. I think the use
of desmos helped for a lot of the students. For example, when making copies of the guided notes, it didn't copy the graph
completely. This was a struggle for a lot of students because they weren't sure how or where to plot the points. Being able to
use the graph on desmos as a practice, it allowed for those students to really practice graphing each point in the correct place.

I was able to use my tablet to display the notes/desmos on the board. This allowed for me to walk around the classroom to
check on students rather than standing up at the front behind the computer screen.
If you had a chance to teach this lesson again to the same group of students, what would you do differently?
If I were to teach this lesson again to the same group of students, I would probably try and spend some more time talking about
the students work. Through desmos, I have the ability to pull up each students screen. This gives me a chance to go over the
problem but praising a specific student for the work that they did.

When I taught this lesson to my block 3, my students were shouting out "Can you pull up my screen!, Ms. Georgette look at my
answer!". The students were all really excited about the work that they did and wanted me to see it and show the class. This
turned out to be really positive which I think would have added more excitement to my lesson in block 2.

Observation Form

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 Areas of Strength:
Classroom Management

Procedures

Use of Technology

Formative Assessment
Areas for Growth:
Questioning Techniques/Student Discussions
Recommendations:
Consider working some questioning techniques into your presentation. You did survey the class to see if they remembered how
to perform the function, but you could ask questions while you explain to see what they do know.

You might also have the students use think pair/share. For example, when you asked how many of the students remember how
to plot points, you might have had them discuss with a partner and see what they remember. The class is quiet! This would help
to get the students talking. Discussions enrich student understanding and help to solidify learning.
Additional Comments:
Great job with the technology! It was fluid and seamless. Excellent. I also like how you were working formative assessment
through thumbs up and the collection of problems through Desmos.

Your pacing looks good. I do think there is enough wait time, but I would try to work in more question and answer and student
discussion points.

Employee Signature: Date: 09/20/2019

Evaluator's Signature: Date: 09/24/2019

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