LFCISD-TTESS

Date: Feb-23-2016
BARKER, JEFFREY on Feb-11-2016 Requested By: JEFFREY BARKER

Observer: HARRELL BEDFORD Educator: JEFFREY BARKER

Start Date: Feb-10-2016 12:08 PM Current Location: LIBERTY-MEMORIAL MS

End Date: Feb-11-2016 12:53 PM Due Date:

Type: Formal Completed: Feb-23-2016 1:44 PM

Grade Filter: 6th Grade

Subject Filter: Social Studies

Dimension 1: Planning
Question/Standard:
General Comments for Dimension 1

Answer/Evidence:

Comments:
Teacher lead discussion over the Sarah Desert. Students were asked to identify key aspects of geography, history, and culture of
Northern Africa. Teacher asked various questions in reference to geography and made connections with how the USA compare to the Sarah
Desert. Student activity dealt with content vocabulary where students were paired up and given a vocabulary. The students were asked to
create an anchor charts over the vocabulary their group choose. All materials and supplies ready. Classroom routine and procedures are in
place therefore, no wasted time. Classroom behaviors appropriate without distractions.

Question/Standard:

Dimension 1.1 Standards and Alignment

The teacher designs clear, well-organized, sequential lessons that reflect best practice, align with standards and are appropriate for diverse
learners.

Standards Basis:
1A, 1B, 3A, 3B, 3C

Sources of Evidence:
Pre-Conference, Formal Observation, Classroom

Look Fors:
• Aligned goals, standards, andamp; objectives.
• Lesson design/structure andamp; pacing
• Activities, materials, andamp; resources tied to standards
• Technology Integration

Answer/Evidence:
Proficient - Instructional Planning Includes:
• All goals aligned to state content standards.

• All activities, materials and assessments that:

o are sequenced
o are relevant to students
o provide appropriate time for lesson and lesson closure

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o fit into the broader unit and course objectives
o are appropriate for diverse learners.

• All objectives aligned to the lesson’s goal.

• Integration of technology when applicable.

Question/Standard:

Dimension 1.2 Data and Assessment

The teacher uses formal and informal methods
to measure student progress, then manages and analyzes student data to inform instruction.

Standards Basis:
1B, 1F, 2B, 2C, 5A, 5B, 5C, 5D

Sources of Evidence:
Analysis of Student Data, Pre-Conference, Formal Observation,
Classroom Walkthroughs/Informal Observation, Post-Conference Instructional Planning

Look Fors:
• Formal/Informal assessments
• Progress monitoring
• Communication/feedback
• Data analysis tied to drive instruction

Answer/Evidence:
Proficient - Instructional Planning Includes:
• Formal and informal assessments to monitor progress of all students.

• Consistent feedback to students, families and other school personnel while maintaining confidentiality.

• Analysis of student data connected to specific instructional strategies.

Question/Standard:

Dimension 1.3 Knowledge of Students

Through knowledge of students and proven practices, the teacher ensures high levels of learning, social-emotional development and
achievement for all students.

Standards Basis:
1A, 1B, 1C, 2A, 2B, 2C

Sources of Evidence: Analysis of Student Data, Pre-Conference, Formal Observation

Look Fors:
• Students' prior knowledge
• Adjustments tied to student needs
• Diverse learning tied to student strengths

Answer/Evidence:
Proficient - Instructional Planning Includes:

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• All lessons that connect to students’ prior knowledge and experiences.

• Adjustments to address strengths and gaps in background knowledge, life experiences and skills of all students.

Question/Standard:

Dimension 1.4 Activities

The teacher plans engaging, flexible lessons that encourage higher-order thinking, persistence and achievement.

Standards Basis: 1B, 1C, 1D, 1E

Sources of Evidence: Pre-Conference, Formal Observation

Look Fors:
• Questioning/HOTS
• Grouping
• Roles/responsibilities
• Student goal setting
• Activities, resources, materials, andamp; Technology
• Problem solving

Answer/Evidence:
Proficient - Instructional Planning Includes:
• Questions that encourage all students to engage in complex, higher-order thinking.

• Instructional groups based on the needs of all students.

• All students understanding their individual roles within instructional groups.

• Activities, resources, technology and instructional materials that are all aligned to instructional purposes.

Dimension 2: Instruction
Question/Standard:
General Comments for Dimension 2

Answer/Evidence:

Comments:
Evidences noticeable based on student's knowledge and desire to demonstrate mastery of the objective.

Question/Standard:

Dimension 2.1 Achieving Expectations

The teacher supports all learners in their pursuit of high levels of academic and social-emotional success.

Standards Basis:
1B, 1D, 1E, 2A, 2C, 3B, 4A, 4D, 5B

Sources of Evidence: Pre-Conference, Formal Observation

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Look Fors:
• Academic expectations
• Mastery of objective
• Student mistakes tied to self-correcting
• Student intiative tied to self-monitoring

Answer/Evidence:
Proficient - The Teacher:
• Sets academic expectations that challenge all students.

• Persists with the lesson until there is evidence that most students demonstrate mastery of the objective.

• Addresses student mistakes and follows through to ensure student mastery.

• Provides students opportunities to take initiative of their own learning.

Question/Standard:

Dimension 2.2 Content Knowledge and Expertise

The teacher uses content and pedagogical expertise to design and execute lessons aligned with state standards, related content and student
needs.

Standards Basis: 1A, 1C, 1E, 1F, 2C, 3A, 3B, 3C

Sources of Evidence: Pre-Conference, Formal Observation

Look Fors:
• Content Knowledge in multiple contexts
• Objectives linked with other disciplines
• Anticipation of misunderstanding tied to techniques
• Thinking/HOTS
• Real world

Answer/Evidence:
Proficient - The Teacher:
• Conveys accurate content knowledge in multiple contexts.

• Integrates learning objectives with other disciplines.

• Anticipates possible student misunderstandings.

• Provides opportunities for students to use different types of thinking (e.g., analytical, practical, creative and research-based).

• Accurately reflects how the lesson fits within the structure of the discipline and the state standards.

Question/Standard:

Dimension 2.3 Communication

The teacher clearly and accurately communicates to support persistence, deeper learning and effective effort.

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Standards Basis: 1D, 1E, 2A, 3A, 4D

Sources of Evidence: Pre-Conference, Formal Observation

Answer/Evidence:
Proficient - The Teacher:
• Establishes classroom practices that provide opportunities for most students to communicate effectively with the teacher and their peers.

• Recognizes student misunderstandings and responds with an array of teaching techniques to clarify concepts.

• Provides explanations that are clear and uses verbal and written communication that is clear and correct.

• Asks remember, understand and apply level questions that focus on the objective of the lesson and provoke discussion.

• Uses probing questions to clarify and elaborate learning.

Question/Standard:

Dimension 2.4: Differentiation

The teacher differentiates instruction, aligning methods and techniques to diverse student needs.

Answer/Evidence:
Proficient - The Teacher:
• Adapts lessons to address individual needs of all students.

• Regularly monitors the quality of student participation and performance.

• Provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught.

• Recognizes when students become confused or disengaged and responds to student learning or social/emotional needs.

Question/Standard:

Dimension 2.5 Monitor and Adjust

The teacher formally and informally collects, analyzes and uses student progress data and makes needed lesson adjustments.

Standards Basis: 1D, 1F, 2B, 2C, 3B, 4D, 5C, 5D

Sources of Evidence: Pre-Conference, Formal Observation

Look Fors:
• Monitor and adjust instruction andamp; activities
• Adjusting to address engagement
• Monitor Behavior
• Check for understanding
• Questions andamp; academic feedback

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Answer/Evidence:
Proficient - The Teacher:
• Consistently invites input from students in order to monitor and adjust instruction and activities.

• Adjusts instruction and activities to maintain student engagement.

• Monitors student behavior and responses for engagement and understanding.

Dimension 3: Learning Environment

Question/Standard:
General Comments for Dimension 3

Answer/Evidence:

Comments:
Teacher needs to make sure to have all student's attention prior to discussing daily classroom objectives of the day. Teacher made
improvements to classroom expectations of student's behaviors and expectations. Teacher must be consistent with Classroom procedures,
routines, and behaviors.

Question/Standard:

Dimension 3.1 Classroom Environment, Routines and Procedures

The teacher organizes a safe, accessible and efficient classroom.

Standards Basis: 1D, 4A, 4B, 4C, 4D

Sources of Evidence: Formal Observation, Pre-Classroom

Look Fors:
• Procedures, routines, andamp; transitions
• Management of supplies andamp; equipment tied to student leadership
• Safe andamp; organized classroom

Answer/Evidence:
Proficient - • All procedures, routines and transitions are clear and efficient.

• Students actively participate in groups, manage supplies and equipment with very limited teacher direction.

• The classroom is safe and organized to support learning objectives and is accessible to most students.

Question/Standard:

Dimension 3.2 Managing Student Behavior

The teacher establishes, communicates and maintains clear expectations for student behavior.

Standards Basis: 4A, 4B, 4C, 4D

Sources of Evidence: Formal Observation, Classroom, Pre-Conference

Look Fors:

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• Behavior systems
• Behavior standards

Answer/Evidence:
Proficient - • Consistently implements the campus and/or classroom behavior system proficiently.

• Most students meet expected classroom behavior standards.

Question/Standard:

Dimension 3.3 Classroom Culture

The teacher leads a mutually respectful and collaborative class of actively engaged learners.

Standards Basis: 1E, 1F, 3B, 4C, 4D, 5A, 5B, 5D

Sources of Evidence: Formal Observation, Classroom

Look Fors:
• Relevant, meaningful learning
• Working respectfuly
- Individual
- Group
• Rapport/collaboration

Answer/Evidence:
Proficient - • Engages all students in relevant, meaningful learning.

• Students work respectfully individually and in groups.

Reinforcements and Refinements

Question/Standard:
Dimension 1: Planning- Reinforcement or Refinement

Select one and in the comments box explain your refinement or reinforcement

Answer/Evidence:
1.1: Standards and Alignment: The teacher designs clear, well-organized, sequential lessons that reflect best practice, align with
standards and are appropriate for diverse learners.
Reinforcements
1.4: Activities: The teacher plans engaging, flexible lessons that encourage higher-order thinking, persistence and achievement.
Reinforcements

Comments:
Subject content and standards aligned with state goals. Teacher plans activities which encourage student's own learning.

Pillars of Instruction
Question/Standard:

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 Framework:
What is the learning target objective?

Answer/Evidence:

Comments:
Teacher was moving in around the classroom among the students.

Question/Standard:

Framework:
The educator clearly communicates the learning target(s).

Answer/Evidence:
Effective - The educator communicates the learning target(s) through verbal and visual strategies and checks for student understanding of
what the target(s) are.

Question/Standard:
Framework:
The learning target is... (check all that apply)

Answer/Evidence:
Communicated verbally by the teacher
Posted in the learning enviroment
Aligned with a specific standard

Question/Standard:
Power Zone

Answer/Evidence:

Comments:
moving around the classroom among the students.

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Score:
Overall Rating = N/A
Average Score = N/A
Total Score = N/A

Notes:
N/A

Instructions:
N/A

Feedback:
N/A

Signatures:

Educator: JEFFREY BARKER Date

Observer: HARRELL BEDFORD Date

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