Coston, Julia

Position: Teacher
Stony Creek Elementary
Extended Observation #1
Evaluated by Heidi Karst
Started: February 10, 2021
Sent to Julia Coston on Feb 14, 2021
Viewed by Julia Coston on Feb 16, 2021
Post-Observation Conference: Feb 12, 2021
Completed: Feb 16, 2021
Printed: May 31, 2021 at 7:23pm

SCRIPTING
[10:21] Ms. C and a S were meeting in the hallway having a fun conversation as they sat. *You do a nice job of being friendly in transitions with students you
work with, just enough personal conversation, and then you get down to work.

T - HW first from yesterday

S opened ipad and began looking for it, then showed Ms. C.

T - A smiley face, that's good!

[10:23] They looked at the screen together.

T- Yes, your explanation is just fine. I think she just wanted you to....nice job. 2.2.E.3

T - Alright, we always start with our warm-up. It is a problem I'll read to you, and you know you can use the white board.

T - So K knows 7x7=49, pause. How can she use this information to help her know 7x8?

[10:24] S - Um she can use...

T - Can you show me? So you said we can add 7 to figure out 7x8. Can you show me that step, just like a normal help problem? 2.4.E.1 2.6.E.2

S wrote 7x8=

[10:25] T - What number am I adding 7 to?

S - 8, oh..

T - So you are on the right track, you know this answer. You know you need to add 7 more, so what number am I adding 7 to? Pointed to S work on white board.
2.3.E.5

S - 49

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T - RIght

[10:26] T - So now, what do we know about 7x8?

S - It equals 56

T - Right, we are going to keep going with this idea. There is something different we used in our warm up, that we haven't before. We used 5 times a number or
10 times a number to help us as helper facts, because we know those problems. 2.1.E.3

[10:27] T - Today we are going to use what is called a square. It is when we use a number times itself like 7x7, and then if we know these squares, they will help
us with other problems. *It might have been a more powerful connection to have all the squares written out for her to see in a column at this point.

T- So I have one I want us to look at (turned on ipad to show mult. chart), S had mult chart in her book. 2.3.E.2

[10:28] T - Can we find all the squares in our chart. They gave us the first one 7x7, can you draw a line around the square.

T - So all the numbers that are being multiplied by themselves, can we find them all and trace around the edge?

[10:29] S - They are making a diagonal

T - They are, I"m glad you noticed that! 2.3.E.3

Ms. C modeled on the ipad

T - We both have our squares squared. I am glad you noticed the diagonal. Why do you think it made that?

S - When they are smaller, it is over here, as it gets bigger it moves over here. 2.4.HE.7

[10:30] T - Right so our first one was 0 over here, then as we moved up to higher numbers....

T - So these are squares help us when we are learning more about our facts and in terms of finding the answers. So let's look a the first problem...reread,
explained. *I would emphasize that if we don't have all our multiplication facts memorized, these squares can be a starting point for us like the 5s and 10s.

[10:31] T - So 7x8 was our near square. Near square was emphasized and shown on the ipad colored in for visual to connect that 7x7 and 7x8 were near each
other.

[10:32] T - What is the other near factor to 7x7?

S - 7x6

T - Yes, so I'll circle that one too.

T - So can you find the other square she could have used to help her with 7x8?

S - 6x8

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T - She could have, but it is a little bit farther away.

[10:33] S guessed again

T - So let's back up, we need to look for the square that is near 7x8 (explained with visual). 2.5.E.1

S - 8x8

T - Yes, we know 7x7 and 8x8 can help us with 7x8, because they are near squares.

[10:34] T - Let's find all of our near squares to help us.

T - Before we move on, what do you notice about the facts we circled?

[10:35] S - They are also going in a diagonal.

T - This is also important to us, because we can always use one of our squares.

T - So we are going to keep going with this idea. We can both leave our charts up.

T - Let's work on the first problem on this page together. Restated what they were going to be doing with charts. 2.2.E.4

[10:36] T - Can you read the directions please? So they are telling us we can do either, so whatever one is most comfortable to you.

T - So what does it say for the first one? So our near square is 3x4, so our next step is a square helper fact.

[10:37] S - So 4x4

T - Yes, so do you know the answer to 4x4?

S - 16

T - We are still using the same strategy as a regular helper fact, so what do we do next for 3x4?

S - Subtract 4

Ms. C modeled on dry erase, S wrote in book. She got the correct answer. 2.2.E.1

[10:38] T - We did the first one together, I want you to try to do number 2 on your own,

S began working

T- Good you found your square.

S subtracted in book.

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[10:39] A class passed by

T - Why did you subtract...? It was hard to hear S response.

T - Why did you choose 7x7?

S - Because I knew....

[10:40] T - Good you followed the rest of the strategy. Did you notice it was bigger or smaller than 7x6? So you... 2.4.HE.6

S - Subtracted

S moved onto next problem. Ms. C watched.

S self corrected her work while working without prompting. Then she looked at Ms. C

[10:41] T - So you have the strategy done correctly, and we are subtracting...

S - Wait, it is....S self corrected again.

T - There you go. 2.6.E.5

T - Perfect, for our last one, they didn't do anything for us. So it is up to you to decide the near square fact. You can pick any one from our chart.

[10:42] T - You don't have to fill in this part yet, that is what this is for.

[10:43] Good wait time!

T - Perfect! Awesome job. 2.9.E.3

T - So today, the homelink will be doing exactly what we just did. The helper squares are there to help us solve the problems.

[10:44] T - For the rest of the time, we don't have much, let's look.

T - I only want you to do 1, 3 & 5. It is ok to not get finished down here, because you can still take it upstairs to work on.

*Were these the math boxes that are spiral review? Do you find this S has a good grasp of previous math concepts? I know you are fairly new to working with
her.

[10:46] Ms C let S work quietly while she watched. Great to let her have this time. *What do you do when you notice a mistake in the works? Are these for a
grade?

T- Let's look back up at this column. The steps you did are correct, except we are looking for the area. What do you notice? This is how you find the perimeter,
so what do I need to do instead? 2.6.E.1 2.5.E.3

[10:47] S self corrected

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T - What you wrote right there was good. When we are focusing on the area, we only want to know what?

[10:48] T - We want to know how long this side is, and how long that side is. We want to multiply to find the area. So this is correct, then what do we need to
change? 2.5.E.2

T - Right, exactly. The area is 12 feet, now we go back down to this area. How did we use our mult. facts to help solve this?

[10:49] T - Good we can do the same process we did before. Now you can work on the hw when you go back upstairs. If you finish early, I want you to work on
Moby Max on your facts. 2.7.E.4 2.7.E.5

[10:50] They picked up and went upstairs.

[10:53] Next Ms. C moved to a 3rd grade room to work with a S on writing. She got a personalized binder of materials, went to the S and helped her gather things
and then came to the corner where they both sat on chairs. 2.7.E.3

[10:54] T - Ok we always start with practicing our letters.

[10:55] T - We have been working on our letters and keeping them in the sky and the grass. The handwriting paper was colored green and blue. 2.6.E.6

S - We start in the grass and go up

[10:56] T - Right, they start in the grass and go to the sky, and...

S - They don't go in

T - Do you remember what that is? Yes, the dirt (colored paper) 2.4.E.2

[10:57] *Did you find this paper? It is really helpful. What is her goal (OT handwriting)?

T - What did you notice when you were tracing? Did they both reach all the way up to the sky and all the way to the ground?

[10:58] S - No

T - There are parts that do stick out. Let's do it in the air first.

Modeled making a letter in the air, helped the student correct her movement slightly. 2.3.E.4

[10:59] T - So that is what we do on the paper too.

T - Now let's stop, when we get to the arm, let's stretch all the way out. Perfect, good job! Let's write it one more time. Great job! That's what our upper case K
looks like. 2.9.E.2

[11:00] S began working on next letter.

Notes from 2/12 post-ob:

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Special handwriting paper from speds. This concept has transferred to regular paper with markings.

Wait time and coaching. 2.4.E.4 2.4.E.3

Lets student work, even if wrong to see where the problem lies and where she needs help. 2.6.E.4

Noted S can do work, but struggles with writing about her solution. Knowledge of math is solid. 2.6.E.3

Data collection on all IEP kids done daily, sheet Spellmeyer created, note things in narrative (what, materials, length of time needed, student responses to prompt
- individualize comments). 1.5.E.2 1.5.HE.7

DOMAIN 1: PURPOSEFUL PLANNING

1.5 Tracks Student Data and Analyzes Progress
Highly Effective Effective Improvement Necessary Ineffective
Teacher uses a data tracking system for Teacher attempts with only intermittent Teacher rarely or never uses a data tracking
(1.5.E.1) success to use a data tracking system for system for (1.5.I.1)
(1.5.IN.1)

- Recording student assessment/progress - Recording student assessment/progress - Recording student assessment/progress

data (1.5.E.2) data (1.5.IN.2) data (1.5.I.2)
- Analyzing student progress towards - Analyzing student progress towards - Analyzing student progress towards
mastery and planning future lessons/units mastery and planning future lessons/units mastery and planning future lessons/units
accordingly (1.5.E.3) accordingly (1.5.IN.3) accordingly (1.5.I.3)
- Maintaining a grading system aligned to - Maintaining a grading system aligned to - Maintaining a grading system aligned to
student learning goals (1.5.E.4) student learning goals (1.5.IN.4) student learning goals (1.5.I.4)
Teacher records student assessment data Teacher records student assessment data, Teacher rarely or never uses a data tracking
frequently enough to inform parents of but so infrequently or unpredictably that system to inform parents of student progress
student progress (1.5.E.5) parents cannot monitor student progress (1.5.I.5)
(1.5.IN.5)
Teacher (1.5.HE.6)
- Uses intentional checks for understanding
for additional data points (1.5.HE.7)
- Evaluates student data to support the
planning process (1.5.HE.8)
- Uses data analysis of student progress to
individualize or differentiate instruction as
needed (1.5.HE.9)

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DOMAIN 2: EFFECTIVE INSTRUCTION
2.1 Develops Student Understanding and Mastery of Lesson Objectives
Highly Effective
- Students can demonstrate what they are
learning and why it is important, beyond
repeating the stated objective (2.1.HE.5)
- Students demonstrate through work or
comments that they understand the
connection between the current lesson and
prior knowledge
(2.1.HE.6)
(2.1.HE.7)
2.2 Demonstrates and Clearly Communicates Content Knowledge to Students
Highly Effective
Effective Improvement Necessary
- Lesson objective is specific, measurable, - Lesson objective conveys what students
and aligned to curriculum. It conveys what are learning and what they will be able to do
students are learning and what they will be by the end of the lesson, but may not be
able to do by the end of the lesson aligned to curriculum or measurable
(2.1.E.1) (2.1.IN.1)
- Importance of the objective is explained so - Teacher attempts unsuccessfully to explain
that students understand its purpose the importance of the objective (2.1.IN.2)
(2.1.E.2)
- Lesson builds on students’ prior knowledge - Teacher’s attempts to build on students’
of key concepts and skills and makes this prior knowledge are somewhat effective but
connection evident to students (2.1.E.3) need improvement (2.1.IN.3)
- Lesson is well organized to move students - Lesson is somewhat disorganized and/or its
toward mastery of the objective (2.1.E.4) connection with mastery of the objective is
unclear (2.1.IN.4)
(2.1.E.5) (2.1.IN.5)
Effective Improvement Necessary
- Teacher demonstrates content knowledge - Teacher occasionally demonstrates content
and delivers content that is factually correct knowledge or delivers content that is partially
(2.2.E.1) correct (2.2.IN.1)
- Content is clear, concise, and well - Content lacks clarity, concision, or
organized (2.2.E.2) organization (2.2.IN.2)
- Teacher restates and rephrases instruction - Teacher occasionally restates or rephrases
in multiple ways to increase understanding instruction in multiple ways to increase
(2.2.E.3) understanding (2.2.IN.3)
- Teacher emphasizes key concepts in - Teacher does not adequately emphasize
content (2.2.E.4) key concepts in content (2.2.IN.4)
- Teacher uses developmentally appropriate - Teacher occasionally uses developmentally
language and explanations (2.2.E.5) appropriate language (2.2.IN.5)
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Ineffective
- Lesson objective is missing or unclear
about what students are learning or will be
able to do by the end of the lesson
(2.1.I.1)
- Teacher fails to discuss importance of
objective or there is no clear understanding
among students as to why the objective is
important (2.1.I.2)
- Teacher fails to connect objective to prior
knowledge of students (2.1.I.3)
- Lesson is disorganized and does not lead
to mastery of objective (2.1.I.4)
(2.1.I.5)
Ineffective
- Teacher rarely or never demonstrates
content knowledge and/or delivers content
that is factually incorrect (2.2.I.1)
- Content lacks clarity, concision, and
organization (2.2.I.2)
- Teacher rarely or never restates or
rephrases instruction in multiple ways to
increase understanding (2.2.I.3)
- Teacher does not emphasize key concepts
in content (2.2.I.4)
- Teacher rarely or never uses
developmentally appropriate language
(2.2.I.5)
- Teacher effectively connects content to
other content areas, students’ experiences
and interests, or current events in order to
make content relevant and build interest
(2.2.HE.6)
- Teacher generates excitement and interest
in the content (2.2.HE.7)
- Students ask high-order questions and
make connections independently,
demonstrating that they understand the
content at a higher level (2.2.HE.8)
2.3 Engages Students in Learning
Highly Effective
(2.3.HE.8)
- Teacher provides ways to engage with
learning that significantly promote student
mastery of the objective (2.3.HE.9)
- Teacher provides differentiated ways of
engaging with learning specific to individual
student needs (2.3.HE.10)
Effective
Students are actively engaged in learning
and on task most of the time (2.3.E.1)
- Teacher provides multiple ways, as
appropriate, of engaging inlearning, all
aligned to the lesson objective (2.3.E.2)
- Teacher sustains the attention of the class
by maintaining a dynamic presence
(2.3.E.3)
- Ways of engaging with content reflect
different learning modalities or intelligences
(2.3.E.4)
- Teacher adjusts lesson accordingly to
accommodate for student prerequisite skills
and knowledge so that students are engaged
(2.3.E.5)
- Teacher provides appropriate
accommodations to engage students in
learning (2.3.E.6)
- The lesson progresses at an appropriate
pace (2.3.E.7)
- Teacher effectively integrates technology as
appropriate as a tool to engage students in
learning (2.3.E.8)
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Improvement Necessary
- Students are actively engaged in learning,
and some may be off task a significant
amount of time (2.3.IN.1)
- Teacher may provide multiple ways of
engaging students, but perhaps not aligned
to lesson objective or meaningful learning
(2.3.IN.2)
- Teacher attempts to sustain the attention of
the class by maintaining a presence
(2.3.IN.3)
- Ways of engaging with content reflect an
attempt to use different learning modalities or
intelligences (2.3.IN.4)
- Teacher attempts to adjust lesson
accordingly to accommodate for student
prerequisite skills and knowledge so that
students are engaged (2.3.IN.5)
- Teacher attempts to provide appropriate
accommodations to engage students in
content (2.3.IN.6)
- The pace of the lesson is occasionally too
fast or too slow, or it is uneven (2.3.IN.7)
- Teacher uses technology that is not suited
to the learning objective or is not integrated
well into the lesson (2.3.IN.8)
Ineffective
- Students are engaged in learning and many
are off-task much of the time (2.3.I.1)
- Teacher may only provide one way of
engaging with content OR teacher may
provide multiple ways of engaging students
that are not aligned to the lesson objective or
meaningful learning (2.3.I.2)
- Teacher does not attempt or fails to sustain
the attention of the class by maintaining a
presence (2.3.I.3)
- Ways of engaging with content reflect no
attempt to use different learning modalities or
intelligences (2.3.I.4)
- Teacher makes no attempt to adjust
instruction for students who do not have the
prerequisite skills and knowledge so that
students are engaged (2.3.I.5)
- Teacher makes no attempt to provide
appropriate accommodations to engage
students in content (2.3.I.6)
- The pace of the lesson is frequently too fast
or too slow, or it is disjointed (2.3.I.7)
- Teacher does not use technology in
instances when suitable technology tools
exist that would improve student learning
(2.3.I.8)
- The lesson progresses at an appropriate
pace so that students are never disengaged,
and students who finish early have
something else meaningful to do
(2.3.HE.11)
- Teacher effectively integrates technology as
appropriate as a tool to engage students in
academic content (2.3.HE.12)

2.4 Checks for Understanding

Highly Effective Effective Improvement Necessary Ineffective
- Teacher uses a variety of methods to check - Teacher uses few methods to check for - Teacher uses one method to check for
for understanding (2.4.E.1) understanding (2.4.IN.1) understanding (2.4.I.1)

- Teacher checks for understanding at almost - Teacher occasionally checks for - Teacher rarely or never checks for
all key moments (2.4.E.2) understanding but misses several key understanding or misses nearly all key
moments (2.4.IN.2) moments (2.4.I.2)
- Teacher gains enough information during - Teacher attempts to gain enough - Teacher rarely or never gains enough
checks for understanding to modify information during checks for understanding information during checks for understanding
instruction (2.4.E.3) to modify instruction (2.4.IN.3) to modify instruction (2.4.I.3)
(2.4.HE.4) - Teacher uses wait time effectively both after - Teacher occasionally uses wait time - Teacher rarely or never uses wait time
posing a question and before helping effectively both after posing a question and effectively both after posing a question and
students think through a response before helping students think through a before helping students think through a
(2.4.E.4) response (2.4.IN.4) response (2.4.I.4)
(2.4.HE.5) - Teacher systematically assesses every - Teacher occasionally assesses student - Teacher rarely or never assesses for
student’s mastery of the objective(s) through mastery of the objective(s) through formal or mastery of the objective(s) (2.4.I.5)
formal or informal assessments (2.4.E.5) informal assessments (2.4.IN.5)
- Teacher checks for understanding at higher
levels by asking scaffolded questions that
push thinking and reveal level of
understanding (2.4.HE.6)
- Teacher uses open-ended questions to
determine common misunderstandings and
assess student mastery of learning at a
range of both lower and higher-order thinking
(2.4.HE.7)
(2.4.HE.8)

2.5 Modifies Instruction As Needed

Highly Effective Effective
- Teacher makes adjustments to instruction
based on checks for understanding that lead
to increased understanding for most students
(2.5.E.1)
Improvement Necessary
- Teacher attempts to make adjustments to
instruction based on checks for
understanding, but these attempts do not
increase understanding for most students
(2.5.IN.1)
Ineffective
- Teacher rarely or never attempts to adjust
instruction based on checks for
understanding, and any attempts at doing so
frequently fail to increase understanding for
students (2.5.I.1)

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(2.5.HE.2) - Teacher differentiates delivery of instruction
based on checks for understanding and
assessment data to meet diverse student
needs (2.5.E.2)
(2.5.HE.3) - Teacher appropriately responds to
misunderstandings with effective, teacher-
driven and/or student-driven scaffolding
techniques (2.5.E.3)
- Teacher continues to try to address
misunderstanding with different techniques if
the first try is unsuccessful (2.5.E.4)
- Teacher anticipates student
misunderstandings and preemptively
addresses them (2.5.HE.5)
- Teacher modifies instruction to respond to
misunderstandings without taking away from
the flow of the lesson or losing engagement
(2.5.HE.6)
2.6 Develops Higher Level of Understanding through Rigorous Instruction and Work
Highly Effective Effective
(2.6.HE.1) - Teacher makes lesson accessible and
challenging to most students (2.6.E.1)
- Teacher frequently develops higher-level
understanding through questioning
(2.6.E.2)
(2.6.HE.3) - Teacher’s instruction challenges most
students through differentiation of instruction
based on each student's level of
understanding (2.6.E.3)
(2.6.HE.4) - Teacher provides students with
opportunities to meaningfully practice, apply,
and demonstrate learning (2.6.E.4)
(2.6.HE.5) - Teacher encourages and helps students to
work hard toward mastering the objective
even when faced with difficult tasks
(2.6.E.5)
(2.6.HE.6) - Teacher implements relevant instructional
strategies learned via professional
development (2.6.E.6)
- Teacher asks higher-level questions, and
students answer with meaningful responses
(2.6.HE.7)
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- Teacher occasionally differentiates delivery
of instruction based on checks for
understanding and assessment data to meet
diverse student needs (2.5.IN.2)
- Teacher primarily responds to
misunderstandings by using teacher-driven
scaffolding techniques when student-driven
techniques could have been more effective
(2.5.IN.3)
- Teacher persists in using a particular
technique for responding to a
misunderstanding, even when it is
unsuccessful (2.5.IN.4)
Improvement Necessary
- Teacher sometimes makes lesson
appropriately accessible or challenging to
students (2.6.IN.1)
- Teacher occasionally develops higher-level
understanding through questioning
(2.6.IN.2)
- Teacher’s instruction attempts to challenge
most students through differentiation of
instruction based on each student's level of
understanding (2.6.IN.3)
- Teacher provides students with some
opportunities to meaningfully practice and
apply concepts, but instruction is more
teacher directed than appropriate
(2.6.IN.4)
- Teacher sometimes encourages students to
work hard but does not persist in helping
students work toward mastering the objective
(2.6.IN.5)
- Teacher occasionally implements relevant
instructional strategies learned via
professional development (2.6.IN.6)
- Teacher rarely or never differentiates
delivery of instruction based on checks for
understanding and assessment data to meet
diverse student needs (2.5.I.2)
- Teacher responds to misunderstandings by
using only teacher-driven scaffolding
techniques (2.5.I.3)
- Teacher fails to recognize the need to
adjust techniques to respond to
misunderstandings (2.5.I.4)
Ineffective
- Teacher rarely or never makes lesson
appropriately accessible or challenging to
students (2.6.I.1)
- Teacher rarely or never develops higher-
level understanding through questioning
(2.6.I.2)
- Teacher’s instruction rarely or never
attempts to challenge students through
differentiation of instruction based on each
student's level of understanding (2.6.I.3)
- Teacher rarely or never provides students
with opportunities to meaningfully practice
and apply concepts, and instruction is
teacher directed (2.6.I.4)
- Teacher gives up on students easily and
does not encourage them to persist through
difficult tasks in helping students work toward
mastering the objective (2.6.I.5)
- Teacher rarely or never implements
relevant instructional strategies learned via
professional development (2.6.I.6)
- Teacher develops students’ ability to pose
higher-level questions (2.6.HE.8)
- Teacher highlights examples of recent
student work that meets high expectations;
Insists and motivates students to work
towards mastery (2.6.HE.9)
- Teacher encourages students’ interest in
learning by providing opportunities to
transfer and apply content and skills
(2.6.HE.10)
2.7 Maximizes Instructional Time
Highly Effective
- Teacher engages students in meaningful
work even when they are awaiting the
teacher (such as during attendance)
(2.7.HE.4)
- Teacher creates a classroom environment
in which students share responsibility for
operations and routines (2.7.HE.8)
Effective
- Teacher’s procedures generally cause
students to arrive on time, and students are
aware of the consequences of arriving late
(unexcused)*** (2.7.E.1)
- Teacher begins class on time (2.7.E.2)
- Teacher executes routines, transitions, and
procedures well (2.7.E.3)
- Teacher allows students to be unengaged
in meaningful work only for brief periods of
time (2.7.E.4)
- Teacher appropriately allocates time
among parts of the lesson (2.7.E.5)
- Teacher provides little to no prompting to
cause students to be on task (2.7.E.6)
- Teacher addresses rare disruptive
behaviors and off-task conversations without
major interruption to the lesson (2.7.E.7)
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Improvement Necessary
- Teacher allows some students to
consistently arrive late (unexcused) without
consequences (2.7.IN.1)
- Teacher sometimes starts class late
(2.7.IN.2)
- Routines, transition and procedures are in
place, but teacher must supply significant
direction or prompting to cause students to
follow them (2.7.IN.3)
- Teacher allows students to be without
meaningful work for more than a brief period
of time (2.7.IN.4)
- Teacher sometimes allocates time
appropriately among parts of the lesson
(2.7.IN.5)
- Teacher must prompt students to follow
instructions and remain on task (2.7.IN.6)
- Teacher must frequently stop the lesson to
address disruptive behaviors and off-task
conversations (2.7.IN.7)
Ineffective
- Teacher frequently imposes no
consequences for students who arrive late
(unexcused) (2.7.I.1)
- Teacher frequently starts class late
(2.7.I.2)
- Few or no evident routines or procedures
are in place. Teacher’s instructions leave
students unclear about what they should be
doing and dependent on teacher’s direction
at all times. (2.7.I.3)
- Teacher allows students to remain
unengaged in meaningful work for significant
periods of time (2.7.I.4)
- Teacher rarely or never allocates time
appropriately among parts of the lesson
(2.7.I.5)
- Teacher allows students to disregard
directions and remain off task despite
significant prompting (2.7.I.6)
- Teacher’s efforts to address students’
disruptive behaviors are unsuccessful
(2.7.I.7)
2.9 Sets High Expectations for Academic Success
Highly Effective Effective Improvement Necessary Ineffective
- Teacher sets high expectations for students - Teacher sets high expectations for some - Teacher rarely or never sets high
of all levels (2.9.E.1) students but not others (2.9.IN.1) expectations for students (2.9.I.1)

(2.9.HE.2) - Teacher causes students to be excited -Teacher allows students to settle for minimal - Teacher ignores students’ students’ lack of
about their work, to exert great effort, and to effort, performance, or achievement effort, performance, or achievement
value academic success (2.9.E.2) (2.9.IN.2) (2.9.I.2)

- Teacher acknowledges students' academic - Teacher inconsistently acknowledges the - Teacher fails to acknowledge students’
successes (2.9.E.3) students’ academic successes (2.9.IN.3) academic successes (2.9.I.3)
Teacher involves students in forming (2.9.IN.4)
achievement goals for themselves and
analyzing their progress (2.9.HE.4)
- Teacher inspires students to demonstrate (2.9.E.5)
high expectations for their academic
successes (2.9.HE.5)
(2.9.HE.6)
(2.9.HE.7)

COMMENT: Julia you are settling into your new role working with students with various needs across many grade levels, and you have shown that you have
developed a rapport with these students through positive interactions. I appreciate your collaborative efforts with so many staff members, and hope that your
involvement with third grade in the coming weeks will help you feel more connected to a team. I will be following up with you on this.

When we met I spoke to you about taking on more of the planning for the individuals and small groups you are working with. I have since spoken to the resource
teachers involved. I would like to see how this goes for you in the coming weeks, then consider expanding to the 3rd grade math student and any other students
you may begin to work with. You have time at the end of the day to gather materials and to prepare lessons. Be sure to ask questions and seek resources
instead of feeling like you have to make all on your own. Please don't hesitate to ask me for help when you don't know something, I'm here to help!

Please see additional comments and feedback in scripting marked *, as well as consider the things we spoke about when we met. If you would like to meet
again, please let me know.

I look forward to watching you to continue to grow as an educator! You have potential that is limitless Julia!
Comment by Heidi Karst on Feb 14, 2021 at 4:39pm

Julia Coston - Extended Observation - Started: February 10, 2021 - Printed: May 31, 2021 at 7:23pm - Page 12 of 12