Lakewood School District

Classroom Teacher Observation/Evaluation Form

Name:Observation Report:

Grade/Subject/Level:Time:

School: Years in District:

Evaluator: Number of Pupils:

Date:

Tenured/Non-Tenured Teacher:Observation Number ______for 2014-2015

LESSON SUMMARY

Posted Objective:

Posted DOL:

Is the objective aligned and on target with the BOE approved Lakewood School District Curriculum? Yes ______No ______

Summary:

Lakewood School District

Classroom Teacher Observation/Evaluation Form

Components for Effective Instruction

Key:IE = Ineffective PE = Partially Effective E = Effective HE = Highly Effective

Objective:

DOMAIN 1: PLANNING AND PREPARATION

1a: Demonstrating Knowledge of Content and Pedagogy / IE / PE / E / HE
  • Knowledge of Content and the Structure of the Discipline

  • Knowledge of Prerequisite Relationships

  • Knowledge of ContentRelated Pedagogy

1b: Demonstrating Knowledge of Students / IE / PE / E / HE
  • Knowledge of Children & Adolescent Development

  • Knowledge of the Learning Process

  • Knowledge of Students’ Skills, Knowledge and Language Proficiency

  • Knowledge of Students’ Interests and Cultural Heritage

  • Knowledge of Students’ Special Needs

1c: Setting Instructional Outcomes / IE / PE / E / HE
  • Value, Sequence, Alignment – Goals represent high expectations for students; and reflect important learning, conceptual understanding, curriculum standards, and frameworks.

  • Clarity – Goals are clearly stated for students and clarified to increase student learning and permit sound assessment

  • Balance – Goals represent opportunities for different types of learning – critical thinking skills and knowledge across disciplines

  • Suitability for Diverse Learners

1d: Demonstrating Knowledge of Resources / IE / PE / E / HE
  • Resources for Classroom Use

  • Resources to Extend Content Knowledge and Pedagogy

  • Resources for Students

1e: Designing Coherent Instruction / IE / PE / E / HE
  • Learning Activities

  • Instructional Materials and Resources

  • Instructional Groups

  • Lessons and Unit Structure

1f: Designing Student Assessments / IE / PE / E / HE
  • Congruence with Instructional Outcomes

  • Criteria and Standards

  • Use for Planning

  • Design of Formative Assessments

DOMAIN 1EVIDENCE:

DOMAIN 2: THE CLASSROOM ENVIRONMENT

2a: Creating an Environment of Respect and Rapport / IE / PE / E / HE
  • Teacher Interaction with Students

  • Student Interactions with Other Students

2b: Establishing a Culture for Learning / IE / PE / E / HE
  • Importance of the Content

  • Expectations for Learning and Achievement

  • Student Pride in Work

2c: Managing Classroom Procedures / IE / PE / E / HE
  • Management of Instructional Groups

  • Management of Transitions

  • Management of Materials and Supplies

  • Performance of Noninstructional Duties

  • Supervision of Volunteers and Paraprofessional

2d: Managing Student Behavior / IE / PE / E / HE
  • Expectations

  • Monitoring of Student Behavior

  • Response to Student Misbehavior

2e: Organizing Physical Space / IE / PE / E / HE
  • Safety and Accessibility

  • Arrangement of Furniture and Use of Physical Resources

DOMAIN 2 EVIDENCE:

DOMAIN 3: INSTRUCTION

3a: Communicating with Students / IE / PE / E / HE
  • Expectations for Learning

  • Directions and Procedures

  • Explanation of Content

  • Use Oral and Written Language

3b: Using Questioning and Discussion Techniques / IE / PE / E / HE
  • Quality of Questions

  • Discussion Techniques

  • Student Participation

3c: Engaging Students in Learning / IE / PE / E / HE
  • Activities and Assignments

  • Grouping of Students

  • Instructional Materials and Resources

  • Structure and Pacing

3d: Using Assessment in Instruction / IE / PE / E / HE
  • Assessment Criteria

  • Monitoring of Student Learning

  • Feedback to Students

  • Student Self-Assessment and Monitoring of Progress

3e: Demonstrating Flexibility and Responsiveness / IE / PE / E / HE
  • Lesson Adjustment

  • Response to Students

  • Persistence

DOMAIN 3 EVIDENCE:

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

4a: Reflecting on Teaching / IE / PE / E / HE
  • Accuracy

  • Use in Future Teaching

4b: Maintaining Accurate Records / IE / PE / E / HE
  • Student Completion of Assignments

  • Student Progress in Learning

  • Noninstructional Records

4c: Communicating with Families / IE / PE / E / HE
  • Information About the Instructional Program

  • Information About Individual Students

  • Engagement of Families in the Instructional Program

4d: Participating in a Professional Community / IE / PE / E / HE
  • Relationships with Colleagues

  • Involvement in a Culture of Professional Inquiry

  • Service to the School

  • Participation in School and District Projects

4e: Growing and Developing Professionally / IE / PE / E / HE
  • Enhancement of Content Knowledge and Pedagogical Skill

  • Receptivity to Feedback from Colleagues

  • Service to the Profession

4f: Showing Professionalism / IE / PE / E / HE
  • Integrity and Ethical Conduct

  • Service to Students

  • Decision Making

  • Advocacy

  • Compliance with School and District Regulations

DOMAIN 4 EVIDENCE:

RECOMMENDATIONS:

Teacher Comments:

Pre-Observation Conference Date:

Observation Date:

Post-Observation Conference Date:

Date Given To Staff Member:

Attendance Data for School Year 2014 – 2015

Sick: Personal: Professional:

Years in District: Accrued Sick Leave: Accrued Personal Leave:

Evaluator’s Signature: ______Date: ______

Teacher’s Signature: ______Date: ______

(Teacher’s signature does not necessarily indicate agreement with the observation report, only that the report was read and discussed with the evaluator).

Principal’s Signature: ______Date: ______

Received by the Human Resource Department on: ______

Teacher’s Initials: ______Date: ______Evaluator’s Initials: ______Date: ______