High School Biology Teacher

RatingEvidence Summary
2a
Creating an Environment of Respect and Rapport / Unsatisfactory / Needs Improvement / Proficient / Excellent
Evidence:
T compliments students – “Good job for you!” “This is a good job” “Very nice work”
T laughs at student comment about worms
Students clap for two students after they make share information about their poster
Samantha helps Nadia with answer to T question
T corrects student mispronunciation (e.g. parasitic; flukes) respecting student dignity
Teacher and student interactions are polite and respectful
T’s body language isenergetic and expressive
2b
Establishing a Culture for Learning / Unsatisfactory / Needs Improvement / Proficient / Excellent
Evidence:
T: “Oh, you guys know all about worms”
T: “I know you will enjoy this”
T helps students with the precise use of language (e.g. correct pronunciation of the words parasitic, flukes, acoelomates, triploblastic)
T communicates excitement for the subject matter
2c
Managing Classroom Procedures / Unsatisfactory / Needs Improvement / Proficient / Excellent
Evidence:
Materials (e.g., clay) are ready for distribution
Materials (e.g., clay) were distributed with a minimum loss of instructional time
Students assist with the distribution of materials
2d
Managing Student Behavior / Unsatisfactory / Needs Improvement / Proficient / Excellent
Evidence:
T hears a student starting to flatten his worm and responds smiling, “Without breaking anything.”
T: “We are not eating our worms today” after demonstrating what she wants students to do with the excess clay.”
There is an absence of student misbehavior in class; students behave appropriately throughout class
2e
Organizing Physical Space / Unsatisfactory / Needs Improvement / Proficient / Excellent
Evidence:
The arrangement of student desks allows for all students to see and hear the teacher
T uses an overhead projector to convey content
The classroom is safe
RatingEvidence Summary
3a
Communicating with Students / Unsatisfactory / Needs Improvement / Proficient / Excellent
Evidence:
T’s spoken language is expressive (e.g., “Raise your tentacles in the air, and wave them like you just don’t care…..”)
T models what she wants students to do with the clay
T uses precise, academic vocabulary when pronouncing scientific terms
T ‘s explanation of content consists of a monologue (e.g., “Now, our first group that presented told us that we have three cell layers. So these are triploblastic.”)
T provides little elaboration or explanation about what students will be learning (e.g. “We are talking about worms today” “We are going to make a worm burrito”)
T’s explanation of content does not invite students to engage intellectually
The use of certain colors on the overhead to indicate the three cell layers of the worm is different than the colors of the clay that are used to make the worm
3b
Questioning and Discussion Techniques / Unsatisfactory / Needs Improvement / Proficient / Excellent
Evidence:
T: “Remember when we talked about sponges?”
T: “What is the next phylum we are going to talk about?”
T: “What is an example of a flat worm?”
T: “And we know that organisms with three cell layers are called….”
Most questions have a single correct answer (few open-ended questions)
Most questions do not promote student thinking (low cognitive challenge)
Questions are rapid fire
Most questions are from the teacher to the student; students are not asked to speak directly to each other
3c
Engaging Students in Learning / Unsatisfactory / Needs Improvement / Proficient / Excellent
Evidence:
Most students are engaging in making a worm out of clay
Students are not asked to explain their thinking (e.g., student reads from her poster and recites facts about flat worms)
Only one type of instructional grouping is used
The learning consists primarily of facts and procedures; it does not promote higher thinking
3d
Using Assessment in Instruction / Unsatisfactory / Needs Improvement / Proficient / Excellent
Evidence:
T corrects student over pronunciation of the word “parasitic” and “flukes”
Teacher monitors student learning for the class as a whole
T holds up worm to show students what the worm should look like
T feedback is global (e.g. “No, not mollusks” “Good job” “Very good, Nadia”)
T does not share how work will be evaluated
T does not engage students in explaining what is going on in the lesson
T does not ask students to evaluate their own or classmates’work
3e
Demonstrating Flexibility and Responsiveness / Unsatisfactory / Needs Improvement / Proficient / Excellent
Evidence:
No evidence noted.

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