Scores: 1–Emerging 2-Developing 3-Proficient 4-Exemplary Total Score Possible: 72 Points
I. PLANNING: By observing the lesson, it was apparent that the teacher took the following issues into consideration when planning the lesson:
Emerging
Lesson Objectives were not clear.
Developing
Lesson had clear objective(s) but they were not performance-based; and/or teacher did not choose the most appropriate objectives. Objectives, activities, and assessments were aligned with but did not incorporate ADE/ADWE Course Frameworks.
Proficient
Lesson had performance-based objective(s); choice of objective(s) was appropriate.
Exemplary
Lesson had performance- based objective(s); objective(s) were particularly well-crafted and precise following the ABCD format.
Objectives, activities, and assessments were aligned with and incorporated course frameworks along with math/literacy correlations.
Score Comments
1. Lesson Objectives
2. Framework Correlations
Objectives, activities, and assessments were not aligned with and did not incorporate ADE/ADWE Course Frameworks. Lesson reflected weak content knowledge.
Objectives, activities, and assessments were aligned with and incorporated course frameworks.
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3. Subject Matter Knowledge
There were gaps in content knowledge required for this lesson.
Teacher used materials and/or technology effectively to support instruction; and/or teacher effectively used technology to develop the lesson.
Lesson demonstrated content competence.
Assessment(s) were used to measure some, but not all lesson objectives and/or some assessments did not effectively measure
Lesson demonstrated deep understanding of topic and/or extraordinary research and effort avis consommateur Assessments were particularly well-designed and student-friendly; assessments were clearly designed/selected for the purpose of guiding future lessons.
4. Assessment
Assessments were not used to measure lesson objectives.
lesson objectives.
Assessment(s) were used to effectively measure lesson objectives.
5. Transitions
Transitions were awkward and detracted from the lesson.
Transitions were anticipated and planned for, but were somewhat rough at times.
Transitions were smooth.
Transitions were smooth and logical.
6. Use of materials & technology including: – Computers – Scientific equipment – Audio equipment – Visuals – Charts – Maps – Hands on materials
Teacher failed to incorporate materials and/or technology that would have supported instruction.
Teacher did an exceptional job of challenging all students through the creative and effective use of materials and/or technology; and/or teacher demonstrated a superior knowledge of technology which was used to further learning either in the development of the lesson or in the lesson itself. Efforts to differentiate instruction were especially sophisticated and effective.
7. Developmentally appropriate/ differentiated instruction – developmental levels – prior knowledge – disabilities – culture – English language proficiency
Teacher did not make any effort to make the lesson work for students with different needs.
Teacher attempted to address the differing needs of students, however, the lesson failed to work for some students in the class.
Lesson worked for all the students in the class; instruction was given in alternate forms to meet the needs of all students as appropriate; activities were adapted for any students with special needs; lesson included activities for early finishers and plans to handle late finishers.
8. Motivational beginning
Lesson did not have a motivational beginning.
Lesson had a motivational beginning but it was not particularly effective in capturing students’ attention; and/or did not relate to lesson objectives.
Choice of materials and methods represented attention to students’ interests, skills, and needs but were only partially successful in arousing the students’ interest and curiosity.
Lesson had a motivational beginning related to lesson objectives that was effective in capturing students’ attention.
Motivational beginning was especially creative and effective in piquing student curiosity/interest related to lesson objectives.
9. Student interest/curiosity
Choice of materials and methods did not represent attention to students’ interests, skills, and needs and did not arouse the students’ interest and curiosity.
Lesson was successful in arousing the students’ interest and curiosity.
Lesson showed a great degree of creativity and uniqueness and was highly successful in arousing the students’ interest and curiosity.
II. Teaching: By observing the lesson, it was apparent that the teacher took the following issues into consideration when teaching the lesson:
Emerging
Teacher had problems pacing lessons and both teaching and learning were often not on task
Developing
Lesson demonstrated ability to keep children engaged through use of good pacing; there was some inconsistency in keeping students on task.
Proficient
Lesson demonstrated teacher’s ability to keep all children engaged through the use of excellent pacing of lesson to maximize ‘on task’ learning and teaching.
Teacher’s lesson presentation reflected a good command of standard English; teacher communicated effectively using voice, intonation, and non-verbal communication to enhance comprehension. Teacher had appropriate classroom presence.
Exemplary
Teacher was especially effective in maximizing instructional time and in encouraging student autonomy in the distribution and use of materials.
Score Comments
10. Pacing/maximizing instructional time
11. Effectiveness of lesson delivery: – Use of standard English – Voice – Intonation – Non-verbal communication – Classroom presence – Enthusiasm
Teacher’s lesson presentation reflected a poor command of standard English; and/or teacher’s voice was too loud or soft, lacked enthusiasm or modulation; and/or teacher failed to use non-verbal gestures; and/or teacher lacked appropriate classroom presence. Teacher did not use questioning effectively.
Teacher’s lesson presentation reflected a basic command of standard English, but some lapses were noted; teacher’s voice, intonation, non-verbal communication and classroom presence were generally appropriate, but teacher needs improvement in some aspects.
Teacher attempted to use questions to gauge and deepen children’s understanding and encourage further inquiry, but these skills need further development.
Teacher attempted to listen actively to students’ ideas and contributions and tried to respond to ideas with interest and flexibility, but these skills need further development.
Teacher communication style was especially effective in presenting this lesson.
12. Questioning
Teacher successfully used questioning techniques to gauge and deepen students’ understanding and encourage higher order thinking.
Teacher was especially adept in using questioning to provoke students to raise questions of their own.
13. Responsiveness
Teacher did not listen and/or respond appropriately to the students.
Teacher listened actively to children’s ideas and contributions; teacher responded to students’ ideas with flexibility, respect, and humor; teacher effectively used descriptive praise; student to student listening was facilitated as well.
Teacher demonstrated superior active listening skills which encouraged a productive class discussion and/or effective student to student communication.
14. Success of the lesson
Planned activities did not lead to meeting lesson objectives or are not met as stated.
Lesson objectives were partially met through planned activities
Lesson objectives were mostly met through planned activities.
Lesson objectives were successfully met through planned activities.
15. Closure/debriefing
Teacher did not attempt to close the lesson and provide connections to upcoming lessons.
Teacher attempted to close the lesson and provide connections to upcoming lessons, but these skills need further development.
Teacher effectively discovered the degree of student understanding; teacher effectively closed the lesson and provided connections to upcoming lessons.
Teacher’s closure/debriefing was especially effective in encouraging student reflection about what was learned and how it was learned.
III. Classroom Management: By observing the lesson, it was apparent that the teacher took the following issues into consideration when managing the classroom:
Emerging
Teacher was unable to maintain a positive learning environment and appropriate classroom control.
Developing
Teacher was somewhat successful in maintaining a positive learning environment and appropriate classroom control, but these skills need further development Teacher attempted to respond to individual differences in student behaviors, but these skills need further development Facilitator was not informed of the lesson activities and did not have materials ready for class.
Proficient
Teacher effectively maintained a positive learning environment and appropriate classroom control.
Exemplary
Teacher was especially adept in maintaining a positive learning environment and classroom control with a minimum of disruptions.
Score Comments
16. Classroom environment
17. Awareness
Teacher did not attempt to respond to individual students.
Teacher responded to individual differences in student behaviors with respect.
Teacher was especially adept in anticipating student behaviors and responding appropriately.
18. Facilitator Usage
Did not utilize facilitator during class.
Facilitator was informed of lesson activities and had materials ready for class.
Facilitator was well informed and prepared for class activities and assisted in monitoring student on task and disciplinary behaviors.
Narrative Comments: