1

Alternative Licensure Program

Formal Teacher Observation Report



Teacher: Nathan Woodward School: STEM Academy
Name of Class: History 8/Geography 9 Date of Observation: 4/5/13
Observer: Karla Haas Moskowitz
2
Table of Contents


Pre-observation Notes by Candidate...p. 3
Candidate Lesson Plan.....p. 4
Organization of resources, materials, lesson, records, and time...............................p. 7
Fosters a positive learning environment....p. 8
How teacher utilizes clear and appropriate expectations for classroom behavior.p. 9
Use of teaching strategies and how learning is monitored....p. 10
How students demonstrate learning/how they are assessed....p. 13
How teacher demonstrates knowledge of subject matter......p. 15
How teacher demonstrates knowledge of literacy strategies & instruction......p. 16
How teacher demonstrates knowledge of math strategies & instruction.....p. 16
Candidate post-observation reflection......p. 17
Observed strengths and next steps..p. 18
Candidate Review of Formal Observation Report......p. 19
Conclusion...p. 20
TILA formal observation key...p.20
3
Pre-Observation Notes by Candidate

4


Lesson Plan:

5




Observers Comment/Notes:

Nathan teaches middle and high school Social Studies at the STEM Academy in
Highlands Ranch. STEM Academy is a charter school in Douglas County that is a
school of choice that uses the STEM curriculum. Nathan has experience teaching
overseas and enters alternative licensure with significant experience and skill as a
classroom teacher.
6
Observer comments/ Observation Notes:









7


Nathans room is a colorful environment with symbols of the content he teacher-maps, flags, posters, books, and
inspirational quotes. He rearranges seating configurations as needed depending on the activity. Students
understand the purpose of the different arrangements and there are clear expectations that when they move from
rows, to circles, or to pair up or work in small groups, these transitions should be done quietly. Nathan uses a
variety of instructional and technological resources.
I. Organization of resources, materials, lesson, records, and time:



Standard

Expert

Proficient

Basic

Does Not
Meet
Standards

Other

5.1 Creates a learning
environment
characterized by
acceptable student
behavior, efficient use
of time, and disciplined
acquisition of
knowledge, skills, and
understanding.

Artfully uses room
arrangement, materials,
and displays to
maximize student
learning.

Organizes classroom
furniture, materials, and
displays to support unit
and lesson goals.

Organizes furniture and
materials to support the
lesson, with only a few
decorative displays.

Has conventional
furniture arrangement,
hard-to-access
materials, and few
wall displays.
Abundant


Uses coherence,
lesson momentum, and
silky-smooth transitions
to get the most out of
every minute.

Maximizes academic
learning time through
coherence, lesson
momentum, and smooth
transitions.

Sometimes loses
teaching time due to
lack of clarity,
interruptions, and
inefficient transitions.

Loses a great deal of
instructional time
because of confusion,
interruptions, and
ragged transitions.


Orchestrates highly
effective strategies,
materials, and
groupings to involve
and motivate students.

Orchestrates effective
strategies, materials,
and classroom
groupings to foster
student learning.

Uses a limited range of
classroom strategies,
materials and
groupings with mixed
success.

Uses only one or two
teaching strategies
and types of materials
and fails to reach most
students.


6.1 Employs a wide range of
teaching techniques to
match the intellectual,
emotional, and social
level of each student,
and choose alternative
teaching strategies and
materials to achieve
different curricular
purposes.

Uses appropriate mix of
top-notch, multicultural
learning materials.

Uses and effective,
multicultural mix of
materials.

Uses a mixture of good
and mediocre learning
materials.

Uses mediocre and
low-quality textbooks,
workbooks, or
worksheets.


Comments & Evidence:
8
II. Fosters a positive learning environment:

Nathan treats students respectfully (uses last name Mr. Ms), is supportive, and honors them as learners who have
high potential. He is warm, yet maintains high expectations for their behavioral and academic performance.


Standard

Expert

Proficient

Basic

Does Not Meet
Standards

Other

5.1 Creates a learning
environment
characterized by
acceptable student
behavior, efficient use
of time, and disciplined
acquisition of
knowledge, skills, and
understanding.

Exudes high
expectations and
determination and
convinces all students
that they will master
the material.

Conveys to students:
This is important, you
can do it, and Im not
going to give up on
you.

Tells students that the
subject matter is
important and they need
to work hard.

Gives up on some
students as hopeless.


Successfully develops
students self-
discipline, self-
confidence, and a
sense of
responsibility.

Develops students self-
discipline and teaches
them to take
responsibility for their
own actions.

Tries to get students to
be responsible for their
actions, but many lack
self-discipline.

Is unsuccessful in
fostering self-discipline
in students; they are
dependent on the
teacher to behave.


Teaches students to
be risk takers, learn
from mistakes, and
believe that through
effective effort, they
will get smarter.

Tells students its
okay to make
mistakes; effective
effort, not innate
ability, is the key.

Tells students that
making mistakes does
not mean they are
stupid; they can learn
from errors.

Doesnt prevent many
students from feeling
embarrassed when they
make mistakes in
school.


Gets all students
highly involved in
focused work in which
they are active
learners and problem-
solvers.

Has students actively
think about, discuss,
and use the ideas and
skills being taught.

Attempts to get students
actively involved, but
some students are
disengaged.

Mostly lectures to
passive students or has
them plod through
textbooks and
worksheets.


8.2 Models, and develops on
the part of the students,
positive behavior and
respect for the rights of
others, and those moral
standards necessary for
personal, family and
community well-being.

Implements a
program that
successfully develops
positive interactions
and social-emotional
skills.

Fosters positive
interactions among
students and teaches
useful social skills.

Often lectures students
on the need for good
behavior, and makes an
example of bad
students.

Publicly berates bad
students, blaming them
for their bad behavior.


Shows warmth,
caring, respect and
fairness for all
students and builds
positive relationships.

Is fair and respectful
toward students and
builds positive
relationships.

Is fair and respectful
toward most students
and builds positive
relationships with some.

Is sometimes unfair and
disrespectful to the
class; plays favorites.


Comments & Evidence:
9
III. How teacher utilizes clear and appropriate expectations for classroom behavior:

Nathan creates a learning environment where students are expected to take responsibility for their behaviors and
performance as learners. He uses Socratic Seminar, for example, in a way where the students own the discussion. He
participates, but the students know the rules, are expected to come prepared, and keep the discussion and analysis
moving.



Standard

Expert

Proficient

Basic

Does Not Meet
Standards

Other

5.1 Creates a learning
environment
characterized by
acceptable student
behavior, efficient use
of time, and disciplined
acquisition of
knowledge, skills, and
understanding.

Successfully
inculcates class
routines so that
students maintain
them throughout the
year.

Teaches routines and
has students maintain
them all year.

Tries to train students
in class routines, but
many of the routines
are not maintained.

Does not teach routines
and is constantly
nagging, threatening
and punishing students.


Wins students
respect and creates a
climate in which
disruption of learning
is unthinkable.

Commands respect
and refuses to tolerate
disruption.

Wins the respect of
some students but
there are regular
disruptions in the
classroom.

Is not respected by
students and the
classroom is frequently
chaotic and sometimes
dangerous.


5.2 Apply sound disciplinary
practices in the
classroom.

Is direct, specific,
consistent, and
tenacious in
communicating and
enforcing very high
expectations.

Clearly communicates
and consistently
enforces high
standards for student
behavior.

Announces and posts
classroom rules and
punishments.

Comes up with ad hoc
rules and punishments
as events unfold during
the year.


Is alert, poised,
dynamic, and self
assured and nips
virtually all discipline
problems in the bud.

Is a confident,
dynamic presence
and nips most
discipline problems in
the bud.

Tries to prevent
discipline problems but
sometimes little things
escalate into big
problems.

Is unsuccessful in
spotting and preventing
discipline problems,
and they frequently
escalate.


Gets students to buy
into a highly effective
system of incentives
linked to intrinsic
rewards.

Uses incentives
wisely to encourage
and reinforce student
cooperation.

Uses extrinsic rewards
in an attempt to get to
cooperate and comply.

Gives away goodies
(e.g. free time) without
using it a s a lever to
improve behavior.


5.3 Apply appropriate
intervention strategies
and practices to ensure
a successful learning
environment.

Has a highly effective
discipline repertoire
and can capture and
hold students
attention anytime.

Has a repertoire of
discipline moves and
can capture and
maintain students
attention.

Has a limited
disciplinary repertoire
and students are
frequently not paying
attention.

Has few discipline
moves and constantly
struggles to get
students attention.


8.2 Model, and develop on
the part of the students,
positive behavior and
respect for the rights of
others, and those moral
standards necessary for
personal, family and
community well-being.

Successfully develops
students self-
discipline, self-
confidence, and a
sense of responsibility

Develops students self-
discipline and teaches
them to take
responsibility for their
own actions

Tries to get students to
be responsible for their
actions, but many lack
self-discipline.

Is unsuccessful in
fostering self-discipline
in students; they are
dependent on the
teacher to behave.


Comments & Evidence:
10
IV. Use of teaching strategies and how learning is monitored:



Standard

Expert

Proficient

Basic

Does Not
Meet
Standards

Other

3.1 Designs short and long
range standards-based
instructional plans.
3.7 Prepares students for the
Colorado Student
Assessment Program
(CSAP), Third Grade
Literacy Assessment,
and other assessments
of educational
achievement.
3.8 , 4.2

Designs lessons with
clear, measurable goals
closely aligned with
standards and unit
outcomes.

Designs lessons focused
on measurable outcomes
aligned with unit goals and
state standards.

Plans lessons with
unit goals in mind.

Plans lessons aimed
primarily at
entertaining students
or covering textbook
chapters.

No lesson
plan

3.1, 3.7,
3.8 Ensures that instruction
is consistent with
school district priorities
and goals, the
Colorado Model
Content Standards, and
the 1999 Colorado
Accreditation Program.
4.2 Enhances content
instruction through a
thorough understanding
of all Colorado model
content standards.

Plans units backwards,
aligned with high
standards, state
assessments, and all of
Blooms levels.

Plans most curriculum
units backwards with
standards, state tests, and
some of Blooms levels in
mind.

Plans lessons with
some thought to
larger goals and
objectives and
higher-order
thinking skills.

Teaches on an ad hoc
basis with little or no
consideration for long-
range curriculum
goals.

No lesson
plan

3.2 Develops valid and
reliable assessment
tools for the classroom.

Prepares diagnostic, on-
the-spot, interim, and
summative assessments,
and all of Blooms levels.

Plans on-the-spot and unit
assessments to measure
student learning.

Drafts unit tests as
instruction
proceeds.

Writes final tests
shortly before they are
given.

No lesson
plan

3.3 Develops and utilizes a
variety of informal and
formal assessments,
including rubrics.

Uses a variety of effective
methods to check for
understanding;
immediately unscrambles
confusion and clarifies.

Frequently checks for
understanding and gives
students helpful
information if they seem
confused.

Uses moderately
effective methods
(e.g. thumbs up,
thumbs down) to
check for
understanding
during instruction.

Uses ineffective
methods (Is everyone
with me?) to check
for understanding.

No lesson
plan

Shows students exactly
what is expected by
posting essential
questions, goals, rubrics
and exemplars.

Gives students a clear
sense of purpose by
posting the units essential
questions and the lessons
goals.

Tells students the
main learning
objectives of each
lesson.

Begins lessons
without giving the
students a sense of
where instruction is
headed.

No lesson
plan
11




Standard

Expert

Proficient

Basic

Does Not
Meet
Standards

Other

3.4 Assesses, compares and
contrasts the effects of
various teaching
strategies on individual
student performance
relative to content
standards.

Works with colleagues
to use interim
assessment data, fine-
tune teaching, re-teach,
and help struggling
students.

Uses data from interim
assessments to adjust
teaching, re-teach, and
follow up with failing
students.

Looks over
students tests to
see if anything
needs to be re-
taught.

Gives tests and
moves on without
analyzing them and
following up with
students.
?

3.5 Uses assessment data
as a basis for
standards based
instruction

Gives students a well-
constructed diagnostic
assessment up front, and
uses the information to
fine tune instruction.

Diagnoses students
knowledge and skills up
front and makes small
adjustments based on the
data.

Does a quick K-W-
L (Know, Want to
Know, Learned)
exercise before
beginning a unit.

Begins instruction
without diagnosing
students skills and
knowledge.
?

3.6 Provides effective verbal
and written feedback
that shape
improvement in student
performance on content
standards.

Frequently posts students
work with rubrics and
commentary and uses it
to motivate and direct
effort.

Regularly posts students
work to make visible and
celebrate their progress
with respect to standards.

Posts some A
student work as an
example to others.

Post only a few
samples of student
work, or none at all.
?

3.6 Provides effective verbal
and written feedback
that shape
improvement in student
performance on content
standards.
6.6 Collects data on
individual student
achievement and be
held accountable for
each child's learning.

Works with colleagues
to analyze and chart
assessment data, draw
action conclusions, and
share them with others.

Analyzes data from
assessments, draws
conclusions, and shares
them appropriately.

Records students
grades and notes
some general
patterns for future
reference.

Records studenta
grades and moves on
with the curriculum.
?

5.5 Understands the
cognitive processes
associated with various
kinds of learning (e.g.
critical and creative
thinking, problem
structuring and problem
solving, invention,
memorization and
recall) and ensure
attention to these
learning processes so
that students can
master content
standards.

Designs highly relevant
lessons that will motivate
all students and sweep
them up in active
learning.

Designs lessons that are
relevant, motivating, and
likely to engage students
in active learning.

Plan lessons that
will catch some
students interest
and perhaps get a
discussion going.

Plans lessons with
very little likelihood of
motivating or involving
students.


Always grabs students
interest and makes
connections to prior
knowledge, experience,
and reading.

Activates students prior
knowledge and hooks their
interest in each unit and
lesson.

Tries to make the
subject interesting
and relate it to
things students
already know.

Rarely hooks
students interest or
makes connections to
their lives.


6.1 Employs a wide range of
teaching techniques to
match the intellectual,
emotional, and social
level of each student,
and choose alternative
teaching strategies and
materials to achieve
different curricular
purposes.

Designs lessons that
break down complex
tasks and address all
learning needs, styles,
and interests.

Designs lessons that
target diverse learning
needs, styles, and
interests.

Plans lessons with
some thought as to
how to
accommodate
special needs
students.

Plans lessons aimed
at the middle of the
class.

12




Standard

Expert

Proficient

Basic

Does Not
Meet
Standards

Other

6.1


Always presents material
clearly and explicitly, with
well-chosen examples
and vivid appropriate
language.

Uses clear explanations,
appropriate language, and
good examples to present
material.

Sometimes uses
language and
explanations that
are fuzzy,
confusing, or
inappropriate.

Often presents
material in a confusing
way, using language
that is inappropriate.


Deftly adapts lessons and
units to exploit teachable
moments and correct
misunderstandings.

Is flexible about modifying
lessons to take advantage
of teachable moments.

Is focused on
implementing
lesson plans and
sometimes misses
teachable
moments.

Is rigid and inflexible
with lesson plans and
rarely takes
advantage of
teachable moments.


6.2 Designs and/or modify
standards-based
instruction in response
to diagnose student
needs, including the
needs of exceptional
learners and English
language learners.
6.3 Utilizes his/her
understanding of
educational disabilities
and giftedness and
their effects on student
learning in order to
individualize instruction
for these students.
6.4 Teaches students within
the scope of a teacher's
legal responsibilities
and students'
educational rights, and
follow procedures as
specified in state,
federal and local
statutes..

Makes sure that students
who need specialized
diagnosis and help,
receive appropriate
services immediately.

When necessary, refers
students for specialized
diagnosis and extra help.

Sometimes does
not refer students
promptly for
special help, or
refers students
who dont need it.

Fails to refer students
for special services or
refers students who
do not need them.
?

6.3 Utilizes his/her
understanding of
educational disabilities
and giftedness and
their effects on student
learning in order to
individualize instruction
for these students.

Skillfully meets the
learning needs and styles
of all students by
differentiating and
scaffolding.

Differentiates and
Scaffolds instruction to
accommodate most
students learning needs.

Attempts to
accommodate
students with
special needs, with
mixed success.

Fails to provide for
differentiated
instruction for
students with special
needs.


6.5 Develops and apply
individualized education
plans.

Skillfully works with the
student and family to
create specific,
measurable, attainable,
realistic, and timely goals
that meet the learning
needs of the student.

Works with the student
and family to create goals
that meet the learning
needs of the student.

Attempts to work
with the student
and family to
create goals that
meet the learning
needs of the
student, with mixed
success.

Fails to work with the
student and family to
create goals that
meet the learning
needs of the student.
?
13



V. How students demonstrate learning/how they are assessed:



Standard

Expert

Proficient

Basic

Does Not Meet
Standards

Other

3.3 Develops and utilize a
variety of informal and
formal assessments,
including rubrics.

Consistently has
students summarize and
internalize what they
learn and apply it to real-
life situations.

Has students sum up
what they have
learned and apply it in
a different context.

Asks students to think
about real-life
applications for what they
are studying.

Moves on at the end of
each lesson and unit
without having students
summarize.


It is clear that all students
in the class feel safe
demonstrating confusion
and the teacher s
responsive, immediately
unscrambling confusion.

Students in the class
feel safe
demonstrating
confusion and the
teacher s responsive,
frequently checking for
understanding and
giving students helpful
information if they
seem confused.

Students themselves do
not express their
confusion, but the
teacher uses moderately
effective methods (e.g.
thumbs up, thumbs
down) to check for
understanding during
instruction.

Students themselves do
not express their
confusion, and the
teacher uses ineffective
methods (Is everyone
with me?) to check for
understanding.


3.4 Assesses, compares and
contrasts the effects of
various teaching
strategies on individual
student performance
relative to content
standards.

Students set ambitious
goals, continuously self-
assess, and take
responsibility for
improving performance.

Students set goals,
self-assess, and know
where they stand
academically at all
times.

Urges students to look
over their work, see
where they had trouble,
and aim to improve those
areas.

Allows students to move
on without assessing and
improving problems in
their work.


3.2 Develops valid and
reliable assessment
tools for the classroom.
3.6 Provides effective verbal
and written feedback
that shape improvement
in student performance
on content standards.

Posts and reviews the
criteria for proficient
work, including rubrics
and exemplars, and
students internalize them

Post clear criteria for
proficiency, including
rubrics and exemplars
of student work.

Tells students some of
the qualities that their
finished work should
exhibit.

Expects students to know
(or figure out) what it
takes to get good grades.
?

5.4 Raises the academic level
of performance of a
group of students, over
time, to a higher level.

Relentlessly follows up
with struggling students
with personal attention to
reach proficiency.

Takes responsibility for
students who are not
succeeding and gives
them extra help.

Offers students who fail
tests some additional
time to study and do re-
takes.

Tells students that if they
fail a test, thats it; the
class has to move on to
cover the curriculum.
?

5.7 Accurately documents

Works with colleagues to

Uses data from interim

Looks over students tests

Gives tests and moves
?
and report ongoing use interim assessment assessments to adjust to see if anything needs on without analyzing
student achievement. data, fine-tune teaching, teaching, re-teach, and to be re-taught. them and following up
re-teach, and help follow up with failing with students.
struggling students. students.

5.9 Communicates a variety
of assessment results
and their implications to
students, parents,
guardians,
professionals,
administrators and the
community.

Works with colleagues
to analyze and chart
assessment data, draw
action conclusions, and
share them with others.

Analyzes data from
assessments, draws
conclusions, and
shares them
appropriately.

Records students grades
and notes some general
patterns for future
reference.

Records students grades
and moves on with the
curriculum.
?
14


Comments & Evidence (Parts IV V):
15


VI. How teacher demonstrates knowledge of subject matter:


Standard

Expert

Proficient

Basic

Does Not Meet
Standards

Other

4.1 Utilizes content
knowledge to ensure
student learning.

Is an expert in the
subject area and has a
cutting-edge grasp of
child development and
how students learn.

Knows the subject
matter well and has a
good grasp of child
development and how
students learn.

Is somewhat familiar
with the subject and
has few ideas of ways
students develop and
learn.

Has little familiarity with
the subject matter and
few ideas on how to
teach it and how
students learn.


4.3 Applies expert content
knowledge to enrich
and extend student
learning.

Skillfully meets the
learning needs and
styles of all students by
differentiating and
scaffolding.

Differentiates and
scaffolds instruction to
accommodate most
students learning
needs.

Attempts to
accommodate
students with special
needs, with mixed
success.

Fails to provide for
differentiated instruction
for students with special
needs.


Comments & Evidence:
16


VII. How teacher demonstrates knowledge of literacy strategies & instruction

Standard Comment & Evidence Other
4.4 Integrates literacy into content area
instruction.
Nathan uses a variety of strategies to support and reinforce the
development of literacy.

1.1 Plans and organize reading instruction
based on ongoing assessment.
1.2 Develops phonological and linguistic
skills related to reading including: phonemic
awareness, concepts about print,
systematic, explicit phonics, other word
identification strategies, spelling instruction.
1.3 Develops reading comprehension and
promotion of independent reading including:
comprehension strategies for a variety of
genre, literary response and analysis,
content are literacy, student independent
reading
1.4 Supports reading through oral and
written language development including:
development of oral English proficiency in
students, development of sound writing
practices in students including language
usage, punctuation, capitalization, sentence
structure, and spelling, the relationships
among reading, writing, and oral language,
vocabulary development, and the structure
of standard English.
1.5 Utilizes Colorado Model Content
Standards in Reading and Writing for the
improvement of instruction




VIII. How teacher demonstrates knowledge of math strategies & instruction (if applicable)

Standard Comment & Evidence Other
4.4 Integrates mathematics into content
area instruction.

2. 1 Develops in students an understanding
and use of: Number systems and number
sequences, Geometry, Measurement,
Statistics and probability, functions and use
of variables..
2.2 Utilize Colorado Model Content
Standards in Mathematics for the
improvement of instruction..
17
Candidate Post-Observation Reflection


18




Areas of Strength:
Nathan demonstrates a myriad of strengths as a classroom teacher:

Classroom culture and management: Nathan has developed a very strong rapport with his
students. He is enthusiastic and uses humor in engaging with students, keeping their attention,
and building relationships. He affirms student contributions, yet confronts students with clarity
and compassion if he perceives a student is making decisions or acting in a way that shows a
lack of responsibility. The students seem to like Nathan and feel comfortable to ask questions
and seek support.

Nathan has developed a variety effective and appropriate rituals and routines (hand raised to
quiet class, if students are late they must come in and wait outside the discussion circle before
being invited to come sit down, white board has daily warm ups, lesson objections, and class
assignments. Nathan uses technology to respond to Google chat during all-class Socratic
Seminar for students who are not comfortable contributing orally. Nathans rituals and routines
are consistently implemented and increase stability and predictability in his classes. This, plus
clear consequences/responses for disruptive and off-task behavior contribute to smooth
transitions, few if any disruptions, and overall a very productive classroom culture/environment.
Nathan very clearly articulates behavioral and academic non-negotiables and the students
clearly know what is expected of them and work hard to meet Nathans high expectations for
their performance, and their own.

Classroom activities: Nathans lessons are well planned (without documentation). His
intentionality for the lessons/unit is very clear. His curriculum, instruction, and assessment are
linked. Nathan communicates high expectation, incorporates relevance, and exhibits passion
throughout his class. Even though his students are 8
th
-9
th
graders, the classes have the feel and
content of college courses.


Areas of Growth:
Planning and standards-based curriculum development: There needs to be a consistent use of
lesson planning using Understanding by Design approach and curriculum that is driven
by/aligned with State Standards/Common Core as appropriate. There needs to be clear
articulation of explicit learning outcomes activities, implementation of clear assessments that are
linked to these learning outcomes, and documented activities that are differentiated to meet
diverse student needs.


Data-driven assessment: although it is assumed that Nathan uses a variety of diagnostic,
formative, and summative assessments, it is not clear how this data continues to inform his
teaching and that there is consistent and reliable documentation relating to how his teaching is
continuously informed by a variety of assessments.

Scaffolding for students with a variety of learning styles/supporting students who struggle:
Most of Nathans students exhibit strong academic skills and well-developed habits of learning
that facilitate their success in school. Clearly, there still exist students who struggle academically
19


and may feel intimidated in Socratic Seminars by the more verbal students who take up a lot of
space in the conversations. Project-based learning, centers, or other strategies of assessment
and instructions may enhance Nathans teaching and support his efforts to reach all students.
20
Candidate Review of Formal Observation Report











21


Expert

Proficient Basic Does not
meet
standard

Standard observed in abundance
Substantial evidence observed
Some Evidence Observed
Standard not appropriate* or applicable

Conclusion
(Include an assessment overall for the candidate Unsatisfactory, Basic, Proficient) then summarize the
observation.
Overall Assessment:
























Rubric Evaluation Key

1. Each observed standard will be
highlighted with
a rating


2. Comments drop down menu
Indicates:






* such as specific environmental factors in treatment




3. Each category will also include observer comments including specific evidence observed during the
lesson.