Formal Observation Assessment - Form 4

User Information
Name: Joan Maybury Title: First Grade Teacher
Building: Lee F. Jackson School Department: None
Grade: None Evaluation Type: Teacher
Assigned Administrator: Simone, Patricia Evaluation Cycle: 09/05/2017 - 06/30/2018
Submitted By: Simone, Patricia Date Submitted: 05/16/2018 8:02 am EDT
Acknowledged By: N/A Date Acknowledged: Unacknowledged
Finalized By: Simone, Patricia Date Finalized : 06/01/2018 9:26 am EDT

Teacher: Joan Maybury

School: LFJ
Tenured or
Probationary:
Subject(s): Fundations
Grade Level(s): 1
Number of Students: 22
Time/Period: 11:45 am
Date: 2/6/2018
Name of Evaluator: Patricia Simone
*Total Score out of 60
points for “Other Measures
of Effectiveness” (After
Using the Conversion Flow
Chart)

Ratings: Highly Effective (4); Effective (3); Developing (2); Ineffective (1)

Domain 1: Planning and Preparation

Lesson Focus: Danielson's
Framework for Teaching Highly Effective Effective Developing Ineffective
(2013)
Demonstrating Knowledge of
Content and Pedagogy
Evidence Collected:
The teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another. During our pre observation meeting, we reviewed the
lesson plan book. It included: prerequisite lessons, scope & sequences. The Fundations lesson binder reflects the current Unit/Week/Day, presenting all activities in the
prescribed sequence. Ms. Maybury develops ​daily Fundations lesson plans that demonstrate a deep knowledge of the important concepts in early reading
and writing. She connects what we learn during Fundations to what students do in all aspects of literacy. The program is implemented with fidelity and
Ms. Maybury plans supplemental activities to reinforce concepts. During Fundations, she uses detailed lesson plans and the activity cue cards to
ensure that her lesson follows the procedures prescribed by the Fundations program.
Demonstrating Knowledge of
Students
Evidence Collected:
Ms. Maybury uses multiple sources to collect information for all of her students. She analyzes data and uses to group students. During Fundations,
Ms. Maybury circulates the room and takes observations notes of areas of difficulty and use this to plan supplemental activities for next steps. She
provides preferential seating to students who benefit from close proximity to the teacher. In this lesson, she selected a student to write on the board as
he benefits from standing up and enjoys being a leader in the classroom. She monitors students who have had difficulty and provide them with
additional guidance and support.
Setting Educational
Outcomes
Evidence Collected:
The educational outcomes were made clear at the beginning of the lesson. The outcomes for this lesson were:
- Students will decode and spell words with beginning and ending blends.
- Students will spell words with previously taught concepts (ie. rings, bunk).
- Students will spell trick words accurately using scaffolds as needed.
- Students will write sentences with new and previously taught concepts using scaffolds as needed.
Outcomes represent high expectations and rigor. During my many classroom visits, unannounced observations and walkthroughs, I have observed the daily schedule cards
help students know and understand the tasks they will be doing each day. These outcomes were set and achieved throughout the course of the lesson.
Demonstrating Knowledge of
Resources
Evidence Collected:
Ms. Maybury uses the unit resources in Fundations to plan sounds, words, and sentences for this lesson. In addition, during PLC and grade level
meetings, she and colleagues share sources to help supplement the Fundations instruction. Ms. Maybury also utilize the Fundations PLC website to
find additional resources and videos to help with her instruction. and shares them during PLC meetings.
Designing Coherent
Instruction
Evidence Collected:
Ms. Maybury uses the prescribed lesson plan template to write her Fundations lesson plans. The lessons contain current concepts and she selects
trouble spots and reviews trick words. The sequence of learning activities follows a coherent sequence, that is aligned to instructional goals, and
is designed to engage students in high-level cognitive activity. No extra activities are included. These are appropriately differentiated for
individual learners.
Designing Student
Assessments
Evidence Collected:
Assessment criteria and standards are clear. The teacher has a well-developed strategy for using formative assessment and has designed particular approaches to be used.
The composition book dictation is an excellent tool for formative assessment. It allows the teacher to look at the student's work and determine their next
instructional steps based on the areas of strengths and difficulty. In Fundations, Ms. Maybury is able to design formative assessments for her
students to determine their level of understanding and to prepare them for the Unit assessment.

Domain 1 score will be weighted at 20%.

Evaluator's Notes:

Domain 2: The Classroom Environment

Lesson Focus: Danielson's
Framework for Teaching Highly Effective Effective Developing Ineffective
(2013)
Creating an Environment of
Respect and Rapport
Evidence Collected:
Classroom interactions between the teacher and students and among students are highly respectful, reflecting genuine warmth, caring, and sensitivity to students as
individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class.
Establishing a Culture for
Learning
Evidence Collected:
The classroom culture is a place where learning is valued by all; high expectations for both learning and hard work are the norm for most students. Students and teachers
work in ways that demonstrate their belief that productive engagement and hard work will result in learning. The students actively participate by responding and doing the
work rather than watching.
Managing Classroom
Procedures
Evidence Collected:
It is evident that classroom procedures are in place. Fundations materials are accessible to all students. All students were able to
transition form one activity to the other with minimal disruption. Students themselves make a substantive contribution to the
effective functioning of the class. Instructional time is maximized due to efficient and seamless classroom routines
and procedures.
Managing Student Behavior
Evidence Collected:
​Student behavior during this lesson was respectful and focused. There were minimal to no behavioral disruptions and teacher student interactions. To
manage student behavior, I set clear expectations and follow procedures routinely. I use a class bucket and a points system as our positive behavior
management system. Students chose their own rewards for when our bucket is filled and we get to choose a prize when the bucket is filled to the blue
line. Students trade in the points they earn for prizes, iPad time, or extra S.T.E.A.M. centers.
Organizing Physical Space
Evidence Collected:
Ms. Maybury has designed the classroom so that the students are able to freely move around. The classroom configuration is effective. Materials are easily accessible during
instruction. Posters are displayed appropriately for quick access and student reference. Fundations corner was created so the students have access to posters, charts and
letter cards. The classroom space is organized with a strong focus on Fundations. All students can access and view the charts and use them as references to their
learning. All materials (standard sound cards, dry erase tablets, markers, students notebooks, and pencils) are readily available for students.

Domain 2 score will be weighted at 30%.

Evaluator's Notes:

Domain 3: Instruction
Lesson Focus: Danielson's
Framework for Teaching Highly Effective Effective Developing Ineffective
(2013)
Communicating with
Students
Evidence Collected:
Ms. Maybury c​ learly stated the purpose of the Fundations lesson. The teacher's explanation of content is scaffolded, clear, and accurate and connects with students'
knowledge and experience. The students use manipulative as directed.
Using Questioning and
Discussion Techniques
Evidence Collected:
The questioning that were presented in the lesson allowed students to showcase their knowledge of the skills and concepts taught in the unit
thus far. ​The questions I asked during this lesson prompted students to demonstrate their understanding of concepts taught so far in Fundations.
During the word play activity, Ms. Maybury asked: "Which word has a suffix? Which word has a blend at the beginning of the word? Which word has a blend at the end of the
word? Who can use this word in a sentence?". When students struggled to explain "What is a blend?", I prompted other students instead of just giving the answer immediately.

Engaging Students in
Learning
Evidence Collected:
Overall, most the students were engaged during the lesson. They were eager to raise their hands and answer questions. The students gave their best effort, responded well to
feedback, and met the instructional outcomes of the lesson.
Using Assessment in
Instruction
Evidence Collected:
The Fundations lessons can be used as a tool for formative assessment. Throughout each activity and in each lesson, I take notes on student engagement and
performance. The unit tests provide valuable information on student understanding and overall mastery.

Demonstrating Flexibility
and Responsiveness
Evidence Collected:
In this lesson, teacher recognized there was not enough time to have students add their new trick words into their student notebooks. To
utilize time most effectively, the teacher had students add trick words immediately following the daily lesson

Domain 3 score will be weighted at 30%.

Evaluator's Notes:

Domain 4: Professional Responsibilities

Lesson Focus: Danielson's
Framework for Teaching Highly Effective Effective Developing Ineffective
(2013)
 Reflecting on Teaching
Notes:
During our post observation conference, Ms. Maybury reflected and shared that she though the lesson went well. She
provided an abundance of precise and accurate written and spoken examples of her capacity to reflect on an extremely
broad array of aspects that contribute to being a thoughtful designer of learning opportunities for students and ways to
develop a community of friends and learners in her classroom.
Maintaining Accurate
Records
Notes:
Ms. Maybury has a very organized thorough system for collecting information on each student. He has several folders and binders for
each subject are and for students data. Ms. Maybury records are current and meticulous. Grade book and spreadsheets for data are
kept and consistently updated and reviewed. She exhibits good organization skills.
Communicating with
Families
Notes:
Ms. Maybury provides frequent information and feedback to families. He sends home weekly homework sheets; send reminders on the
bottom of each assignment, communications via email and phone and documents in log conversations.She sends home newsletters
monthly in each content area describing concepts that will be taught that month. Ms. Maybury interacts with parents in multiple ways
to create a parent and teacher partnership for their child (phone calls, emails, text messages, meetings, and parent/teacher
conferences).
Participating in a
Professional Community
Notes:
Ms. Maybury maintains cordial relationships with colleagues. When asked, she participates in conversations during grade level and
PLC meetings. Ms. Maybury is the 1st Grade PLC Level, Board of Education Presentation Leader, and an active and participating
PLC member on the first grade team. She has completed online Webinars about Writer's Workshop and the Fountas and Pinnell
Literacy Continuum. She also participated in the "What's New in Guided Reading?" course in spring 2017 and will complete the follow
up course this spring. She presented at the Board of Education meeting in Fall of 2017 and was also able to present at the
Kindergarten Open House in Winter 2018.
Growing and Developing
Professionally
Notes:
As our PLC leader, Ms. Maybury facilitate the PLC meetings twice every 6 day cycle. With input from the team, she creates agendas and facilitate meetings. Also, she
completed the BAS training and turn keyed the information we learned my fellow literacy committee members. As a literacy committee member, she developed a year long
ELA curriculum map and has continued to upload units onto Rubicon throughout the school year.

Showing Professionalism
Notes:
Ms. Maybury demonstrate a high level of professionalism on a daily basis. She was one of the LFJ teachers presenting to the Board of Education and at the Kindergarten Open
House by being a positive representative of the Lee F. Jackson school. ​Ms. Maybury show professionalism during PLC meetings in her facilitation techniques and in her
interactions with her colleagues. Ms. Maybury demonstrates professionalism as a representative for first grade at the district wide PLC meetings and literacy committee
meetings.

Domain 4 score will be weighted at 20%.

Evaluator's Notes:

Strength of the Teacher’s Practice (Based on the evidence, indicate items that reflect the teacher’s areas of strength):
Ms. Maybury has developed a wonderful working relationship with her colleagues and has gained their trust through collaboration and hard work. Continue to share lessons and
forms with your colleagues.

Areas of Growth in the Teacher’s Practice (Based on the evidence, indicate items that reflect the evaluator’s recommendations and necessary administrative
supports):

Teacher's Comments (Optional):