PSIII Classroom Observation Guide

PSIII Intern: Kimmy Orr

Date: Thursday, October 10, 2019
 Please provide a printed hard copy of the plan for the lesson I am about to observe.
 Please have your unit plans, lesson plans, reflections and assessment records
accessible. These could be hard copies in a binder or on a tablet or computer that is
open for me to look at.
Thanks for entertaining me with the excellent presentations by your lovely students. The class
I observed was top-notch, but I also witnessed the evidence of the hard work and creativity
you put into it every day.

Pre-observation Discussion:
What are the defining characteristics of this class of students.

 25?
 Range of experience
 Really appreciate drama class
What do I need to know about the lesson I am about to observe?

 Working from a script

 Class will be held in the house/stage space.
Is there anything you would like me to take note of during my observation?

Focus Questions that Guide the Observation:

What evidence is there that positive and productive relationships with students are being
fostered in this classroom?

 As students enter they play music, dance and laugh and joke. They are very happy to
be here.
 A kid cracks a joke while you are explaining about lunch box theatre – you laugh,
everyone laughs.
 Students comply with your requests: “take your seats, quiet in the house, o’kay
listening, can you talk to me after class”
 Sometimes you use a hand gesture and the kids follow the direction it represents.
 You smile a lot and give encouragement and praise: “I appreciate it” “That was way
better.”
What evidence is there that the teacher applies a current and comprehensive repertoire of
effective planning, instruction and assessment practices to meet the learning needs of every
student?

 You have created many rubrics for assessment.

 You create/adapt many of your activities.
 You run “Invent the Dance” workshops.
 A variety of purposeful activities are used to build skills. The games increase in
challenge. The opening ribbon game called for total participation, voice, movement,
and it was fun because they competed for the silver ribbon!
 Your presence is strong, your voice strong and gestures support your message.
 Instructions are given verbally and then with modeling.
 Transitions from game to game are smooth with all students knowing what to do.
 You occasionally pause to coach: “It’s hard, but …” “There’s too much talking.”
 Formative assessment is built into the lesson. It is evident in your plans as well.
 Summative assessment – the students perform the monologues. They are well
directed and well rehearsed. They have clearly gotten to this standard through step-
by-step development of skills. Students turn in the scripts. You will provide written
feedback.
What evidence is there that the teacher establishes, promotes and sustains an inclusive learning
environment where diversity is embraced and every student is welcomed, cared for, respected
and safe?

 All students enthusiastically applaud each performance. They continue with

gestures of support as performers take their seats.
 All students participate in the activities with much commitment and
merriment.
 The audience is quiet and respectful during student performances of the
monologues.
What evidence is there, if appropriate, of progress toward the teacher’s goals?

 You are observing other teachers’ classes.