Teacher Observation Form

Directions: Evaluators use this form to document observations of the teacher in accordance with the evaluation
process. This form focuses on the seven performance standards. Some standards may not be documented in a
single observation. Once completed, a copy of this form will be given to the teacher.

Teacher: Justine Higgins Date: 11/22/2019

School: Ashlawn Observer: Meghan Neary Class/Time: Writing/1:25-1:55
Lesson Topic:

1: Professional Knowledge - The teacher demonstrates an understanding of the curriculum, subject content,
and the developmental needs of students by providing relevant learning experiences.
Specific Evidence/Comments:

Through planning and observation, Ms. Higgins has demonstrated an accurate knowledge of the first grade
writing curriculum. She has incorporated mentor texts, teacher created examples, and allowed for
students to collaborate and plan their own writing work before being sent off to try it on their own. Her
mini lesson was communicated clearly and most students had an understanding of expectations when
asked to demonstrate their learning by creating a table of contents.

2: Instructional Planning - The teacher plans using the Virginia Standards of Learning, APS curriculum,
effective strategies, resources, and data to meet the needs of all students.
Specific Evidence/Comments:

Ms. Higgins has developed a lesson plan that had a clear and concise teaching point that was focused
around one objective for the writing lesson. She modeled the objectives for today’s lesson using a familiar
text to help students apply their understanding to their own research. Ms. Higgins used turn-and-talk
strategies with partners and small groups of students to allow for increased engagement and opportunity
for learning from peers.

One recommendation - While planning lessons, be mindful of how much time would be needed to complete
each part of your lesson. The mini-lesson ended up being about 20 minutes. If the mini-lesson was kept at
12-15 minutes, there would be additional time to see one more group or check-in with more students
during writing workshop.

3: Instructional Delivery - The teacher effectively engages students in learning by using a variety of
instructional strategies in order to meet individual learning needs.
Specific Evidence/Comments:

During the mini-lesson, students were asked questions and encouraged to raise their hands to participate and
share ideas related to the table of contents. The lesson started with the objective and then also wanted
students to help create a title for the next chapter in her book. Ms. Higgins explained that table of contents
are really important because they provide a sneak peek into the book. The next task was for students to
examine the contents of a Dolphins book and predict what things they would learn from this page. Based on
observation, groups of students either read the chapter titles, thought through what the chapters could be,
or shared what they knew about Dolphins. When Ms. Higgins brought students back together, she had a few
of them share their ideas. At this time there were a few students that continued to talk to others on the
carpet and Ms. Higgins used several methods to get their attention. Finally, the students had the opportunity
to build their own table of contents with their talk partner. Based on observations, some students came up
with some attention-grabbing titles, repeated what they had been working on, or received prompting from
the adults on what to do. At 1:50, students were sent back to their seats to continue working on their table
of contents and their All About.

One recommendation to offer during the delivery of the lesson is to consider the gradual release model or I
do, we do, you do. As an idea, you could show students the next two chapters you have created for your
story about Lions and as a whole group, make predictions about what these chapters could be about
with your lesson objective in mind. Next, have students discuss the Dolphins table of contents in their
groups. Finally, bring students together to develop their own table of contents with a partner. Consider
using sentence starters or visual aids to help students organize their thoughts. For example, “I think
chapter ___ is about __________. I know because _____________. OR – “My next chapter is about
________so the title I’m going to use is ________. This would allow students to begin using and
practicing the vocabulary that is important in this unit.

4: Assessment of and for Student Learning - The teacher systematically gathers, analyzes, and uses all
relevant data to measure student academic progress, guide instructional content and delivery methods,
and provide timely feedback to both students and parents/guardians throughout the school year.
Specific Evidence/Comments:

A formal assessment was not applicable for this lesson today. Ms. Higgins and Mrs. Hemstreet are able to
informally assess student progress by analyzing the independent work that students completed and use
that data to inform their instruction in completing their All Abouts.

5: Learning Environment - The teacher uses resources, routines, and procedures to provide a respectful,
positive, safe, student-centered environment that is conducive to learning.
 Specific Evidence/Comments:

Ms. Higgins creates a comfortable, and safe classroom environment. The students know the expectations
and their roles during the writing block. Ms. Higgins uses visual and verbal cues to gain the attention of the
whole group and of individuals that need additional reminders. She used positive reinforcement and
pointed out some noticings throughout her mini-lesson.

Students were actively engaged during the observation. They participated in turn-and-talk opportunities, and
students raised their hands to share ideas and questions. The use of visual aids also helped to keep students
engaged while providing them an opportunity to see an author’s table of contents. There were several
students that had difficulty staying engaged in the mini-lesson on the carpet. Their behavior became more
noticeable the longer the lesson went on. Using phrases and attention-grabbers worked sometimes but not
for everyone. Perhaps consider using other visual or verbal cues to get the attention of the group. Some
examples might be to do some noticings of students that are doing the right thing, like, “I see a few first
graders that really want that next letter erased. Maggie and Justin are showing me their eyes, they’re waiting
quietly, and sitting criss-cross.” Wait until others have followed their lead and commend them. It may feel
like an eternity, but the wait time is key to allow students that are distracted to come back to your lesson.
You could also use a chime or a patterned clap as a signal for the group to come back to you at the end of a
partner talk or group discussion.

When students were sent back to their seats to work, most of the class knew exactly what materials were
needed and were able to get started within a minute of being released from the carpet. It was noted that
some students got started on their Table of Contents while others went back to writing their “all-about.” It
wasn’t clear if this was acceptable to do or if the expectation was to complete their table of contents as
some students said they already finished it. For the remainder of the observation (4-5 mins), Ms. Higgins
circulated the room to ensure that students understood the task before beginning one-on-one conferencing
and small group support. Noise level during independent work time was appropriate.

6: Professionalism - The teacher maintains a commitment to professional ethics, communicates effectively,

and takes responsibility for and participates in professional growth that results in enhanced student
learning. Teachers collaborate with peers and exhibit professionalism in working with students,
parents/guardians, and colleagues.
Specific Evidence/Comments:

Based on this observation, Ms. Higgins collaborates and communicates effectively within her classroom
community. She has developed a strong and effective student teaching experience with Mrs. Hemstreet.
Ms. Higgins has incorporated her own professional learning into her writing block and is always reflective on
her teaching, and open to constructive feedback. She has worked incredibly hard this fall to ensure that our
students are growing and building independence while also thinking flexibly about how she can improve on
her teaching practices.

Teacher’s Signature*: Date:

*Signifies that the teacher has read and received this report.
Observer’s Signature ____________________________________________________ Date:
Print or Type Observer’s Name: