1. W.E.S. Teacher Observation Report-Round 1
Teacher: Ms. Bond Date & Time: 1/7/2021; 9:25-10:10 Observer: Grant
Standard 1: Leadership
Element A-Classroom Leadership
Proficient
Element B-School Leadership
Proficient
Element C-Teaching Profession
Proficient
▪ Safe and orderly environment
▪ Communicates a vision for student
success
▪ Maintains student data and uses it to
drive instruction:
o WES Data Binder up to date
(conferring records, guided reading
notes, student performance on
B.O.Y.’s)
o Completion of assessment analysis
and action planning
o Sets goals for class and individual
students
o Students own and track their learning
▪ Attends/participates in/shows leadership
in PLC meetings
▪ Committee membership
▪ Membership in SLT
▪ Service as a Mentor
▪ Feedback on School Improvement Plan
▪ Provides PD for staff or district
▪ PDP Development
▪ Membership in professional
organizations
▪ Follows laws
▪ Works collaboratively with
colleagues
▪ Positive influence on others
Element D-Advocacy
Proficient
Element E-Ethics
Proficient
▪ Follows regulations regarding MCV,
504, LEP
▪ Participates in RtI process
▪ Solution focused
▪ Support for district and school
initiatives
▪ Grassroots leadership for scholars
▪ Follows school and district policies and
practices
▪ Ethics, confidentiality, discipline
▪ Attendance record
Comments
Ms. Bond meets school expectations for leadership. Strengths in this area include Ms. Bond’s collaboration with her colleagues, her site-based facilitator, and her use
of student data to drive instructional decision-making. During the observation, Ms. Bond used several strategies to maintain student focus: counting down, explicit
instructions, precise directions, compliance you can see, and positive narration. Ms. Bond is an active participant in the K PLC and is ethical in all interactions with students,
staff, and stakeholders.
Standard 2: Classroom Environment
Element A-Relationships
Proficient
Element B-Diversity
Proficient
Element C-Expectations
Proficient
▪ Establishes rules and procedures
▪ Fosters positive student interactions
▪ Student support and protection from
harm
▪ High levels of student engagement
▪ Uses all class time
▪ Support for risk taking & perseverance
▪ Representation of student diversity
▪ Protects the dignity of students
▪ Equality of opportunity
▪ All students feel valued
▪ Global awareness
▪ High expectations
▪ Students persevere and take risks
▪ Variety of support for students
▪ Effective feedback
▪ Student owned data tracking &
goal setting.
Element D-Adapting Instruction
Developing
Element E-Home/School Collaboration
Proficient
▪ Support students with special needs
▪ Participates and implements the
Intervention Team process with fidelity
▪ Follows and adheres to student IEPs,
DEPs, ELLPlans, 504’s (or those in
process)
▪ Collaboration with district or school
specialists
▪ Responsive
▪ Flexible
▪ Fosters appropriate communication
Comments
Ms. Bond meets school expectations for maintaining a positive learning environment. Strengths in this standard include Ms. Bond’s work to
build relationships with students and families. She has created a warm and nurturing remote learning environment as evidenced by her review
of class expectations at the start of class. Ms. Bond provides all students with access to grade level content and she provides multiple
opportunities and supports to help all students reach mastery. An additional strength is home school communication. Ms. Bond has posted 21
2. times to ParentSquare and has made 274 parent contacts with an average of 19 per student this school year. An area of growth in this
standard is consistently incorporating support for EL students.
Standard 3: Content
Element A-Alignment
Proficient
Element B-Content Knowledge
Proficient
Element C-Interconnectedness
Proficient
▪ Has aligned objectives and posts them
(aligned with Common Core/Essential
Standards and instructional strategies)
▪ Using literacy strategies in content
areas
▪ Vertical alignment of curriculum
▪ Beyond the textbook
▪ Higher-level thinking on part of students
▪ Variety of resources being used
▪ No content errors
▪ Explicitness and clarity
▪ Concrete to abstract
▪ Integration of curriculum
▪ Community and global connections
Element D-Relevance
Proficient
▪ Real world connections
▪ 21st century skills (ethics, people skills,
accountability, personal productivity,
self-direction)
▪ Fosters resilience in students
Comments
Ms. Bond meets school expectations for content knowledge. Strengths in this standard include Ms. Bond’s level of content knowledge for primary literacy instruction, her
use of visual supports to make content comprehensible, and alignment to WES instruction expectations for framing the lesson. The focus of the observed lessons was to
support student mastery with describing how weather affects characters in a story. This year, Ms. Bond has worked diligently to implement the EL Education curriculum
modules with both fidelity and integrity.
Standard 4: Instructional Strategies
Element A-Differentiation
Developing
Element B-Planning
Proficient
Element C-Instructional Strategies
Proficient
Element D-Use of Technology
Proficient
▪ Differentiation of content,
process or product
▪ Use of Data
▪ Implementation of SIOP
strategies
▪ Various access strategies
▪ Lesson plans thorough
and completed in a
timely manner
▪ Mastery learning process
▪ Use of data
▪ WES Big 8
▪ Implements school
initiatives (data, balanced
literacy, personalized
learning)
▪ Uses research-based
strategies
▪ WES Big 8
▪ Student use of
technology
▪ Teacher use of
technology
Element E-Critical Thinking
Proficient
Element F-Collaboration
Developing
Element G-Communication
Proficient
Element H-Assessment
Proficient
● Teacher use of questioning
● Making student thinking visible
● Direct instruction/review of key
thinking skills
● Evidence of critical thinking in
lesson plans
● Evidence of Standards of
Mathematical Practice
● Use of critical &/or creative
thinking protocols
● Thinking Maps
● Multi-step/real-world task
● Collaborative learning
teams in classroom
● Direct instruction in
collaboration
● Assessment & feedback
on student collaboration
● Well-structured
collaborative tasks
● Use of precise speech
(teacher & scholars)
● Use of Habits of Discussion
● Use of classroom
discussion models
● Resolves classroom
concerns
● Respectful listener
● Response journals
● Communication across
language barriers
● High expectations for
verbal and written
communication
● Daily assessment
(variety)
● Work products
● Rubrics
● Checklists
● Mastery Connect, etc.
● Questioning
● Student data analysis
& action
Comments
Ms. Bond meets school expectations for facilitation of instruction. Strengths in this standard include clear framing of the lesson and learning target (I can describe
how the hot, dry weather affects Tess and Mamma in the story Come on Rain!), using strategic questioning to foster student understanding and critical thinking, the
teacher’s focus on developing student vocabulary, and use of visual support for English language development. Areas for growth in this standard include implementing the
WES Big 8 with fidelity. It was noted that Ms. Bond conducted the lesson framing and review of prior learning simultaneously. An additional area of focus is conducting a
read aloud that focuses on the stated objective. It was noted that Ms. Bond over scaffolded student vocabulary support during the read aloud. Frequent interruptions to
pose questions about vocabulary could interrupt student comprehension of the story.
Standard 5: Reflection
Element A-Student Learning
Proficient
Element B-Professional Development
Proficient
Element C-Change & Growth
Proficient
● Response to feedback/Teacher mindset
(growth or fixed)
● Able to identify own strengths and
weaknesses
● Evaluates teacher performance based
on student learning
● Matches instructional strategies to
student needs
● Reflection leads to active learning
● Professional Development Plan activities
● Participates in PLC meetings to solve
problems
● Implementation of learning
● Uses “high yield” instructional
strategies
● Accepts change
● Narrows the achievement gap
● Mastery learning process
● Use of technology
● Response to feedback/teacher
mindset
3. Comments
Ms. Bond meets school expectations for reflective practices. Strengths in this standard include Ms. Bond’s reflection on her performance in light of student
performance data. An area of growth in this standard is to continue learning and implementing strategies for effective hybrid instruction.
