1. W.E.S. Teacher Observation Report-Round 1
Teacher: Ms. Bond Date & Time: 10/7/19; 8:30 -9:15 AM Observer: Grant
Standard 1: Leadership
Element A-Classroom Leadership
Proficient
Element B-School Leadership
Developing
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
For this super observation, Ms. Bond is performing at the proficient level for this standard. Ms. Bond is working collaboratively with her site-based
coach to implement the strategies received in site-based training. During the observation, Ms. Bond used several strategies to maintain an
environment focused on learning. She used hand signals to begin and end recitation of letter sounds. Her students have internalized the transition
routine and were able to move to their skill block stations within the 30 second school-wide expectations for transitions. She was observed using
non-verbals, pausing, and name calling to maintain student attention during instruction. All skill block centers were well organized; however, there is
some room for improvement with the library center. It was noted that all students did not get started on their tasks right away and that the teachers’
easel blocks the teacher from seeing students in the center. Ms. Bond advocates for students by working closely with her facilitator to plan instruction
that meets student needs. Ms. Bond’s skill with using data to drive her instructional decision-making will grow as we complete our first round of the sTEP
assessment. As a new member of our school community, Ms. Bond has yet to take on a formal or informal teacher leadership role at WES. She actively
participates in Kindergarten PLC meetings. Lastly, she is ethical and adheres to all guidelines and policies established by the state and school district.
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
Developing
▪ 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)
▪ Responsive
▪ Flexible
▪ Fosters appropriate communication
2. ▪ Collaboration with district or school
specialists
Comments
For this super observation, Ms. Bond is performing at a minimally proficient level for this standard. As a new member of the WES Kindergarten
team, Ms. Bond is working to establish a welcoming and nurturing learning environment for diverse learners that empowers them to be academically
successful. Key strengths in her classroom include the warm rapport that Ms. Bond has established with her students. She works diligently to ensure
all students feel welcomed and expected in her classroom as evidenced by the care she places in ensuring a smooth, orderly classroom, the level of
detail in her lesson plans and her verbalized concerns that her students need more than she is currently able to offer. There was no evidence of scaffolds
in place to support English Language Learners during the observation. This is an area of growth for Ms. Bond as they year moves forward. Ms. Bond is
working to establish relationships with parents that improves student achievement, reduces absenteeism, and build parents' confidence in their
children's education. A review of school digital parent communication tools shows that Ms. Bond has 16% of parents connected to her HR Class Dojo
account and 47% are connected to her partner teachers’ account. A review on 10/14/2019 shows that Ms. Bond has not any messages for parents via
the Class Dojo account. A review of ParentSquare show that no posts have been made to Ms. Bond’s HR class or her partner teacher’s class. It is
expected that all teachers make a weekly post to ParentSquare. For growth in this standard, Ms. Bond is strongly encouraged to begin using
CParentSquare as a part of her classroom communication.
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
For this super observation, Ms. Bond is performing at a proficient level in this standard. Ms. Bond is working to participate in the school-wide effort
to align instruction with NCSCOS. Her board essentials are typically posted daily and shared with students. The posted learning targets (I can say the
name and sound for C and N) were aligned to the reading and writing standards of the NCSCOS for Kindergarten. Ms. Bond has an appropriate
command of the subject she teaches. During the observation there was some evidence of opportunities for students to collaborate on content and
communicate their solutions.
Standard 4: Instructional Strategies
Element A-Differentiation
Proficient
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
Proficient
Element G-Communication
Developing
Element H-Assessment
Developing
● 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 is performing at the proficient level for this standard. As a new member of the WES instructional team, Ms. Bond is working to execute
Winterfield instructional expectations. Ms. Bond framed the lesson (learning target, agenda, and rationale for learning) at the start of the lesson and a
3. review of her slides show that this is a consistent practice. It was evident that Ms. Bond internalized all components of her lesson in advance to ensure
she was clear of the key instructional activities and teachers moves she needed to make to ensure students demonstrated mastery of the mastery
objective (I can name and say the sound for the letters C and N.) Ms. Bond has incorporated singing into her classroom routines as a way to develop
sound awareness skills that are critical to learning to read (Alphabet Song, Sound Song, and Mystery Word Song). Next students focused in on the
mystery word for the week. Ms. Bond posed questions to help students verbalize the importance of learning to read some words by sight (...Why is it
important to be able to read words by sight…). She maintained a high student participation ratio by encouraging as many students as possible to
participate in reading sight word sentences. During rotation time, Ms. Bond had activities prepared in advance to support student learning. Students
were directed to 5 centers: fluency practice, word work, writing, library center, and small group time with the teacher. Ms. Bond prepared detailed
plans to support learners at the small group table as evidenced by a review of her materials as well as discussion during the pre-observation conference.
Ms. Bond’s skill with planning multiple activities based on student learning needs during skill block shows her dedication to student learning. As a result
of Ms. Bond’s facilitation of instruction, her, students have multiple opportunities to learn, meet and exceed end of year expectations in reading.
Standard 5: Reflection
Element A-Student Learning
Proficient
Element B-Professional Development
Proficient
Element C-Change & Growth
Developing
● 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
Comments
For this super observation, Ms. Bond is performing at the proficient level for this standard. Ms. Bond is aware of the learning needs of her students
based upon her review of qualitative and quantitative data. As a new teacher, she is working closely with her facilitator to build both her skills with
classroom management and adjusting to the instructional expectations at WES. She is also building her understanding of the needs of the diverse
population of WES and figuring out how best to work with English Language Learners.
