1. W.E.S. Teacher Observation Report-Round 1
Teacher: Emily Bond Date & Time: 10/7/21 12:15-1:00 Observer: LaRusch
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
For this Super Observation, Ms. Bond is rated as overall Proficient for this standard.
Data: Ms. Bond uses student performance data to assess student progress and plan interventions. She keeps accurate notes on all of her students and
how they are progressing toward their IEP goals.
Safe & Orderly Environment: Data from walk-throughs and a formal observation indicate that rules and procedures have been internalized on the part of
students during the first few months of the school year. As students entered her classroom, they knew where to go and what to do. Students followed
Ms. Bond’s directions without a problem.
Professional Learning Community Work: Ms. Bond leads her EC team in weekly meetings. She is new to the role of EC teacher, and she has impressed the
people with whom she works with her leadership, organization, and instructional skills. She is working to build her knowledge of EC, but she has already
put in a lot of extra hours to learn ECATS and other systems/processes to be ahead of where she needs to be. Ms. Bond is proactive in her work and
appropriately reaches out to colleagues for support and feedback.
Leadership in Attendance/Timeliness/Requirements: At this time there are no concerns regarding being on time for school. Ms. Bond continues to
support all school procedures with fidelity. Lastly, Ms. Bond 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
▪ Representation of student diversity
▪ Protects the dignity of students
▪ Equality of opportunity
▪ All students feel valued
▪ High expectations
▪ Students persevere and take risks
▪ Variety of support for students
▪ Effective feedback
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2. ▪ Uses all class time
▪ Support for risk taking & perseverance
▪
▪ Global awareness ▪ Student owned data tracking &
goal setting.
Element D-Adapting Instruction
Accomplished
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
For this Super Observation, Ms. Bond is rated as overall Proficient for this standard.
Ms. Bond has established 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. Students respond
well to her corrections and feedback.
Ms. Bond is continuing to establish relationships with parents of students on her caseload in order to improve student achievement and
behavior, reduce absenteeism, and build parents' confidence in their children's education. Ms. Bond has not been observed to use Hero
with her students, nor has she made any posts on Parent Square yet this year. For growth in this standard, Ms. Bond is encouraged to post
more to Parent Square as a communication tool for parents at Winterfield.
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 resiliency in students
Comments
For this Super Observation, Ms. Bond is rated as overall Proficient for this standard.
Curriculum Alignment (Internal/External): Ms. Bond has continued to participate fully and lead in the school-wide effort to align instruction with the
CCSS and Essential Standards. Her board essentials are posted daily and shared with students.
Content Knowledge: Ms. Bond has appropriate command of the content she teaches. This is the first year Ms. Bond has taught EC, as she has been a
Kindergarten teacher for the past two years. Ms. Bond displays solid knowledge of the important concepts in the discipline and how these relate to one
another. She demonstrates accurate understanding of prerequisite relationships among topics. The teacher’s plans and practice reflect familiarity with a
wide range of effective pedagogical approaches in the subject. She effectively incorporates strategies and practices from Orton Gillingham training she
attended last school year.
Standard 4: Instructional Strategies
Element A-Differentiation
Accomplished
Element B-Planning
Accomplished
Element C-Instructional Strategies
Proficient
Element D-Use of Technology
Proficient
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3. ▪ 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
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
For this Super Observation, Ms. Bond is rated as overall Proficient for this standard.
Implementation of the WES Bit 7 & Instructional Strategies: Ms. Bond incorporates the WES Big 8 instructional strategies as a regular part of her
teaching. Ms. Bond framed the planned learning by communicating the objective (I can say the name and sound for the letter M and identify sounds in
words) orally and in writing, giving the itinerary and using a quick and effective activator. She communicated clear directions and standards for quality of
work orally and visually. During the observed lesson, Ms. Bond employed several powerful instructional strategies to meet her objective of students. She
used a variety of manipulatives and tools to engage students in their learning including “bumpy” paper, sand to write letters in, “hands” to tap out sounds
and words, and letter cards. She closed her lesson with an assessment and collected data to ensure student mastery of the lesson objective.
Instructional Practices Supporting Student Mastery and Growth Based on Data: The lesson proceeded at an appropriate pace to foster continued
student engagement. When students moved to independent work, it was evident that student data was being used to support students’ working at their
level to support their ability to replicate the learned skill. One student was slightly higher than the other two, and Ms. Bond was prepared with extension
activities for that student.
Communication: Ms. Bond requires her students to repeat after her to say letters, sounds, words, etc. She ensured that each student complied with her
directions. Additionally, she makes a point of coming back to students who are confused (). This pattern of preserving and returning is particularly helpful
for students who are struggling.
Standard 5: Reflection
Element A-Student Learning
Accomplished
Element B-Professional Development
Accomplished
Element C-Change & Growth
Accomplished
● 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 rated as overall Accomplished for this standard.
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4. Self-Reflective Practice and Ability to Initiate Strategies to Problem Solve: Ms. Bond is able to articulate the learning needs and progress of her students
based on data. She is proactive about seeking assistance to ensure that students are learning at high levels within her class. She consistently assesses and
tracks student work to consider whether student learning has taken place and how it can continue to be fostered. She takes responsibility for students
who are not succeeding and gives them extra help.
Professional Development: Ms. Bond can clearly articulate her professional learning needs in light of student performance data. She responds positively
to feedback from administration and colleagues and is always willing to learn and do more to support her students. Ms. Bond continues to participate in
and seek out site-base and district level professional learning that best meet her needs in her new role as an EC teacher. Ms. Bond continues to strive to
use specific teaching strategies to ensure that students have the opportunity to apply their learning at their individual level while still having access to
grade level standards. Ms. Bond has an appropriate professional development plan for this school year.
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