This document contains an instructional observation instrument used by Palm Beach Community College Nursing Program. It consists of 10 sections evaluating various aspects of instruction, such as preparation, time management, teaching skills, enthusiasm and student involvement. Observers are asked to rate the instructor's performance in each area as meeting expectations, needing improvement or being unsatisfactory. Space is provided for general comments on performance and areas needing improvement. The instructor and observer must both sign the completed form.
Storyboards are visual representations of a film or video that help plan out scenes, camera angles, and shots. On Monday morning, Lucy, Danielle, and Dave worked together to create storyboards for their class project. They sketched out each scene on separate pieces of paper, adding details about camera movements and character positions to help visualize how their video would come to life.
This document provides an analysis of various movie magazine front covers. Key details analyzed include font styles, placement of text, use of colors, photos, and how elements are used to advertise films and attract buyers. Overall impressions and ideas for incorporating successful elements into a mock magazine cover for a school film are discussed. Specific techniques praised include blurring text to represent a film's theme, bold colors that contrast backgrounds, and sections that promote additional content.
This short film called "What's in the Box?" is a sci-fi action film told from the point of view of the main character. It begins with an emergency alert and shows the character escaping from their office into the streets. They are then chased by mysterious people in white overalls. There are no scenes of dialogue, but tension and excitement are built through the musical score. The film ends on a cliffhanger, with the box being taken and an unidentified flying object appearing in the sky, leaving the audience to wonder what was truly inside the box.
The document summarizes research done on music and sound effects for a short silent film. It discusses three videos watched - two Charlie Chaplin films and a Looney Tunes clip - to learn conventions of silent films. Specific techniques are highlighted, like changing music tempo to match action speed and using sound effects for comedy. Ideas for the student film are described, such as sped up footage and title cards with borders to mimic older films.
1) The document provides a shot-by-shot analysis of a 1-minute short film about a funny student during an exam.
2) The analysis describes each shot in detail, noting elements like characters, settings, camera angles, facial expressions, and how these things develop the story and characters.
3) Key details analyzed include the strict teacher's authoritative manner versus the mischievous student who causes trouble, and a comedic climax where the student stands up to the teacher and walks off eating the teacher's apple.
Attachment H Utilization Of The Lesson Plandjmarshall
The document outlines expected behaviors for faculty members teaching skills labs, including being familiar with lesson plans and textbooks, obtaining and checking equipment, finding relevant materials, and setting up the teaching area. Faculty will be evaluated on these behaviors and any areas needing improvement will require an action plan.
Storyboards are visual representations of a film or video that help plan out scenes, camera angles, and shots. On Monday morning, Lucy, Danielle, and Dave worked together to create storyboards for their class project. They sketched out each scene on separate pieces of paper, adding details about camera movements and character positions to help visualize how their video would come to life.
This document provides an analysis of various movie magazine front covers. Key details analyzed include font styles, placement of text, use of colors, photos, and how elements are used to advertise films and attract buyers. Overall impressions and ideas for incorporating successful elements into a mock magazine cover for a school film are discussed. Specific techniques praised include blurring text to represent a film's theme, bold colors that contrast backgrounds, and sections that promote additional content.
This short film called "What's in the Box?" is a sci-fi action film told from the point of view of the main character. It begins with an emergency alert and shows the character escaping from their office into the streets. They are then chased by mysterious people in white overalls. There are no scenes of dialogue, but tension and excitement are built through the musical score. The film ends on a cliffhanger, with the box being taken and an unidentified flying object appearing in the sky, leaving the audience to wonder what was truly inside the box.
The document summarizes research done on music and sound effects for a short silent film. It discusses three videos watched - two Charlie Chaplin films and a Looney Tunes clip - to learn conventions of silent films. Specific techniques are highlighted, like changing music tempo to match action speed and using sound effects for comedy. Ideas for the student film are described, such as sped up footage and title cards with borders to mimic older films.
1) The document provides a shot-by-shot analysis of a 1-minute short film about a funny student during an exam.
2) The analysis describes each shot in detail, noting elements like characters, settings, camera angles, facial expressions, and how these things develop the story and characters.
3) Key details analyzed include the strict teacher's authoritative manner versus the mischievous student who causes trouble, and a comedic climax where the student stands up to the teacher and walks off eating the teacher's apple.
Attachment H Utilization Of The Lesson Plandjmarshall
The document outlines expected behaviors for faculty members teaching skills labs, including being familiar with lesson plans and textbooks, obtaining and checking equipment, finding relevant materials, and setting up the teaching area. Faculty will be evaluated on these behaviors and any areas needing improvement will require an action plan.
This rubric evaluates teaching demonstrations based on several criteria including:
- Topic and objectives being suitable and measurable
- Clarity and organization of the demonstration by framing it with objectives, activities, and assessments
- Teaching methods being aligned to objectives and checking student comprehension
- Interaction with students through questioning and acknowledging responses
- Appropriate use of technology integrated with the lesson's goals
- Clear delivery and presentation through speech, eye contact, enthusiasm, and attire
Lesson Observation Form for AdjunctAssociate Lecturer - Giada Nov 21st 2014Giada Tagliamonte
- Riccardo observed a lesson taught by Giada Tagliamonte at the CTS department of TEMAS EK POLYTECHNIC on November 21, 2014.
- Riccardo rated Giada's teaching performance as outstanding in most areas such as organization, knowledge of content, rapport with students, and lesson conduct.
- Students were actively engaged and demonstrated appropriate learning during the lesson.
- Riccardo enjoyed Giada's energy and reassuring teaching style and noted that students warmed up over time. His only recommendation was to set up tables before class to avoid disruption.
This document contains a daily lesson log for an English class at the Ilagan East Integrated SPED Center. It outlines the week's lessons, activities, and assessments for grades 3. The week focuses on activating prior knowledge based on stories read, drawing and writing sentences, and learning short-o sounds. Key activities include using DRTA to discuss a fable, playing a matching game, taking formative assessments, and grouping students to complete tasks like making plans or sentences from drawings. The teacher reflects on students' mastery, the effectiveness of teaching strategies, and materials to share with other teachers.
ggfgggvfghghhhhh Competencies
-A general statement that describes the use of desired knowledge, skills, behaviors and abilities. Competencies often define specific applied skills and knowledge that enables people to successfully perform specific functions in a work or educational setting. Some examples include:
Functional competencies
Skills that are required to use on a daily or regular basis, such as cognitive, methodological, technological and linguistic abilities
Interpersonal competencies
Oral, written and visual communication skills, as well as the ability to work effectively with diverse teams
Critical thinking competencies
The ability to reason effectively, use systems thinking and make judgments and decisions toward solving complex problems
•A key differentiator between learning competencies, objectives and outcomes is that learning objectives are the specific abilities necessary to accomplish the learning competency.
Learning Objectives
•A statement that describes what a faculty member will cover in a course and what a course will have provided students. They are generally broader than student learning outcomes. For example, “By the end of the course, students will use change theory to develop family-centered care within the context of nursing practice.” Statements like this help determine what the student learned and what the teacher taught.
•Overall, learning objectives determine what the course will have provided to the student. Both learning outcomes and learning objectives are used to gauge the effectiveness of a course
Learning Outcomes
•A specific statement that outlines the overall purpose or goal from participation in an educational activity.
•These statements often start by using a stem phrase—a starter statement at the beginning of each learning outcome—such as “students will be able to.” This is then followed by an action verb that denotes the level of learning expected, such as understand, analyze or evaluate.
• The final part is to write is the application of that verb in context and describe the desired performance level, such as “write a report” or “provide three peers with feedback.” An example of a well-structured outcome statement is: “Students will be able to locate, apply and cite effective secondary sources in their essays.”
•These statements written at a class level help students have a clear picture of where the course is taking them and what is expected of them in order to be successful in the course. These statements also help educators guide the design of courses through the selection of content, teaching strategies, and technologies so that course components are aligned to specific outcomes.
S.M.A.R.T
What are SMART goals in education?
•SMART goals are becoming more frequent in schools, and they help students and teachers set a clear plan to achieve goals. Rather than setting generic targets like getting better at Math, students and teachers can be more specific about the
The document is a request from a teacher to observe a class as part of a course requirement. It includes a sample classroom observation checklist that will be used to evaluate different teaching strategies, media used, and student learning styles. The teacher is asking the recipient for permission to observe one of their classes, and includes space to indicate a preferred date, time, classroom, and subject for the observation.
This document discusses various tools that can be used to assess curriculum. It describes strategies such as paper-and-pencil tests, performance assessments, observations, interviews, oral questioning, presentations and self-reflection. Specific assessment types are defined, their purposes outlined, key characteristics provided and the teacher's role explained for each strategy. The document aims to guide teachers in selecting appropriate assessment methods to effectively evaluate student learning and curriculum goals.
The document contains a short quiz about curriculum development concepts with multiple choice and true/false questions. Some key points covered in the questions include:
- Criteria are standards used to evaluate instructional elements
- Goals and objectives specify intended learning outcomes for students
- The generative approach expects students to learn prerequisites for complex ideas through guided construction of understanding
- The supplantive approach is more teacher-directed compared to the generative approach
- The "So-What" test involves evaluating whether an objective enhances student behavior rather than suppressing it
This document discusses the importance of reflective teaching. It defines a reflective teacher as someone who actively examines their own experiences in the classroom to improve their teaching. Teachers should regularly evaluate their work to identify strengths and weaknesses and make changes to better support student learning and outcomes. Developing as a reflective teacher cultivates important personal qualities like motivation, communication skills, and respect for students, as well as professional competencies in planning, using effective teaching strategies, managing the classroom, and evaluating learning. Ongoing self-evaluation can improve teaching quality, student experiences, and learning standards.
This document provides a review test for assessment and evaluation of learning with 25 multiple choice questions. It covers key concepts in educational assessment like the different types of assessment (formative, summative, etc.), appropriate methods to use to assess different learning objectives, principles of effective assessment like alignment between objectives and methods, and tools used for assessment like rubrics and portfolios. The review is intended to help readers/reviewees prepare for an exam on assessment and evaluation in professional education.
This document summarizes a student teacher's lesson observation. The observer provides feedback on the lesson, which involved analyzing a sonnet from Romeo and Juliet. The student teacher led a discussion of religious imagery in the sonnet and had students write diary entries analyzing the poem. The observer notes strengths like clear instruction and student engagement, and targets for improvement like planning transitions between activities and ensuring homework is consistently assigned. The observer concludes the student teacher is making the required progress in their PGCE program.
This document provides information about various assessment terms and methods. It contains 25 multiple choice questions about assessment principles, tools, and practices. The questions cover topics like the differences between formative and summative assessment, appropriate methods to use to assess different learning objectives, reliability and validity testing, and the use of tools like rubrics, portfolios and performance-based assessments.
A presentation about different types of assessment tools that can be use in assessing language. There are also some meaningful insights about language test and language assessment
This document outlines the daily lesson log for a cooking class that will focus on preparing appetizers over the course of a week. The teacher will work with two groups of students each day from Monday to Thursday to independently prepare micro shrimp cocktails. On Friday, students will participate in remediation activities. The lesson objectives are to prepare a variety of appetizers and demonstrate understanding of the required knowledge, skills, and attitudes. Each class will involve reviewing ingredients and procedures, demonstrating mise en place, allowing students to prepare ingredients and tools, going through preparation steps, evaluating student outputs, and reminding students to practice what they have learned.
DLL -TLE 9 -2nd week.Dressmaking in Home EconomicsLeslieVillegas14
This document contains a daily lesson log for a 9th grade Textiles, Clothing and Fashion Design class. Over the course of a week, the teacher will cover the topic of elements of design as it relates to sleeping garments. Each day will involve reviewing concepts, presenting examples, discussing new ideas, student activities and evaluations. The goal is for students to understand and be able to apply the principles of design when planning and creating their own sleeping garment. The teacher will reflect on lessons and get input on how to improve instruction.
Procedure Guidelines - An example of performance rubricsJack Frost
The document outlines guidelines for performing cardiopulmonary resuscitation (CPR) for adults, children, and infants. It provides 10 steps for CPR including: assessing the scene and victim, calling for help, opening the airway, providing breaths, checking for a pulse, beginning 2 minutes of chest compressions, rechecking the pulse and signs of circulation, providing rescue breaths if the pulse is present but breathing is absent, and placing the victim in a recovery position after 2 minutes. It also provides criteria for evaluating CPR performance including preparedness, completeness, consistency, confidence, timing, and instruction clarity. A second set of criteria evaluates the utilization of emergency resources including preparedness, knowledge of equipment use, and delegation
The daily lesson plan outlines the schedule and objectives for an English teacher of multiple 7th grade classes over the course of a week. The plan includes objectives aligned to curriculum standards, topics to be covered each period related to listening strategies and reading activities, learning resources, teaching procedures and formative assessments. The reflection section allows the teacher to evaluate student progress and their own teaching strategies, and determine areas where help is needed from supervisors.
This document outlines the Danielson Framework for Teaching Evaluation Instrument. It provides descriptions of teaching practices at the distinguished level for each of the four domains: 1) Planning and Preparation, 2) The Classroom Environment, 3) Instruction, and 4) Professional Responsibilities. For each domain, the teacher demonstrates extensive content knowledge, understands student needs, designs coherent and engaging instruction, and reflects on their own teaching to continuously improve.
Materials And Unit Plan Assessment Ppt Narrateddjmarshall
This document outlines a plan for clinical nursing skills instruction at Palm Beach Community College, including a theoretical framework, context and need for instruction, goals and objectives, strategies and materials, assessments, and plans for implementing the instruction.
This document outlines criticisms of education technology in the classroom. It argues that the addition of technology has not been properly researched, and that studies show no significant difference in learning with or without technology. Specifically, it claims that technology has not transformed teaching methods, may disadvantage remote learners, and lacks evidence of benefits for reading or special education. It also argues that technology has not produced the cost savings or student outcomes promised and that schools often adopt obsolete or overpriced programs. The document concludes by calling for more carefully designed research on the impacts and trends of education technology.
More Related Content
Similar to Attachment E Instructional Observation Instrument
This rubric evaluates teaching demonstrations based on several criteria including:
- Topic and objectives being suitable and measurable
- Clarity and organization of the demonstration by framing it with objectives, activities, and assessments
- Teaching methods being aligned to objectives and checking student comprehension
- Interaction with students through questioning and acknowledging responses
- Appropriate use of technology integrated with the lesson's goals
- Clear delivery and presentation through speech, eye contact, enthusiasm, and attire
Lesson Observation Form for AdjunctAssociate Lecturer - Giada Nov 21st 2014Giada Tagliamonte
- Riccardo observed a lesson taught by Giada Tagliamonte at the CTS department of TEMAS EK POLYTECHNIC on November 21, 2014.
- Riccardo rated Giada's teaching performance as outstanding in most areas such as organization, knowledge of content, rapport with students, and lesson conduct.
- Students were actively engaged and demonstrated appropriate learning during the lesson.
- Riccardo enjoyed Giada's energy and reassuring teaching style and noted that students warmed up over time. His only recommendation was to set up tables before class to avoid disruption.
This document contains a daily lesson log for an English class at the Ilagan East Integrated SPED Center. It outlines the week's lessons, activities, and assessments for grades 3. The week focuses on activating prior knowledge based on stories read, drawing and writing sentences, and learning short-o sounds. Key activities include using DRTA to discuss a fable, playing a matching game, taking formative assessments, and grouping students to complete tasks like making plans or sentences from drawings. The teacher reflects on students' mastery, the effectiveness of teaching strategies, and materials to share with other teachers.
ggfgggvfghghhhhh Competencies
-A general statement that describes the use of desired knowledge, skills, behaviors and abilities. Competencies often define specific applied skills and knowledge that enables people to successfully perform specific functions in a work or educational setting. Some examples include:
Functional competencies
Skills that are required to use on a daily or regular basis, such as cognitive, methodological, technological and linguistic abilities
Interpersonal competencies
Oral, written and visual communication skills, as well as the ability to work effectively with diverse teams
Critical thinking competencies
The ability to reason effectively, use systems thinking and make judgments and decisions toward solving complex problems
•A key differentiator between learning competencies, objectives and outcomes is that learning objectives are the specific abilities necessary to accomplish the learning competency.
Learning Objectives
•A statement that describes what a faculty member will cover in a course and what a course will have provided students. They are generally broader than student learning outcomes. For example, “By the end of the course, students will use change theory to develop family-centered care within the context of nursing practice.” Statements like this help determine what the student learned and what the teacher taught.
•Overall, learning objectives determine what the course will have provided to the student. Both learning outcomes and learning objectives are used to gauge the effectiveness of a course
Learning Outcomes
•A specific statement that outlines the overall purpose or goal from participation in an educational activity.
•These statements often start by using a stem phrase—a starter statement at the beginning of each learning outcome—such as “students will be able to.” This is then followed by an action verb that denotes the level of learning expected, such as understand, analyze or evaluate.
• The final part is to write is the application of that verb in context and describe the desired performance level, such as “write a report” or “provide three peers with feedback.” An example of a well-structured outcome statement is: “Students will be able to locate, apply and cite effective secondary sources in their essays.”
•These statements written at a class level help students have a clear picture of where the course is taking them and what is expected of them in order to be successful in the course. These statements also help educators guide the design of courses through the selection of content, teaching strategies, and technologies so that course components are aligned to specific outcomes.
S.M.A.R.T
What are SMART goals in education?
•SMART goals are becoming more frequent in schools, and they help students and teachers set a clear plan to achieve goals. Rather than setting generic targets like getting better at Math, students and teachers can be more specific about the
The document is a request from a teacher to observe a class as part of a course requirement. It includes a sample classroom observation checklist that will be used to evaluate different teaching strategies, media used, and student learning styles. The teacher is asking the recipient for permission to observe one of their classes, and includes space to indicate a preferred date, time, classroom, and subject for the observation.
This document discusses various tools that can be used to assess curriculum. It describes strategies such as paper-and-pencil tests, performance assessments, observations, interviews, oral questioning, presentations and self-reflection. Specific assessment types are defined, their purposes outlined, key characteristics provided and the teacher's role explained for each strategy. The document aims to guide teachers in selecting appropriate assessment methods to effectively evaluate student learning and curriculum goals.
The document contains a short quiz about curriculum development concepts with multiple choice and true/false questions. Some key points covered in the questions include:
- Criteria are standards used to evaluate instructional elements
- Goals and objectives specify intended learning outcomes for students
- The generative approach expects students to learn prerequisites for complex ideas through guided construction of understanding
- The supplantive approach is more teacher-directed compared to the generative approach
- The "So-What" test involves evaluating whether an objective enhances student behavior rather than suppressing it
This document discusses the importance of reflective teaching. It defines a reflective teacher as someone who actively examines their own experiences in the classroom to improve their teaching. Teachers should regularly evaluate their work to identify strengths and weaknesses and make changes to better support student learning and outcomes. Developing as a reflective teacher cultivates important personal qualities like motivation, communication skills, and respect for students, as well as professional competencies in planning, using effective teaching strategies, managing the classroom, and evaluating learning. Ongoing self-evaluation can improve teaching quality, student experiences, and learning standards.
This document provides a review test for assessment and evaluation of learning with 25 multiple choice questions. It covers key concepts in educational assessment like the different types of assessment (formative, summative, etc.), appropriate methods to use to assess different learning objectives, principles of effective assessment like alignment between objectives and methods, and tools used for assessment like rubrics and portfolios. The review is intended to help readers/reviewees prepare for an exam on assessment and evaluation in professional education.
This document summarizes a student teacher's lesson observation. The observer provides feedback on the lesson, which involved analyzing a sonnet from Romeo and Juliet. The student teacher led a discussion of religious imagery in the sonnet and had students write diary entries analyzing the poem. The observer notes strengths like clear instruction and student engagement, and targets for improvement like planning transitions between activities and ensuring homework is consistently assigned. The observer concludes the student teacher is making the required progress in their PGCE program.
This document provides information about various assessment terms and methods. It contains 25 multiple choice questions about assessment principles, tools, and practices. The questions cover topics like the differences between formative and summative assessment, appropriate methods to use to assess different learning objectives, reliability and validity testing, and the use of tools like rubrics, portfolios and performance-based assessments.
A presentation about different types of assessment tools that can be use in assessing language. There are also some meaningful insights about language test and language assessment
This document outlines the daily lesson log for a cooking class that will focus on preparing appetizers over the course of a week. The teacher will work with two groups of students each day from Monday to Thursday to independently prepare micro shrimp cocktails. On Friday, students will participate in remediation activities. The lesson objectives are to prepare a variety of appetizers and demonstrate understanding of the required knowledge, skills, and attitudes. Each class will involve reviewing ingredients and procedures, demonstrating mise en place, allowing students to prepare ingredients and tools, going through preparation steps, evaluating student outputs, and reminding students to practice what they have learned.
DLL -TLE 9 -2nd week.Dressmaking in Home EconomicsLeslieVillegas14
This document contains a daily lesson log for a 9th grade Textiles, Clothing and Fashion Design class. Over the course of a week, the teacher will cover the topic of elements of design as it relates to sleeping garments. Each day will involve reviewing concepts, presenting examples, discussing new ideas, student activities and evaluations. The goal is for students to understand and be able to apply the principles of design when planning and creating their own sleeping garment. The teacher will reflect on lessons and get input on how to improve instruction.
Procedure Guidelines - An example of performance rubricsJack Frost
The document outlines guidelines for performing cardiopulmonary resuscitation (CPR) for adults, children, and infants. It provides 10 steps for CPR including: assessing the scene and victim, calling for help, opening the airway, providing breaths, checking for a pulse, beginning 2 minutes of chest compressions, rechecking the pulse and signs of circulation, providing rescue breaths if the pulse is present but breathing is absent, and placing the victim in a recovery position after 2 minutes. It also provides criteria for evaluating CPR performance including preparedness, completeness, consistency, confidence, timing, and instruction clarity. A second set of criteria evaluates the utilization of emergency resources including preparedness, knowledge of equipment use, and delegation
The daily lesson plan outlines the schedule and objectives for an English teacher of multiple 7th grade classes over the course of a week. The plan includes objectives aligned to curriculum standards, topics to be covered each period related to listening strategies and reading activities, learning resources, teaching procedures and formative assessments. The reflection section allows the teacher to evaluate student progress and their own teaching strategies, and determine areas where help is needed from supervisors.
This document outlines the Danielson Framework for Teaching Evaluation Instrument. It provides descriptions of teaching practices at the distinguished level for each of the four domains: 1) Planning and Preparation, 2) The Classroom Environment, 3) Instruction, and 4) Professional Responsibilities. For each domain, the teacher demonstrates extensive content knowledge, understands student needs, designs coherent and engaging instruction, and reflects on their own teaching to continuously improve.
Similar to Attachment E Instructional Observation Instrument (20)
Materials And Unit Plan Assessment Ppt Narrateddjmarshall
This document outlines a plan for clinical nursing skills instruction at Palm Beach Community College, including a theoretical framework, context and need for instruction, goals and objectives, strategies and materials, assessments, and plans for implementing the instruction.
This document outlines criticisms of education technology in the classroom. It argues that the addition of technology has not been properly researched, and that studies show no significant difference in learning with or without technology. Specifically, it claims that technology has not transformed teaching methods, may disadvantage remote learners, and lacks evidence of benefits for reading or special education. It also argues that technology has not produced the cost savings or student outcomes promised and that schools often adopt obsolete or overpriced programs. The document concludes by calling for more carefully designed research on the impacts and trends of education technology.
Attachment K; Unit Quiz; Wounds and Asepsisdjmarshall
This quiz covers proper wound care procedures for nursing students. It addresses removing tape from dressings by depressing the skin, using a minimum of two pairs of gloves when changing dressings, irrigating wounds with saline from clean to dirty to prevent cross contamination, how wet to dry dressings help with debridement, and that good wound healing requires nutrition, moisture and oxygen.
1) The document discusses how to provide positive and negative feedback to students. It outlines tips for giving each type of feedback effectively.
2) For positive feedback, the tips include giving it right away, evaluating if it should be public or private, ensuring the praise matches the effort, and providing frequent feedback on both big and small successes.
3) For negative feedback, the tips are to get your emotions under control first, give it privately, focus on the behavior not the person, give it right away, and allow the student to process and respond after delivering the feedback.
Attachment B Student Clinical Evaluationdjmarshall
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Attachment F Nsg Skills Lab Sem 1 Class 12 Wound Fall 09 2djmarshall
This document provides an outline for a nursing skills lab class focusing on wound care, wound cultures, ace wraps, and binders. The class includes a quiz, wellness exercise, demonstrations of various wound care procedures and the application of ace wraps and binders. Students then practice these skills in groups and individually are required to demonstrate wound care and applying different types of ace wraps and binders for evaluation. Homework includes reading about additional procedures and watching instructional videos.
Attachment J P R E S E N T I N G P O S I T I V E T E A C H I N Gdjmarshall
The document discusses presenting positive teaching techniques to students. It includes showing video clips on positive and negative non-verbal and verbal communication styles, followed by discussion. Students then demonstrate personal examples of communication. Links are provided to videos about interpreting body language, open communication, subtle control, eye contact, taking control, and aggressive body language. Videos also cover funny examples of non-verbal cues and how not to begin a presentation.
Attachment J P R E S E N T I N G P O S I T I V E T E A C H I N G
Attachment E Instructional Observation Instrument
1. Instructional Observation Instrument
Palm Beach Community College Nursing Program
Instructor Name: ____________________________________
Observer: _____________________________________
Date of Observation: ______________________________________
Time of Observation: ______________________________________
Course Observed: ______________________________________
Lesson Plan Observed: ______________________________________
2. A. Appraisal of Instruction in Alternative Learning Environments (Labs,
Clinicals, Studios, etc.)
Please use the following terms to record your observations of the instructor’s
job performance for the appraisal period: Meets Expectations, Needs
Improvement, Unsatisfactory, or Not Observed. These categories are
defined as follows:
Meets Expectations: Achieves professional performance standard in
this area. (Exceptional contributions are
documented in section B-2)
Needs Improvement: Marginally below performance standard in this
area. Improvement is expected.
Unsatisfactory: Substantially below performance standard in
this area. Improvement is necessary.
Areas marked “Needs Improvement” shall be fully explained below in Section
B-3.
1. The instructor was prepared for the class.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
a. Located the proper textbook and selected the correct pages that
correlate to the current lesson plan.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
b. Identified where required equipment and supplies were listed
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
c. Demonstrated the ability to locate the proper equipment and supplies
for each individual lesson.
3. ◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
d. Retrieved the necessary equipment and supplies to demonstrate the
task.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
e. Organized the supplies and equipment.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
f. Assemble the equipment and supplies together in a usable manner.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
g. Perform the assembling of the equipment and supplies in a step by
step fashion that is according to the textbook.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
h. Determine if the amount of equipment and supplies is sufficient
according to the lesson plan, and report insufficient skills lab
manager.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
2. The instructor started the class punctually and used class time effectively.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
a. Class was started on time.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
4. b. Did not rush through the class and included all of the material with
sufficient time for student practice as outlined in the lesson plan.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
c. Class was ended on time.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
d. Students were not released early.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
3. The instructor clearly explained directions and procedures.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
a. Verbalized the objectives of the lesson.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
b. Verbalized throughout demonstration key issues and processes.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
4. The instructor provided any necessary level of individual attention and
instruction.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
5. a. Assessed student performance of the skill, and gave constructive
feedback.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
b. Circulated throughout the room, stopping to provide encouragement
and constructive feedback.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
c. Circulated throughout the room, encouraging students to utilize skills
check-list and textbook to evaluate each other.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
5. The instructor provided any necessary safety supervision or direction.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
a. Assessed student performance of the skill, and gave constructive
feedback.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
b. Facilitated the students’ learning by utilizing equipment and supplies
according to the lesson and the textbook.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
c. Circulated throughout room identifying student’s breaks in
procedures or infection control/safety issues.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
6. The instructor demonstrated appropriate knowledge and competence in
the subject area.
6. ◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
a. Modeled the skill according to the textbook.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
b. Demonstrated expert level of understanding of the steps of the skills.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
c. Differentiated how the steps can be altered properly within the
constraints of following the textbook.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
d. Identified common areas of concern that can arise.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
e. Emphasized the consequences of omissions and mistakes.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
f. Justified any alterations of the steps listed in the textbook without
breaking professional standards of practice.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
g. Utilized additional resources/references i.e. videos, MyNursingLab,
quizzes, web links.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
7. 7. The instructor demonstrated the appropriate and effective instructional
skills and techniques.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
a. Demonstrated the skills according to the textbook and skills check-
off.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
b. Utilized the textbook step by step list of the skill to evaluate the
students’ performance.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
c. Abstained from verbalizing during the evaluation process.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
d. Provided specific descriptive feedback with constructive
recommendations for improvement at the conclusion of the
evaluation.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
e. Critiqued student performances that correlates with other faculty
peers.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
8. The instructor was enthusiastic about the subject.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
8. a. Exhibited positive non-verbal communication techniques in
discussions with students.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
b. Projected an air of confidence and professionalism in her behaviors.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
c. Articulated a working knowledge of the lesson and clinical practice
applications.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
d. Practiced open stance, facing forward toward the class while
speaking.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
e. Established eye contact and smiled with audience.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
f. Displayed a relaxed demeanor.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
9. The instructor actively involved the students in the learning process.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
9. a. Related the lesson to real life experiences.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
b. Created a non-threatening environment.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
c. Generated open ended questions or ideas to empower the students
to ask questions.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
d. Provided the students an opportunity to report their
satisfaction/dissatisfaction in accomplishing the skills task.
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
10.The overall quality of instruction:
◊ Meets Expectations ◊ Needs Improvement ◊ Unsatisfactory ◊Not Observed
10. B. Overall Evaluation and Performance Summary
Observers are encouraged to take more room than indicated by
expanding the boxes or adding attachments.
1. Provide a general summary of the instructor’s performance and
instructional effectiveness.
2. This is an optional opportunity for the observer to acknowledge
excellence.
11. 3. List the objectives that were not met and identify the plan for
improvement.
C. Signature of Reviewer:
_____________________________ ___________________________
Instructor Signature Date Observer Signature Date
Note: Instructor signature does not necessarily indicate agreement with the
observation results. The signature indicates that the appraisal was
discussed with the instructor.
D. Instructor Comments (Optional)
The instructor may make any comments relevant to the observation within
(14) working days after the receipt of this observation. Comments may be
typed below or submitted on a separate sheet(s) and submitted to the
supervisor. All instructor comments will be attached to this instrument, and
placed in the instructor’s personnel file.
Instructor Comments: