This report summarizes a teacher observation of Ms. Bond conducted on 1/7/2020. Across five teaching standards, the observer rated Ms. Bond as proficient, with some elements rated as developing. For standard 1 (leadership), Ms. Bond effectively leads her classroom and participates in school leadership activities. For growth, she could more consistently use positive narration. For standard 2 (environment), Ms. Bond fosters positive student relationships but could improve home communication. Her instruction aligns to standards and she effectively differentiates, though questioning skills and formative assessment could improve. Overall, Ms. Bond meets expectations and is working to strengthen areas through coaching and professional development.

1. W.E.S. Teacher Observation Report-Round 2
Teacher: Bond Date & Time: 1/7/2020 8:30-9:30 Observer: Scott
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 observation, Ms. Bond is performing at the Proficient level for this standard.
Ms. Bond works collaboratively with her site-based coach to implement the strategies received in training and it is evident that she is
committed to provide effective classroom leadership to support her students. During the observation, Ms. Bond used some strategies to
maintain a safe and orderly learning environment. She used some anonymous individual corrections to ensure student engagement with
tasks along with attention signals to bring students back together. She gave precise directions 90 % of the time. 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.
For growth in classroom leadership, Ms. Bond work to consistently use positive narration to call student attention to behaviors that
expected in her classroom. During the observed lesson it was noted that some students were redirected for call out but others were not.
As a new member of our school community, however Ms. Bond has worked to support the kindergarten literacy team through all of the
transitions. She participates in the kindergarten literacy 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.
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2. ▪
Element D-Adapting Instruction
Proficient
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 observation, Ms. Bond is performing at the proficient level for this standard.
As a new member of the WES kindergarten team, 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. During the observation, it was evident that Ms. Bond had established clear routines and procedures for
transitioning around the classroom and skills block centers.
Ms. Bond is working to establish relationships with parents that improves student achievement, reduces absenteeism, and build parents'
confidence in their children's education. Ms. Bond has 53% of parents connected to her HR Class Dojo account and 74% are connected to
her partner teachers’ account. A review on 1/16/2020 shows that 5 posts have been added to the Class Dojo or Parent Square accounts.
For growth in this standard, Ms. Bond is encouraged to continue using ParentSquare as a part of her classroom communication. It is
expected that all teachers make a weekly post to ParentSquare.
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 observation, Ms. Bond is performing at the proficient level for this standard.
Ms. Bond participates 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 identify words that have the same beginning sound) 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 no evidence of opportunities for
students to collaborate on content and communicate their solutions outside of center work. Ms. Bond is encouraged to incorporate turn
and talks for students to check their understanding with a peer prior to sharing out.
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
▪ Lesson plans thorough
and completed in a
timely manner
▪ Mastery learning process
● Implements school
initiatives (data, balanced
literacy, personalized
learning)
● Student use of technology
● Teacher use of technology
▪
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3. ▪ Implementation of SIOP
strategies
▪ Various access strategies
▪ Use of data
▪ WES Big 8
● Uses research-based
strategies
● WES Big 8
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
For this observation, Ms. Bond is performing at the proficient level for this standard.
The observed lesson started with a routine review of letters and sounds along with motions and related word. Ms. Bond took a moment
to quickly address the mispronunciation of “P” sound. She quickly celebrated them completing the learning of all of their letters and
moved write into letters and sounds again. Ms. Bond kept the pace of the lesson moving right into the letter of the day “U.” She had the
board ready with sticky notes and pictures for the students to identify things that started with the letter “u”. After the opening
introduction of letters Ms Bond presented the learning target for the day “ I can identify words that have the same beginning sound.” Ms.
Bond modeled some, worked through a few with the group and then moved to more independent questioning. The students were very
excited about this lesson so Ms. Bond had to give several redirections and reminders of rug rules. At the end of the lesson Ms. Bond
quickly had the students review expectations for skills block groups and students moved to their groups. The music came on and students
began working on their group activities while Ms. Bond did one on one assessments. Ms. Bond continuously made sure the students knew
she was watching by narrating the expectations throughout center work. For growth in this lesson and lessons to come Ms. Bond is
encouraged to have her teacher assistant assist with carpet expectations prior to center work and create a signal for checking carpet
expectations. For continued growth Ms. Bond is encouraged to incorporate turn and talks and aggressive monitoring to assess
understanding.
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
Comments
For this observation, Ms. Bond is performing at the proficient level for this standard.
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4. Ms. Bond is aware of the learning needs of her students based upon her review of qualitative and quantitative data. She is working
closely with her facilitator to build her skills with classroom management and adjusting to the instructional expectations at WES. She is
also encouraged to begin learning best practices for working with English Language Learners.
Standard Glows Grows
1 Leadership
2 Environment
3 Content
4 Instruction
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