Assignment+II



Summative Assessment II A Roma Soni. 

**Self-assessment and Reflection ** 1. Write a reflection on: Emerging insights about your practice: i. Consider your practice against the levels of performance and the highlighted statements that best reflect your performance to determine areas of strength and aspects of teaching that could benefit from focused attention. Domain1. Planning and Preparation: As an art educator, even though I personally try to explore the lesson content, as much as possible, it is amazing that sometimes when students go through the process of learning and understanding through exploring, they present me with delusions and fallacies that I have not preconceived. Even though I am continually trying to learn more about my partners (my students) in education, I constantly find out, that there is more I need to know about these 250 children who are between 11 and 15 years of age. I clearly state the instructional outcomes as goals that can be assessed, and integrated, more so, and quite easily in art, with real life situations. Even though teaching art involves a high amount of differentiation, it is not always easy to reach out to the individual abilities and understanding of a large group of students. I am frequently assisting students looking for resources on the internet, to be able to help them link their work with art styles and art history, their culture, and their personal lineage. The 'web sense' on the internet, limits our search and we find it difficult to reach out for the //ultimate//. I would like to proudly share, that the art lessons I teach are highly differentiated. I try my best to relate and challenge students //know how//, resources available with the knowledge of content. I also try to use the assessment results (as far as practically possible) to plan future instruction, to be able to maintain the continuum and aim towards growth in understanding and learning. Domain 2: The Classroom environment In the school where I teach, the art room is actually created out of two modified science labs. It is a comfortable environment to teach. It could have been better with sinks positioned in an appropriate position to facilitate student use. Children come to art with expectations of experiencing something new, different and creative. If I'm excited, they're excited. I can see it from the start when a lesson is not stimulating and I'm not happy. The second time I try a project, it often turns out great. I'll have days that are wonderful too. As artists we discuss the richness of culture, co-existence of mankind and the importance of the survival of our planet. Students understand and learn and respect these values. But, there would always be a student or two who would at times get distracted. I have my own personal teaching styles. There is no "one way" to teach art. Art education must be unique to each school, each group of children, and, in fact, each child--every art teacher usually finds his or her own way. Yes, in my art room, the classroom conventions are listed on the wall and reminded to the students when the need arises. I believe in a high amount of individual differentiation, but not a loose environment. Responsibility and respect are important values that creative artists need to have. Students are essentially aware of the nitty-gritty of tasks involved, for smooth operations in the art room. Yet, this can be a challenge due to time constraints. I have given myself a basic for this component, as I still find myself challenged to be able to keep every student, in my mixed classes with a range of grade levels and abilities, really busy. Students are made aware that their priority should be to understand and learn from me, rather than involve me in behavior management. They work in co-operative groups, learning and growing as they create. Lest the need arises with individual students, I try to deal with behavior issues as soon as it is practically possible. My art room is a favorite room for many students in the school, including those who do not take the regular art classes with me. Students come in during their breaks and after school to plan, create and share their projects with their peers. The school has provided me with 7 extra computers for students to research and develop their projects and this is of immense help to me. I have given myself a basic for this one too. The room has not been designed for art activities; the storage, the wash area and the activity centers could surely be better planned and constructed for the sake of the students learning and smooth movement. Domain 3: Instruction I like the process part. I like watching the kids. I like learning while they are learning. Sometimes I feel as if I'm an artist with them instead of the teacher. I really like the relationship better when we're working together. I provide formal instruction, using the smart board as a tool. Websites to be researched, steps to the process, assessment rubric to be used and the self evaluation tool are posted by me on skyward for parents and students to refer to whenever required. We have regular question-answer sessions prior to planning our projects, when we critically evaluate our completed work to make changes if necessary and also during the process as required. ALL children are expected to be involved. We experience the rush of excitement, the unknown, making a significant difference and the joys of interaction are the parts of the assemblage. At the end of which we work on a self and a peer critique and incorporate necessary changes. I can see their developmental skills growing, as I provide verbal feedback through the process. Everyone has an "O" for outstanding in the beginning. Then I look to see if they followed directions. Is there skill development? Are they going beyond the normal means? Are they doing the best they can? I write personal comments. The difference is enormous. I am still trying to help students to make the artwork meaningful and connect it with themselves as much as possible. I also feel that I am between basic and proficient in the use of technological advancements in art. Domain 4: Professional Responsibilities In Art, for most students, it is easier to get involved, be creative and achieve good results, in comparison with many other subjects. With the vast range of resources available, I can assist students explore possibilities of achieving success by helping them use their individual abilities. Yet, I feel that if there were less practical constraints because of availability of resources in Saudi Arabia, I could have offered the students even more opportunities'. The assessment rubric and records are available on skyward for students, parents and me to look at, discuss and work on together, at every step of the process. I provide regular oral and written feedback to students and to parents via skyward. It has not been practically possible to have telephonic conversation with every parent of 250 students, and parents sometimes do not use the electronic media of communication as well as required. In Art, we exhibit every artwork we create. We display proudly during concerts, drama productions, United Nation functions and during the Day with the Arts. We even create the drama sets and backdrops for the school. We help create the artwork for various celebrations, like the health day and MUN. I have completed my IB training last year and am an Assistant Examiner for the IB. Now I am part of the Master's Cohort, trying to use every opportunity to gain pedagogical insight in recent developments in this area of knowledge and technology. Our art department is working towards creating a new curriculum based on meaningful art, rather than technique learning.  ii. Assess the evolution of content in the subjects you teach and determine of your need to bolster mastery in any area Modern and Contemporary Art presents Breaks with or redefines the conventions of the past. It uses experimental techniques. It shows the diversity of society and the blending of cultures, contemporary thought and expression, contemporary art and new trends in current thinking. As an art teacher, I want to be able to help my students experience the dynamism experienced by artists today, which, will be distinguished by their continuous searching through their creativity, their inquiries, and their experimental temperament. Contemporary art in my art room should address issues of originality, innovation, displacement, and identity, among others, and allow for a glance at recent developments in art, influenced by the synergy created by other artists'. The odd and beguiling thing about art is how it should take the artists' to unexpected places -- it should reconnect experiences and observations from the past and serve them up again in a new way. We tend to think of the two as very separate disciplines - the potter at the wheel, hands caked with mud; the designer at the computer fantasizing the groovy shapes a blender might take. Can these two get along? "Art reflects the level of consciousness of the artist." As an art teacher, I try to give the same importance to the students' spiritual development as to their academic development in order to foster evolution, assuming that our purpose of life is to contribute to evolution and not to decadence. Vis ual Art is a language through  which humans can express their consciousness. This ability sets us apart from animals, for example. An artist with a highly evolved consciousness level can potentially (through some academic skills) create works of art that visualize and radiate this high level of energy. This energy is 'contagious', be it on a conscious or subconscious level of the viewer. This means that creating art can foster spiritual growth, which I strive  to see in my students. iii. Survey recent developments in pedagogical research and determine whether there is one that we might investigate further with a view to incorporating it into your everyday practice. The Arts and Crafts movement provided an influential model for students' art education during the twentieth century. New pedagogical influences are providing models for the next century. These visions for future evolutions within studio art education must accommodate current paradigm shifts in the art world, the rise of visual culture and the growing influence of new media technologies. Our age is experiencing a change with cultural history, much faster than previous periods. The social, technological, and cultural changes of the past two centuries have radically destroyed and/or reconstructed the scale and scope of human life. Three forces that are important components of a complex system seem to be particularly responsible for this change in the contemporary art world: our increasing technological (inter)dependence, the impact of social theory, and the rise of globalization. The impact of technology over the past century on individual/collective identities and cultural institutions has been profound. A current mantra heard in the new media industry is "content is king," which signals the importance of meaning over technology. The arts and humanities (the content providers) are therefore imperative to new media production. The growing influence of critical theory during the latter part of this century also raises new challenges for studio art curricula. Many long-held ideological assumptions have been challenged and/or overturned. A curriculum centered on ideas rather than technique is beginning to emerge, owing, in part, to the ideas and concerns that have grown out of critical theory. Contemporary visual art often involves technologies that even a decade ago would have been impossible. The rise of global culture within contemporary society requires us art educators to think of the art world within a wider context and to shape curriculum accordingly. Student artists should be provided with multiple cultural lenses through which to see their world, including their own ethnic, gender, racial, social, and economic identities. We should also be careful about the cultural devastation that many indigenous cultures experience in the wake of globalization. This necessitates a progressive pedagogical response from me as an art educator. New media technologies should ultimately enrich rather than depreciate the quality of our personal and collective lives. Such a goal often means a shift in my primary focus from organizing curricular goals around technique to a concentration on critical content, meaning over means. Since studio art education is organized around the medium rather than the message, this is a significant challenge. Introduction to New Media in the visual arts by integrating critical thinking with visual, media, computer, and verbal literacy is crucial. Technological development seems to have overruled most other advancements. iv. General reflections on your practice <span style="font-size: 11pt; font-family: 'Calibri','sans-serif';">By nature, art is a fun activity. It is hands-on. It is playful. We can choose from an array of media to express whatever we want, in whatever style we prefer. We can be creative, imaginative. It can be as simple or as sophisticated as we desire. It is the freedom to imagine and to explore without being judged that makes art so inviting to learners of all levels and interests. Art is a magical power! And now, I am a middle school/high school art teacher, and I get to introduce this sacred power to my young students. The world of art is vast and encompassing. Art is the first language of mankind, used even by cavemen, and it has recorded human civilizations all over the world since. How can we condense thousands of years of human history and world cultures and present them to a small child in a way they can understand? How can we relate the connection of art and science, math, literature, architecture, fashion, religion, and how art affects our everyday living? How can we propose to the students that artists are visionaries and inventors; and that the styles they invented are unique languages for expressing their visions? And that each of us has our unique visions, and we can express them in our own language too? Comparatively speaking, it is easy to teach drawing, painting, and ceramic techniques. But art is more than mixing colors and sketching still life. Like the alphabet and vocabulary in language art, art skills and techniques are the basic building blocks to more ambitious achievements. With art, the practice is for the mind and soul. To create is the ultimate form of cognitive recognition. Art pushes the creator to observe, analyze, evaluate, and respond with a personal solution. Art exercises the soul to cherish, to believe in an idea and to persist until the work is done. To participate in Art – with a capital A – is more than knowing artists and art history. It is character building. It is endurance training. I believe that Art is an essential component in the curriculum and it is critical to the well being of the students academically and affectively. I am blessed with curious students who provide me with countless moments of happy discovery. They are the ones who make this job fun and gratifying. Each year, they unearth the magical power of Art. <span style="font-size: 11pt; color: rgb(54,95,145); font-family: 'Calibri','sans-serif';"> 2. Reflect on the usefulness of the Self-assessment tool Reflections help make the necessary improvements before teaching the same lesson, project, or unit the next time around, try to determine what the student truly comprehends, what do their eyes tell you? Reflecting on the usefulness of the tool, yes, it did help me pause and think, in the midst of regular work. I do understand and analyze better, the learning and teaching that takes place in my art room, now. I feel good about the components I am distinguished in and the changes I can make for the ones I fall between the basic and proficient. I think I mostly lie between the proficient and distinguished area. I am now looking forward to being observed by a peer and then using the inputs to work towards being a better teacher.<span style="color: rgb(31,73,125);"> <span style="font-size: 11pt; font-family: 'Calibri','sans-serif';"> EDU 501 – Summative Assessment II B <span style="color: rgb(54,95,145);">**Roma Soni**

Informal Classroom Observations <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Teacher: <span style="font-size: 9pt; color: black; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Martha Flannery <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">School: <span style="font-size: 9pt; color: black; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">American International School - Riyadh  <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Grade Level(s): 8 Subject(s) <span style="font-size: 9pt; color: black; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">: <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> Science Observer: <span style="font-size: 9pt; color: black; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> Roma Soni <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> Students seated in their assigned seats, listening to the teacher's introduction of the lesson and the safety precautions to be kept in mind during the laboratory experiment. Students then moved onto group work. || Students initially seated in their assigned seats, carefully listening to the teachers instructions on the 'steps' to their research, experiment and the procedure to be followed before closure of the lesson. Students then moved on to group work. || Students sitting in their assigned groups with laptops, initially planning and then proceeding with their planned laboratory experiments to be conducted for the NESA Virtual Science Fair. Students then moved onto group work. || <span style="font-size: 11pt; color: black; font-family: 'ITC Garamond Std Lt','serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'ITC Garamond Std Lt'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> Informal Classroom Observations <span style="font-family: 'HelveticaNeueLT Std Lt','sans-serif';">—//Continued// **Domain 1: Planning and Preparation** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Unsatisfactory ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Basic ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Proficient ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Distinguished ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 9pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The teacher’s plans and practice display little knowledge of the content, prerequisite relationships between different aspects of the content, or the instructional practices specific to that discipline. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The teacher’s plans and practice reflect some awareness of the important concepts in the discipline, prerequisite relationships between them, and the instructional practices specific to that discipline. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The teacher’s plans and practice reflect solid knowledge of the content, prerequisite relationships between important concepts, and the instructional practices specific to that discipline. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The teacher’s plans and practice reflect extensive knowledge of the content and the structure of the discipline. The teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding. || //Date: 2/22/09 – OBSERVATION - The teacher explained to the students, in proper, sequenced clear steps, the use of safety procedures and materials, in case of an emergency, during a Science laboratory experiment. ('This is a first aid box…In case of a fire….")// //Date: 2/23/09 – OBSERVATION - The teacher clarified all student misconceptions and doubts, as they asked questions to understand the events involved in the Science explorations they were going to proceed with.// // Date: // || <span style="font-size: 9pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The teacher demonstrates little or no knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and does not seek such understanding. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The teacher indicates the importance of understanding students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for the class as a whole. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The teacher actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for groups of students. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The teacher actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources, and attains this knowledge for individual students. || //Date: 2/22/09 – OBSERVATION - After introducing the class to the lesson, the teacher moves on to passing on some specific instructions to certain students, understanding their level of proficiency and their special requirements for the lesson. ("Nigel…….with this group")// //Date: 2/23/09 -// // Date: // <span style="font-size: 9pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 9pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Gill Sans Std'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> Informal Classroom Observations <span style="font-family: 'HelveticaNeueLT Std Lt','sans-serif';">—//Continued// <span style="font-size: 9pt; color: black; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">**Domain 2: The Classroom Environment** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Unsatisfactory ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Basic ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Proficient ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Distinguished ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 9pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">Classroom interactions, both between the teacher and students and among students, are negative, inappropriate, or insensitive to students’ cultural backgrounds and are characterized by sarcasm, put-downs, or conflict. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">Classroom interactions, both between the teacher and students and among students, are generally appropriate and free from conflict, but may be characterized by occasional displays of insensitivity or lack of responsiveness to cultural or developmental differences among students. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">Classroom interactions, both between the teacher and students and among students, are polite and respectful, reflecting general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students’ cultures and levels of development. Students themselves ensure high levels of civility among members of the class. || //Date: 2/22/09 – OBSERVATION - The students listened to the teacher's safety instructions with care and respect and without any interruption or distractions.// //Date: 2/23/09 – OBSERVATION - The students were listening very attentively to the teacher's procedural guidelines with respect to the research to be conducted.// // Date: // || <span style="font-size: 9pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The classroom environment conveys a negative culture for learning, characterized by low teacher commitment to the subject, low expectations for student achievement, and little or no student pride in work. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The teacher’s attempt to create a culture for learning is partially successful, with little teacher commitment to the subject, modest expectations for student achievement, and little student pride in work. Both teacher and students appear to be only “going through the motions.” || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The classroom culture is characterized by high expectations for most students and genuine commitment to the subject by both teacher and students, with students demonstrating pride in their work. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">High levels of student energy and teacher passion for the subject create a culture of learning in which everyone shares a belief in the importance of the subject and all students hold themselves to high standards of performance—for example, by initiating improvements to their work. || //Date: 2/22/09 – ARTIFACT - The students enthusiastically followed the teacher as she moved towards the safety equipment to demonstrate its usage if required.// //Date: 2/23/09 – OBSERVATION - The students moved quickly, grabbed their laptops and formed groups to conduct their research to firm up their experiment for the Nesa Virtual Science fair. They exhibited a passion for the subject and a culture of learning.// // Date: // || <span style="font-size: 9pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Gill Sans Std'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> Informal Classroom Observations <span style="font-size: 11pt; color: black; font-family: 'HelveticaNeueLT Std Lt','sans-serif'; letter-spacing: 0.4pt; mso-bidi-font-family: 'HelveticaNeueLT Std Lt';">—//Continued//
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Date ** || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Topic, Concept, Setting ** ||
 * 2/22/09 || Grade 8 Science room MS – 15 students 8th grade.
 * 2/23/09 || Grade 8 Science room MS – 14 students 8th grade.
 * 2/23/09 || Grade 8 Science room MS – 14 students 8th grade.
 * 2/25/09 || Met with Marty to discuss observation process using the various domains, components and their descriptors. We also practiced asking probing questions and paraphrasing before getting down to writing our reflective pieces. ||
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Component **
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt;">** 1a **
 * Demonstrating Knowledge of Content and Pedagogy **
 * //Evidence//
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Component ** || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Unsatisfactory ** || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Basic ** || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Proficient ** || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Distinguished ** ||
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt;">** 1b **
 * Demonstrating Knowledge of Students **
 * //Evidence//
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Component **
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt;">** 2a **
 * Creating an Environment of Respect and Rapport **
 * //Evidence//
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Component ** || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Unsatisfactory ** || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Basic ** || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Proficient ** || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Distinguished ** ||
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt;">** 2b **
 * Establishing a Culture for Learning **
 * //Evidence//

<span style="font-size: 9pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">Classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties are either nonexistent or inefficient, resulting in the loss of much instructional time. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">Classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties have been established but function unevenly or inconsistently, with some loss of instructional time. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">Classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties have been established and function smoothly, with little loss of instructional time. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">Classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties are seamless in their operation, with students assuming considerable responsibility for their smooth functioning. || //Date: 2/22/09 –ARTIFACT - The teacher discussed classroom routine and essential procedures at the start of the lesson to help students function smoothly and confidently. ("Here is the fire extinguisher….if need be grab the blanket, pull it out and throw it on the person")// //Date: 2/23/09 –OBSERVATION - The teacher reiterated the procedure for closure to the class, as a reminder for smooth shutting down, before moving on to their next break. ("Use the keys and at 9 am we move to the 'spooky room' for materials.")// // Date: // || <span style="font-size: 9pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">There is no evidence that standards of conduct have been established and little or no teacher monitoring of student behavior. Response to student misbehavior is repressive or disrespectful of student dignity. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">It appears that the teacher has made an effort to establish standards of conduct for students and tries to monitor student behavior and respond to student misbehavior, but these efforts are not always successful. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">Standards of conduct appear to be clear to students, and the teacher monitors student behavior against those standards. The teacher’s response to student misbehavior is appropriate and respectful to students. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">Standards of conduct are clear, with evidence of student participation in setting them. The teacher’s monitoring of student behavior is subtle and preventive, and the teacher’s response to student misbehavior is sensitive to individual student needs. Students take an active role in monitoring the standards of behavior. || //Date: 2/22/09 – OBSERVATION – Teacher signaled students that interrupted her instructional conversation, with her hand to stop talking.// //Date: 2/23/09 – OBSERVATION - Teacher gave clear instructions and reminders on clean up before dismissal, monitoring their standards of behavior. ("Please move all material from the counter for other groups to work on.")// // Date: // <span style="font-size: 9pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 12pt; line-height: 120%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Times New Roman'; msobidifontsize: 12.0pt;"> Informal Classroom Observations <span style="font-size: 11pt; color: black; font-family: 'HelveticaNeueLT Std Lt','sans-serif'; letter-spacing: 0.4pt; mso-bidi-font-family: 'HelveticaNeueLT Std Lt';">—//Continued// <span style="font-size: 11pt; color: black; font-family: 'HelveticaNeueLT Std Lt','sans-serif'; mso-bidi-font-family: 'HelveticaNeueLT Std Lt'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Unsatisfactory ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Basic ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Proficient ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Distinguished ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 9pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The teacher makes poor use of the physical environment, resulting in unsafe or inaccessible conditions for some students or a significant mismatch between the physical arrangement and the lesson activities. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The classroom is safe, and essential learning is accessible to most students, but the physical arrangement only partially supports the learning activities. The teacher’s use of physical resources, including computer technology, is moderately effective. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The classroom is safe, and learning is accessible to all students; the teacher ensures that the physical arrangement supports the learning activities. The teacher makes effective use of physical resources, including computer technology. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The classroom is safe, and the physical environment ensures the learning of all students, including those with special needs. Students contribute to the use or adaptation of the physical environment to advance learning. Technology is used skillfully, as appropriate to the lesson. || //Date: 2/22/09 –OBSERVATION- The teacher conducted a demonstration of the safety equipment and its usage at the time of need and students vocally confirmed understanding it.// //Date: 2/23/09 –ARTIFACT - The students after receiving instructions from the teacher, picked up their laptops from the cart and moved over to the lab area to research.// // Date: // || <span style="font-size: 9pt; color: black; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 12.0pt;">**Domain 3: Instruction** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Unsatisfactory ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Basic ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Proficient ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Distinguished ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 9pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The teacher’s oral and written communication contains errors or is unclear or inappropriate to students’ cultures or levels of development. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The teacher’s oral and written communication contains no errors but may not be completely appropriate to students’ cultures or levels of development. It may require further elaboration to avoid confusion. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The teacher communicates clearly and accurately to students, both orally and in writing. Communications are appropriate to students’ cultures and levels of development. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The teacher’s oral and written communication is clear and expressive, appropriate to students’ cultures and levels of development. It also anticipates possible student misconceptions. || //Date:// //Date:// // Date: // || <span style="font-size: 9pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Gill Sans Std'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> Informal Classroom Observations <span style="font-size: 11pt; color: black; font-family: 'HelveticaNeueLT Std Lt','sans-serif'; letter-spacing: 0.4pt; mso-bidi-font-family: 'HelveticaNeueLT Std Lt';">—//Continued// <span style="font-size: 11pt; color: black; font-family: 'HelveticaNeueLT Std Lt','sans-serif'; mso-bidi-font-family: 'HelveticaNeueLT Std Lt'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Unsatisfactory ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Basic ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Proficient ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Distinguished ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 9pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The teacher makes poor use of questioning and discussion techniques, with low-level or inappropriate questions, limited student participation, and little true discussion. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The teacher’s use of questioning and discussion techniques is uneven, with some high-level questions, attempts at true discussion, and moderate student participation. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The teacher’ use of questioning and discussion techniques reflects high-level questions, true discussion, and participation by all students. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">Questions reflect high expectations and are culturally and developmentally appropriate. Students formulate many of the high-level questions and assume the responsibility for the participation of all students in the discussion. || //Date:// //Date:// // Date: // <span style="font-size: 9pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Unsatisfactory ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Basic ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Proficient ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Distinguished ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 9pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">Students are not at all intellectually engaged in learning, as a result of groupings, activities, or materials inappropriate to their cultures or levels of understanding, poor representations of content, or lack of lesson structure. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">Students are intellectually engaged only partially in significant learning, as a result of groupings, activities, or materials culturally or developmentally appropriate to only some students, or uneven lesson structure or pacing. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">Students are intellectually engaged throughout the lesson in significant learning, with appropriate groupings, activities, and materials, instructive presentations of content, and suitable lesson structure and pacing. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">Students, throughout the lesson, are highly intellectually engaged in significant learning and make material contributions to the representation of content, the groupings, the activities, and the materials. The lesson is adapted as necessary to the needs of individuals, and the structure and pacing allow for student reflection and closure. || //Date:// //Date:// // Date: // || <span style="font-size: 9pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Gill Sans Std'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> Informal Classroom Observations <span style="font-size: 11pt; color: black; font-family: 'HelveticaNeueLT Std Lt','sans-serif'; letter-spacing: 0.4pt; mso-bidi-font-family: 'HelveticaNeueLT Std Lt';">—//Continued//
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Component ** || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Unsatisfactory ** || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Basic ** || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Proficient ** || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Distinguished ** ||
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt;">** 2c **
 * Managing Classroom Procedures **
 * //Evidence://
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Component ** || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Unsatisfactory ** || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Basic ** || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Proficient ** || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Distinguished ** ||
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt;">** 2d **
 * Managing Student Behavior **
 * //Evidence//
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Component **
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt;">** 2e **
 * Organizing Physical Space **
 * //Evidence//
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Component **
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt;">** 3a **
 * Communicating with Students **
 * //Evidence//
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Component **
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt;">** 3b **
 * Using Questioning and Discussion Techniques **
 * //Evidence//
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Component **
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt;">** 3c **
 * Engaging Students in Learning **
 * //Evidence//

<span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Unsatisfactory ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Basic ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Proficient ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Distinguished ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 9pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">Assessment is not used in instruction, either through monitoring of progress by the teacher or students, or through feedback to students; students are unaware of the assessment criteria used to evaluate their work. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">Assessment is occasionally used in instruction, through some monitoring of progress of learning by teacher and/or students. Feedback to students is uneven, and students are aware of only some of the assessment criteria used to evaluate their work. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">Assessment is regularly used in instruction, through self-assessment by students, monitoring of progress of learning by teacher and/or students, and high-quality feedback to students. Students are fully aware of the assessment criteria used to evaluate their work. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">Assessment is used in a sophisticated manner in instruction, through student involvement in establishing the assessment criteria, self-assessment by students and monitoring of progress by both students and teachers, and high-quality feedback to students from a variety of sources. || //Date:// //Date:// // Date: // || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Unsatisfactory ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Basic ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Proficient ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Distinguished ** <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; text-align: center; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;"> || <span style="font-size: 9pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The teacher adheres to the instruction plan in spite of evidence of poor student understanding or of students’ lack of interest, and fails to respond to student questions; the teacher assumes no responsibility for students’ failure to understand. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The teacher demonstrates moderate flexibility and responsiveness to student questions, needs, and interests during a lesson, and seeks to ensure the success of all students. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The teacher ensures the successful learning of all students, making adjustments as needed to instruction plans and responding to student questions, needs, and interests. || <span style="font-size: 8pt; color: #000000; font-family: 'Arial','sans-serif'; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">The teacher is highly responsive to individual students’ needs, interests, and questions, making even major lesson adjustments as necessary to meet instructional goals, and persists in ensuring the success of all students. || //Date:// //Date:// // Date: // <span style="font-size: 9pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Component **
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt;">** 3d **
 * Using Assessment in Instruction **
 * //Evidence//
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt; msobidifontfamily: 'Gill Sans Std'; msobidifontsize: 9.0pt;">** Component **
 * <span style="font-size: 8pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std'; mso-bidi-font-size: 9.0pt;">** 3e **
 * Demonstrating Flexibility and Responsiveness **
 * //Evidence//

<span style="color: rgb(54,95,145);"> <span style="color: rgb(54,95,145);">Reflect on your ability to connect your classroom observations to the framework for teaching. How useful was the Informal Observation tool? What was the most challenging aspect of the observation process? Because teaching is so complex, I realized that it is helpful to have a road map through the territory, structured around a shared understanding of teaching. As a teacher, I am concerned with day-to-day survival; in spite of having years of experience, I want to improve my effectiveness and help my colleagues do so as well. I want to move toward advanced certification and serve as a resource to myself as well as my colleagues. The components of professional practice are a comprehensive framework reflecting the many different aspects of teaching. The framework for teaching helped me look at the 'inputs' or 'what the teacher does' (with measureable evidence) and the 'outputs' or 'what the teacher accomplishes'? To me, the intellectual and emotional demands of teaching and the many, sometimes competing, aspects of the job can sometimes keep me away from this. This framework for professional practice could be used by me for a wide range of purposes, from meeting needs to enhancing skills. Although the components are distinct, they are, of course, related to one another. My planning and preparation affect instruction, and all these are affected by the reflection on practice that accompanies a unit and lesson. In addition, many features of teaching, such as the appropriate use of technology or a concern for equity, do not each constitute a single component but rather apply to them all. The framework for teaching offered me a structure to assess a teacher's and my own practice and to organize improvement efforts. The 'Informal Observation tool' gave me a structured opportunity to discuss teaching with a colleague, in a concrete and a research-based setting. Such opportunities are indeed rare in our school. The tool used in the beginning of the year by administration is now out dated and could well be replaced by this, very comprehensive one. Time always being a huge constraint, was our biggest challenge. This task brought us together and helped us undergo this experience. As a result of this 'peer observations' experience, I have been able to focus more on my own teaching. I feel that I have become even more thoughtful in my teaching and more concerned that my instructional activities fulfill my goals. I personally felt that the tool is very effective also because the 'informal setting' with a colleague helped share understanding due to a sufficient level of 'trust'. It helped me learn to recognize the various components in different contexts, and as a consequence, reflect deeply on my own practice. This reflection, conducted in a professional and supportive environment and in the service of another purpose (becoming a mentor or certified assessor), is an enriching experience. <span style="color: rgb(54,95,145);">Comment on the alignment of the topics for conversation listed in Table 4.1 (P.3). To what extent did they help frame general impressions on the observation process with specific components of the framework?  What is extremely important is that the evaluation process is like a tool to help us grow. Placed within such a growth orientated and fair framework, the experience becomes non-threatening and beneficial for all parties, especially students. By making a short visit during a class, as a Peer Observer I could gain a sense of the context, content, and conditions in which the Teacher practices. Likewise, the Teacher could get a sense of “where the observer in my class is coming from.” The goal was to create the possibility of a warm collaboration based upon mutual understanding as a means to the end. Since disciplines and contexts for teaching are diverse, the assumptions one develops in one’s own teaching and discipline may not apply in another faculty member’s domain. The questions I had in mind were, · What are the goals for this course? · What are the learning objectives of the specific class you have selected? · What teaching strategies are you using for this? · What aspects of this session (the classroom environment or instruction) would you like me, the observer to pay particular attention to? These seemed to ally well with the ones in table 4.1 (P.3), which can be used as the basis of an observation. Though very honestly, I was concentrating more on domains 2 and 3, as was agreed by my colleague and me. <span style="color: rgb(54,95,145);">Describe your experience in using the conversation skills during your pre and post-observation conversations about the lesson(s) <span style="color: rgb(54,95,145); font-family: Symbol;">· <span style="color: rgb(54,95,145);">Establishing rapport <span style="color: rgb(54,95,145); font-family: Symbol;">· <span style="color: rgb(54,95,145);">Using positive presuppositions <span style="color: rgb(54,95,145); font-family: Symbol;">· <span style="color: rgb(54,95,145);">Inviting and sustaining thinking <span style="color: rgb(54,95,145); font-family: Symbol;">· <span style="color: rgb(54,95,145);">Probing <span style="color: rgb(54,95,145); font-family: Symbol;">· <span style="color: rgb(54,95,145);">Paraphrasing To what extent were you able to guide reflection in your post observation conversation so that the teacher was doing most of the talking? To what extent were you able to avoid being an evaluator? To what extent did you succeed in being a coach? With a framework of professional practice in hand, however, my stance was about engaging in exploration, not criticism. We were unraveling a mystery together, not monitoring each other. The observed lesson was like a shared resource; both the teacher and I wanted to take away something of value from it. We wanted to look for, describe and assess the practice and its results, not our competence. Our conversations were about where to focus improvement efforts within the context of shared definitions and values. These conversations focused on means, not ends, and they were conducted in an environment of professional respect. This helped me develop a profound appreciation for the power of structured conversation to help enrich my professional competencies. I tried to provide constructive feedback that was descriptive, rather than evaluative (no discussions until the teacher initiated it); I was specific and concrete, rather than general; focused on behavior, rather than on the person (things that were worth changing); was directed toward behavior that the receiver could do something about; emphasized on strengths and sharing information, rather than giving advice; came in amounts that my colleague could use, rather than everything that could possibly be said and was checked to insure clear communication. The basic human interaction skills of attending, listening, responding and acknowledging were an important part of the conversation. Structured conversation helped us have a respectful, in-depth, insightful conversation about teaching and learning. We had a passionate discussion which was beneficial as the tone was collegial. When giving challenging feedback that may be evaluative in nature, I thought it was best to express it with some qualification, or in the form of a question, e.g., "I wonder if . . ." or "What do you think about . . . " rather than "I think you should . . . " or "Here's how I would have done it."
 * Informal Classroom Observation**
 * <span style="color: rgb(54,95,145);">Guided Reflection – Observe a Colleague **
 * <span style="color: rgb(54,95,145);">1. ****<span style="color: rgb(54,95,145);">The Observation Process **
 * <span style="color: rgb(54,95,145);">2. ****<span style="color: rgb(54,95,145);">Topics for Conversation **
 * <span style="color: rgb(54,95,145);">3. ****<span style="color: rgb(54,95,145);">Conversation skills **

Pre observation conference professional conversation helped us teachers evaluate ourselves which helped us plan and learn. The sufficient level of trust involved, as colleagues, in the post-observation conversations helped admit the benefits for continual learning.

I felt that I could provide my colleague with a neutral, non-threatening perspective on her teaching and maybe help her and myself reflect on whether, where and how to make changes. <span style="color: rgb(54,95,145);">4. Your own learning In what ways did the process of observing your colleague generate reflection on aspects of your own teaching? Observation of Teaching allowed me to:
 * Receive feedback from an objective, experienced observer on classroom teaching issues such as classroom dynamics, behavior management, class pace, explanatory techniques, and use of visuals. My observer was very well organized with her classroom seating, her explanations and managing student behavior.
 * Gain additional perspective on other data collected on the colleague's teaching. I was totally inspired by the calming effect she had on students.
 * Gain insights into my own teaching by observing a colleague’s teaching practices (peer observation). Various actions of hers helped me determine what I should do in similar situations.
 * Engage in context specific discussions about teaching with a colleague (peer observation or observation by a departmental supervisor) She just went on appreciating what I had done in class, even thought I thought the lesson could have been smoother.
 * Enhanced my teaching practice, morale, confidence and subject knowledge. I was inspired by her calmly helping student transition from one activity to another
 * Prepared me for future increased responsibility and my career ahead. I noticed how easily she balanced between her job as a teacher and her class activities with me, thus motivating me to do the same.
 * Promoted willingness in me to continue professional learning and to make effective changes in practice, like differentiating even more to reach out to the low achievers.

Summative Assessment II C

Teacher Lesson Reflection <span style="color: #548dd4; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> <span style="font-size: 12pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Gill Sans Std'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <span style="color: black; font-family: 'HelveticaNeueLT Std Lt','sans-serif'; letter-spacing: 0.4pt; mso-bidi-font-family: 'HelveticaNeueLT Std Lt';">Teacher Lesson Reflection— //<span style="color: black; font-family: 'HelveticaNeueLT Std Lt','sans-serif'; mso-bidi-font-family: 'HelveticaNeueLT Std Lt';">Continued //<span style="color: black; font-family: 'HelveticaNeueLT Std Lt','sans-serif'; letter-spacing: 0.4pt; mso-bidi-font-family: 'HelveticaNeueLT Std Lt';"> <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> ||  || <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher’s plans and practice display little knowledge of the content, prerequisite relationships between different aspects of the content, or the instructional practices specific to that discipline. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher’s plans and practice reflect some awareness of the important concepts in the discipline, prerequisite relationships between them, and the instructional practices specific to that discipline. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher’s plans and practice reflect solid knowledge of the content, prerequisite relationships between important concepts, and the instructional practices specific to that discipline. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher’s plans and practice reflect extensive knowledge of the content and the structure of the discipline. The teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding. ||  || Date: 2/22/09 – ARTIFACT - The teacher discusses and shows the work of two famous 'still life' artists, to show students different styles of 'still life' painting. Date: 2/23/09 – ARTIFACT – The teacher shows examples of the use of value, balance, contrast and other principles of art on the smart board for students to understand clearly. Date: 2/24/09 – OBSERVATION- The teacher modifies the lesson to suit the needs of the students by relating it more with their lives than with other artists so they would be able to plan more easily. ||  || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> ||  || <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher demonstrates little or no knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and does not seek such understanding. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher indicates the importance of understanding students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for the class as a whole. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for groups of students. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources, and attains this knowledge for individual students. ||  || Date: 2/22/09 –OBSERVATION- The lesson plan involves researching objects that relate with the students values and culture. Date: 2/23/09 –ARTIFACT – The teacher showed examples of artifacts brought in by students that related to their culture. Date: 2/23/09 – OBSERVATION – The teacher tries to help a student research, when he does show confidence in being able to relate with his culture. ||  || |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Instructional outcomes are of moderate rigor and are suitable for some students, but consist of a combination of activities and goals, some of which permit viable methods of assessment. They reflect more than one type of learning, but the teacher makes no attempt at coordination or integration. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Instructional outcomes are stated as goals reflecting high-level learning and curriculum standards. They are suitable for most students in the class, represent different types of learning, and can be assessed. The outcomes reflect opportunities for coordination. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Instructional outcomes are stated as goals that can be assessed, reflecting rigorous learning and curriculum standards. They represent different types of content, offer opportunities for both coordination and integration, and take account of the needs of individual students. ||  || Date: 2/22/09 –ARTIFACT - The teacher has the goals and objectives stated on the white board for the students to look at, as a reminder, while they are working on their project. Date: 2/23/09 – OBSERVATION - Teacher helps students understand how they can analyze the different art forms that are important by themselves and combine to create an interdisciplinary work (e.g., drama sets, endangered species posters, environmental or globally friendly art from trash). Students thus understand the similarities, distinctions, and connections in and among the arts. Date: 2/24/09 – OBSERVATION – Teacher helps students plan their artwork with objects that related to their life, when she realizes that they were finding it difficult to plan otherwise. ||  || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher demonstrates little or no familiarity with resources to enhance own knowledge, to use in teaching, or for students who need them. The teacher does not seek such knowledge. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher demonstrates some familiarity with resources available through the school or district to enhance own knowledge, to use in teaching, or for students who need them. The teacher does not seek to extend such knowledge. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher is fully aware of the resources available through the school or district to enhance own knowledge, to use in teaching, or for students who need them. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher seeks out resources in and beyond the school or district in professional organizations, on the Internet, and in the community to enhance own knowledge, to use in teaching, and for students who need them. || Date: 2/23/09 - ARTIFACT: Students research, using a range of safe and specific websites prescribed by the teacher, (which are related to the project) along with other resources they have access to, with the teacher's permission. Date: 2/23/09 - ARTIFACT: Teacher uses websites like ‘Incredible @rt department’, CARE and 'Teacher tube' to assist students with learning. Date: 2/24/09 – ARTIFACT: The teacher provides a student with a basic 'how to draw' book which has basic steps to drawing, to let him explore with the task, instead of doing it for him. <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. The experiences are suitable for only some students. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The series of learning experiences demonstrates partial alignment with instructional outcomes, and some of the experiences are likely to engage students in significant learning. The lesson or unit has a recognizable structure and reflects partial knowledge of students and resources. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes and suitable for groups of students. The lesson or unit has a clear structure and is likely to engage students in significant learning. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes, differentiated where appropriate to make them suitable for all students, and likely to engage them in significant learning. The lesson or unit structure is clear and allows for different pathways according to student needs. || Date: 2/23/09 – ARTIFACT - Learning activities include constructivist projects with a variety of materials involved, two dimensional compositions or three dimensional art creations. Date: 2/24/09 – ARTIFACT - All of the materials and resources are suitable to students, support the instructional outcomes, and are designed to engage students in meaningful learning. Date: 2/24/09 - OBSERVATION - In spite of the explanation provided by the teacher, one student repeatedly asks for help, he needs further simplification of the tasks to be worked on. <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher’s plan for assessing student learning contains no clear criteria or standards, is poorly aligned with the instructional outcomes, or is inappropriate for many students. The results of assessment have minimal impact on the design of future instruction. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher’s plan for student assessment is partially aligned with the instructional outcomes, without clear criteria, and inappropriate for at least some students. The teacher intends to use assessment results to plan for future instruction for the class as a whole. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher’s plan for student assessment is aligned with the instructional outcomes, uses clear criteria, and is appropriate to the needs of students. The teacher intends to use assessment results to plan for future instruction for groups of students. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher’s plan for student assessment is fully aligned with the instructional outcomes, with clear criteria and standards that show evidence of student contributions to their development. Assessment methodologies may have been adapted for individuals, and the teacher intends to use assessment results to plan future instruction for individual students.
 * Name: ** Roma Soni  **  School ** : American International School-Riyadh   ** Date ** : 3/01/09
 * <span style="color: #548dd4; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">1. In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know? **<span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> Yes, I think the lesson was successful. The students were supposed to brainstorm and create a web to plan a still life artwork with objects that related with their own lives (likes, dislikes, hobbies, interests, culture, values and personal lineage). They were also supposed to include a research on still life artists, art styles and art history. The students created a plan in their journal using all of the above steps.
 * <span style="color: #548dd4; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">2. If you have samples of student work, what do they reveal about the students’ levels of engagement and understanding? Do they suggest modifications in how you might teach this lesson in the future **<span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">? The samples of student work show that most students are highly engaged and understand the lesson well. They have expressed their individuality, skill and talent. Some of the students have not put in their very best effort in their project. In the future I will need to differentiate further for those that need even more attention and assistance.
 * <span style="color: #548dd4; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">3. Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to student learning **<span style="color: #548dd4; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">? <span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> These factors play a pivotal role in student learning in the art room. In my art room, classroom procedures ensure smoothness in transitions from one activity to another or from one work center to the next and even from one class to the next. This in turn results in appropriate creation of process and product. Proper student conduct in my art room guarantees that students are participating in their own learning and creating an environment for other students to learn. Good use of physical space, when not more than 6 students are seated at one large table, leads towards efficiency in student work which in turn moves them towards learning. Once in a while, there would be a student or two who would try to move around the class to socialize with another student with the excuse of 'trying to get supplies for the artwork' There would sometimes be a student who, instead of raising his/her hands and waiting for me to get to him/her would walk across the room for help. Such incidences could cause distraction in the class room.
 * <span style="color: #548dd4; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">4. Did you depart from your plan? If so, how and why? **<span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Yes, I did depart from my plan. Our plan was to create a 'Still Life' with articles from our own home country, after researching and looking at artists from our culture. I changed the plan to make it more meaningful to the students. The artwork would 'NOW', relate with their likes, dislikes, hobbies, interests, values and culture. I think the change helped.
 * <span style="color: #548dd4; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">5. Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials, and resources). To what extent were they effective? **<span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The activities I plan seem to be well effective, they are meaningful to the students, challenging and involving. Materials are usually not an issue in our school. I have mixed classes of students, with a wide range of abilities. Practically speaking, art needs an immense amount of differentiation. With a very wide range of abilities and sometimes culturally, art not being as important a subject as the core subjects, for students and families, instruction can become a challenge.
 * <span style="color: #548dd4; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">6. If you had an opportunity to teach this lesson again to the same group of students, what would you do differently **<span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">? I would not begin with examples from other artists, but with ‘connections’ or by keeping in mind that ‘content is king’. In other words, keep them in the centre and create a web of connections, to create the ‘still life’. Making it really meaningful to them would help them create better and behavior management would become much easier.
 * <span style="color: #548dd4; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">7. Consider different aspects of your planning and execution of the lesson in light of the domains and components on the following pages. Determine evidence, if any, for each of the components, and what that evidence demonstrates about your level of performance. **
 * <span style="color: black; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Domain 1: Planning and Preparation **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">1a **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Demonstrating Knowledge of Content and Pedagogy **
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">1b **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Demonstrating Knowledge of Students **
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** ||  ||
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">1c **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Setting Instructional Outcomes ** |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Instructional outcomes are unsuitable for students, represent trivial or low-level learning, or are stated only as activities. They do not permit viable methods of assessment.
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component **
 * |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">1d **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Demonstrating Knowledge of Resources **
 * |||||||||||||||||||| <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** ||
 * |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">1e **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Designing Coherent Instruction **
 * |||||||||||||||||||| <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** ||
 * |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">1f **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Designing Student Assessments **

|| Date: 2/23/09 – ARTIFACT – The assessment rubric along with the standards to be met is pasted on a wall for the students to refer to when the need arises. Date: 2/24/09 – OBSERVATION – The teacher asks the student to plan the next project, 'self portrait' as a step forward from the current project. The student should keep in mind that it is meaningful to the student as is the current project of 'still life', to the student. <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Classroom interactions, both between the teacher and students and among students, are negative, inappropriate, or insensitive to students’ cultural backgrounds and are characterized by sarcasm, put-downs, or conflict. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Classroom interactions, both between the teacher and students and among students, are generally appropriate and free from conflict but may be characterized by occasional displays of insensitivity or lack of responsiveness to cultural or developmental differences among students. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Classroom interactions between the teacher and students and among students are polite and respectful, reflecting general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Classroom interactions between the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students’ cultures and levels of development. Students themselves ensure high levels of civility among members of the class. || Date: 2/22/09 – OBSERVATION - Students treated each other and the teacher with respect as they shared their supplies and tools while working on their project. Date: 2/23/09- OBSERVATION - The teacher speaks in a calm and respectful manner with the students. Date: 2/24/09 – OBSERVATION – The teacher explains to a student the need to be patient and to wait for her to finish helping another student. <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The classroom environment conveys a negative culture for learning, characterized by low teacher commitment to the subject, low expectations for student achievement, and little or no student pride in work. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher’s attempt to create a culture for learning is partially successful, with little teacher commitment to the subject, modest expectations for student achievement, and little student pride in work. Both teacher and students appear to be only “going through the motions.” || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The classroom culture is characterized by high expectations for most students and genuine commitment to the subject by both teacher and students, with students demonstrating pride in their work. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">High levels of student energy and teacher passion for the subject create a culture for learning in which everyone shares a belief in the importance of the subject and all students hold themselves to high standards of performance—for example, by initiating improvements to their work. || Date: 2/22/09 – OBSERVATION - The students activate prior knowledge and use higher level thinking skills to develop open-ended questions and compare sample answers after reading several art history selections. Date: 2/24/09 – OBSERVATION - Students were eager to have the observer look and comment on their art journals. Date: 2/24/09 – OBSERVATION – The teacher pays special attention to a student who does not think his work can be improved upon.
 * |||||||||||||||||||| <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence:
 * <span style="color: black; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Domain 2: The Classroom Environment **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">2a **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Creating an Environment of Respect and Rapport **
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component ** |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** ||
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">2b **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Establishing a Culture for Learning **
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence

|| <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || Date: 2/23/09 – OBSERVATION - Students collect their supplies and immediately begin working on their art projects. Date: 2/24/09 – OBSERVATION - Students are reminded to move from the researching, planning, to the completion of the project, and then to reflecting on their work, as a habit, without wasting any change over time. Date: 2/24/09 – OBSERVATION – The teacher reminds a student that he needs to work on his reflection as he turns in his project. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> |||| **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">There is no evidence that standards of conduct have been established and little or no teacher monitoring of student behavior. Response to student misbehavior is repressive or disrespectful of student dignity. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">It appears that the teacher has made an effort to establish standards of conduct for students. The teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Standards of conduct appear to be clear to students, and the teacher monitors student behavior against those standards. The teacher’s response to student misbehavior is appropriate and respects the students’ dignity. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Standards of conduct are clear, with evidence of student participation in setting them. The teacher’s monitoring of student behavior is subtle and preventive, and the teacher’s response to student misbehavior is sensitive to individual student needs. Students take an active role in monitoring the standards of behavior. || Date: 2/22/09 - OBSERVATION – When a student interrupted, the teacher demonstrated to him to put his hand up. Date: 2/23/09 - OBSERVATION - Student got back on task after the teacher moved over and stood next to the student. Date: 2/23/09 - ARTIFACT: A set of 'classroom conventions' is posted in large font, close to the door so students and teacher can both refer to it when necessary. Date: 2/24/09 - OBSERVATION - Student inappropriate behavior was ignored while teacher was setting task. Teacher later discussed the behavior individually with the student. Date: 2/24/09 - OBSERVATION: Students are on task, they ask permission from the teacher for any interruption they need to make during the process of completion of their work. || <span style="font-size: 12pt; color: black; font-family: 'Gill Sans Std','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Gill Sans Std'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> <span style="color: black; font-family: 'HelveticaNeueLT Std Lt','sans-serif'; letter-spacing: 0.4pt; mso-bidi-font-family: 'HelveticaNeueLT Std Lt';">Teacher Lesson Reflection— //<span style="color: black; font-family: 'HelveticaNeueLT Std Lt','sans-serif'; mso-bidi-font-family: 'HelveticaNeueLT Std Lt';">Continued // <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The physical environment is unsafe, or some students don’t have access to learning. Alignment between the physical arrangement and the lesson activities is poor. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The classroom is safe, and essential learning is accessible to most students; the teacher’s use of physical resources, including computer technology, is moderately effective. The teacher may attempt to modify the physical arrangement to suit learning activities, with partial success. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The classroom is safe, and learning is accessible to all students; the teacher ensures that the physical arrangement is appropriate to the learning activities. The teacher makes effective use of physical resources, including computer technology. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The classroom is safe, and the physical environment ensures the learning of all students, including those with special needs. Students contribute to the use or adaptation of the physical environment to advance learning. Technology is used skillfully, as appropriate to the lesson. || Date: 2/2209 – OBSERVATION - Students are able to easily move about in the room between the large art tables Date: 2/24/09 – OBSERVATION - Students run an internet research when they need to find out additional information using computers available in classroom. Date: 2/24/09 – OBSERVATION – Students write their paragraphs to use audacity to create their podcasts on their artwork. <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Expectations for learning, directions and procedures, and explanations of content are clarified after initial confusion; the teacher’s use of language is correct but may not be completely appropriate for students’ cultures or levels of development. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Expectations for learning, directions and procedures, and explanations of content are clear to students. Communications are appropriate for students’ cultures and levels of development. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Expectations for learning, directions and procedures, and explanations of content are clear to students. The teacher’s oral and written communication is clear and expressive, appropriate for students’ cultures and levels of development, and anticipates possible student misconceptions. || Date: 2/22/09 - ARTIFACT: After looking at and discussing several pieces of artwork created by famous artists as a class, groups of students will develop a comparison worksheet for an art project. Date: 2/23/09 - ARTIFACT: The basic vocabulary for the elements and principles of art is posted on the walls for students and teacher to refer to whenever necessary. Date: 2/22/09 - OBSERVATION - Clear instructions are given for each task and progress is constantly monitored Date: 2/23/09 - OBSERVATION - Low ability student is given separate instructions and demonstration. Date: 2/24/09 - OBSERVATION - ESL student was shown the task by teacher using concrete objects. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Some of the teacher’s questions elicit a thoughtful response, but most are low-level, posed in rapid succession. The teacher’s attempts to engage all students in the discussion are only partially successful. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Most of the teacher’s questions elicit a thoughtful response, and the teacher allows sufficient time for students to answer. All students participate in the discussion, with the teacher stepping aside when appropriate. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Questions reflect high expectations and are culturally and developmentally appropriate. Students formulate many of the high-level questions and ensure that all voices are heard. || Date: 2/22/09 – OBSERVATION - Teacher gives frequent feedback and asks open ended questions to ensure student understanding. Date: 2/24/09 – OBSERVATION - Students eagerly participated in question/answer session when teacher asked questions. <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Activities and assignments, materials, and groupings of students are partially appropriate for the instructional outcomes or students’ cultures or levels of understanding, resulting in moderate intellectual engagement. The lesson has a recognizable structure, but that structure is not fully maintained. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Activities and assignments, materials, and groupings of students are fully appropriate for the instructional outcomes and students’ cultures and levels of understanding. All students are engaged in work of a high level of rigor. The lesson’s structure is coherent, with appropriate pace. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Students, throughout the lesson, are highly intellectually engaged in significant learning and make material contributions to the activities, student groupings, and materials. The lesson is adapted as necessary to the needs of individuals, and the structure and pacing allow for student reflection and closure. || 22/09 – OBSERVATION - Students are on task and able to work at their own pace throughout the lesson. Date: 2/23/09 – OBSERVATION - Students quietly discuss which artist's work they prefer while working on their project (O’Keefe or Moore). Date: 2/24/09 – OBSERVATION - Students have to be reminded a few times to put their work away because they are very deeply absorbed in their tasks. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; text-align: center; mso-bidi-font-family: 'Gill Sans Std'; msobidifontfamily: 'Gill Sans Std';"> || <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Assessment is not used in instruction, either through monitoring of progress by the teacher or students, or through feedback to students. Students are unaware of the assessment criteria used to evaluate their work. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Assessment is occasionally used in instruction, through some monitoring of progress of learning by the teacher and/or students. Feedback to students is uneven, and students are aware of only some of the assessment criteria used to evaluate their work. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Assessment is regularly used in instruction, through self-assessment by students, monitoring of progress of learning by the teacher and/or students, and high-quality feedback to students. Students are fully aware of the assessment criteria used to evaluate their work. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Assessment is used in a sophisticated manner in instruction, through student involvement in establishing the assessment criteria, self-assessment by students, monitoring of progress by both students and teachers, and high-quality feedback to students from a variety of sources. || Date: 2/22/09 – ARTIFACT - Students begin with their project after studying the rubric for assessment provided by the teacher, on Skyward, intensively. They regularly refer to it, along the process. Date: 2/23/09 – ARTIFACT - Students use the 'steps to the process' chart and the 'self evaluation rubric' to constantly assess themselves through the process of creation of the artwork. Date: 2/24/09 – ARTIFACT – The teacher shows the students posters with various art styles to help them compare their own with them. <span style="color: black; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';"> || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher adheres to the instruction plan, even when a change would improve the lesson or address students’ lack of interest. The teacher brushes aside student questions; when students experience difficulty, the teacher blames the students or their home environment. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher attempts to modify the lesson when needed and to respond to student questions, with moderate success. The teacher accepts responsibility for student success, but has only a limited repertoire of strategies to draw upon. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher promotes the successful learning of all students, making adjustments as needed to instruction plans and accommodating student questions, needs, and interests. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests. The teacher ensures the success of all students, using an extensive repertoire of instructional strategies. || Date: 2/22/09 – ARTIFACT - Teacher repeated instructions to ESL student. Date: 2/23/09 – OBSERVATION - Teacher constantly moves about the room answering student questions and monitoring student work progress. Date: 2/24/09 – OBSERVATION – The teacher demonstrates to a student, how to wash a paint brush, when the student does not do it properly <span style="color: black; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">. // ||
 * **<span style="color: black; font-family: 'Gill Sans Std','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">2c **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Managing Classroom Procedures ** || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Much instructional time is lost because of inefficient classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties. |||| <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Some instructional time is lost because classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties are only partially effective. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Little instructional time is lost because of classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties, which occur smoothly. || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Students contribute to the seamless operation of classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties. ||
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">2d **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Managing Student Behavior **
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">2e **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Organizing Physical Space **
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * <span style="color: black; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Domain 3: Instruction **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">3a **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Communicating with Students ** || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Expectations for learning, directions and procedures, and explanations of content are unclear or confusing to students. The teacher’s use of language contains errors or is inappropriate for students’ cultures or levels of development.
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">3b **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Using Questioning and Discussion Techniques ** || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">The teacher’s questions are low-level or inappropriate, eliciting limited student participation and recitation rather than discussion.
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** ||
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">3c **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Engaging Students in Learning ** || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Activities and assignments, materials, and groupings of students are inappropriate for the instructional outcomes or students’ cultures or levels of understanding, resulting in little intellectual engagement. The lesson has no structure or is poorly paced.
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component **
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">3d **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Using Assessment in Instruction **
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Component ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Unsatisfactory ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Basic ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Proficient ** || **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Distinguished ** ||
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">3e **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Demonstrating Flexibility and Responsiveness **
 * <span style="color: #17365d; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Gill Sans Std';">Evidence