Bloomington Public Schools - Tenured Classroom Teacher Peer Observation Form

Teacher Name: Middle School Teacher

Observation Date:

School: OMS

Observer: Geislinger

Activity/lesson observed:
Core 2 (LA 2) is my honors language arts class. It contains a fairly homogenous group of consistently conscientious students.
With one exception (largely due to health), the class includes students who usually complete their assignments and score well
on tests. It also includes a core group of students who work with me during Academic Seminar and lunch and after school.
There are a few honors kids who arrange to work with me before school when writing assignments are coming due.
Individual LA 2 students will email me with assignment questions as much as any group. Such initiative usually pays off
during all the units.
persuasive essay peer review process. The students will understand the mechanism of the two- to four-day process as
established by me in the Turnitin system. Under my guidance, each student who has produced a review draft will analyze and
critique the essay of a peer. By doing this, each qualifying student will better understand the component parts of the fiveparagraph persuasive essay and be able to rewrite and refine his or her own essay for the summative final draft
qualifying student because only students who have produced a peer review draft will be able to review a peers work in this
process.
None of the students have experienced this particular process of peer review.
In Part One the students will concentrate on the IBC (introduction, body, conclusion) format, as established by the district
high schools.
In Part Two the students will focus on conventions and editing corrections.
During Part Three of the process the students will meet with each other to explain their responses and feedback to each other.
This is an interesting phase because Im often called in to mediate the discussions and to clarify and reteach the rules of the
five-paragraph persuasive essay and writing conventions.
Complete Lesson Plan from Teacher#1 and #2

Working on the CB on Turn it in -- series of questions that Terry has created based on HS model. They have not done peer
review this year. To sometimes there needs to be clarity. Turn it in has had some changes.
Day 1 -- talk about structure -- it is complicated. Each paragraph has to have a certain thing in it and certain order (ex.. intro
attention gether , transition, POC, ect..) They have worked on it before and have done formative assessments. Terry looked at
the writings already -- only one that did not submit. One person that did not turn it in -- free and reduced lunch student PT.
Turn it in they can work on their own.
It will be very quiet -- they will raise their hand.
What did formative assessments tell you -- technically they started it in October -Summative assessment is the essay.
Terry anticipates that there will be questions that go with their partners paper -- if he sees a lot of the same questions he will
address whole group.
Students struggle with comma use and he will refer them to a tool.
The plan for PT is to complete assignment and find an alternate way to peer review paper.

Topic interest, completion (perhaps less than full job), knows students interests -Look for frustrations -- with students.

Evidence of stated objectives and selected Domain(s):

Domain 1: Planning and Preparation - by order of importance.
a. content and pedagogy - preaminent.
c. instructional outcomes
b. knowledge of students
e. coherent instruction
f. student assessments
d. resources - not worried.
Evidence of professional development toward Individual Student Achievement or PLC goal:
Eighty percent (80%) of my targeted students will achieve a score of 75% or higher on an assessment
that measures the students ability to support a literary theme.
goal is coming along very well. Most are regs -Sandlot
PE outlines
Anne Frank
For the strugglers, (core 5) pull out to work with Terry during AS, during class, after school,
This is based on this years PLC goal: Eighty percent (80%) of our students will score 75% or higher
on an assessment that measures the students ability to identify and support a specific literary element.
My personal goal targets my non-special education students who are on the free-and-reduced lunch list, one of whom (Paisley
Thomas) well be working with in this lesson. The goal is this:

Here is the relevant standard learning target, from each students perspective: I can
compose a valid theme from a literary text.
support that choice of theme with at least three clear and distinct supports from the text.

Summary Comments
Things that appear to be working well:
Terry has routines in place such as announcements on the board - he addresses them so that the
learning for the day is set as well as confirms due dates and questions students might have.
Terry thinks about unique situations and prepares for them by having printed copies and alternate
ideas for technology glitches. While he is aware of the Turn it In program and shares tips and tricks, he
also knows that there may be glitches and helps kids to understand this as well as some
troubleshooting should they arrive. Terry is very available to students -- both within the classroom and
during lunch and after school. He is very flexible on the assignment and works to make sure that kids
are aware of this. Terry works to obtain information from students as a way to assess where they are
in the process. He provides a multitude of resources that kids are observed utilizing and referencing in
conversation with neighbors and teacher. Students are excited about this peer editing process and one
shares that he enjoyed looking at the work of another.

Discussions of areas for growth:

Think about separating individual private student conversations from whole class ones.
Wait/quiet time
How can you use questioning to allow students to formulate their own answers?

Teacher Signature: Left Blank for privacy

Date: 10/12/16

Peer Coach Signature: Molly Geislinger

Date: 10/12/16

(If applicable)

Administrator Signature:

Date:

(If applicable)

Bloomington Public Schools

Tenured Classroom Teacher Peer Observation Form

Key: U... Unsatisfactory B... Basic P... Proficient D... Distinguished

Rating

Domain 1: Planning & Preparation

Component 1a: Demonstrating Knowledge of Content and Pedagogy
Familiar with HS model.
Scaffolding of lesson from minor to major

Teacher displays solid knowledge of the important concepts in the discipline and how these relate
to one another.
Teachers plans and practice reflect accurate understanding of prerequisite relationships among
topics and concepts.
Teachers plans and practice reflect familiarity with a wide range of effective pedagogical
approaches in the discipline.
Component 1b: Demonstrating Knowledge of Students - Terry will code
Terry understands the questions that students will ask. He also has an awareness of what

questions might be asked.

Terry knows that students want the time to work with him and makes himself available
outside of the school day.
He understands the due dates are important to students and works to ease their mind by
allowing late turn in times.
Teacher displays accurate understanding of the typical development characteristics of the age
group as well as exceptions to the general patterns.
Teachers knowledge of how students learn is accurate and current. Teacher applies this
knowledge to the class as a whole and to groups of students.
Teacher recognizes the value of understanding students skills, knowledge, and language
proficiency, and displays this knowledge for groups of students.
Teacher recognizes the value of understanding students interests and cultural heritage, and
displays this knowledge for groups of students.
Teacher is aware of students special learning and medical needs.
Component 1c: Setting Instructional Outcomes

Most outcomes represent high expectations and rigor and important learning in the discipline.
They are connected to a sequence of learning. All the instructional outcomes are clear, and
written in the form of student learning. Most suggest viable methods of assessment.
Outcomes reflect several different types of learning and opportunities for coordination.
Most of the outcomes are suitable for all students in the class and are based on evidence on
student proficiency. However, the needs of some individual students may not be accommodated.
Component 1d: Demonstrating Knowledge of Resources
Terry used the turn it in system.
IBC format sheet
Lottery sample -- past student sample that students use as a reference and learning
Rubric - questions based on state requirements

Teacher displays awareness of resources available for classroom use through the school or
district and some familiarity with resources external to the school and on the Internet.
Teacher displays awareness of resources to enhance content and pedagogical knowledge
available through the school or district and some familiarity with resources external to the
school and on the Internet.
Teacher displays awareness of resources for students available through the school or district and
some familiarity with resources external to the school and on the Internet.
Component 1e: Designing Coherent Instruction
All of the learning activities are suitable to students or to the instructional outcomes, and
most
represent significant cognitive challenge, with some differentiation for different groups of

students.
All of the materials and resources are suitable to students, support the instructional outcomes,
and are designed to engage students in meaningful learning.
Instructional groups are varied as appropriate to the students and different instructional
outcomes.
The lesson or unit has a clearly defined structure around which activities are organized.
Progression of activities is even with reasonable time allocations.
Component 1f: Designing Student Assessments

I will assess the students efforts on the peer review by actually reading their responses and text comments
in Turnitin. The process of assessing these drafts is pretty straightforward: The students who have
submitted a valid peer review draft (i.e. a five-paragraph persuasive essay in the IBC format) will earn a flat
formative score. Then their attention in class to the several parts of the process will earn them another
formative score. But the real score the real value of the exercise will depend on the quality and
helpfulness of the students responses and text comments. Those responses and comments will indicate the
kids final formative assessment score and where Ill need to reteach.
He grades their commentary.

All the instructional outcomes are assessed through the approach to assessment; assessment
methodologies may have been adapted for groups of students.
Assessment criteria and standards are clear.
Teacher has a well-developed strategy to using formative assessment and has designed particular
approaches to be used.
Teacher plans to use assessment results to plan for future instruction for groups of students.
Summary Rating (U, B, P, or D):

Domain 2: The Classroom Environment

Component 2a: Creating an Environment of Respect and Rapport
Teacher-student interactions are friendly and demonstrate general caring and respect. Such
interactions are appropriate to the age and cultures of the students. Students exhibit respect for
the teacher.
Student interactions are generally polite and respectful.
Component 2b: Establishing a Culture for Learning
Teacher conveys genuine enthusiasm for the content, and students demonstrate consistent
commitment to its value.
Instruction outcomes, activities, and assignments and classroom interactions convey high
expectations for most students.
Students accept the teachers insistence on work of high quality and demonstrate pride in that work.
Component 2c: Managing Classroom Procedures
Small group work is well organized, and most students are productively engaged in learning
while unsupervised by the teacher.
Transitions occur smoothly with little loss of instructional time.
Routines for handling materials and supplies occur smoothly, with little loss of instructional time.
Efficient systems for performing non-instructional duties are in place, resulting in minimal loss
of instructional time.
Volunteers and paraprofessionals are productively and independently engaged during the
entire class.
Component 2d: Managing Student Behavior
Standards of conduct are clear to all students.
Teacher is alert to student behavior at all times.
Teacher response to misbehavior is appropriate and successful and respects the students
dignity or student behavior is generally appropriate.
Component 2e: Organizing Physical Space
The classroom is safe, and learning is equally accessible to all students.
Teacher uses physical resources skillfully, and the furniture arrangement is a resource for
learning activities.
Summary Rating (U, B, P, or D):

Rating

Domain 3: Instruction
Component 3a: Communicating with Students
Teachers purpose for the lesson or unit is clear, including where it is situated within broader
learning.
Teachers directions and procedures are clear to students.
Teachers explanation of content is appropriate and connects with students knowledge and
experience.
Teachers spoken and written language is clear and correct and conforms to standard English.
Vocabulary is appropriate to the students ages and interests.
Component 3b: Using Questioning and Discussion Techniques
Most of the teachers questions are of high quality. Adequate time is provided for students to
respond.
Teacher creates a genuine discussion among students, stepping aside when appropriate.
Teacher successfully engages all students in the discussion.
Component 3c: Engaging Students in Learning
Most activities and assignments are appropriate to students, and almost all students are
cognitively engaged in exploring content.
Instructional groups are productive and fully appropriate to the students or to the instructional
purposes of the lesson.
Instructional materials and resources are suitable to the instructional purposes and engage
students mentally.
The lesson has a clearly defined structure around which the activities are organized. Pacing of
the lesson is generally appropriate.
Component 3d: Using Assessment in Instruction
Students are fully aware of criteria & performance standards by which their work will be
evaluated.
Teacher monitors the progress of groups of students in the curriculum, making limited use of
diagnostic prompts to elicit information.
Teachers feedback to students is timely and of consistently high quality.
Students frequently assess and monitor the quality of their own work against the assessment
criteria and performance standards.
Component 3e: Demonstrating Flexibility and Responsiveness

Rating

Teacher makes a minor adjustment to a lesson and the adjustment occurs smoothly.
Teacher successfully accommodates students questions or interests.
Teacher persists in seeking approaches for students who have difficulty learning, drawing on a
broad repertoire of strategies.
Summary Rating (U, B, P, or D):

Domain 4: Professional Responsibilities

Component 4a: Reflecting on Teaching
Teacher makes an accurate assessment of a lessons effectiveness and the extent to which it
achieved its instructional outcomes and can cite general references to support the judgment.
Teacher makes a few specific suggestions of what could be tried another time the lesson is taught.
Component 4b: Maintaining Accurate Records
Teachers system for maintaining information on student completion of assignments is fully
effective.
Teachers system for maintaining information on student progress in learning is fully effective.
Teachers system for maintaining information on non-instructional activities is fully effective.
Component 4c: Communicating with Families
Teacher provides frequent information to families, as appropriate, about the instructional program.
Teacher communicates with families about students progress on a regular basis, respecting
cultural norms, and is available as needed to respond to family concerns.
Teachers efforts to engage families in the instructional program are frequent and successful.
Component 4d: Participating in a Professional Community
Relationships with colleagues are characterized by mutual support and cooperation.
Teacher actively participates in a culture of professional inquiry.
Teacher volunteers to participate in school events, making a substantial contribution.
Teacher volunteers to participate in school and district projects, making a substantial contribution.
Component 4e: Growing and Developing Professionally
Teacher seeks out opportunities for professional development to enhance content knowledge and
pedagogical skill.

Rating

Teacher welcomes feedback from colleagues when made by supervisors or when opportunities
arise through professional collaboration.
Teacher participates actively in assisting other educators.
Component 4f: Showing Professionalism
Teacher is active in serving students.
Teacher works to ensure that all students receive a fair opportunity to succeed.
Teacher maintains an open mind and participates in team or departmental decision making.
Teacher complies fully with school and district regulations.