1. Observation Guide for Administrators
Prekindergarten & Kindergarten
June, 2014
HISD Summer Leadership Institute
HOUSTON INDEPENDENT SCHOOL DISTRICT

2. Prekindergarten & Kindergarten Observation Guide for Administrators
Facilitators:
Memorial Elementary School
Mechiel Rozas, Principal
Early Childhood Department
Alison Heath
Janice Dingayan
Marcela Landestoy
Michelle Thomas
Reading Department
Venita Bland
Welcome and Introductions

3. Ice Breaker: Picture Perfect
Make groups of 3-4 people. Locate a photo on your mobile device that best represents you or your interests.
Inform participants that they will be asked to report what they discovered about their group members to the whole group.
Share with your group members.

4. Norms Actively participate Show mutual respect
Limit side conversations
Use mobile devices courteously
Eat, drink, and be extraordinary!
Eat, drink, and be extraordinary! – Take care of your own needs.

5. Expected Outcomes
Participants will examine the process and structural features of a quality early childhood classroom.
Participants will utilize the Prekindergarten & Kindergarten Observation Guide as a continuum to enhance knowledge, better equip and promote professional growth of early childhood professionals.

6. Turn and Talk
What comes to your mind when you think of a PK/K Observation Guide?
Why do you think it is necessary?

7. Where can I find the PK/K Observation Guide?
Provide PK copy in packet. Have some K rubric on the tables.
Admin Support

8. Essential Elements Classroom Environment Data Collection and Tracking
Curriculum Content
PK/K
Classroom Arrangement
Work Stations
Classroom Management
Students’ Names
Student Work
Print
Daily Schedule
Books
Calendar
Small Group Instruction
Journals
Portfolios
Istation
Assessment
Reading
Writing
Math
Science
Social Studies
ESL
Shared Reading
Guided Reading
Modeled Writing
Interactive Writing
Word Study
Read-Aloud
Phonological/
Phonemic
Awareness
Partner/
Independent
Reading
The Essential Elements for Classroom Environment and Data Collection and Tracking are basically the same for Kinder and Prekindergarten. The Curriculum Content for PK are in blue and the ones in green are for Kinder.

9. PK/K Administrator’s Observation Guide
The purpose of this document is to help:
teachers and administrators learn more about the domains and elements of the continuum
teachers and administrators engage in professional conversations about components of the guide
teachers and administrators gain a better understanding of how teachers demonstrate proficiency in practice
teachers self- reflect on their current practices
This document IS NOT an official appraisal document from the Office of Human Capital and Accountability.
Read slide.

10. Observation Rubric
Articulates the expectations for specific early childhood standards
Describes the levels of quality from excellent to poor
1 Ineffective
2 Need Improvement
3 Effective
4 Highly Effective
Guides ongoing feedback to foster professional growth of teachers
Read slide.

11. Work Stations Classroom Environment:
1- There are 1-5 workstations. Room is disorganized, and work stations are undefined. Work stations are not well stocked with appropriate materials, and are not easily accessible to the students. There is no evidence of journals or writing incorporated within the work stations. There is no evidence of modeling to support student implementation. 2- There are 6-9 defined work stations. Room is somewhat organized. Some of the materials are in stock and accessible to the students. Some work stations have a journal or writing component. There is minimal evidence of modeling to support student implementation. 3- There are 10 defined work stations. Room and materials are organized. Most work stations incorporate a journal or writing component. Some evidence of HFW and/or vocabulary are present to support reading, oral language and writing development. Students have differentiated choices at each independent learning areas. 4- There are 11 or more well defined work stations that contain a variety of rigorous and challenging activities. Work stations allow for differentiation for students are different ability levels. Room is organized. Materials are organized and available. Work station areas allow space for all children. Journals or writing is incorporated within each work station. Evidence of HFW and/or vocabulary are present to support reading, oral language and writing development. Evidence of student products are displayed.
Work Stations
Classroom Environment:
Use the pictures (evidences) to rate this teacher. Have participants share with their shoulder partner and with the whole group.
Teacher Rating – 1 (Ineffective)
Evidences:
There are only 3 work stations; stations are not labeled.
No management system; students can go wherever they want when they finish their work.
Work stations are used only after the whole group activity.
Materials are disorganized.
No writing incorporated in work stations; no journals provided for students to document learning.
These are my work stations: ABC, Math and Library. They go to the work stations when they finish their seatwork.

12. Work Stations Classroom Environment: This reflects a 4:
Shelves labeled, materials organized and accessible to children.
Student work displayed in the work stations.
Journals available in each work station.
I can statements that provided differentiated activities.
Models/anchor charts/instruction cards are provided to guide children in their work.
Management charts displayed and explained so that children know where to go and what to do.
There are 10 or more well-defined work stations for the children.
HFW/sight words provided in different work station areas; students refer to them to spell words.

13. Classroom Management Classroom Environment:
1- No management system evident. Students and teacher seem unorganized % of the class is off task. 2- Management system is evident but is not being used by students or in an efficient manner. The teacher’s lesson is unorganized which significantly affects learning % of the class is off task. 3- Management system is evident and being used by the teacher. Students execute routines and procedures in an orderly and efficient manner in order to maximize learning % of the class is on task. 4- Management system is evident and being used by students. Students assume responsibility for routines and procedures and execute them in an orderly, efficient, and self-directed manner that requires little or no direction from the teacher % of the class is on task.
Classroom Environment:
Ask participants to rate this teacher’s classroom management.
Teacher Rating – 4 Highly Effective
Evidences:
Management system is evident.
Routines and procedures are in place. They know where to go and what to do. When they finish their task they have a second work station to go to and they know to do this according to the work station chart.
80-90% of the children are on task.
This is a 4 and not a 3 because children assume responsibility and do not need direction from the teacher. They are self-directed and do the work in an orderly, efficient manner.
My first work station is at the Science work station. Ms. Taylor doesn’t need to tell me where to go next. When I finish, I go to the Buddy Reading work station.

14. Classroom Management Classroom Environment: This picture reflects a 1:
60-80% of the class is off task.
Room is in disarray; materials unorganized.
No clear, defined work station areas.
No management system; children running around, and teacher running out of the classroom 
Chaotic!

15. Children’s Names Classroom Environment:
1- Children’s names are not visible in the classroom. 2- Children’s names are visible on the word wall but no picture is included. 3- Names are visible on the word wall, management charts, and some work stations with children’s pictures included. The students use the displayed names as a reference to support learning activities. 4- Names are visible on the word wall, management charts, and many work stations with children’s pictures included. The students use the displayed names as a reference to support learning activities.
Classroom Environment:
Children’s names are on the word wall, in 3 work stations, on helpers and conduct charts.
Ask participants to rate this teacher.
Teacher Rating – 3 Effective
Evidences:
The word wall contains the children’s names (names before pictures).
Students use the displayed names as a reference to support learning activities. Children use the names in literacy activities.
Names are also found on the conduct chart, daily helpers, and work stations.
This is only a “3” and not a “4” because the teacher only displayed student names in 3 of the work stations.

16. Anna Children’s Names Classroom Environment:
I display student names in each of my work station as a reference to support their work.
Anna
Classroom Environment:
This reflects a 4:
Names are visible in different work stations and areas of the room.
Name cards can be placed on a ring for students to use if they need to reference their classmate’s name as they write or do an activity.
Student names can go on a pocket chart. Students can build a sentence by putting the words in order.
Word walls must have the students’ names and pictures.

17. Children’s Work Classroom Environment:
1- No student work is displayed. Most writing are teacher generated. 2- Some student work is displayed. Some writing are teacher generated. 3- There are multiple types of authentic student’s work displayed throughout the classroom. Some of students are represented. 4- There are multiple types of authentic, current student work displayed throughout the classroom. Student work reflects specific lesson objectives or foci. All students are represented.
Classroom Environment:
Ask participants to rate this teacher.
Teacher Rating – 4 Highly Effective
Evidences:
Authentic work displayed (refer to child holding flower and writings on the wall), not just worksheets.
All students are represented, not just the work of those who did well.
Work is current and reflects learning objectives.
Student work is displayed in different areas of the room.

18. Children’s Work Classroom Environment: This reflects a 1:
Most writing (e.g., anchor charts) are teacher generated.
No student work is displayed (Student Work board is empty).
Students are working on coloring and answering worksheets.

19. Print Classroom Environment:
1- There is no print in the classroom. 2- There is minimal print in the classroom and/or print appears decorative rather than functional/educational. There are no current modeled, shared, or interactive writing archives. 3- There is functional/educational print in the classroom. The print is linked to the current theme/topic. Print is located low enough to allow for child interaction. The majority of the print reflects modeled, shared, or interactive writing archives. 4 – There is an abundance of functional/educational print located in all areas of the classroom. The print is linked to the current theme/topic. Print is located low enough to allow for child reference or interaction. The majority of the print is student generated. There are numerous current modeled, shared, and interactive writing archives visible at student eye level. Students refer to or interact with the print and incorporate print within a work station.
Print
Classroom Environment:
Ask participants to rate this teacher.
Teacher Rating – 3 Effective
Evidences:
The topic/theme is evident (plants).
Environmental print is displayed (contains logos children are familiar with).
Shared/interactive writing is evident (children write “yellow”).
Print is low enough to allow for child interaction.

20. Print Classroom Environment: This reflects a 4:
There is an abundance of functional print located in all areas of the classroom.
The print is linked to the current theme/topic (animals – elephant).
Print is located low enough to allow for child reference or interaction (word wall work station).
Majority of the print is student-generated.
Current, modeled, shared, and interactive writing archives are visible at student eye level.
Students refer to or interact with the print and incorporate print within a work station.

21. Brain Break: Match the Cards
Door Prize
Happy
Birthday!
Presenter Says: There are well known phrases that are cut in half in this basket. You will choose one piece of paper and find the person that has your other half. Once everyone has found their partner you will share your phrase.
Books/Gift Cards

22. Daily Schedule Classroom Environment:
1- There is no daily schedule evident. 2- There is a daily schedule that is not easily accessible to students. Schedule may lack pictures and/or icons. 3- Daily schedule is accessible to students and is displayed at their eye level. There is a clip that is moved as students progress through their day. There are pictures/icons for every activity. 4- Daily schedule is accessible to students and is displayed at their eye level. Students demonstrate ownership by moving a clip on the schedule as they progress through their day. There are relevant photos for every activity.
Classroom Environment:
We have a daily schedule at the back of the room but I don’t know what the words say…
Ask participants to rate this teacher.
Teacher Rating – 2 Needs Improvement
Evidences:
The daily schedule chart is at the back of the room.
It does not have any pictures; texts are irrelevant to students.
Teacher does not refer to it; the clip doesn’t move down as the activities transition.

23. Daily Schedule Classroom Environment: This reflects a 4:
Daily schedule is accessible to students and is displayed at their eye level.
Students demonstrate ownership by moving a clip on the schedule as they progress through their day.
There are relevant photos for every activity.
Daily schedule is used and displayed in front of the room where everyone can see it.

24. Books Classroom Environment:
1- There are no books in the classroom. 2- Books are only available to students in the classroom library. Books do not reflect current theme or guidelines being studied. 3- There are books in multiple areas (in the work stations) of the classroom other than the classroom library including fiction and non-fiction. Books are organized in containers. 4- There are books in multiple areas (in the work stations) of the classroom other than the classroom library including fiction and non-fiction. Books are organized in containers. Books reflect current themes being studied.
I love going to our classroom library! This is the only place where I can read books.
Classroom Environment:
Ask participants to rate this teacher.
Teacher Rating – 2 Needs Improvement
Evidences:
Books are only available to students in the classroom library.
Books do not reflect current theme or guidelines being studied.

25. Books Classroom Environment: This reflects a 4:
There are books in multiple areas (in the work stations) of the classroom other than the classroom library (includes fiction and non-fiction).
Books are organized in containers.
Books reflect current themes being studied.

26. Ashley, great job leading the calendar!
1- There is no calendar in the classroom. 2- Calendar is displayed in the classroom, but it is not up to date. There is no set calendar routine. 3- Calendar is displayed in the classroom and it is up to date. There is a set calendar routine. Students participate in calendar activities. 4- Calendar is displayed in the classroom and it is up to date. There is a set calendar routine. Students actively participate in calendar routines. Students are also in charge of some if not all aspects of leading calendar with their peers. Calendar covers some if not all content areas.
Ashley, great job leading the calendar!
Classroom Environment:
Ask participants to rate this teacher.
Teacher Rating – 4 Highly Effective
Evidences:
Calendar is displayed in the classroom and is up to date.
There is a set calendar routine.
Students actively participate in calendar routines.
Students are also in-charge of some if not all aspects of leading the calendar with their peers.
Calendar covers some if not all content areas.

27. Uh-oh, it’s December, I haven’t done the calendar for a long time!
Classroom Environment:
This reflects a 2:
Calendar is displayed but not up to date.
There is no set calendar routine.

28. Small Group Instruction
Designated small group instruction areas could be:
 A designated table
 On the carpet/rug
 At a work station
Possible materials that may be observed during a small group lesson:
Rhyming books
Vocabulary picture cards
Alphabet Charts
Paper
Writing Instruments
Play-doh
Alphabet books
Letter Stamps
Magnetic Letters
Individual White Boards
Math Manipulatives
Designated small group area that will accommodate 4-6 students.
Small group lesson plans are available and used.
Manipulatives for skill development are readily available.
A clear system to assess student understanding and formulate further instruction during the lesson is evident such as anecdotal notes.
Students can explain and track their progress or objectives they are working on or goals they are working towards.
Multiple titles of multiple leveled books for guided reading are evident.
Word Study for each group is evident.
Reading strategies taught and used by each group are evident.
Data Collection & Tracking
Present information.

29. Small Group Instruction
Data Collection & Tracking
This reflects a 4:
Designated small group area accommodates 4-6 students.
Small group lesson plans are available.
Manipulatives for skill development are readily available.
System to assess student understanding is evident (anecdotal records).
Students explain and track their own progress.

30. Journals Data Collection & Tracking
Journals are accessible to children and are used on a daily basis with dated entries. In addition, there are 2 or more types of other journals such as math and science that are used regularly with dated entries to track student progress.
Data Collection & Tracking
Present information.

31. Portfolios Data Collection & Tracking Anecdotal Notes
There are portfolios for each child that include(s) current dated materials, observations, anecdotal records and photos to analyze student progress and plan for differentiated instruction.
Portfolios can also be electronic.
Intervention or acceleration plans are available with activities.
Data Collection & Tracking
Anecdotal Notes
Child's Name: Alex P.
Date & Time: 3/3/ :30 am
Learning Center: Buddy Reading Center
Observed Event or Behaviors:
During literacy group, Alex listened as Katie read the Dinosaur Book. When Katie finished reading, Alex picked up a piece of art paper and drew a picture of what he would do with a dinosaur if he had one for a pet. Then he wrote letter strings.
Present information.

32. Data Binder Data Collection & Tracking
Helps track and document progress made by students in an organized way
Assessment Data
Small Groups
Small Group Planning
Anecdotal Notes
Progress Monitoring Data
Data Collection & Tracking
Present information.
Michelle will make a binder (1-2 copies) to show administrators.

33. Stop – Think – Review
Recap with a partner 4 components of the classroom environment and describe what a level 4 looks like.
Explain how data is tracked and collected.
Develop your next steps in using the observation process to support your teacher.
Activity
Follow directions.
Discuss with partner and share with the whole group.

34. HISD Early Childhood Blog
Curriculum Resources
Teacher Resources
Professional Development
Pre-K Assessment
Reporting System
Admin Support
Principal Memos
Video Library
PK Enrollment
Show the blog – navigate and highlight different areas listed.

35. Pre-observation Questions
What is your primary goal for your lesson today, and how will you know if you have met it? 
On what would you like me to focus my attention while I am watching the lesson? 
What are your students' strengths and challenges based on formal and informal assessment?
Coaching Conversations
Here are some suggested pre-observation questions administrators can use when conferencing with a teacher.
May be used during IPDP conference.

36. Post-observation Questions
What did you learn from your lesson today? 
What does the students' work tell you about the lesson? How will that affect your informal & formal assessments?
What worked for you and your students in the lesson today? How will that affect their academic achievement?
What would you do differently if you taught this lesson again?
Coaching Conversations
Here are some suggested post-observation questions administrators can use when conferencing with a teacher.

37. Stems for Positive Feedback
Here are some research-based strategies I saw you use today...
Here is something I learned from you today... 
I saw you... This is going to have ______impact on your student’s by…
I could tell your students were engaged today because...
I could tell you were differentiating because…
Coaching Conversations
Here are some suggested stems for positive feedback which administrators can use when conferencing with a teacher.

38. Stems for Making Suggestions
Based on our conversation, what do you feel is your next step?
What does your student data tell you?
You might try.... 
Here is something you could consider. 
Another approach to this might be....
Coaching Conversations
Here are some suggested stems for making suggestions which administrators can use when conferencing with a teacher.
Adapted from Practical Literacy Coaching: A Collection of Tools to Support Your Work by Jan Miller Burkins International Reading Association, pp  
Questions that Invite Action:
What are your next steps?
What do you need from me?

39. Last But Not Least Read the case examples.
Use the observation guide to evaluate the content blocks and rate the teacher’s efficacy level.
Outline 2-3 ideas that will improve the teacher’s ability to implement effective practices.
Conduct a mock coaching conversation with your partner as the teacher.
Activity: Explain directions on slide.
Direct participants to their handouts to find sample cases to evaluate.
Allot minutes for the activity.
Debrief and discuss answers. Encourage participants to provide evidence(s) of their rating and share and demonstrate their coaching conversation.

40. Case Samples 2 1 2 3 3 1 3 1 Writing Math Word Wall Science
Ms. Mars has envelopes, stamps, stationery, and markers in her writing center. Children enjoy writing to their friends and leaving their letters in the classroom mailbox. This is the only place where they can practice their writing skills.
Math
Mr. Mercury teaches Math after recess. He uses the SmartBoard and gives children worksheets. She sends them to the Math work station when they are done. They can play with the manipulatives however they want. 2 1
Word Wall
Mr. Pluto’s word wall is above his SmartBoard. The words displayed are all sight words like the, me, come, an, etc.
Science
Ms. Earth’s children enjoy their nature walks where they get to collect leaves, seeds and flowers from the playground. Her students can draw and label their plant as well as explain why plants are important. 2 3
Morning Message
Mrs. Jupiter writes the morning message everyday. She shows children how to use capital letters and punctuation marks. She asks questions and calls children to fill in the blanks on the SmartBoard.
Social Studies
Mrs. Venus hardly teaches Social Studies because the children get bored and start to act up. The lectures are quick and dull. Children rarely engage in the lessons. 3 1
Direct participants to their handouts to find sample cases to evaluate.
Assign each group an area to analyze.
Allot 10 minutes for the activity.
Debrief and discuss answers. Encourage participants to provide evidence(s) of their rating as well as their ideas to build capacity.
Ask volunteers to demonstrate their coaching conversation.
Read-Aloud
Mr. Uranus reads to his class after lunch. He uses context clues to infer meaning, He thinks aloud, asks questions, and develops connections between story elements. His class loves The Very Hungry Caterpillar and The Doorbell Rang.
ESL
Mr. Saturn is not bilingual and he believes his students learn best when totally immersed in the English language. His instruction does not include TPR, scaffolding, or any small group instruction. 3 1

41. "You get the best effort from others not by lighting a fire beneath them, but by building a fire within.“ ~Bob Nelson

42. Please complete a session evaluation so that we may better serve you and meet your needs. Thank You