Frameworks for Teaching Observation Points for the Classroom The components and elements of Domains 2 (environment) and 3 (instruction) can be directly observed. Recommendations for improvement, based on the criteria, can be objectively made.

Domain 2 – The Classroom Environment 2a: Creating an Environment of Respect & Rapport Students need to feel comfortable in the classroom - to trust teachers and other students Teacher words and actions help “manage” relationships in the classroom – T=> S and S=>S Interest in students – not as a pal – and seeing the world through their perspective is important Caring about them is vital Student to student interactions are “permitted” by teachers Being nice to one another is a learned skill

2B : Establishing a Culture for Learning Atmosphere of classroom that reflects importance of the work – by teacher and student (tone) High expectations for high quality work (good ideas are valued and expected) are at the heart of a C for L High order thinking expected – not just compliance with procedure Teacher and students care about the learning – rigorous content, confidence in their abilities Important outcomes take hard work – pride in work Creating this culture is an important responsibility for every teacher Student work, planning documents, conversations reveal value for learning

2c: Managing Classroom Procedures A smoothly functioning classroom is a prerequisite to good instruction Expert teachers take the time to establish routines In a well managed classroom - transitions are seamless, students assume responsibility, are always engaged, and function well in groups Expert teachers design group work to DI & groups work independently Materials and supplies & non instructional tasks are managed efficiently Students can articulate procedures

2d: Managing Student Behavior When students are deeply engaged with content, behaviors are in control Student intent is key – much of what appears to be misbehavior is not Expectation of conduct are clear to and agreed upon Students participate in setting rules of behavior & routines Teaching students to self-reflect is important No favoritism! Consistency Teachers are aware of what is going on and maintain composure - use proximity, signals, focus on behavior and not the student

2e: Organizing Physical Space Organization of space sends messages to students about how teachers view learning – rows, centers, face to face, circles, etc – all send signals Safety first – cords, bookbags, crowding – Access to learning - respect for the learning needs of students Teacher cultivates student participation in organizing physical space, lower shades to block sun, close door for noise reduction, rearrange furniture for learning Teacher is aware of student access (font size, projections, noise, etc.

Domain 3 – Instruction 3a Communicating with Students Tchr language must be audible and legible Clarity of directions – oral and/or written Tchr uses vivid & expressive language – doesn’t drone Vocab suitable to language of the discipline Tchr uses correct and expressive vocab Lesson purpose is clear to students Examples connect new w/ background knowledge Everyone knows they are engaged in important work Purposeful atmosphere Academic & economic success depends on communication using standard English

3b: Using Questioning & Discussion Techniques Questioning & Discussion – Teacher’s skill in questioning and discussing lead to increased instructional purpose by: exploration of new concepts eliciting evidence of student understanding promoting deeper student engagement High quality questions promote thinking by students, encouraging connections, and arriving to better understanding of complex materials Carefully framed questions enable students to reflect on their understanding and consider new possibilities Well-run discussions uses students’ questions and question formation requires students to engage in analytical thinking and is motivating All students are drawn into conversation; perspectives of all are sought; all voices are heard For skilled teachers, discussion becomes vehicle for deep exploration of content

3c: Engaging Students in Learning Student engagement is THE most important, engagement minimizes off-task behaviors/ discipline problems Student engagement is the result of lesson design, activities to maximize learning, instructional delivery = ACTIVE PARTICIPATION  Translates into intellectual involvement (worksheets do not equal engagement)  Mental engagement (invested participation) (not a spectator sport)

Engaging Students in Learning (continued) Student engagement = 1) Activities and assignments: cognitive challenge 2) Grouping of students: variety (whole vs. small group) heterogeneous/homogeneous 3) Instructional Materials 4) Structure and pacing The quality of student engagement is the result of careful planning of learning e xperiences School is not a spectator sport

3d: Using Assessment in Instruction Assessment is used to show extent to which students have mastered important content – shows tchr how to proceed Assessment used for program improvement; acct; end of instruction; diagnostic info; tool in instruction; repertoire Teacher: clear outcome for learning; watch and listen to students; questioning tech; feedback Assessment provides feedback Feedback - timely - verbal, nonverbal, and written - formal, systematic - formative / summative Student responsibility – Self assessment Crucial role in teaching

3e: Demonstrating Flexibility & Responsiveness Teachers make decisions to adjust lessons midstream – or not 3 types 1. when an instructional activity is not working - Offer additional explanation; abandon the activity; change pace 2. “teachable moment” – acknowledge & then return to plan 3. teacher’s sense of efficacy & commitment to ALL students - persists in finding ways; takes responsibility for student learning Lack of flexibility – when they stick to the plan regardless… Every teacher should – over time – develop skills for adjusting lessons. Rigid adherence to lesson plan when students are not understanding is “stubbornness”