Burlington County Institute Of Technology

Observation Report
2019-20
Observed Staff: Georgette, Brittany Methodology: Teacher Rubric
Observation Date: Workflow: Teacher Unannounced Observation
Observer: Hartman, Danielle
Score Summary
Domain 1: 3
Domain 2: 3.333
Domain 3: 3
Overall Score: 3.113

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 Domain 1: Planning and Preparation

Ineffective(1) Partially Effective(2) Effective(3) Highly Effective(4)

1a: *In planning and *The teacher is familiar *The teacher displays *The teacher displays
Demonstrating practice, the teacher with the important solid knowledge of the extensive knowledge of
Knowledge of Content makes content errors or concepts in the important concepts in the important concepts
does not correct errors discipline but displays a the discipline and how in the discipline and
Knowledge of content made by students. lack of awareness of these relate to one how these relate both
and the structure of how these concepts another. to one another and to
discipline, knowledge of *The teacher displays relate to one another. other disciplines.
prerequisite sources to little understanding of *The teacher
extend knowledge of prerequisite knowledge *The teacher indicates demonstrates accurate *The teacher
students important to student some awareness of understanding of demonstrates
learning of the content. prerequisite learning, prerequisite understanding of
although such relationships among prerequisite
knowledge may be topics. relationships among
inaccurate or topics and concepts
incomplete. and understands the
link to necessary
cognitive structures that
ensure student
understanding.

Evidence:
Recommendations:
1b: *The teacher displays *The teacher displays *The teacher *The teacher
Demonstrating minimal understanding generally accurate understands the active understands the active
Knowledge of Students of how students learn- knowledge of how nature of student nature of student
and little knowledge of students learn and of learning and attains learning and acquires
Knowledge of students' their varied approaches their varied approaches information about levels information about levels
skills, knowledge, to learning, knowledge to learning, knowledge of development for of development for
language proficiency and skills and does not and skills and interests, groups of students. individual students.
indicate that such yet may apply this
knowledge is valuable knowledge not to *The teacher also *The teacher also
individual students but purposefully acquires systematically acquires
to the class as a whole. knowledge from several knowledge from several
sources about groups sources about
of students' varied individual students'
approaches to learning, varied approaches to
knowledge and skills learning, knowledge
and interests. and skills, and
interests.

Evidence:
Recommendations:
1c: *The outcomes *Outcomes represent *Most outcomes *All outcomes
Designing Coherent represent low moderately high represent rigorous and represent high-level
Instruction expectations for expectations and rigor. important learning in learning in the
students and lack of Some reflect important the discipline and are discipline. They are
Learning Activities, rigor, and not all of learning in the clear, written in the clear, are written in the
Instructional Materials, these outcomes reflect discipline and consist of form of student form of student
Lesson and Unit important learning in a combination of learning, and suggest learning, and permit
Structure, Setting the discipline. They are outcomes and viable methods of viable methods of
Objectives stated as student activities. Outcomes assessment. assessment.
activities, rather than as reflect several types of Outcomes reflect Outcomes reflect
outcomes for learning. learning, but the several different types several different types
Outcomes reflect only teacher has made no of learning and of learning and, where
one type of learning effort ad coordination or opportunities for appropriate, represent
and only one discipline integration. Outcomes, coordination, and they both coordination and
or strand and are based on global are differentiated, in integration. Outcomes
suitable for only some assessments of student whatever way is are differentiated, in
students. learning, are suitable needed, for different whatever way is
for most of the students groups of students. needed, for individual
in the class. students.

Evidence:

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Recommendations:
Attributes (Indicators)
Page Notes

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 Domain 2: The Classroom Environment

Ineffective(1) Partially Effective(2) Effective(3) Highly Effective(4)

2a: *Patterns of classroom *Patterns of classroom *Teacher-student *Classroom interactions

Creating an interactions, both interactions, both interactions are friendly between the teacher
Environment of between teacher and between teacher and and demonstrate and students and
Respect and Rapport students and among students and among general caring and among students are
students, are mostly students, are generally respect. Such highly respectful,
Teacher Interactions negative, and appropriate but may interactions are reflecting genuine
with Students, Student inappropriate. reflect occasional appropriate to the ages, warmth, and caring.
Interactions with other inconsistencies, cultures, and
Students, Monitoring *Interactions are favoritism, and developmental levels of *Students exhibit
Student Behavior, characterized by disregard for students' the students. respect for the teacher
Response to Student sarcasm, put-downs, or ages, cultures, and Interactions among and contribute to high
Misbehavior conflict. developmental levels. students are generally levels of civility among
polite and respectful, all members of the
*The teacher does not *Students rarely and students exhibit class. The net result is
deal with disrespectful demonstrate disrespect respect for the teacher. an environment where
behavior. for one another. all students feel valued
*The teacher responds and are comfortable
*There appear to be no *The teacher attempts successfully to taking intellectual risks.
established standards to respond to disrespectful behavior
of conduct, or students disrespectful behavior, among students. The *Student behavior is
challenge them. with uneven results. net result of the entirely appropriate.
The net result of the interactions is polite,
*There is little or no interactions is neutral, respectful, and * Students take an
teacher monitoring of conveying neither business-like, though active role in monitoring
student behavior, and warmth nor conflict. students may be their own behavior
response to students' somewhat cautious and/or that of other
misbehavior is *Standards of conduct about taking intellectual students against
repressive or appear to have been risks. standards of conduct.
disrespectful of student established, but their
dignity. implementation is *Student behavior is * Teacher monitoring of
inconsistent. generally appropriate. student behavior is
subtle and preventive.
*The teacher monitors
student behavior *The teacher's
against established response to student
standards of conduct. misbehavior is sensitive
to individual student
*Teacher response to needs and respects
student misbehavior is students' dignity.
consistent,
proportionate, and
respectful to students
and is effective.

Evidence:
• How long did that take me? S: 20 minutes? Ms. G: Oh- that took 20 minutes? There is no reason that you couldn't
do the four problems in 25 minutes. I don't want to hear people telling me I didn't have enough time doing it. I can
move a little faster, I know what I'm doing, but it shouldn't take you an extended amount of time to finish the
problems.
• Ms. G reminds the class that they have a quiz at the end of the class. "I'm going to pass back these worksheets.
This will be showing on your quiz. Alright?"
• To s: "You spend too much time on that" (indicating phone). S: I do? (puts the phone away and begins working on
the problems).
• S to S: This is 17. Yo- you know when Franklin came out he was only 17? You know how old the average senior
is?
• To S: How do you feel about this stuff? (holds up paper). How about we do it for Monday? Ms. G then reviews the
problem and how to approach them with the S.
• S to S: Where do you get 2 from? S: You multiply? S: Yes!
• S to S: You divide this. How do you do 32? S: You multiply that.
• S: I need help. I still didn't find it. Ms. G: Ok, so you divide this and then you multiply it.
Recommendations:

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2b: *Much instructional *Some instructional *There is little loss of *Instructional time is
Managing Classroom time is lost due to time is lost due to instructional time due to maximized due to
Procedures inefficient classroom partially effective effective classroom efficient and seamless
routines and classroom routines and routines and classroom routines and
Management of procedures. procedures. procedures. procedures.
Instructional Groups,
Management of *There is little or no *The teacher's *The teacher's *Students take initiative
Transitions evidence of the management of management of in the management of
teacher's management instructional groups instructional groups instructional groups
of instructional groups and transitions, or and transitions, or and transitions, and/or
and transitions and/or handling of materials handling of materials the handling of
handling of materials and supplies, or both, and supplies, or both materials and supplies.
and supplies are inconsistent, are consistently
effectively. leading to some successful. *Routines are well
disruption of learning. understood and may be
*There is little evidence *With minimal guidance initiated by students.
that students know or *With regular guidance and prompting,
follow established and prompting, students follow
routines. students follow established classroom
established routines. routines.

Evidence:
Recommendations:
2c: *The classroom *The classroom is safe, *The classroom is safe, *The classroom
Organizing Physical environment is unsafe, and essential learning and students have environment is safe,
Space or learning is not is accessible to most equal access to and learning is
accessible to many. students. learning activities. accessible to all
Safety and Accessibility students, including
*There is poor *The teacher attempts *The teacher ensures those with special
alignment between the to adjust the classroom that the furniture needs.
arrangement of furniture for a lesson or, arrangement is
furniture and resources, if necessary, to adjust appropriate to the *The teacher makes
and the lesson the lesson to the learning activities and effective use of
activities. furniture, but with uses physical physical resources.
limited effectiveness. resources effectively.
*The teacher ensures
that the physical
arrangement is
appropriate to learning
activities.

Evidence:
Recommendations:
Attributes (Indicators)
Page Notes

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 Domain 3: Instruction

Ineffective(1) Partially Effective(2) Effective(3) Highly Effective(4)

3a: *The instructional *The teacher's attempt *The instructional *The teacher links the
Responsiveness and purpose of the lesson is to explain the purpose of the lesson is instructional purpose of
Communicating with unclear to students, instructional purpose clearly communicated the lesson to the larger
Students and the directions and has only limited to students, including curriculum; the
procedures are success, and/or where it is situated directions and
Expectations for confusing. directions and within broader learning; procedures are clear
Learning, Directions procedures must be directions and and anticipate possible
and Procedures, *The teacher's clarified after initial procedures are student
Explanations of explanation of the student confusion. explained clearly and misunderstanding.
Content, Use of Oral content contains major may be modeled.
and Written Language, errors and does not *The teacher's *The teacher's
Response to students include any explanation explanation of the *The teacher's explanation of content
of strategies students content may contain explanation of content is thorough and clear,
might use. minor errors; some is clear and accurate developing conceptual
portions are clear, and connects with and connecting with
*The teacher's spoken others difficult to follow. students' knowledge students' interests.
or written language and experience.
contains errors of *The teacher's spoken During the explanation *Students contribute to
grammar or syntax. language is correct but of content, the teacher extending the content
uses vocabulary that is focuses, as by explaining concepts
*The teachers' either limited or not fully appropriate, on to their classmates and
academic vocabulary is appropriate to the strategies students can suggesting strategies
inappropriate, vague, or students' ages or use when working that might be used.
used incorrectly, backgrounds. The independently and
leaving students teacher rarely takes invites student *The teacher's spoken
confused. opportunities to explain intellectual and written language is
academic vocabulary. engagement. expressive, and the
teacher finds
*The teacher's spoken opportunities to extend
and written language is students'' vocabularies,
clear and correct and is both within the
suitable to students' discipline and for more
ages and interests. general use.

Evidence:
• Observer entered the room five minutes into the period. Students are seated in groups of 3-5. Ms. Georgette has a
practice problem on the board. She models how to approach a problem. She narrates how she would approach the
problem while she completes the problem.
• Ms. G continues to model how to pull the equation out of a word problem.
• How long did that take me? S: 20 minutes? Ms. G: Oh- that took 20 minutes? There is no reason that you couldn't
do the four problems in 25 minutes. I don't want to hear people telling me I didn't have enough time doing it. I can
move a little faster, I know what I'm doing, but it shouldn't take you an extended amount of time to finish the
problems.
• Ms. G reminds the class that they have a quiz at the end of the class. "I'm going to pass back these worksheets.
This will be showing on your quiz. Alright?"
• To S: You either have to keep it as .7 or you need to round it up. Or, since we're talking money, you could say
(inaudible).
• To S: How do you feel about this stuff? (holds up paper). How about we do it for Monday? Ms. G then reviews the
problem and how to approach them with the S.
• S: I need help. I still didn't find it. Ms. G: Ok, so you divide this and then you multiply it.
• Ms. G calls the class to attention. "I'm going to start projecting the answer so you can check your work. We're
going to take the quiz in 20 minutes."
Recommendations:

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3b: *The teacher's *The teacher's *While the teacher may *The teacher uses a
Using Questioning and questions are of low questions lead students use some low-level variety or series of
Discussion Techniques cognitive challenge, through a single path of questions, he poses questions or prompts to
with single correct inquiry, with answers questions designed to challenge students
Quality of Questions, responses, and are seemingly determined promote student cognitively, advance
Discussion Techniques, asked in rapid in advance. thinking and high-level thinking and
and Student succession. understanding. discourse, and promote
Participation *Alternatively, the metacognition.
*Interaction between teacher attempts to ask *The teacher creates a
the teacher and some questions genuine discussion *Students formulate
students is designed to engage among students, many questions, initiate
predominantly students in thinking, but providing adequate topics, challenge one
recitation style, with the only a few students are time for students to another's thinking, and
teacher mediating all involved. respond and stepping make unsolicited
questions and answers; aside when doing so is contributions.
the teacher accepts all *The teacher attempts appropriate.
contributions without to engage all students *Students themselves
asking students to in the discussion, to *The teacher ensure that all voices
explain their reasoning. encourage them to challenges students to are heard in the
respond to one justify their thinking and discussion.
*Only a few students another, and to explain successfully engages
participate in the their thinking, with most students in the
discussion. uneven results. discussion, employing
a range of strategies to
ensure that most
students are heard.

Evidence:
• S: That's why I got this one wrong. S: I got this one wrong because I didn't even do it.
• S to S: This is 17. Yo- you know when Franklin came out he was only 17? You know how old the average senior
is?
• S to S: Where do you get 2 from? S: You multiply? S: Yes!
• S to S: You divide this. How do you do 32? S: You multiply that.
Recommendations:

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3c: *The learning *The learning tasks and *The learning tasks and *Virtually all students
Engaging Students in tasks/activities, activities are partially activities are fully are intellectually
Learning materials, and aligned with the aligned with the engaged in challenging
resources are poorly instructional outcomes instructional outcomes content through well-
Activities and aligned with the but require only and are designed to designed learning tasks
Assignments, Grouping instructional outcomes, minimal thinking by challenge student and activities that
of Students, or require only rote students and little thinking, inviting require complex
Instructional Materials responses, with only opportunity for them to students to make their thinking by students.
and Resources, one approach possible. explain their thinking, thinking visible. This
Structure and Pacing allowing most students technique results in *The teacher provides
*The groupings of to be passive or merely active intellectual suitable scaffolding and
students are unsuitable compliant. engagement by most challenges students to
to the activities. students with important explain their thinking.
*The groupings of and challenging content There is evidence of
*The lesson has no students are and with teacher some student initiation
clearly defined moderately suitable to scaffolding to support of inquiry and student
structure, or the pace of the activities. that engagement. contributions to the
the lesson is too slow exploration of important
or rushed. *The lesson has a *The groupings of content; students may
recognizable structure; students are suitable to serve as resources for
*Learning tasks are not however, the pacing of the activities. one another.
suitable to students the lesson may not
with special learning provide students the *The lesson has a *The lesson has a
needs. time needed to be clearly defined clearly defined
intellectually engaged structure, and the structure, and the
or may be so slow that pacing of the lesson is pacing of the lesson
many students have a appropriate, providing provides students the
considerable amount of most students the time time needed not only to
"downtime." needed to be intellectually engage
intellectually engaged. with and reflect upon
*Learning tasks are their learning, but also
somewhat suited to *Learning tasks are to consolidate their
students with special suitable to the special understanding.
needs. learning needs of
students. *Students with special
learning needs are fully
accommodated and
planned for; lessons
are adapted to meet
individual skills.

Evidence:
• Ms. G sits down with one of the student groups and assists them with the problem revisions.
• Most groups are working collaboratively on the problems. Ms. G circulates and assists where necessary.
Recommendations:

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3d: *The teacher has no *The teacher's *The teacher has clear *The teacher has clear
Use of Technology in rules or expectations expectations of guidelines for guidelines and
Instruction for the use of technology use in the appropriate use of leverages available
technology in the classroom is stated, but technology in the technology, reducing
Rules and classroom, with little to is monitored only classroom and inappropriate use. The
Expectations, no monitoring. sporadically. monitors accordingly. teacher creates a
Monitoring Use, classroom environment
Technology *Technology is used *Technology is used to *Interactive in which active, positive
Engagement, infrequently or not at passively disseminate technologies are used uses of technology
Instructional Goals all. information, ask low- fluidly in ways that result in minimal need
level questions, or for engage students. for monitoring.
*Use is not linked to rewards.
instructional goals. *Technology is used *Technology is
*Technology is an creatively and assists integrated seamlessly
activity in itself, rather students in achieving into activities, engaging
than a tool to reach instructional goals. students fully in the
instructional goals. learning process.

*Technology is used to
complete assignments
and projects that
necessitate higher-
order thinking, skills,
and creativity, and are
clearly linked to
instructional goals.

Evidence:
Recommendations:
3e: *Students do not *Students appear to be *Students appear to be *Assessment is fully
Using Assessment in appear to be aware of only partially aware of aware of the integrated into
Instruction the assessment criteria, the assessment criteria, assessment criteria, instruction, through
and there is little or no and the teacher and the teacher extensive use of
Assessment of Criteria, monitoring of student monitors student monitors student formative assessment.
Monitoring of Student learning. learning for the class as learning for groups of
Learning, Student Self- a whole. students. *Students appear to be
Assessment and aware of, and there is
Monitoring of Progress. *Questions and *Questions and some evidence that
assessments are rarely assessments are they have contributed
used to diagnose regularly used to to, the assessment
evidence of learning. diagnose evidence of criteria.
learning.
*Questions and
assessments are used
regularly to diagnose
evidence of learning by
individual students.

*The teacher
successfully
differentiates instruction
to address individual
students'
misunderstandings.

Evidence:
• Ms. G sits down with one of the student groups and assists them with the problem revisions.
• Most groups are working collaboratively on the problems. Ms. G circulates and assists where necessary.
Recommendations:
Attributes (Indicators)
Page Notes
Addendum :

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 Post-Conference Form
In general, how successful was the lesson? Did the students learn what you intended them to learn? How do you know?
Today was intended on reviewing previous lessons to prepare for a quiz. Yesterday, students were given a worksheet after the
lesson and asked to complete 4 problems. After grading the 4 problems, it was obvious that a decent amount of students were
still struggling. I wanted students to continue working on the worksheet, making corrections if needed or finishing problems they
were unable to get to. As I was walking around, checking student work, and working with students 1-1, I could see that students
were starting to grasp the concept a little more with just some more time for practice.
Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to
student learning?
Students are put in groups so they can work together on assignments. At each table, there is at least one higher level student
there to help some of the lower level students.
Did you depart from your plan? If so, how and why?
I did depart from my plan. I was originally going to set up stations that covered different types of problems from both sections 7-5
and 7-6 but after seeing the outcome of the worksheets from yesterday, I really wanted to focus the time on this worksheet,
making sure students knew how to solve the exponential growth and decay word problems.
Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials, and resources). To
what extend were they effective?
At the end of the block yesterday, there were some students complaining about not having enough time to complete the 4
problems on the worksheet. The complaining was coming from the students that spend a lot of time chatting or on their phones.
At the beginning of class today, I wanted to show the students how quickly they can solve the problems if they just focused on
the work and took it step by step. This was meant to get students to realize that they need to stop spending so much time talking
or looking at their phones and more time completing the work that is in front of them. Once I handed back the worksheet,
students were asked to make corrections and then continue working on the 4 remaining problems that they did not need to
complete yesterday. Students were in groups of 4, with at least one higher level student at each table. This is so if I am unable
to help a student at a specific time, I know there is someone at the table that is most likely capable of helping that student that
needs it. As I walked around the classroom, students were working very well, helping each other out. I could tell that my talk at
the beginning of class worked because I didn't see any students looking at their phone nor were there many times students were
talking about something other than the assignment.
If you had a chance to teach this lesson again to the same group of students, what would you do differently?
If I had the chance to teach the lesson again (from yesterday), I probably would try using nearpod. This would then show me
immediately if students were struggling on the problems rather than at the end of the class when grading the assignment. It may
have eliminated having to spend a whole extra day working on a worksheet that should have been completed the day prior.

Observation Form
Areas of Strength:
Communicating Expectations

Classroom Management

Rapport
Areas for Growth:
None at this time.
Recommendations:
Consider using some questioning techniques prior to helping students with questions. Ask the student what they think they
would do, and why. It will help them articulate their thought processes and permit you to see where errors in thinking might exist.
Additional Comments:
You did a great job narrating how you would approach a problem. It's helpful to students when the teachers speak through their
thought processes. Great job!

Employee Signature: Date: 02/27/2020

Evaluator's Signature: Date: 02/27/2020

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