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Observation

KENDRA BEEDLE
026 - Jefferson Parish
026089 - Chateau Estates Elementary School
2013 - 2014
Evaluator: STEPHANIE M DURANT
Printed on 5/9/2014 12:56:57 PM Page 1 of 7
Observation Type: O - Observation
Observation Title: observation#1
Student Count:
Class Description:
Course Category: MATH - Mathematics
Grade: 06 - SIXTH
Pre-Obsv. Conf.: 1/16/2014 1:30
Observation Date: 1/23/2014 (Begin)
Post-Obsv. Conf.: 1/30/2014 1:30
Evaluation Type: T - Compass Teacher Rubric
Full Period?: No
1/23/2014 (End)
Outcomes are written in terms of what students will learn rather than do. I can use the Distributive Property.

Outcomes represent a range of outcomes: factual, conceptual understanding, reasoning, social, management, communication. Set
up your multiplication tables. If you do not know your tables ask Adonia your multiplication tables.
Students are required to connect knowledge (factual information) of multiplication in order to work problems showing Distributive
Property. When students are unsure of some of their tables they are encouraged to ask table members.

Outcomes represent high expectations and rigor. What does it mean to distribute. Ok the opposite of distributing is called
factoring. T- What is that a part of Great Great s- Greatest common factor. Challenge yourself and do it backwards. t- Factor and
then distribute. You distributed and then factored you are to challenge yourself and do it backwards.
Distributing is giving and factoring is pulling it apart. T-Mix it all up.
S-Oh no. the teacher smiles

Teacher connects outcomes to previous and future learning. It would really be beneficial to really know the multiplication tables.
Just makes it easier.

Challenge yourself and do it backwards. t- Factor and then distribute. You distributed and then factored you are to challenge
yourself and do it backwards.
Domain: 1 - Planning and Preparation
Observation Ratings
Component: 1 - 1c: Setting Instructional Outcomes
Observation Comments
Component Rating: 4 - Highly Effective
KENDRA BEEDLE
026 - Jefferson Parish
026089 - Chateau Estates Elementary School
2013 - 2014
Printed on 5/9/2014 12:56:57 PM Page 2 of 7
Teacher uses open-ended questions, inviting students to think and/or have multiple possible answers. What is 50 + 3?
If 50 + 3 = 53, does it make sense that _____?
Think about it? The teacher gives the student think time.
What is the Greatest common factor?

When you distribute you are giving--------


Factor/ break it down into a multiplication problem.
What is this one really saying?

The teacher makes effective use of wait time. The teacher gives the student think time.
T-What is the Greatest common factor?

The teacher calls on most students, even those who dont initially volunteer. The teacher calls on all students at the table. All
students are responsible for putting together the distribution puzzle.
Domain: 3 - Instruction
Observation Ratings
Component: 1 - 3b: Using Questioning and Discussion Techniques
Observation Comments
Component Rating: 3 - Effective: Proficient
Transitions between large and small group activities are smooth. Timer goes off and the teacher gives them 45 seconds to pick up
materials and move to their seats. Students talk through the process but move. Almost everyone returns to their seats in time. T-
Because everyone was not in their seat on time I cannot give you a points.

Students except the consequences and continue to work at their tasks.

The teacher has an established timing device that helps them to stay. Clean-up at the end of a lesson is fast and efficient.

Timer goes off and the teacher gives them 45 seconds to pick up materials and move to their seats. Students talk through the
process but move.

In small group work, students have established roles, they listen to one another. The teacher walks away for students to work
independently. One student helps another student. S- That would be 5. Try this one. What do you think? No that might work
better right. Now if you have a problem who do you talk to? S- Partner.
Domain: 2 - The Classroom Environment
Observation Ratings
Component: 1 - 2c: Managing Classroom Procedures
Observation Comments
Component Rating: 3 - Effective: Proficient
KENDRA BEEDLE
026 - Jefferson Parish
026089 - Chateau Estates Elementary School
2013 - 2014
Printed on 5/9/2014 12:56:57 PM Page 3 of 7
I can use the Distributive Property.
Anchor charts are placed on the back wall to explain the Distribution property and show examples of how to Distribute within
parenthesis.
Anchor Centers are set up for each additional group.
Observation Notes
The teacher attempts to engage students in self- or peer-assessment.
What is this one really saying?

Work with your partner.


The teacher walks away for students to work independently. One student helps another student. S- That would be 5. Try this one.
What do you think? No that might work better right. I think you are right.
Feedback includes specific and timely guidance for at least groups of students. The teacher have chosen a variety of quick ways to
check for understanding and gather "evidence" of learning during her lesson and in work stations. Students organize information at
the teacher table, make connections between what they have learned and knew information.

During centers students have the opportunity to move and/or communicate with others as they develop and demonstrate their
understanding of the concepts(Distributive Property).
Domain: 3 - Instruction
Observation Ratings
Component: 3 - 3d: Using Assessment in Instruction
Observation Comments
Component Rating: 3 - Effective: Proficient
Learning tasks have multiple correct responses or approaches and/or demand higher order thinking. Challenge yourself and do it
backwards. t- Factor and then distribute. You distributed and then factored you are to challenge yourself and do it backwards.
There is a mix of different types of groupings, suitable to the lesson objectives. All work stations anchor the main lesson.
Anchor Center 1: Food distribution Game

Students use playing cards to practice distribution using a real world scenario. Key Codes: Southwest Chicken Wrap, Burger,
nuggets, fries, parfait, McCafe Shake, water, coke.

-Students write a distribution problem


-Draw arrows to show how they distributed
-Multiply
-simplify
-partners checked students work.
Anchor Center: Distributing Property Sort. Reinforcement of the teacher table.
Domain: 3 - Instruction
Observation Ratings
Component: 2 - 3c: Engaging Students in Learning
Observation Comments
Component Rating: 3 - Effective: Proficient
KENDRA BEEDLE
026 - Jefferson Parish
026089 - Chateau Estates Elementary School
2013 - 2014
Printed on 5/9/2014 12:56:57 PM Page 4 of 7
Anchor Center 1: Food distribution Game

Students use playing cards to practice distribution using a real world scenario. Key Codes: Southwest Chicken Wrap, Burger,
nuggets, fries, parfait, McCafe Shake, water, coke.

-Students write a distribution problem


-Draw arrows to show how they distributed
-Multiply
-simplify
-partners checked students work.
Anchor Center: Distributing Property Sort. Reinforcement of the teacher table.

A timer is set in the front of the room.


Student screams out Mrs Beattle Im finished.

Timer goes off and the teacher gives them 45 seconds to pick up materials and move to their seats. Students talk through the
process but move.
Almost everyone returns to their their seats in time. T-Because everyone was not in their seat on time I cannot give you a points.

Students except the consequences and continue to work at their tasks.


What is 50 + 3?
If 50 + 3 = 53, does it make sense that _____?
Think about it? The teacher gives the student think time.
What is the Greatest common factor?

The teacher calls on all students at the table. All students are responsible for putting together the distribution puzzle.
When you go this way you are distributing. Mix them all up and see if you can factor.

t- 1,2,3,4,5 how many are there?


s- can we use the calculator? Sure you can.

t- This is how you check your work. Use one of the other ones
t- Stanis what step do you take. S- explains t- what is 2* 50. T- I love when you use the vocabulary to explain
When you distribute you are giving--------
Factor/ break it down into a multiplication problem.
What is this one really saying?

Work with your partner.


The teacher walks away for students to work independently. One student helps another student. S- that would be 5. Try this one.
What do you think. No that might work better right. I think you are right.

Set up your multiplication tables. If you do not know your tables ask Adonia your multiplication tables.
Students are required to connect knowledge of multiplication in order to work problems showing Distributive Property.
When students are unsure of some of their tables they are encouraged to ask table members.
Students use strips to show they can distribute
Distribute means to give so you give.

Students is completed with the work. She stands with her hands in her pockets. She helps another student with her work.
Listen- Smarty Pants you have to follow these steps for a reason
KENDRA BEEDLE
026 - Jefferson Parish
026089 - Chateau Estates Elementary School
2013 - 2014
Printed on 5/9/2014 12:56:57 PM Page 5 of 7
How did you get from here to here? What operation? Multiply?

Very nice Nicholas.


What is 2*3 You continue to jump steps.
Now if you have a problem who do you talk to? S- partner.
Teacher circles the room answering questions that students cannot answer.
Teacher reads the problem with the students. If they bought____how many years before they meet?
Sometimes it helps to take all of these and put them aside and work with what you have first. Then add the others in.

s- I dont understand t- it is just saying that-----


All groups are actively engaged in their work
What does it mean to distribute. Ok the opposite of distributing is called factoring. T- What is that a part of Great Great s- Greatest
common factor.
Remember what you learned about Greatest Common Factor it is important to think about it when working problems dealing with
Distributive Property.

It would really be beneficial to really know the multiplication tables. Just makes it easoier.

Challenge yourself and do it backwards. t- Factor and then distribute. You distributed and then factored you are to challenge
yourself and do it backwards.

Distributing is giving and factoring is pulling it apart. T-Mix it all up.


S-Oh no. the teacher smiles

During centers students have the opportunity to move and/or communicate with others as they develop and demonstrate their
understanding of the concepts (Distributive Property).

Students organize information at the teacher table, make connections between what they have learned and knew information
KENDRA BEEDLE
026 - Jefferson Parish
026089 - Chateau Estates Elementary School
2013 - 2014
Printed on 5/9/2014 12:56:57 PM Page 6 of 7
If you have a number of students who are working at a higher level in your class, for example and a number of students are
functioning at a basic level, You can adjust the learning and support accordingly. Challenge and push higher level students in
center time. Support struggling students in your centers. Continue to have a center or two that will Anchor the new skill(s).
Use data from formative assessment, I-ready and summative test to set up your centers. Make sure to have some way to
formative assess your centers.

Checking for understanding with low-stakes formative assessments. Using exit slips(1), brief quizzes, and thumbs up/thumbs down
(make sure you have a way of documenting when using this strategy)(2)these are great ways to gather information on where
students are and where you need to go next.
Next Steps
You have built a constructivist, student-directed classroom? The kids are comfortable with you walking around and sitting with them
in their groups -- your "guide on the side" role. In other words, they don't freeze up when you step away from the podium or your
teacher-directed spot at the teacher table. This freedom allows you to be a fly on the wall, gathering data on individual students --
how well are they making sense of the content? Interacting with others? Are they struggling with a learning activity? Observation
data then allow us to adjust pacing for the whole class or scaffold for those students who are still struggling
Learning outcomes describe what students are able to demonstrate in terms of knowledge, skills, and values upon completion of a
lesson, a span of several lessons, or a unit. You have clear articulation of learning outcomes. This helps you to effectively evaluate
the teaching and learning process during your lesson. It is very evident that you are looking for previously mastered skills and the
ability of students to connect mastered skills to new skills.
Ms Beetle is a new to our school and has comfortably settled in. She understands how learning occurs--how learners construct
knowledge, acquire skills, and develop disciplined thinking processes--and knows how to use instructional strategies that promote
student learning.
She designs instruction to build on her students prior knowledge and experiences, allowing them to accelerate as they
demonstrate their understandings knew material and connect it to old material.
Ms. Beetle effectively manages the learning environment to actively and equitably engage her students by organizing, allocating,
and coordinating the resources of time, space, and students attention.
She knows and uses the academic language of the discipline and requires that her students use the language to explain their
reasoning. She engages students in questioning and challenging assumptions and approaches in order to foster innovation and
problem solving. She works independently and collaboratively to examine test and other performance data to understand each
learners progress and to guide planning
Areas of Strength
All Centers anchored the main lesson. You want to be able to look at formative and summative data, create learning communities
based on the data, and develop lessons that will support students. Observation data then allow us to adjust pacing for the whole
class or scaffold for those students who are still struggling. It would be great to have a center that helps to develop skills that
individual students are lacking.
Areas of Improvement
Average components' ratings: 3.20 Effective: Proficient
Scoring
KENDRA BEEDLE
026 - Jefferson Parish
026089 - Chateau Estates Elementary School
2013 - 2014
Printed on 5/9/2014 12:56:57 PM Page 7 of 7
Date Date
Evaluator Signature Employee Signature

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