Guiding Questions – Creating Effective Environments

• Does the teacher make clear the procedures that are needed to have a well-run classroom? Do students seem to know what to do:

  when they sit down (bell work!)

  when they hand in a paper

  when they move around the room

  when they move into groups, etc?

• Do you hear the students asking questions about the process they are using? Has the teacher put the directions or procedures in writing as well as stating them verbally?

• Does the teacher keep track of time? Does he or she verbally announce times for processing activities in order to keep students moving at an appropriate pace? Does he/she check in to see whether students need more time?

• Does the teacher have equipment and materials logically located? Can students get to the garbage can? To the wire baskets? Can they see the notes on the board? Can the teacher get to everyone; monitor easily?

• Does the teacher move the students around effectively to support the instruction? Do students move easily from group to lecture to partner processing?

• Does the teacher work with the classroom aides in the room? Are the aides able to sit near the students they work with or find space to sit?

• Does it appear on a syllabus or on the walls that agreements are made with regards to listening to each other, self-management, etc?

• How does the teacher attract the attention of the class when he/she wants to start? Does the teacher have signals for moments like this?

• Does the teacher end the class or does the bell “end” the class? Does the teacher seem in control of the time as the bell rings?

The teacher motivates and engages students' minds and hearts in learning

• When you walk in the room, do you hear the students talking and working or do you hear the teacher? For how long? Is it the same students talking one by one or do all students get an opportunity to process the material?

• Do you see covert and overt active participation of all students?

• Do you see the teacher use wait time deliberately so more students get a chance to think about the question?

• Do you hear the teacher giving feedback to students in whole group and in small group instruction? Is the feedback positive and specific?

• When you hear the teacher providing instruction, do you hear specific examples being given? Does the teacher reference connections that seem to make sense to the students?

• Does the teacher allow for accommodations so that in a given assignment students are offered options or a change of conditions?

• Does the teacher smile? Laugh?

• Does the teacher have eye contact with students (if culturally appropriate)?

• Does the teacher appear comfortable in the presence of all students?

• Does the teacher listen to all students? Does he/she interrupt students or certain groups of students?

• What is on the walls of the room?? Are they distracting or overly stimulating or under stimulating? Are the messages the walls send positive and do they engage students?

• How does the teacher redirect students who are off task? Is it done in a respectful manner?

• What happens when a student makes a mistake? How does the teacher respond? What is the climate like with regards to risk taking and sharing in whole group moments? Does the teacher acknowledge his or her mistakes as well?

• Does the teacher acknowledge feelings of students along with teaching content? Does he/she state this acknowledgment in a respectful manner vs. being patronizing? (i.e. “I know some of you are nervous about this test…. vs. “You shouldn’t be freaked out. If you had studied….”

If you witness a student saying something disrespectful or derogatory do you notice the teacher dealing with the student and the comment in a way that makes the class feel safe?

Guiding Questions – Engaging and Supporting Learners

The teacher makes knowledge accessible to all students based on recognition of individual differences, working effectively with diverse groups of students.

• Does the teacher strive to learn about the personalities and social background of her students? If so, how? Talking with counselors, support staff, students themselves, and parents?

• Does the teacher know enough about the students to know which students can relate to certain material based on gender, culture, immigration status, socio-economic status, etc.? If so, how?

• Does the teacher show an understanding of strategies to support those students who need support through special education services? If so, how?

• Does the teacher show an understanding of ELL strategies in order to engage English Language Learners effectively? Do ELL students feel engaged and safe in the classroom? If so, how?

• Does the teacher know the students and the school cultures well enough to be able to add examples and illustrations that will connect to the students’ lives? If so, how?

• Does the teacher pick up on day-to-day “messages” from students? Is he/she attentive to revealing messages in classroom work or responses? If so, how?

• Does the teacher show respect for all students? If so, how? Speak to them courteously, acknowledging their opinions and values, even if they are different from the teacher’s opinion?

• Does the teacher provide opportunities for all students to learn, process, share and participate, not just those who have their hands up? If so, how? And when students do participate does the teacher listen and look at all students?

Does the teacher seem to positively presuppose that all kids can learn and achieve in his/her classroom? If so, how? Does she/he speak to the potential of students and presuppose they can do the work or does he/she speak to their deficits or their inability to accomplish a task?

The teacher addresses in a balanced program all areas of student development, including cognitive, social, personal, and ethical development.

• Does the teacher recognize his/her role goes beyond the teaching of content to the teaching of students? If so, how? In how to learn, how to live, how to be with others?

• Does the teacher provide opportunities for students to discuss their lives, their hopes and dreams for themselves? If so, how?

• Does the teacher model courteous behavior and good citizenship? If so, how?

• Does the teacher understand how physical and emotional development at certain ages impacts student learning? Does he or she “understand” the middle schooler, the kindergartener, the senior? If so, how?

• Does the teacher feel he/she is a “text person” and does he/she take on the responsibility of being a role model for the students to “read”? If so, how?

• Does the teacher strive to create lessons and experiences for students that help them learn autonomy, choice and how to deal with others? If so, how?

Does the teacher help the student become more self-directed, self-monitoring and self-modifying? If so, how? Does he/she help student self-review and set goals?

Guiding Questions – Understanding Subject Matter and Planning Instruction

The teacher plans instruction mindful of short- and long-term student learning objectives

• Does the teacher tell the students what they will be doing to show him/her that they understand the material in the lesson? Does he/she put it on the board or verbalize it?

• Does the teacher have a syllabus that sets some long-range goals for students or have a unit cover sheet or a lesson plan book or set of benchmarks that he/she is working from?

• Does the teacher know his or her objectives and is he or she able to differentiate the objectives by shifting the parts of an objective to accommodate for individual differences?

• Does the teacher teach to what he/she is going to ultimately grade?
  Does he/she able to articulate what students will need to know and be able to do on a given assignment and then teach those components and skills to the student so he/she will be successful?

The teacher is in command of his/her subject(s), understanding the relevant factual information, central organizing concepts, and links to other disciplines.

• Does the teacher have a background in the subject area?

• Does the teacher continually expand his/her content knowledge by attending conferences, participating in collegial discussions about his/her course, read professional journals, etc.?

• Does the teacher know how to creatively adapt the textbook to meet the needs of her students?

• Is the teacher aware of the big ideas and how and why they fit together? Can the teacher design lessons with these key ideas in such a way that students are successful?

• Does the teacher know the state frameworks and the content and expectations of the given course and can he/she design lessons that address both those needs?

• Does the teacher integrate his/her subject matter with other disciplines when appropriate?

The teacher uses appropriate instructional strategies to convey a subject to students and enhances instruction by providing opportunities to develop various learning styles, creating varied instructional settings, and effectively using a range of materials and available resources.

• Does the teacher design lessons with adequate amounts of active participation in his/her class in order to facilitate learning for the students?

• If/When the teacher lectures or offers direct instruction to the students does the teacher plan in active participation strategies that will allow him/her to monitor and assess the understanding of the students with regard to the subject?

• Does the teacher use a variety of strategies to engage students?
  Video, audio, small group discussion, whole group discussion, manipulatives, photography, games, realia, technology, and other resources?

• Does the teacher urge students to think critically and design lessons that require them to work at the higher levels of Bloom’s Taxonomy?
  (Application, analysis, synthesis, evaluation?)

• Does the teacher model for the students whatever process or format the students will need to use? Show sample papers, go through an example of an assignment, do a demonstration of the lab, etc. before the students are required to do it independently?

• Does the teacher attempt to use all the modalities, visual, aural and kinesthetic? Does he/she work outside his/her comfort zone to meet these needs?

• Does the teacher use a combination of competition, individual performance, and collaborative teamwork in his/her active participation strategies?

The teacher uses both directed and discovery teaching to integrate the subject into the students’ thinking, offering students knowledge of concepts and principles as well as problem-solving opportunities.

• Does the teacher offer relevant and novel assignments that engage students in applying their knowledge in a way that is meaningful for them?

• Does the teacher not only teach knowledge about the subject but also teach the knowledge arts – the skills required to work in the given subject?

• Does the teacher help the students learn problem-solving strategies?

• Does the teacher help students see the connections of their learning to real life situations?

• Does the teacher know when students might be “confused” or what misconceptions they might have and lead students to address the misunderstanding?

Guiding Questions - Assessment

The teacher regularly assesses and provides feedback on student progress to students and parents and uses assessment information effectively in making instructional decisions.

• Do you see the teacher walking around the room to check on student work?

• Does the teacher provide one on one feedback to the students at that time or does he/she come back to the front to give an "I saw a lot of" so students know how they are doing?

• Does the teacher have rubrics, clear assignment sheets and clear directions? Are the assignments posted as well as offered to the students?

• Does the teacher have a grade reporting system that he or she uses?

• Does the teacher accept incomplete or late work? How frequently? What procedures are in place to collect the work?

• Does he/she share updates on grades so students are aware of how they are doing?

• Does the teacher have an evaluation system that allows for feedback around effort and not just academic competency?

• Does the teacher use a wide variety of appropriate assessments? If looking at the grade book could you see projects, journals, tests and essays in a mix vs. one type of grade only?

• Does the teacher have the students check work with each other and does she or he have a process for doing so?

• Does the teacher ask the students to keep track of their own assignments?

Guiding Questions - Reflection on Teaching Practice

A. The teacher participates in professional growth activities to expand his/her repertoire and uses new knowledge and skill to improve his/her teaching.

• Does the teacher attend workshops, afternoon sessions, weekend retreats, staff development days, and collaborative/grade level planning sessions, EOI?

• Does the teacher read journals, subject specific books, professional reading? Does he/she have “teacher books” on her desk? Does he/she make use of what is in the principal’s office, on the instructional supervisor’s desk, in the staff library, in the professional development library?

• Does the teacher read articles sent around the school or put in his/her box for review?

• Does the teacher go to the staff lounge or the main office or the grade level areas? Does he/she talk to colleagues about teaching techniques? Ask for ideas/support?

• Does the teacher have a sense of what he/she wants to learn and take proactive steps to have that learning take place? Does he/she ask for professional development funds? Make plans to peer observe? Ask for a sub?

• Does the teacher apply knowledge gained from these experiences into her teaching? Do you see evidence of school or district-wide initiative content or skills applied in his/her teaching?

B. The teacher uses reasoned judgment to make instructional decisions based on theory and experience, asking for assistance when appropriate.

• Does the teacher consistently reflect and analyze her teaching?

• When he/she reflects on a class, does it result in an adjustment to practice on her end? Can she/he see what the “takeaways” are? What he/she might change for the next class session given the learning?

• When the teacher reflects on his/her instruction does the tone seem blaming of kids and their abilities, “They can’t do it,” or less defensive and more self-aware, “I don’t think I was clear enough with them here and here”?

• Is the teacher capable of articulating his/her strengths? Which content areas are strong? What instructional techniques he/she does well?

• Is the teacher aware of what his/her gaps are in terms of content and teaching strategies? Where his/her biases are in terms of learning theories, methods, etc.?

• Is the teacher self-managing, self-monitoring and self-modifying?

• Can the teacher draw from her prior knowledge and data to refine her instruction?

• Does he/she display a sense of resourcefulness and humor as she adjusts his/her instruction? Or is it just “another thing I need to do now because of THIS year’s class,” or “just another initiative from the district….”

• Does the teacher seek the perspectives of others and innovative ideas? Do you hear the teacher say, “What do you think of…”? Or “Do you have an idea for…”

• When offered a suggestion for change, does the teacher use a “Yeah, but” response or does he/she “take it in” and think about its application in the classroom?

• When offered a suggestion that isn’t clear enough to the teacher does he/she ask for more clarification so it can be implemented? Ask for support from others to try it?

• When offered a suggestion, does the teacher willingly try it and share results with colleagues?

Guiding Questions Developing as a Professional Educator

The teacher participates in collaborative efforts to improve the school.

• Does the teacher “show up”? Show up on time or late?
  Show up at staff meetings? Department meetings? On Staff Development Days? At team meetings? At events that are related to school improvement?

• Does the teacher know, understand, respect and follow the learning outcomes/course descriptions of his/her classes? Follow the objectives for the department? The goals of the school?

• If asked to complete some paperwork or attend a meeting on behalf of the department or do some work for the team, does it get done?

• Does the teacher share an enthusiasm for the “pursuit of teaching excellence”?

• Does the teacher look like he/she enjoys teaching? Enjoys the school? Enjoys his/her colleagues?

• Does the teacher communicate with parents in a timely fashion? Answer calls? Meet with parents? Show up to Back to School Night?

• Does the teacher hold him/herself to a high standard for what he/she does and produces?

• Does the teacher continually refine lessons and units and work to improve his/her teaching?

The teacher demonstrates the interpersonal skills needed to work on a team with colleagues, and community members.

• Is the teacher aware of the school values, norms, the way the school sees itself? Does the teacher work well within those values? Does he/she embody them or just give them lip service?

• Does the teacher seem to understand the implicit or explicit code of dress for the teachers and other professionals in the school and wear appropriate clothing for the age of the students and the school culture?

• Does the teacher hone his/her communication and process skills as well as work on his/her classroom instruction?

• Does the teacher show consideration for the feelings of others? Say “Hello,” say “Thank you,” say “I’m sorry,” say “What can I do to help?”

• Does the teacher gossip? Talk poorly of colleagues in your presence or to students?

• Is the teacher aware of his/her assumptions and values and know when they are getting in the way of moving forward with his/her colleagues?

• Is the teacher able to stand outside him/herself and see how he/she might be impacting others or be seen by others?

• If the teacher is given feedback, does he/she listen to it and react appropriately, changing behavior if necessary?

• Is the teacher open to rational and intuitive ways of thinking?

• Is the teacher open to doing things in a way other than his or her way?

• Is the teacher open to hearing all perspectives? And when hearing all perspectives does he or she honor them or shut down?

• Does the teacher cooperate with special education staff so that services are provided to the students? Does he or she fill out the progress reports and do the required/suggested accommodations with a positive attitude?

• Does he/she work with counselors or administrator when there is a problem? Does he or she attend SSTs, etc. and do so in a “willing” way?

• Does the teacher manage his/her anxiety in a way that is appropriate? Not yelling at staff or students?

• Does the teacher know of the hierarchy of positions in the school? Does he/she go to the appropriate person for the appropriate concern? Does the teacher go to someone at all and look for solutions rather than sit with the problem?

• Does the teacher want to work in a group and shows that by body language, contributions, and attitude?

• When communicating with other adults, does the teacher ask for other perspectives? Seek to understand the other’s point of view?

• Does the person show an ability to listen for understanding and empathy?

• Does the teacher manage impulsivity or interrupt more often, inserting his/her POV?

• Does the teacher use positive presuppositions when coming together with a given group – presuming positive intention and potential?

• Does the teacher seem to have a sense of humor? Can he/she laugh at him or herself?

• Does the teacher have a sense of personal space, body language and appropriate sense of decorum in a given setting?

• Is the teacher aware that he/she is not allowing equitable participation by talking too much at meetings or talking too little and not contributing?