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Observable Expectations Ideas

Domain 1: Planning and Preparation

Element 1A: Demonstrating Knowledge of Content

  • To what level is content communicated in the lesson plan and resulting lesson?

Possible Observable Expectations

  • Plans reflect solid knowledge of content and academic language, have sequence of learning aligned to standards
  • Activities are varied, suitable to grade level, have appropriate time allocations, differentiated, have flexible grouping, challenging tasks

Domain 2: Creating an Environment for Learning

Element 2A: Creating an Environment of Respect

  • To what level are interactions in the classroom positive and productive?
  • To what level are all student groups respected and valued in the classroom?

Possible Observable Expectations

  •  Exhibits politeness and respect
  • Greets students at door
  • Utilizes students’ interests and strengths in lessons
  • Positive feedback about learning and effort

Element 2B: Organizing Physical Space

  • To what level do all students have equal access to learning resources and materials?
  • To what level does the classroom environment support the day’s lesson?

Possible Observable Expectations

  • Learning outcomes are posted (objectives) and referenced
  • Physical space encourages variety of groupings
  • Uses visuals (anchor charts, graphics, technology)
  • Is safe
  • Physical space promotes appropriate behavior

Element 2C: Establishing a Culture for Learning

  • To what level do all students exhibit a learning energy during the lesson that supports engagement?
  •  To what level are all students encouraged to communicate with others to address learning goals?

Possible Observable Expectations

  • Flexible grouping
  • Structured student dialogue
  • Significant interaction between peers (reduce teacher talk)
  • Use of strategies for engagement and to enhance understanding of content

Element 2D: Managing Classroom Procedures

  • To what level is the classroom culture and routine maximizing instructional time?
  • To what level does the teacher use developmentally appropriate procedures to maximize instructional time?

Possible Observable Expectations

  • Established routines/procedures including handing in work, make-up work, classroom group work, pair work, individual work, note-taking, projects, bathroom breaks
  • Modify speech and use wait time
  • Efficient transitions
  • Efficient system for getting supplies and materials
  • Materials ready every lesson
  • Rules for student discussion

Element 2E: Managing Student Behavior

  • To what level are student behavior expectations consistently monitored and reinforced?

Possible Observable Expectations

  • Models behavioral expectations, procedures and expectations.
  • Rules and consequences are clearly established and referenced
  • Consistent responses to misbehavior that are fair and respect student dignity

Domain 3: Teaching for Learning

Element 3A: Communicating with Students in a Manner that is Appropriate to their Culture and Level of Development

  • To what level are directions clearly delivered and understandable?
  • To what level is content communicated in a clear, concise manner?

Possible Observable Expectations

  •  Direct instruction is correct/accurate
  • Objectives are posted, stated and referred to
  • Clear directions and procedures are stated
  • Uses appropriate vocabulary and scaffolds so it is understood with wait time, visuals, etc.
  • Content is differentiated for students.
  • Connect to student culture and language background.

Element 3B: Using Questioning and Discussion Techniques to Support Classroom Discourse

  • To what level do all students have an opportunity to answer questions?
  •  To what level are questions thought provoking and rigorous?
  • To what degree are questions designed and used to meet individual IEP goals?

Possible Observable Expectations

  • Use questioning for frequent interaction between T-ST and ST-ST
  • Preplan questions/tasks
  • Use systems for response from all students
  • (choral, random calling, etc.)
  • Include higher level questions for critical thinking
  •  Allow students to respond in different ways

Element 3C: Engaging Students in Learning

  • To what level are all students engaging in the lesson’s activities?
  • To what level are activities sequential and aligned to the daily learning target?
  • To what level are all students required to be intellectually engaged with the course content?

Possible Observable Expectations

  • Explicitly connect lessons to prior learning
  • Maintain effective amount of student talk vs. teacher talk to engage students
  • Deliver coherent lesson with appropriate scaffolding, pacing, sequencing, flexible grouping, reflection, closing
  • Scan for engagement and adapt lesson as needed
  • Strategically group students for practice
  • Lesson plans show evidence of curriculum being used and differentiated for student needs.
  • Use a variety of teaching methods and groupings
  • Use a variety of resources

Element 3D: Assessment in Instruction

  • To what level does the teacher determine the understanding and needs of each student during the lesson?
  • To what level are all students aware of how they will demonstrate understanding of the content/lesson?

Possible Observable Expectations

  •  Check for understanding during lesson
  • Give descriptive feedback in a timely manner
  • Give clear performance criteria (rubrics, pre and post-tests, etc.)
  • Create multiple ways to show learned material
  • Use exemplars
  • Monitor student learning throughout lesson
  • Documents progress toward goals

Element 3E: Demonstrating Flexibility and Responsiveness

  • To what level does the teacher modify instruction within the lesson/class period?

Possible Observable Expectations

  • Include all students in learning
  • Modify instruction according to IEPs
  • Adjust instruction for interest, needs, language demands, appropriate grade level content
  • Adjust lesson when checking for understanding