Step by Step Teacher Standards Observation Form

Step By Step Teacher Standards Observation Form-Free PDF

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Instructions, 1 This instrument involves both an Observation and Interview of the teacher being evaluated. 2 Most indicators can be rated by Observing the teacher and the classroom activities Items should be scored based primarily on what is. observed in the classroom during the observation However in some instances a question may be added to the question list at the end of the. form in order to further determine the rating for an observable item. 3 There are some indicators that may not be observable These indicators must be rated based on the teachers answers to a set of Interview. Questions These indicators include questions to ask the teacher to determine ratings during the teacher interview following the observation. Many of the examples for indicators that may require questions have been shaded for easy reference. 4 A Teacher Standards Observation Score Sheet should be used to record all notes The Score Sheet is also the place where a Rating is. identified for each Indicator, 5 Please remember that the listed examples are just examples of how the teacher might meet an indicator What you might see While the. teacher must meet the intent of each indicator the teacher does not have to exhibit the example exactly as it is written Be sure to take good. notes to record the actions of the teacher and thus make a case for how the teacher did meet the indicator and achieved the subsequent rating. 6 For some indicators Additional Notes for Clarification or Examples will be listed These notes will be added through group consensus and can. not be modified by individual evaluators These additional notes are meant to help further define indicators and to help ensure inter rater. reliability between observers, 7 Observers should carefully observe teachers as they move among children and learning centers Ratings should be based on the quality of. interactions between teachers and children, 8 Remember to always listen to teacher interactions even during the time you are scoring the Learning Environment. 9 Keep detailed notes regarding the interactions and examples of all indicators on the individual Score Sheet used for each observation. 10 If a teacher is scheduled to move to a different group of children follow the schedule with the teacher. 11 Ratings should be based on the overall picture of all the teacher s interactions with children Try not to rate an indicator too quickly Take time. to observe and gain a sense of what is happening Keep good notes on the observable items and complete all ratings on the individual Score. Sheet at the end of the observation session, 12 Quality as defined in this instrument refers to the ISSA teacher standards and the criterion outlined that are essential to best practice in early.
childhood education, 13 The items on the form do not need to be completed in order Some indicators are rated more easily than others and these can be done first. For example observers may choose to start with Learning Environment. 14 A rating must be given for each indicator if there is no evidence of a standard mark the indicator 1. 15 It is important to remember that you are scoring the teacher not the children in the group. 13 When observing programs serving children with disabilities it is necessary to use developmental levels to determine the appropriateness of. teaching practices rather than chronological age, The following Rating Key will be used to determine a rating for each indicator All ratings will be determined based on the evidence. from both the observation and the teacher interview Ratings will be circled on the Score Sheet used for each individual observation. R Rarely Evident 0 25,S Sometimes Evident 26 75 of the time. C Consistently Evident 76 100 of the time,Circle the appropriate choice for each indicator. Format 3 Original Teacher Observation Form Revised August 2004. Observation,1 Individualization, Teachers use their knowledge of child development and their relationships with children and their families to appreciate the.
diversity of each class and to respond to each child s unique needs and potential. Indicator What you might see Examples Further Notes for Clarification. 1 1 Teachers promote positive Interact frequently with each child showing. self concept by interacting affection interest and respect. with individual children in a, way that is consistent with Talk in a friendly courteous and respectful. their knowledge of child manner to children at their eye level using. development individual children s names,Make non verbal connections with children. by smiling touching and holding,Be aware of the strengths of each child s. personality and his her accomplishments,over time identify and acknowledge each. child daily for their individual skills and,achievements ensuring that every child gets.
recognized,Communicate with families about their,children s achievements sample activities. letters telephone etc,Demonstrate knowledge in developmental. theory by matching learning strategies and,expectations with developmental capabilities. Indicator What you might see Examples Further Notes for Clarification. Format 3 Original Teacher Observation Form Revised August 2004. 1 2 Teachers understand that Serve as facilitators supporting individual. young children vary growth according to each child s rate of. considerably in the pattern development,and pace of their growth. thinking language and, social capacities due to Treat children of all races ethnicity religions.
individual differences and family backgrounds socio economic levels. cultural persuasions cultures and both sexes equally with respect. and consideration,Provide children with equal opportunities to. take part in all activities,Recognize the individual needs of children. including those of children with disabilities,and create and modify learning experiences. to meet those needs,Develop tasks taking into account individual. learning styles of students sample activities,an interview posters for visual learners.
Present opportunities for choice and allow,time for students to work independently in. self selected groups, Format 3 Original Teacher Observation Form Revised August 2004. Indicator What you might see Examples Further Notes for Clarification. 1 3 Teachers learn about the Engage individual children in conversations. culture history values and about people places and things that are. attributes of the families and meaningful to them and provide. individual children they opportunities for them to share their ideas. serve with other children,Recognize and support contributions of. ethnic groups particularly groups,represented by children in the classroom. Use materials and equipment that reflect the,diversity of the children and families served.
in the classroom,Develop and engage in ways of regularly. recognizing the culture and traditions of,children and their families. Facilitate students creating books,newspapers and magazines that tell the. history and values of various ethnic groups,Provide opportunities for children and. parents to develop educational materials,reflecting national traditions and customs.
Format 3 Original Teacher Observation Form Revised August 2004. Promote involvement of children as,organizers of festivals holiday events. exhibitions sports competitions excursions,newspaper development and other learning. activities all reflecting the variety of cultural,backgrounds of the families and. communities,Observation,2 Learning Environment, Teachers promote a caring stimulating and inclusive classroom by organizing the environment in ways that best facilitate children. taking learning risks practicing democracy and working both cooperatively and independently. Indicator What you might see Examples Further Notes for Clarification. 2 1 Teachers understand the Introduce activity centers that allow children. developmental influence of to move safely around the classroom and. the physical setting on encourage children to make choices and. children actively learn,Provide individual space for children to keep.
their personal belongings,Present developmentally appropriate. materials including teacher made materials,that reflect diverse racial gender and age. attributes and that can be adapted for use,by all children. Encourage play experimentation and,exploration with multi purpose open ended. Format 3 Original Teacher Observation Form Revised August 2004. Attractively display all children s work at,their eye level in the classroom and on.
bulletin boards for all to see,Modify the physical space to meet the. needs of different age groups individual,children and or content focus evaluate. changes in needs over time as children grow,mentally and physically. Provide educational materials which,motivate students to conduct independent. searches for information e g vocabularies,encyclopedias etc.
Extend educational resources by using,community resources libraries factories. clubs community members etc,Develop learning materials with children that. are individualized for a learning activity or,student needs. Share responsibility for the learning,environment and classroom resources with. students by having students make,announcements initiate activities and have.
job responsibilities, Format 3 Original Teacher Observation Form Revised August 2004. Indicator What you might see Examples Further Notes for Clarification. 2 2 Teachers model encourage Model an empathetic attitude and positive. and offer possibilities for ways of communicating with an emphasis. children in the classroom to on problem solving and conflict resolution. form and practice democratic,Involve children in setting clear expectations. for behavior and participation in classroom,activities by developing classroom rules and. consequences,Show respect for the thoughts and,judgments of each child. Model and encourage positive interactions,between teacher and children between and.
among children and between teachers and,other staff. Recognize and create opportunities for,children to make choices. Clearly communicate expectations ideas,Use situations in school and community life. to help children distinguish discrimination,biases and stereotypes and to discuss. ethical aspects of inequality, Format 3 Original Teacher Observation Form Revised August 2004.
Provide opportunities to make joint solutions,and develop joint rules e g debates and. negotiations,Create opportunities e g use morning,meetings and take advantage of situations. for students to practice compromise and,consensus building. Indicator What you might see Examples Further Notes for Clarification. 2 3 Teachers facilitate Formulate clear expectations. cooperative learning by,creating and modeling,expectations for behavior. Apply principles of fairness and equity when,during cooperative work.
grouping children recognizing competence,effort and performance. Create situations in which children,cooperate take turns and help one another. toward achieving a positive outcome,Facilitate the progress of self regulation in. children by providing materials time and,appropriate room arrangement for children. to select and plan their own activities, Format 3 Original Teacher Observation Form Revised August 2004.
Observation,3 Family Participation, Teachers build partnerships with families to ensure optimum support for children s learning and developmental needs. Indicator What you might see Examples Further Notes for Clarification. 3 1 Teachers welcome parents Signs are posted welcoming families to the. and family members into the classroom and school,classroom to participate in the. educational process,Written information is available to visiting. parents to guide their involvement,Inform parents about long term and short. term curriculum plans and provide,information about opportunities for how busy.
parents can be involved in the classroom, Indicator What you might see Examples Further Notes for Clarification. 3 2 Teachers regularly Welcome and familiarize families with the. communicate with parents program s philosophy goals. and families to enhance methodology and operating procedures. support for children s through written materials and open house. learning presentations,Greet parents and families at drop off and. pick up times Either pick up or drop,off must be observed. Format 3 Original Teacher Observation Form Revised August 2004. Conduct parent teacher conferences to talk,about individual children s. accomplishments and difficulties and to,solicit information regarding parent.
expectations goals concerns and needs, This may not be easily observed please refer to the. list of additional questions during the teacher,Individualize communication with families. Possible communication methods include,visiting children and their families at home. writing notes and exchanging notebooks for,communication between home and school. and telephoning parents to relay information,regarding day to day happenings and.
changes in a child s physical or emotional,Write progress reports for each child. This may not be easily observed please refer to the. list of additional questions during the teacher,Maintain a portfolio for each child with. Format 3 Original Teacher Observation Form Revised August 2004 Modify the physi needs of different age groups individual Attractively display all children s work at their eye level in the classroom and on bulletin boards for all to see cal space to meet the children and or content focus evaluate changes in needs over time as

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