# data[].attributes.body
What would the look for be for SPED teacher observations in the online environ.?

# data[].attributes.body
How do we gauge teacher-student relationships and class environment when much of this depends on camera angle (what students are doing, how they react, etc)? Just focus on what they're saying?

# data[].attributes.body
Differentiation for diverse learners

# data[].attributes.body
Management of classroom procedures in a virtual setting

# data[].attributes.headline
What typical look fors are under each category

# data[].attributes.subject
What typical look fors are under each category

# data[].attributes.body
It may be difficult to observe some classroom routines and classroom behaviors.

# data[].attributes.headline
Scripting of what the teachers and students say during the video sessions

# data[].attributes.subject
Scripting of what the teachers and students say during the video sessions

# data[].attributes.body
how they work to engage all students in the "room"

# data[].attributes.headline
ECE and programs that are difficult to translate to online- Montessori, etc.

# data[].attributes.subject
ECE and programs that are difficult to translate to online- Montessori, etc.

# data[].attributes.body
Focus on what students are actually saying, how teachers respond- prioritizing words as opposed to actions given that we cannot see all the actions of the students

# data[].attributes.headline
Modeling of observation notes and templates

# data[].attributes.subject
Modeling of observation notes and templates

# data[].attributes.body
Evaluating assessment and questioning based on the tools available on the specific platform (some platforms make it easier than others).

# data[].attributes.headline
Continuing the dialogue around biases. I think that is going to play out even more with online observing

# data[].attributes.subject
Continuing the dialogue around biases. I think that is going to play out even more with online observing

# data[].attributes.headline
Examples that align with the template so we have clear look-fors in the context of the rubric.

# data[].attributes.subject
Examples that align with the template so we have clear look-fors in the context of the rubric.

# data[].attributes.body
example videos of synch classes and how they were scored

# data[].attributes.headline
Mock or non DCPSB online teaching/learning that can be used as practice.

# data[].attributes.subject
Mock or non DCPSB online teaching/learning that can be used as practice.

# data[].attributes.body
What are best practices?

# data[].attributes.headline
how to read non-verbal cues that could be used as evidence

# data[].attributes.subject
how to read non-verbal cues that could be used as evidence

# data[].attributes.body
Many of the critical attributes of a "4" in many categories focus on student initiative - how would this look in a remote setting?