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I liked how the observer circled back to the data and posed a question to force the teacher to think about their quiz data.

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For learning environment, I would like to know how you measured the engagement.

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I love the question to the teacher about students reflecting on their own misconceptions to support their own learning. What does that ideally look like?

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I liked the question about the student who was not engaged in the learning. This brings forward the reminder that all students need to learn. I would like to know what exactly you are looking for as engaged vs. not.

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I like how the observer asked how the students reflect on their own misconceptions. 

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I like how the observer asked how the students reflect on their own misconceptions. 

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For the grows, I appreciate that the observer asked questions AND made a suggestion

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The glows and grows were explicit. One thing I noticed was that the direct instruction stated there was a lot of teacher talk. I would want to know how much time was spent with teacher talking and how much time was allowed for students to discuss with each other.

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The glows and grows were explicit. One thing I noticed was that the direct instruction stated there was a lot of teacher talk. I would want to know how much time was spent with teacher talking and how much time was allowed for students to discuss with each other.

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For the sequence and quality of learning experiences, I would like to see examples of strategies used by the teacher being observed. 

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For the sequence and quality of learning experiences, I would like to see examples of strategies used by the teacher being observed. 

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I really liked the questions for grows.

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The reflection section indicated that there may be some engagement issues or questions. For example, asking about the one student who seemed to be doing nothing.

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I am confused about the Augmentation - were students actually writing an essay in Algebra class or was the augmentation desmos?

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It seemed like there were multiple Instructional Practices listed from different points in the lesson. Is there a way to easily denote that?

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It seemed like there were multiple Instructional Practices listed from different points in the lesson. Is there a way to easily denote that?

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Are the grows really grows or just questions about next steps? Otherwise a very specific form. As a teacher, I would feel like the observer really took time to pay attention and think about my lesson.

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Within the GROWS section, I appreciated the way the observer addressed the student in the back who wasn't participating.

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Is there an opportunity to conference with students during this lesson if they do not understand?

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Students were given choices for how they wanted to complete the quiz and the feedback on their score was immediate!

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It is important that students know the procedures for finishing early. Without knowing the expectations for this, you could unintentionally create havoc. I liked that this was a question posed for the teacher.

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The Grows were all very actionable either through explanation of the teacher's thought process or tangible next steps (if selected).

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The Grows were all very actionable either through explanation of the teacher's thought process or tangible next steps (if selected).

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I would add more detail about exactly what the instructional strategies, scaffolds, or specific activities that are mentioned in the observation form.

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Depending on the teacher response about the student not being engaged, what would further conversation look like if extra support is needed? Would this still be considered a "grow" if this is a student that is already on the radar for lack of engagement?

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I would like to know what was the reason some students did not complete the quiz? It appear that the class was going smooth and timely based on other information provided. Are these SWDs?

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Something that stood out to me was during direct instruction student were working with minimal to no teacher involvement. A grow may be how can the teacher use this time for checks for understanding?

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The grow was very positive and authentic which probably made the grow more digestible. I would have wanted the teacher to respond about what she could have prepared for the students who finished early.

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The grow was very positive and authentic which probably made the grow more digestible. I would have wanted the teacher to respond about what she could have prepared for the students who finished early.

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As an instructional leader, I would check back in on the learning targets to see if they were displayed correctly. Or if we can support the teacher to complete them.

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I liked how there was a time stamp in the observation for what the teacher and students did during the class. I also liked how the teacher received reflection questions and those answers made it into the observation.

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Positive reinforcement was given to students who provided a response in class. What about those who are shy, or struggle speaking aloud in class?

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I like that the observer recognized that the teacher gave response options. This is especially beneficial if the student needed an accommodation so they might not stand out in the class if they needed a modified way to respond.

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Would it be important to know what scaffolds/supports/accommodations were in place? Knowing double-block often has students with ELS Plans and IEPs, would we want to ensure those scaffolds were intentional and consistent in observations?

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Would it be important to know what scaffolds/supports/accommodations were in place? Knowing double-block often has students with ELS Plans and IEPs, would we want to ensure those scaffolds were intentional and consistent in observations?

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I was surprised that there was not follow up especially considering the uncertainty of whether a procedure was in place for those who finished early. I see that the observer asked but is the plan to observe again and see if this resolves itself?

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I appreciate the student reflection question. It has the teacher reflecting on if student reflection is included in the lesson.

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I feel the directive informational approach to feedback is helpful because is presents actual data- as is used on this observation form

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I would ask for the follow to see a procedure put in place for early finishers. 30 minutes is a lot of down time

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I would give a more detailed example of the learning target that you are looking for. I would also ask the teacher to respond with what students should be doing if they happen to finish early?

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I would give a more detailed example of the learning target that you are looking for. I would also ask the teacher to respond with what students should be doing if they happen to finish early?

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The Glows were noted in a way that the observer's voice and interest in the practices observed were very clear. I think this would feel very validating to the teacher receiving it.

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The Glows were noted in a way that the observer's voice and interest in the practices observed were very clear. I think this would feel very validating to the teacher receiving it.

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I would examine the lesson to see if there was an accurate learning target was occurring in the class (with a measurable goal) or not. That would impact if the administrator needs to address just the writing of it or the lesson planning behind it.

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Maybe giving the teacher an example of a learning target that includes how the evidence of learning would be collected. 

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Maybe giving the teacher an example of a learning target that includes how the evidence of learning would be collected. 

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The "glows." It is always nice to hear something cool from admin about the resources being used in class.

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This classroom is one where the teacher has established a wonderful set of routines that allow students to be comfortable. I like the feedback question about giving all students a chance to work before giving answers. This is so important, as many of our struggling students will just wait for someone else to answer.

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I love where the teacher recognized that a student was showing mastery of two-step equations and met the student where they were and did not make them complete the one-step process. And the observer mentioning "apparent sense of trust" is great verbage to incorporate this!

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I would give more detail in the grows, especially if this is an ongoing issue. Maybe suggest one strategy in the action step category to circle back and observe.

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I like how the observer asked several questions, then made one suggestion. It allows the teacher to reflect on his/her own practices and make changes.

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I like how the observer asked several questions, then made one suggestion. It allows the teacher to reflect on his/her own practices and make changes.

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I appreciated the observer telling the teacher what was missing from the learning target and not just saying the target wasn't complete and moving on.

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It seemed as if there were more glows than grows. The grows were bulleted, while the glows were in paragraph form. In the instructional practice, I saw the direct instruction and independent practice, but not the teacher lead "we do." I belive that is still needed for students with different needs.

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I liked how the observer noticed the student in the back that wasn't doing anything. What does the teacher do to make sure that the student is learning?

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I liked how the observer noticed the student in the back that wasn't doing anything. What does the teacher do to make sure that the student is learning?

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Actionable feedback was good-- provide more opportunities for collaboration and student communication. I'm not sure all of the play-by-play dialogue was necessary.

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A glow stated that a student showed mastery for mastery of two step equation, however, mentioned in the grow talked about learning target being incorrect. It mentioned two step equation.

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Loved the questions to the teacher: Who did most of the work the teacher or students? Also the reinforcement Grows, totally something I would be looking at.

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Loved the questions to the teacher: Who did most of the work the teacher or students? Also the reinforcement Grows, totally something I would be looking at.

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I appreciate that there are answers in the post reflective section. It allows us to see the cycle through.

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The Grow section was very positive; I also might have suggested a task or opportunity for an extension or challenge to the current lesson for those who may have finished early.

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I loved that this teacher's post-observation mirrored your observation of his glows as well. Actionable feedback is very important as well. What can this teacher do next to improve? The feedback given would help allow other students chances to share and think through their answers instead of the same students who quickly come up with theirs.

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Glad that it was noticed that the teacher used instructional strategies according to cognitive abilities. Differentiation is difficult at times.

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Idle time can leave room for behaviors. Do the students know what the expectations are if they finish early?

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There were multiple ways for students to be successful.

The suggestions for those who finish early/first was insightful. These students are often not considered.

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I enjoy the time-stamped scripting of the lesson so you remember exactly what was happening. I would like to see more detail in the grows. What steps have already been taken to help with management? What still needs to be done?

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This was an extremely detailed observation- I like it! I like the reflective questions/answers.

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This was an extremely detailed observation- I like it! I like the reflective questions/answers.

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Questions posed for teacher to answer back gives opportutntity for teacher to explain, give more information and detail for the snapshot that was observed. Even though it's a daily learning target secific to that class session, it ties in with the flow of what has transpired throughout that unit and behaviors of specific students

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I appreciated how the observer guided the teacher to ensure the learning target was clear and concise.

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What level of Spanish is this? The grows reference needing to refine classroom management, but there is nothing in this observation related to it. Is this a higher level and the management issues in other classes are just known? Or is it a level 1 class with inconsistent information?

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I believe it would take a veteran teacher to pull this off- The observation form states the teacher demonstrated knowledge of management and instruction- Kudos

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How were you able to type all the dialog between the teacher and the student during the observation? Did you record the observation?

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How were you able to type all the dialog between the teacher and the student during the observation? Did you record the observation?

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I really liked the post-observation, reinforcement and refinement questions.

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I liked that the glow was personal and sincere. The authenticity of the comments was evident. The question concerning the protocol for students who finish early was thought-provoking and not judgmental. 

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I liked that the glow was personal and sincere. The authenticity of the comments was evident. The question concerning the protocol for students who finish early was thought-provoking and not judgmental. 

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All of the observation reports had more glows than grows, which is so important to enhance teacher confidence. The grows were mostly actionable and targeted.

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All of the Glows were well supported with specific observations in the script, which is very meaningful to teachers. The Grows were framed in a way that allows for reflection rather than putting the teacher on the defensive.

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All of the Glows were well supported with specific observations in the script, which is very meaningful to teachers. The Grows were framed in a way that allows for reflection rather than putting the teacher on the defensive.

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I have had classes similar to this where students rely to heavily on checking in whether they need help or just want to make sure they are right. I would also stretch this teacher to allow the students to trust their own answers and then go over them after. Or turn it into an elbow partner assignment where students are supporting each other and "teaching" each other.

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I like to see the breakdown of communication in the classroom for the lesson documented so that both the teacher and observer can have gentle reminders of the lesson being observed.

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I like seeing how during the observation, the feedback given from alignment of standards through learning environment was very objective. The grows were very personalized and detailed.

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This sounds like a wonderful lesson to sit on. Sounded fun, engaging, and relaxed. I would love to know how that teacher got their class so comfortable.

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The questions asked of the teacher were great, and relevant to the lesson and the dynamics of the classroom. 

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The questions asked of the teacher were great, and relevant to the lesson and the dynamics of the classroom. 

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Instructional Practice: I am unsure which part of the instructional cycle this is. It seems to be direct instruction, but then the comment says that students are "independently working with minimal to no teacher involvement," which seems to denote independent practice...? Was the observer unsure about this as well? 

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Instructional Practice: I am unsure which part of the instructional cycle this is. It seems to be direct instruction, but then the comment says that students are "independently working with minimal to no teacher involvement," which seems to denote independent practice...? Was the observer unsure about this as well? 

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There were no reflective questions asked about classroom management but it was noted in the feedback that it's been a challenge.

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There were no reflective questions asked about classroom management but it was noted in the feedback that it's been a challenge.

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This observation was a script of what happened in the classroom. It was very detailed. I also noticed that this observation sounded as if they were completing this together.

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As the observer I would have suggested some things that the teacher may have done to help fill the last 30 minutes of class. 

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As the observer I would have suggested some things that the teacher may have done to help fill the last 30 minutes of class. 

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Including a transcript of the lesson made it much easier to understand what occurred during the lesson. It probably allows for much better post-observation conversation because we rarely recall exactly what was said/done during a specific lesson.

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Including a transcript of the lesson made it much easier to understand what occurred during the lesson. It probably allows for much better post-observation conversation because we rarely recall exactly what was said/done during a specific lesson.

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I think it may have beneficial to have more actionable steps about how to build presence in the classroom or maintain classroom management.

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The focus on what's next for those who complete the assignment is primary. While I am glad they finished early, they should know upfront what's next, when they finish the work. I would share this with the teacher and stress how important this is to classroom management.

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Inquired about the student that was not engaged. By asking the teacher what happened it gives them a chance to explain. There may have been several attempts to get them engaged previously or student having is a bad day.

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It was very helpful for this reader to read the detailed script for the lesson in order to fully understand the feedback from the observer.

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The reflection about giving more time before answers are accepted. Students have difference processing speeds.

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Detailed observation and feedback was valuable. It appears that the teacher has developed a relationship with students. This is critical to be able to provide quality instruction.

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Would like to see more grows or an action step.

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I was a little surprised using whiteboards as a tool to check for understanding wasn't listed as a specific Glow. Did the teacher pick the Grow after the reflective questions were discussed?

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I was a little surprised using whiteboards as a tool to check for understanding wasn't listed as a specific Glow. Did the teacher pick the Grow after the reflective questions were discussed?

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I prefer how grows and actionable feedback are separated in these. Lots of care put into documenting the specific student interactions.

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I really like how the observer starts out the post-observation (reflective) questions: How do you think it went? What things went well? This puts the teacher's thoughts at the forefront and allows the observer to insert information as needed.

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The time descriptions are very helpful. It is also evident that the teacher has great rapport with the students. The suggestions for engagement and connection to learning were insightful.

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I appreciated being able to see not only what the teacher was doing, but what the students were doing as well to get a full picture of the lesson.

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I like the grow questions because they are meant to have the teacher reflect on practices. For example, "How do students reflect on their own misconceptions to help support their learning?" The grows were very genuine and showed the excitement of a creative lesson.

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I guess when you said" Her Spanish 1 classes continue to be a challenge" means the teacher has been struggling with classroom management. Maybe be giving her examples of what those challenges are and strategies to face them. 

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I guess when you said" Her Spanish 1 classes continue to be a challenge" means the teacher has been struggling with classroom management. Maybe be giving her examples of what those challenges are and strategies to face them. 

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Feedback gave specific information on what to add to the learning target instead of just stating that it was incomplete.

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I would address the absemce of SOL in the Alignment of standards with a follow-up listing in the 'grow' section. Good focus on what to do with those that finish early. If Teacher doesn't have a plan for it, the student may ask and plan for themselves.

What was the essay? Mathematicians?

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What made you ask the teacher to consider using an online timer? It might help the teacher see the usefulness of the timer if they understand what it specifically could be supporting in their room.

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I felt like the dialogue was masterful, the way the teacher continually keeps moving through the lesson, motivates, keeps them working, puts out a small fire here/there with a comment and a hook back to the work. :)

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I felt like the dialogue was masterful, the way the teacher continually keeps moving through the lesson, motivates, keeps them working, puts out a small fire here/there with a comment and a hook back to the work. :)

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I liked how the observer gave examples of things that the teacher could do in the actionable feedback that could help with the lesson. Teachers may not always be sure about what things can help improve their lessons.

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I liked how the observer gave examples of things that the teacher could do in the actionable feedback that could help with the lesson. Teachers may not always be sure about what things can help improve their lessons.

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What supports/resources can we offer this teacher for classroom management? Behavior Interventionist support, Model teacher observation?

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I like that, as with the other observation feedback examples, the glows outnumbered the grows. I think asking the teacher how she felt the lesson went allowed the teacher to reflect on her own practices and opens the door for great communication between the teacher and administrator.

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I like that, as with the other observation feedback examples, the glows outnumbered the grows. I think asking the teacher how she felt the lesson went allowed the teacher to reflect on her own practices and opens the door for great communication between the teacher and administrator.

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A few grows provided and perhaps follow-up on how to establish a better relationship with students. This will correct the classroom mgt issue.

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I also had the question on how students who need more processing time operate. How do we know that 100% of the students understand and are able to explain?

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I am assuming with an observation like this that the observer was viewing a recorded lesson? The detailed dialogue was very helpful and gives the teacher a true perspective of the interaction between them and the students.

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I really appreciate how detailed you with the feedback on glows/grows. The "canned" responses at the top may be mostly ignored by teachers but the level of focus and care you give the glows and grows is surely appreciated by teachers.

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This is helpful to see. I would think that the teacher could reflect on his/her areas of strength as well as weakness from this observation. For me, I want to know what interpretation software helps to create this kind of feedback?

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Allowing other students an opportunity to answer is important. Teacher may need to ask the question and wait a certain amount of time before calling on someone or students can use whiteboards to show answers.

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In addition to the detailed lesson script, I appreciated the reflective questions and suggestions given to the teacher.

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There is a lot of student and teacher involvement here. Its easy to get lost in. The noted conversation is helpful for understanding what was taught and what was presented. I am excited that there was this level of involvement in an Algebra class. The teacher met their students where they were in hopes of pushing them forward.