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Ms. Salinas was engaging with her class and truly made learning more fun.

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Students were in groups. They did a game with green & white cards. It is a race. Students are practicing tone words. Green cards are categories: Anger, happiness, sadness, neutral. White cards are examples of these. Term on one side, definition on back. Each group is supplied with a dictionary. When done group using jazz hands signal. Jeopardy music in background :) Teacher checks group for accuracy. Students were very engaged. All students. Some were encouraging others to get on task to win!  Kids were very competitive. They were very verbal in their processing through the activity together.

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Students were collaborating through Nearpod. Each student had an Ipad and were contributing from their seats to the discussion. It was clear that they collaborated this way regularly and students didn’t seem to be hesitant to share their drawings and discuss their thoughts during class. I think that’s an important part of class culture and makes students able to contribute meaningfully without fear of embarrassment.

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The lesson was engaging to all students. Each group had a slightly different task, and all groups were working together to get all information on the post-it notes for a gallery walk on a following day. Students had to gather their own information and had to rely on each other to make sure their information was correct.

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Students were working in groups, and had roles. They had to analyze a handout, share info with each other and then write down the important information on large post-it note paper. Ms. Brooks had expectations for what needed to be done by the end of the period, and students were working to meet those expectations.

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The teacher had clearly defined objectives posted on the board alongside some general expectations for the day.  The teacher consistently modeled the activities and even had students lead the instruction at varying points.  The teacher provided feedback and even asked a student to play the role of teacher and provide feedback.

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I love how the lesson spiraled back in previous lessons while still working on the main concepts needed.

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Eaton was awesome!    His kids learned something they did not know before his class.  The upper students showed evidence of deepening their learning.

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Teacher presented a question and instructed students not to blurt out answer but discuss in groups.  Students then had a direction for a group discussion. The question was very open ended, so students could discuss the question at a basic level (definitions) as well as at a higher level (compare/contrast, relate to real world).  Worked up the levels of Bloom’s.

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Students were assigned and choose groups and roles based on their strengths.  All students had a job.  Each group had a white board on their table to write on

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Use of formative assessment: teacher and app to constantly monitor performance and adjust after quick feedback analysis.

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Tt is always a great experience to see colleagues teaching. It really helps reflect on our own practice and keep an open mind. Seeing students in other settings is as well a very positive experience.

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It is clear that all students are really committed to being a member of the band. I would say that the classroom culture is very strong. It is expected from all to cooperate, to help each others, to problem solve as a group.

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Students appeared to be engaged in both rotations and class discussion. This was an inclusion class with lots of differentiation.

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Ms. Johnson gave some leading questions AFTER preparing students with film and earlier discussions.

She pulled from previous lessons and readings. Additionally, Ms. Johnson’s PPT was filled with relevant

photos to break up information -- these photos aided in guiding discussion and triggering knowledge.

Furthermore, she made McCarthyism of the 1950s relevant by finding connections with Texas citizens.

Ms. Johnson also called on specific students for a response, which kept all students engaged.

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It is very clear that the students know what R expects of them. When he talks, the entire class automatically stops talking. R was quickly able to switch his plans for review when the internet when down. As always, R is very kind and respectful towards his students. I truly believes that he builds strong relationships with them.

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Set up museum exhibit in hall- students looked at art from the Romantic period, read a bio. on Beethovan, read a quote from the Hunchback of Notre Dame, answered TEKs based questions about each exhibit and reconvened in classroom to tighten up the graphic organizer via a teacher led power point presentation.

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Chill! 10/10. I would observe Dr. Webster again.

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A folder in the middle of the desk told groups what to do. They had an established mode of collaboration.

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After the first group sang, she told them (and all groups) to start to prepare for a follow-up discussions on the different challenges that were presented in the reading of the scales.

The students shared their challenges, fears, and what they wanted to do (as in add in an extra note that seemed logical).

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Ms. Livings is a great teacher.  I think I even learned something from sitting in her classroom.

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It’s always fun seeing how your students perform/behave in other classes.

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Students were in groups and participated in an activity where they passed information around their group expanding on the previous information.

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Modern video with relevant information and engaging style; she allowed for questions, and she answered them with open communication; good usage of redirection for students; cross-disciplinary instruction to connect with other things the kids are learning

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This is the type of teacher that you want to video in the classroom for the first three weeks of school and show new teachers to get a better idea of setting up classroom expectations, procedures, etc

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There were basic questions, a mini-lecture, a “movie,” there were level two and three questions where students had to think and apply.

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In the first half of class, students took a quick individual quiz over the reading. In the second half of class, students took a group quiz that included building a model of a pendulum. Multiple forms of assessment.

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Mr. Quirk's students were hanging on his every word! :) These PAP 9th graders trip over each other with excitement to be the one to answer Mr. Quirk's questions.

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Through questioning, he was able to assess if the lesson was working; through invoking prior knowledge, he was able to assess their ability to analyze and synthesize the information

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There was a warm up on the screen with three discussion questions.  Students were to discuss possible answers in groups...

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Ms. Knape had exceptional classroom management and was able to keep the students' attention while also making sure students were participating by calling out individuals to help read instructions.

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Mr. Tyler kept students engaged during discussions and I could tell he held the student's attention and that they knew the expectations and rules and were willing to follow.

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Teacher had students present in groups and share information with each other. All students were engaged and following directions. Also, students asked questions about the content to the presenters.

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Coach Garber does a great job working with every student in his class. All students are active and engaged. Every student knew expectations and met them.

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Ms. Koshkin facilitates an environment that allows students to take ownership of their learning. They work together to master teaching objectives. The expectations are clearly defined in class and students enjoy learning the curriculum.

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Matt Fields, I think everyone loves him. He used multiple technologies (video, maps, doc camera...)

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Granted, it was an AP class, but students knew to discuss with partner (because they might get called on), and would ask meaningful questions (nothing was a stupid question).

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I witnessed a very student centered environment where students took the information presented and integrated with each other with real purpose

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Watched Don Longo - has great classroom management and interaction with kids. Interesting lesson plan and ways of having materials ready for students to access quickly and efficiently.

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Exceptional knowledge of her subject matter - you can tell she enjoys what she is doing. Makes art history interesting with lots of detail and stories to go along with what she is teaching - keeps kids interested.

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Rebecca Keeton always gets the best work out of her students and she works with each and every student independently. Students are engaged the whole time in her classroom.

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She works independently with all her students.

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Lisa engages with her students in a friendly manner every day. She talks with them not only about the art projects but about themselves as well. I feel most of the students in her classes enjoy having her as a teacher because she is more personal with them. It's not just about the lessons.

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Alex Tolleson really engages her students in discussions about art. All her power point presentations make her students think. It's not just about what's on the screen but what about what's on the screen. She poses questions to them, waits for their answers and then discusses them. I feel the students are very comfortable asking her anything about art. She is like their mentor, their teacher as well as their mom(friend) without crossing the line

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Alyx always pre-tests her Art students before she teaches. She gives them thorough instructions, then time to work on what she taught them, then tests them again. She includes vocabulary and diagrams, etc.
Another strength is she is learning SPANISH since she has so many ESL students.

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Students filled in the notes by using the power point in google classroom. Students were able to look for answers themselves and use the chrome books to complete the assignment.

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interesting bell ringers to get a large group focused

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Heather is a wonderful teacher with a great rapport with her students. Classes will multiple children of different skill set in the same room can be very challenging, but I was interested to watch the integration of each student into the class objective.

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Shawn Strait is a master of multitasking - amazing that he can teach such complicated subject matter to such large classes. A variety of learning styles and teaching styles as well were observed.

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She used repetition and clear expectations which is essential in a Special Education environment.

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All of the kids felt comfortable reading in front of each other which is definitely a result of the classroom community that has been created.

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Cozy room, positive atmosphere. Students focused on their work.

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Alyx gives mega amounts of feedback so her students feel confident with their newly acquired skills.

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He did a great job of integrating technology with teaching. The students were fully engaged in project the entire time I observed

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Ms. Johnson had a well planned lesson on the Vietnam war. The lesson integrated a lot of student participation. She also had short video clips used to reteach and keep interest. The students were also engaged and shared what they learned in small groups or partners.

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Kala Hill's Geoscience students are certainly getting college ready by using all available resources to solve complex problems. Awesome class!

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After taking a quiz, the students found out which questions they missed. They receive a chart that shows them which questions relate to which topic. The students can then assess which area they need to focus on before they take their test (the next week). Based on what they need to focus on, they are sent to a link, video, etc to help them with that area.

All of this took place on laptops, which is very helpful when we go 1:1.

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Coach Sawyer used a cool way to ask questions especially for those are scared to to raise their hands. Think, Pair ,Share.

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Coach Joe Sawyer was fantastic during his weight room lesson. You can tell he enjoys his lessons, and is enthusiastic about trying to get his students to learn the different techniques in the weight room. He is a big time motivator and made motivated to get in there with his class. Coach sawyer is very organized and demonstrates excellent subject knowledge.

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I liked that students were allowed to work however they saw fit and what worked for them (ex: some were on computers, some were sitting on the table to get a better angle of light, some were standing, etc).

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Students were allowed to work by themselves or in small groups. Some chose to use textbooks, while others chose to use phones to complete the task. Teacher had a good rapport with students.

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The classroom is always alive and moving and at first glance, you wouldn't think it is productive. However, when you begin to listen and watch, you see that almost every student is engaged in the content.

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Mrs. Barr did an exceptional job! Great relationship with students.

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Mr. Blair had the kids moving around and enjoying math.

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Mrs. Smith does a great job having a classroom management plan especially with having 50 students in one small space. Students understand behavior and expectations and consequences. The students are rewarded for following the rules, procedures for getting equipment,and forming lines. Mrs. Smith has adjusted her expectations and strategies based on the individual differences for her students needs in her aerobic dance class.

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The group work, creating a new ending for the story, was a great idea. I learned a lot about incorporating ELL's in on-level English.

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Very enjoyable experience to see students learning in a different environment then a normal classroom. The Band Director was positive and focused in his instruction with students. Fun to watch!

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Mr. Cafiero was doing a theater tech group activity--everyone was involved. It was great to watch him give the groups autonomy, yet keep them on task.

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Clear expectations for grouped students

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Great at engaging the kids with use of music in history!!

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It was fun to see my AP students in another AP content (and still complaining about reading :)). The worked eagerly.

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If I'd had Mrs. Watson for physics, maybe I'd remember more than my teacher's name. I love her space.

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Sommer's class at that time is comprised of three different levels of students... Her obvious rapport and positive relationships with these kids is strong. She came up with various ways of giving students the information for that day's lesson just as her students learn through different styles and need to hear the material repeated. Sommer repeats the material every time she switches her teaching style, but it was never lecture style. Some varying styles I got to see were small groups writing and talking to each other, a short video was played that grabs the viewers attention right away with music of the era, black and white fast paced flashes of big events students are learning about, and then huge academic vocab and main ideas would shoot out at you in bright colors really bringing the movie to life. The final strategy I observed was how Sommer brings her class in for some out loud discussion. Students were attentive and awaited Sommer's questions that fueled student thought so that everyone could contribute to the discussion. It really was an awesome room I chose to observe!

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I observed Shannon Wayne's Pre-AP Algebra II class... Shannon is an incredible teacher and because I used to teach this subject, it was really cool seeing her take the material I passed on to her...Shannon took about 10 minutes to answer homework problems which was meaningful to the kids because some are so involved that their only chance to ask a question is during class. After the homework review, she jumped right into the lesson and students were ready to go. I could tell her students respect her because she respects them...Shannon's structure for lecture lessons proves that our math department is applying the techniques we've been learning from Wendy and Ashton this year. What she's made a norm in her classroom is how notes will be taken and learned. She'll chunk a couple of problems similar to each other and once the notes switch to a different type of problem then her next chunk begins and so on... One final thing I was awed by, Shannon is a time management ninja! Is that the coach in her? I don't know, but I do know the material she's teaching and she gets through all of the above with two minutes until the bell. I also know that if she does need to skip some problems that she's not skipping important problems! Time management Ninja!!

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Mr. Fields did an awesome job with his AP Biology class! They were working from bell to bell, and were engaged with content in the lab the whole time. He used small questions throughout the lab to make sure groups were understanding what and why they were doing things in the lab, and it also kept them on task.

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I really enjoyed getting to observe Mr. Fields' AP Biology class while they were doing a Transformation lab. His lab techniques gave me some ideas to help with flow/managing many students in the lab.

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I enjoyed watching another person on my team, because it gave me a sense for different teachings styles and emphasis that we each put on different topics.

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Coach West has a great report for her class that I observed. They come in and get to work, and usually stay on task most of the period.

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The activity that Coach West was doing (students physically modeling Transcription and Translation by doing Transcription at the nucleus [desk] and then traveling with the mRNA [copy on their paper] to the ribosome in another part of the room to complete Translation) involved movement and activity, and helped student to reflect on the whole process of Protein Synthesis.

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Mrs. Yeargan's class was great. Classroom procedures were very clear. She seemed to have a great relationship with her students. They all worked for Mrs. Yeargan. They were all intrigued with the lesson and were all responsive.

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Jaclyn Smith is the most flexible (instructionally speaking) teacher I have seen. She rolls with it when she is assigned 20 new students in the last month putting her at 60 kids.

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Jaclyn has an amazing command of her room of 60 very diverse students. Her students understand when to talk and play and have fun and when to buckle down and listen.

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Cody Key had his classed engaged, responding and interacting

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Brandon Thomas shows incredible patience towards his students.

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Joe Sawyer had his class engaged and participating. Students were having fun while they were being productive.

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Nichelle Holloway had her students in place and active during the period. It was evident the students knew what they were suppose to be doing and how to do it.

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Nichelle had her class orderly and engaged. Procedures were in place and students were following them

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Students engaged in group activities with padlets.

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Teacher did a great job of setting up his activity so that the whole class was engaged. Everyone had a "job".

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Students were engaged and participating in the class discussion. The students respected the teacher and there was a positive vibe in the classroom.

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Mrs. Cappetta's students respect her significantly because of the impressive depth of her content knowledge. Though her pedagogy sound on its own, her students "buy in" and believe in her efficacy because she is a master of her craft and she listens and responds to them.

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Mrs. Koshkin used some really great techniques for technology. Virtual business is amazing!

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This was an AP course, and I have witnessed that most AP students are more often motivated than regular students. I felt as if I was in a college course. I enjoyed this observation very much. The students worked in groups and quizzed each other. They were involved in their learning. They read, listened, wrote, and participated. It was a great lesson. Best observation I have seen.

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He really made the space his own and what would work best for his students. He took down shelving in order to create more collaborative spaces for his students.

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(French 2) Students worked in groups to draw a giant map of France and to prepare a spoken weather report for a grade. I pads will be used to record the reports. For being level two students, their listening comprehension in the target language was impressive!

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I enjoy watching Mrs. Fanee Webster teach. She makes the kids work hard and show pride in their work.

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It was clear that students knew academic expectations from a routine created.

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This teacher clearly knows how to work with a group of adolescent students. He used humor but was always on task.

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I saw a couple great ways to assess student learning by using a 'pre test quiz'.

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repetition, hands on work, close monitoring...All of practices observed are necessary for an ICTS setting especially!