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Clear rapport and level of respect exists (CRSE- Warm & Welcoming Environment)

Most lesson plans had objectives that aligned to the standards and displayed intentionality on the part of the teachers.

Students feel safe and comfortable sharing their ideas (CRSE)

Opportunity for writing was evident across classrooms.

Success criteria was communicated to students across classrooms.

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explicitly detail what 's the expectation (modeling, etc)

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planning of the lesson- aligning assessment (modeling, etc)

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structure of the lesson; learning objective (PLO)

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What types of guiding questions will push students to think critically?

What is the purpose of the LO?

How does the LO that communicates the big idea of the learning/unit?

What is the school-wide agreement about what is included in a lesson (LO, components of a lesson, etc.)?

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Assessment criteria was  not clearly identified such as annotation, etc. There was a disconnect of lesson components including assessment practices. How are they planning? What data points are they using? Are differentiated entry points included in the plan?

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Developing protocols around planning and elements to be present in every lesson plan.

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There does not appear to be a school wide understanding/agreement on instructional expectations specifically on lesson planning.

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There does not appear to be a school wide understanding/agreement on instructional expectations specifically on lesson planning.

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Assessment practices were not always aligned to ensuring deep understanding of the learning objective. 

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Assessment practices were not always aligned to ensuring deep understanding of the learning objective. 

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Evidence of differentiation, student grouping, lesson structure, manipulatives, use of paraprofessionals to work with student groups.

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There are pockets of excellence across the school that can be utilized and expanded upon.

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I wonder how lessons are planned developed using data; specifically around modeling for gradual release and allowing for more high level questioning to generate conversation.

I wonder if there school-wide clarity around how to use and align assessments to learning objectives.

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Students were willing and able to engage in the tasks being asked of them. Teachers had a rapport as a starting point to support this.

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Classrooms were consistently respectful and collegial.  Teachers maintain an easy repoire with scholars and scholars worked in varying groups in a respectful manner. 

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Classrooms were consistently respectful and collegial.  Teachers maintain an easy repoire with scholars and scholars worked in varying groups in a respectful manner. 

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Critical thinking and essential questions were unevenly used in classrooms and did not always elicit deep understanding or discourse.

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Teachers displayed varied attempts at engaging in conferring moves that connected to the LO or a concept

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The Social Studies classroom had clear assessment practices and at the end students were given a self assessment along with a success criteria to determine if learning objective was achieved.

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A clear rapport and level of respect exists between students, teachers and their peers.

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There was a range of practice across observed classrooms.  In one classroom, a teacher conducted a formal assessment using the quizizz app. In another classroom it was unclear what the objective for the day was so that assessment of the objective was disconnected and unsupported by the activities preceding it.

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There was a range of practice across observed classrooms.  In one classroom, a teacher conducted a formal assessment using the quizizz app. In another classroom it was unclear what the objective for the day was so that assessment of the objective was disconnected and unsupported by the activities preceding it.

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There is a class that the teacher provided the students the opportunity to speak with their peers and write for independent thinking.

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One classroom: teacher used think pair share as an assessment structure by employing an interruption to address misconception from her conferring.

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Lesson planning was uneven in that the learning objective did not always align to a standard or was appropriate for a particular lesson.

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Students were eager to share their thinking and the learning environment was safe.

In two classrooms, technology was utilized to address learning styles.

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The type of question that the teacher asks was strategic to elicit the desired explanation of the "why".

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Effectiveness of critical thinking activities was uneven. Some activities were not aligned to grade appropriate rigor (i.e. having students' rate a protagonists survival skills vs. deeper thinking around the essential question for the unit 7th grade Long Walk to Water Unit). 

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Effectiveness of critical thinking activities was uneven. Some activities were not aligned to grade appropriate rigor (i.e. having students' rate a protagonists survival skills vs. deeper thinking around the essential question for the unit 7th grade Long Walk to Water Unit). 

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The student-to-student discourse was extremely limited in the observed classroom.  Even when put into pairs and groups they were either asked to work independently or had no clear structure for how to engage in academic discourse (academic vocabulary, sentence prompts, etc)

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Assessment criteria were not clearly aligned to the tasks presented.

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The teacher has clearly plan the assessment given the Do Now problem which elicits deep thinking among students.

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Learning targets were not clearly aligned to tasks.

Dear assessment criteria’s we’re not present in all the classrooms visited.

I did not see clear and explicit modeling in the classrooms visited.

In two classrooms visited students worked in groups.  The lessons plans did not have differentiated grouping.

Questions were primarily recall questions.

Discussion was limited in two classrooms. The other two classrooms, there were turn and talks. However, teacher controlled the conversation. Student Building on ideas of each other was limited.

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Teachers made attempts to engage students in critical thinking, with uneven results. 

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Teachers made attempts to engage students in critical thinking, with uneven results. 

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In most classrooms learning objectives connected to content standards and included some speaking and writing. 

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In most classrooms learning objectives connected to content standards and included some speaking and writing. 

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Assessment practices were uneven ranging from clear success criteria that students could identify to linear teacher to student individual questions.

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Teachers had learning objectives aligned to standards.

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Teachers had learning objectives aligned to standards.

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During the walkthrough most classrooms showed a clear learning objective that was  visible and clearly aligned to content standards. There were some opportunities for student discussion specifically in the Math classroom and opportunities for writing in the Social Studies classroom. Students were given opportunities to share their thoughts with the teacher. However there was very little student to student conversations and opportunities for students to share their thinking and deep understanding with each other.

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Speaking and writing opportunities were uneven across classrooms.

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LO visible with a think pair share structure

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Across all classrooms teachers had lesson plans with instructional objectives aligned to content standards.