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Study Guide Observation

The document provides directions for a sample assignment evaluating a teacher's classroom instructional video using a rubric. It instructs the evaluator to watch a 15-minute instructional video and evaluate the teacher's performance on components of 3 domains - engaging students, deepening learning, and maintaining a positive environment. The evaluator must cite evidence from the video, assign a performance level for each component, and identify one strength and one area for improvement in the teacher's performance.

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rosmery15
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240 views

Study Guide Observation

The document provides directions for a sample assignment evaluating a teacher's classroom instructional video using a rubric. It instructs the evaluator to watch a 15-minute instructional video and evaluate the teacher's performance on components of 3 domains - engaging students, deepening learning, and maintaining a positive environment. The evaluator must cite evidence from the video, assign a performance level for each component, and identify one strength and one area for improvement in the teacher's performance.

Uploaded by

rosmery15
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Study Guide

Field 108: School Building Leader Part 2


Sample Assignment One: Video Observation and Analysis

Sample Directions

New York State's Annual Professional Performance Review (APPR) procedures


require school building leaders to use a rubric when observing and evaluating
teachers. These rubrics have multiple domains and are aligned to the New York
State Teaching Standards.

For this assignment, you will watch a 15-minute video clip of a teacher's
instruction and then you will evaluate the teacher's performance against the
criteria set forth in the Teacher Observation Rubric provided.

The video clip will only play once. You will not be able to pause, stop,
or replay the video. While the video is playing, you will be able to view only
the component text from the rubric. You may use the erasable *notebooklet
provided to take notes. After you watch the video, you will once again see both
the assignment and the complete rubric while you write your response.

You should familiarize yourself with the assignment and the rubric
before you go on to the next screen and watch the video. The rubric is
provided on the right side of this screen. The assignment to which you will
respond is shown in the box below.

You will be asked to write a response in preparation for your post-observation


conference with the teacher. Your response should be approximately 300600
words and may be in a format of your choice (e.g., paragraphs, bulleted list).
Be sure your evaluation clearly responds to each part of the task. The final
version of your evaluation should conform to the conventions of edited
American English.

In your evaluation, you will identify evidence of teaching related to each rubric
component and assign a performance level for each rubric component. Then,
using the evidence and the performance levels you have identified, you will
identify one strength and one area for improvement in the teacher's
performance.

Your evaluation of the teacher's performance will be based on your observation


of the video-recorded instruction and your application of the criteria defined in
the rubric. While you may see evidence of other teacher practices that are not
addressed in the rubric, your task is to identify evidence from the video
relating to the specific components of practice defined in this rubric and then
assess the level of performance exhibited on those components.
*notebooklet: A small, hand-held erasable whiteboard

You will be asked to complete the following task:

Using the evidence you observed in the video and the Teacher Observation
Rubric provided, prepare a 300600 word evaluation of the observed teaching
for your post-observation conference in which you:

for each rubric component, cite observable, objective evidence from the
video;

assign a performance level (level 1 to level 5) for each rubric component,


citing the evidence you identified;

identify one significant strength exhibited in the teacher's performance,


citing the relevant component(s) of the Teacher Observation Rubric and
observable evidence as support; and

identify one significant area for improvement exhibited in the teacher's


performance, citing the relevant component(s) of the Teacher
Observation Rubric and observable evidence as support.
Teacher Observation Rubric

Domain I: Engaging Students in Learning

Domain II: Deepening Student Learning


Domain III: Maintaining a Positive and Challenging Learning
Environment
Setting: third-grade class English Language Arts lesson (35 students)

Lesson Objective: "Students will be able to think analytically, address


problems creatively, and advocate persuasively."

Rubric Components

Domain I: Engaging Students in Learning

Component 1: engages students in learning tasks that develop understandings


and/or skills relevant to the learning objective

Domain II: Deepening Student Learning

Component 2: elicits and builds on students' responses to promote conceptual


and/or skills development

Component 3: uses instructional strategies in ways that deepen students'


understanding of and/or ability to apply relevant concepts or skills

Domain III: Maintaining a Positive and Challenging Learning


Environment

Component 4: demonstrates rapport with and respect for students in a positive


and challenging learning environment

Complete the task that follows.

Using the evidence you observed in the video and the Teacher Observation
Rubric provided, prepare a 300600 word evaluation of the observed teaching
for your post-observation conference in which you:

for each rubric component, cite observable, objective evidence from the
video;

assign a performance level (level 1 to level 5) for each rubric component,


citing the evidence you identified;

identify one significant strength exhibited in the teacher's performance,


citing the relevant component(s) of the Teacher Observation Rubric and
observable evidence as support; and

identify one significant area for improvement exhibited in the teacher's


performance, citing the relevant component(s) of the Teacher
Observation Rubric and observable evidence as support.
Performance Characteristics

The following characteristics guide the scoring of the response to the


assignment.

COMPLETENESS The degree to which the response addresses all


parts of the assignment
ACCURACY The degree to which the response demonstrates
the relevant knowledge and skills accurately and
effectively
DEPTH OF SUPPORT The degree to which the response provides
AND UNDERSTANDING appropriate examples and details that demonstrate
sound reasoning and reflects a strong
understanding of the relevant knowledge and skills

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