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Instructional Audit Summary ReportAlabama Department of Education

Office of Student Learning

School: Parker HS System: Birmingham City Name: Dr. L. Contri, Superintendent Instructional Leader: Mr. Darrell Hudson, Principal Review Team: Diann Jones, Michal Robinson, Denise Gillham, Deirdre Hall, Melissa Shields, Kathleen Knight, Regina Sankey, and Catherliene Williamson

On March 14-15, 2017, an eight member team conducted a two-day Instructional Audit for Parker High School. The process included interviews, document reviews, and classroom observations. The assessment areas are Instructional Leader, Continuous Improvement Process, Instruction, Central Office Supports and Curriculum. Observations within these areas are summarized by gathered evidence under the categories “strong practices”, “emerging practices” and “limited practices”. Based on the data, additional recommendations or concerns are also provided.

Instructional Leader: The Instructional Leader Pillar evaluates the processes used by the principal to develop a vision for the school that is guided by data, responsive to the needs of the students and faculty, and communicated in a manner to obtain buy-in from all stakeholders. Mr. Hudson is assigned at the Instructional Leader for Parker HS. He began his tenure in this position in the summer of 2013. The 2016-2017 academic year serves as his third year operating in this capacity at the school.

Evidence of Strong Practices:The following practices are among those that have been identified by the team to be strong. There is evidence to support that these practices are consistently implemented and/or expected throughout the school.

Based on administrator and teacher interviews, Mr. Hudson promotes shared leadership among the faculty. He protects time for the LT to operate as a think tank with the data for planning. He has used venues such as team retreats (supported by SDE personnel) to analyze data and set targets.

Interviews with all stakeholders yielded evidence that Mr. Hudson sets and models high expectations for all teachers and students. Mr. Hudson makes personal notes on student report cards and provides financial incentives for students and teachers that meet/exceed expectations.

Mr. Hudson has worked to establish a nurturing culture within Parker HS that recognizes and celebrates both students and staff. He has gotten students involved in the process through the SGA, which write appreciation notes to all staff in the building as an annual activity.

Mr. Hudson regularly monitors classroom instruction in partnership with the assistant principals. A schedule is developed so that weekly all teachers onsite are observed. Within 48 hours of observations, teachers meet with the respective administrator to debrief the observation session.

Evidence of Emerging Practices:The following practices are among those that have been identified by the team to be emerging. Based on evidence obtained from interviews, documents, or observations these practices are occurring inconsistently throughout the building.

Mr. Hudson and the LT are in the beginning stages for incorporating a practice to evaluate the effectiveness of programs and supports that are utilized in the school. Currently, there is a partnership with Ready2Succeed in which the Academy Coordinator is working in tandem with the organization to collect effectiveness data for the student mentoring program which follows students into the first year of college.

Professional studies to date have been limited to the sessions offered to support district priorities.1 | P a r k e r H S - B i r m i n g h a m C i t y

Evidence of Limited Practices:The following practices are among those that have been identified by the team to be implemented on a limited basis. Based on evidence obtained from interviews, documents, or observations these practices are occurring in isolated pockets but have not been established as an overarching expectation.

None noted

Consideration(s) for Next Steps: Continue to strengthen the process of evaluating programs and strategies for effectiveness to inform

decision making. Incorporate professional development opportunities for faculty/staff that are specific to the needs of

Parker HS based on the data.

Continuous Improvement Process: The Continuous Improvement Process Pillar evaluates the structures implemented by administration and teachers to promote academic, climate, and cultural growth. Included in this focus is the use of data to monitor progress and identify students who may need additional supports.

Evidence of Strong PracticesThe following practices are among those that have been identified by the team to be strong. There is evidence to support that these practices are consistently implemented and/or expected throughout the school.

Mr. Hudson, teachers, and the LT use multiple sources to inform the development of the CIP. In addition to summative assessments, the team uses AP qualifying scores, Grad Rate, and mock ACT scores to aid with setting and measuring goals.

It is clear that faculty and staff have set clear expectations for routines and procedures regarding cell phone use in this school. Over the two days, there were not any incidents of students using the phones inappropriately during instructional time.

Across the two days of classroom observations, students and teachers demonstrated mutually respectful regard toward each other. All observers noted that students did not use any profanity in the classroom or in the hallways during transitions between classes.

Even though Parker is a very large historic campus, the building and classrooms were all very well maintained.

Evidence of Emerging PracticesThe following practices are among those that have been identified by the team to be emerging. Based on evidence obtained from interviews, documents, or observations these practices are occurring inconsistently throughout the building.

While there is a wide range of electives and extracurricular activities for the student body, students have the perception that sports are the most valued program. They shared that they would like to see increased support for band, choir, and other areas.

While Mr. Hudson has created a diversified LT and uses a shared leadership model, the team is most active in the development and communicating phases of the CIP process. They are not as actively involved in the monitoring and amending phases of the plan.

Evidence of Limited Practices

2 | P a r k e r H S - B i r m i n g h a m C i t y

The following practices are among those that have been identified by the team to be implemented on a limited basis. Based on evidence obtained from interviews, documents, or observations these practices are occurring in isolated pockets but have not been established as an overarching expectation.

Per Mr. Hudson and the CIP Team, the current CIP does not address the needs of special education students. Currently, special education support occurs primarily as pull out support for students on an “as needed” basis.

During student interviews, some raised concerns regarding the amount of support that they had to provide for English Learner peers. Some students said that they are heavily relied upon to translate for peers, which interferes with them attending and completing their own assignments.

Consideration(s) for Next Steps Analyze the data of and address the needs for students receiving special education support. Ensure that students with disabilities are receiving services in the least restrictive environment (LRE) as

outlined in the Individualized Education Plan (IEP). Work with central office to provide professional development to special education and general

education teachers on effective collaborative models in a high school setting. Consider structure for the support of EL students that are very limited English speakers.

Curriculum:The Curriculum Pillar obtains evidence on the processes used to ensure that Alabama standards are a) taught by all teachers and b) provided at the appropriate level of rigor. Additionally, evidence is collected to determine how data processes are used to inform decision making.


As mentioned in a previous section, there is a strong process in place for monitoring expectations in lesson plans. Lesson plans are previewed by department chairs and the curriculum specialist before being submitted to administration for final review and feedback.

Mr. Hudson has developed the master schedule to promote and support collaboration between teachers. For the teachers that do not have anyone else on staff that is similar in nature (i.e.: Spanish, Physics, etc.), Mr. Hudson provides time for them to work with partners in other schools.


During classroom observations, members observed missed opportunities for students in CT courses to receive additional reinforcement connected to data trends.

Rubrics are used inconsistently across subject areas. Writing is the area that the most progress has been made with the use of rubrics.

Evidence of Limited PracticesThe following practices are among those that have been identified by the team to be implemented on a limited basis. Based on evidence obtained from interviews, documents, or observations these practices are occurring in isolated pockets but have not been established as an overarching expectation.

None noted3 | P a r k e r H S - B i r m i n g h a m C i t y

Consideration(s) for Next Steps CTE teachers consider ways to use student STAR data to reinforce efforts to make gains in reading and

math.

Instruction: The Instruction Pillar evaluates the processes used to assess the performance of all students, address individual student needs, and promote collaboration among teachers. 38 teachers were observed


Parker HS is a technology rich environment. There was good use of technology by teachers and students observed during the audit.


There is a universal screening process that is being utilized through STAR resources, however, based on teacher interviews that data is not being consistently incorporated into small group intervention time across all classes.

Students praised the instructional styles that are utilized in the AP courses. They requested that “all teachers be trained to teach the courses in the same manner as the AP teachers.”

While there was a preponderance of low level questioning used during instructional observations, there are teachers that can be used as a model for peers. Team members lifted a Pre-Calculus teacher for the use of multiple questioning techniques during instruction.

Evidence of Limited PracticesThe following practices are among those that have been identified by the team to be implemented on a limited basis. Based on evidence obtained from interviews, documents, or observations these practices are occurring in isolated pockets but have not been established as an overarching expectation.

Collaborative teaching models are used on a very limited basis between general education and special education teachers. During interviews, the team was told that student supports are typically provided in the resource room.

During teacher interviews it was shared that students “have a choice to go to the resource room”. As stated in a previous section, student services must be provided per the IEP.

Consideration(s) for Next Steps Training for staff from central office for Special Education support

Opportunity GapsWithin this process, the team looks across the pillars to identify the processes that are in place to support providing an effective, safe, and productive learning environment for all stakeholders. Through the Principal overview, interviews and document review process, the team gathers evidence to inform if the processes being utilized are being implemented maximally. If applicable, the team lifts up practices and processes that may need additional support. Areas that are reviewed in all schools include, but may not be limited to: 4 | P a r k e r H S - B i r m i n g h a m C i t y

electives, staffing, extracurricular activities & supports, facilities, core academic opportunities, coaching, professional development, and credentialing.

Evidence of GapsNone noted

Consideration(s) for Next Steps

Classroom Observations Summary

1. Subject Observed

English Language Arts / Reading 6

Math 7

Science 5

Social Studies 4

Resource / Special Education 3

Foreign Language 1

Career Tech (AG, Consumer Family Sci, other technical subjects)

5

PE 0

Elective (Class other than listed above) 7

Did Not Observe Class

Testing 1

Guest Speaker 0

Intern Teacher 0

2. Class size

1-10 8

11-20 18

21-30 12

30+ 0


3. Evidence supports students understand rules, routines and procedures.

Not evident 0 0%

Minimally evident 5 13.5%

Moderately evident 10 27%

Very evident 22 59.5%

Not applicable 0 0%

Students quickly seated and got started on bellringer. Students were very well behaved during instructional transitions.

Students were on task and knew what to do when they entered class

Students enter and exit class orderly. No one tardy. Used time wisely. Transition well

Rules and procedures are posted. Students demonstrated those through behaviors. Students were engaged and on task.

Loss of instructional time transitioning to Chromebooks and helping students without log in information

Student were greeted by the teacher at the door. They went to their section and the section leader gave each individual the music for today. Each section started working on vocal warm up

Students entered the room and immediately took out instrument and began independent practice.

Student entered the room and went to their project. The class discussed the projects and the stage of their design to be completed.

Students came into the classroom and knew their codes to log on to the website for the questions for the bell ringer activity

The students entered the classroom and immediately gathered the items that they would use during the class period. It was evident the students were in a daily routine in order to listen effectively to the instruction.

As students completed the project, one finished yesterday, they sat with nothing to do. They were quiet. However, they could easily demonstrate behavior issues because they appeared bored. The teacher is not being proactive to discourage inappropriate behavior.

Students were in the room before teacher entered, she did not greet, they blurt out, some say do bell ringer, some act like they don't know what to do.

Students frequently off task. Poor use of time


4. When necessary, students' behavior is redirected in a timely and effective manner.

Not evident 0 0%




Not applicable 2 5.4%

Students very well behaved and on-task. Students responded to redirection well.

Teacher redirected students and they quickly complied. Students very well behaved throughout class.

One student was talking louder than others during small group discussions. The teacher told him to whisper, he did.

Student with behavior issue handled positively

Teacher kept them involved and no inappropriate behaviors occurred.

While assisting another student during individual work, the teacher observed some students talking to each other that was not pertaining to the topic. The teacher asked if they needed assistance with the assignment. The student replied, "No, sir." The students returned to completing the assignment.

Checked on one student with head on desk. Students were very attentive and well-behaved.

Teacher is busy setting up room for lesson, responds to students in a hostile tone. Teacher is responsible for off tasks behaviors by not being prepared and pulling students to help her.

Teacher attempts to redirect student behavior with little success.

Students walked in room and immediately began working on task - wash and style. Students only responded to teacher by "Yes, ma'am" and "No ma'am".

Class is busy and interactive, talking is student-student interaction regarding tasks

5. A positive learning experience is provided for all learners.

Not evident 0 0%




Not applicable 0 0%


Greeted in hall. Students seemed to highly respect teacher. Great rapport with students. Students were eager, even asking, to demonstrate their problems on the board.

Teacher seems to be highly respected by students. Great rapport between students and teachers. Teacher related rigor of classroom to the demands of college courses and how students should be thankful they can receive a good public education.

Teacher acknowledges students as they enter room. Teacher smiles, laughs, and shows concern for individual students.

Positive and upbeat learning environment

The students and teachers interact respectfully and seem excited about upcoming performances.

Teacher acknowledges students as they enter. Teacher smiles, laughs, and shows concern for students' learning.

Teacher and special ed paraprofessional have a great relationship with students in class.

Very interactive class. Everyone was engaged. The music was excellent, challenging and very engaging

He was focused on students and engaging them in conversations that related to music. He was in an authoritative posture yet had a relaxed facial expression.

Writing assignment very relevant to them - about making choices. Teacher had great energy.

Positive communication between the teacher and all students. Displays of art work all around the room.

The teacher demonstrated great rapport with each student. He acknowledged each student by their first and last name. Mutual respect demonstrated by teacher and students

The teacher has great rapport with the students. The teacher asked one student about his family due to a current illness.

The teacher addressed each student by name as they entered the room. During instruction, the teacher made eye contact. The teacher would listen attentively to questions asked by the students.

Very little positive interaction with students

Teacher asked students their opinions. Accepted suggestions for activity from students

Used positive reinforcement, smiled often, thanked individual students aloud for their behaviors. Students could use a "lifeline" to help answer questions aloud.

Teacher ignored some student behavior.

Obvious teacher-student respect and rapport; positive learning environment with students comfortable with questioning teacher and each other

Teachers very pleasant to students. Smiled often. Expressed concern for each students learning.


6. Consider the classroom environment.

Value Count

Models/exemplars of quality work are posted 16

Scoring rubrics are displayed/provided 0

Students interact with classroom environment 19

Current student work displayed 21

Minimal interruptions (from within the classroom) 26

Minimal interruptions (external) 30

The teacher is focused on instruction 27

Class is warm, inviting and clean 23

N/A - Observer did not observe any of the items listed. 1

7. Identify student grouping format(s) used throughout instruction.

Value Count

Whole group 20

Whole group ONLY 4

Small group for remediation with teacher 6

Cooperative / small groups 9

Paired 7

Individual 13

Teams 3

Lab partnering 0

Stations / Computers 4

8. Throughout the lesson, students are provided with clarity and purpose for the learning objective.


Not evident 0 0%


Moderately evident 15 40.5%



Standards, "Students Will...," and Essential Questions posted - What are complex numbers?

CCRS, COS, ICAN, and Essential Question Posted - In what ways do the individual characters in the Great Gatsby represent the American dream?

Teacher emphasizes content and concepts; Clearly defines "teacher's version" of mastery of the concepts; linked information to student interests.

Each group was given a vocabulary word on a large post it sheet. The students individually write the first thought the word generated. Whole group discussion of the word and how it could relate to the other words. Then a story was assigned with those words in the title. The group hypothesized the genre and plot.

Throughout lesson teacher emphasized what the essential question was; content and concepts of the lesson; and purpose of the lesson.

Reading the music and detailed explanation of each musical symbol and musical notes. Additional instruction of musical vocabulary embedded into each song.

Demonstration of the connection between the bell ringer, essential question, graphic organizer, and the daily objective and CCRS standards

During the lesson, the teacher stated several times the objective for the instruction. She used strategic questions to make sure the students understood why she was presenting the content.

The teacher described the work to be done and how to do it, asked questions to see if students know what to do and how to do it, and used examples by explaining and modeling.

CCRS, Agenda, and Essential Questions Posted - What motivates people to struggle for change? Standards for week are posted on student-friendly bulletin board.

Class began at 8:30; at 9:06 students are still asking for clarification about assignment.

Very little explanation of activities. No connections to real life activities as they related to lesson.

9. The lesson was presented in a logical sequence, designed to maximize student understanding.


Not evident 0

Minimally evident 5

Moderately evident 15

Very evident 16

Not applicable 1

Warm-up activity, Review, PPT and notes, practice problems in teams, review, HW.

Bellringer, class discussion, POV quickwrite, share, read excerpts, Quiz on Chapter 6-7, summary and review.

Introduction of vocabulary, title, and possible plots. Student were given a purpose of reading. One read aloud to group. Students discussed or asked questions of each other. Then the next student read. Teacher traveled to different groups to check comprehension. Students were assigned the rest of the story for homework.

The students journaled the bell ringer which inquired how much knowledge about pre-production they have. Then the students decided to create a talk show. They brainstormed over the preplanning elements for individual talk shows.

Daily Journal entry, Ambiguity discussion, visual activity, corrected ambiguous sentences.

The teacher moved the students progressively toward understanding and greater independence during the lesson.

ACT Bellringer, Tracker assignment based on mastery, teacher read aloud Chapter 7 of novel, students read silently, vocab lesson with words from novel, closing activity

Teacher was not organized and spent class time looking for assignments. Bell ringer was not possible for students to complete. Teacher said, oh I just saw that list. Ok work on your packet"

Hair wash, curl, comb out, re curl, clean up. Curl activities were timed. After teacher called time, she met with each student individually to discuss work and reteach if necessary.

10. Instructional/Literacy strategies were incorporated into the lesson in a meaningful way, relevant to the students learning objective.

Not evident 9

Minimally evident 7

Moderately evident 11

Very evident 8

Not applicable 2

High use of formative assessments, teacher modeling and practice, students problem-solving in pairs.

Bell ringer and other evidence of strategies evident in interactive notebooks

Students read only 5 paragraphs before a small group discussion took place. When a word was unfamiliar, students looked up synonyms to clarify. Essential question related to story and asked for personal experience in order to answer.


Journaling, brainstorming, small group discussion

Did a quick-write, anticipation guide, journaling with Cornell notes, pick-pair-share; students rotate to three different partners.

Teacher did a little journaling. Students were special ed with reading needs from Pre-K to 8th grade.

Sentences were made orally before trying to write them on paper.

Used visual images to stimulate thinking and exemplify ambiguity. Spoke Spanish to two ESL students throughout lesson. Choral reading of difficult word. Asked students to summarize notes on board. Models and gestures used to ensure understanding. Interactive notebooks.

Graphic organizer, summarization activity and student board work on model of graphic organizer

The teacher utilize whole group instruction while reading a passage pertaining to the lesson. During the reading, she would use questions to make sure the students were understanding the material being read.

The teacher utilized academic vocabulary, identified similarities and differences to the materials that were read, and used several students to summarize the material that was read as well.

Copying a graph from text book in windows program on computer.

Students had folders to monitor and track their standard mastery - the "tracker." Quality questioning. Read aloud while students followed along and then read silently. Reading a novel relevant to students about their history. Tied everything together - novel, theme, vocabulary, punctuation, figurative language.

No instructional/literacy strategies noted.

Modeling, questioned often and revisited previous lessons, paired students (when one finished, he/she walked around to assist others). Steps posted on board.

11. Identify STUDENT actions observed.

Value Count

Listening to lecture/direct instruction 19

Participating in discussion of content with teacher 25

Participation in discussion of content w/ other students 16

Taking notes from lecture or presentation 10

Hands-on materials / Manipulatives 12

LAB (Includes Career Tech: Mechanics, Cosmetology, etc.) 2

Presenting or performing 6

Computer-based learning activities (PC, MAC, Internet) 3


Value Count

Other Technology based activity (Promethean interaction / SRS (Clickers) / iPad, Cell, other devices) 12

Paper Test or quiz 3

Library 0

Outdoor Classroom / Greenhouse / Physical Ed Activity 0

Independent activity (writing, worksheet, research, textbook, etc.) 16

Other 5

12. Students used resources beyond the textbook.

Not evident 5 13.5%



Very evident 10 27%

Not applicable 0

PB Board problems and PPTs. Teacher used Activ-Slate to work out and model problem solving strategies.

Using novel - Great Gatsby. All students had a copy. Teacher used Promethean Board to review notes and quiz.

Students use textbook and notes for poster

Bell ringer was on smart board and students independently worked on it before interacting with the smart board and whole group. Students also used the large poster paper for vocabulary exploration.

Students used technology to look up terminology. Creative activities by teacher with much discussion to get them interested in MacBeth.

Music selection, technology, and creative evaluation of songs

Graphic designers with markers, glue, scissors and extra discussion with additional samples.

Cell phones were utilized to complete bell ringer activity. Students we also able to use their cell phone if they had downloaded the textbook

Also used cell phones to take pictures of paper copy assignments in case the paper is lost, textbooks, and computers.

Novel - Warriors Don't Try - all students had a copy. Used promethean board to display bellringer. Graphic organizer. Tracker NB.


Promethean Board for instructions. Everything else was totally hands-on with mannequins and cosmetology tools.

math foldables, reference angles,

All students utilized manipulatives

Promethean board, cellphones, computer

13. Students are provided with opportunities to engage in higher order thinking, content mastery, and learner-oriented activities.

Not evident 6 16.7%





Teacher continually reminded students to defend their answer aloud and in writing. When walking around, teacher probed to ensure students understood.

Teacher asked probing questions - often asking them to dig deeper for response. Students had to write excerpt for a character's point of view, which required background context of story line and necessary inference. In the quiz, students were asked to answer questions in complete sentences only - saying "read between the lines" so they would think critically.

The depth of knowledge questions were a various levels according to the capabilities of the student.

Teacher was able to set expectations on each group according to the experience the group has. She catered the questions according to the topic of the projects.

Teacher questions were high level; scaffolded instruction well.

These are special needs students in grades 9-12 but the teacher simplifies the lesson for all their levels of instruction.

Word wall of musical terms, musical functions, understanding slow down, soft effect, increased volume and a new terms created by one of the students "Looping"

Used visual images to explain ambiguity. Asked to see different images in each picture, which become increasingly more difficult.

Teacher asked--Why did you pick that type paint for your project? Explain the process you used. Student asked--How can I make this project better.

The teacher aligned the activities to the students need so that regardless of the supports needed, all students were engaged in the tasks that required higher order thinking skills. The teacher used appropriate academic tools that promoted their success with the lesson.


The teacher would purposefully use questions to stretch student thinking beyond yes/no. Supports from the teacher to engage the students included: use of think-aloud to model approaches to task and supported all students with appropriate academic tools.

The teacher used strategic questioning to connect the lesson, the objective, and assess understanding.

Low-level questioning

e.g., Instead of telling students that math answer is incorrect, teacher asked if answer is consensus of class and used guided questioning to help them see the error.

Did not observe the use of higher order thinking questions.

Minimum use of questioning techniques.

14. FORMATIVE ASSESSMENT: Consider the formative assessment taking place at key times during instruction (A, B and C). Did all students have an opportunity to express understanding of the content so the teacher could determine if re-teaching/remediation was necessary?

High levels of formative assessment for all students

Good formative assessment for most students

Some formative assessment for some students

No formative assessment

Not applicable

Beginning Instruction (Engage / Introductory)

10 8 8 8 3

Middle Instruction (Explore / Explain /. Main Lesson)

11 10 8 6 2

End of Lesson (Extend / Evaluate / Summarize)

6 13 4 8 3

For bellringer, teacher walked around and reviewed correct answers, having students demonstrate on board. During the entire class, teacher implemented quality questioning techniques and probing questions.

Students participated in bellringer activity related to novel - teacher tied it to writing and grammar. Teacher reviewed BR. Throughout the class, the teacher engaged in quality questioning, as well as walking around the room to ensure maximum understanding. Teacher summarized lesson and prepared for next day's lesson.

Beginning: students eagerly raised hands to express their ideas with the vocabulary and predictions of the story. The essential question was answered at this time. Middle: teacher listened to students read and asked questions pertaining to the story in the students ability level. End: a quick summary of vocabulary words and an assignment given.

Teacher did not solicit responses from all students nor did she monitor all students. There were several students that she never approached to determine mastery of concept

None observed

Almost all had the opportunity to express themselves15 | P a r k e r H S - B i r m i n g h a m C i t y

Warm up activities conducted by section leaders and the teacher. Reviewing music from last week with critical thinking and listening for mistakes that need to be correct and giving kudos for work well done.

Continuously checked on ESL (speaking Spanish). Walked around room continuously to reteach or redirect. Reviewed ambiguous students at end. Also asked them, "What are you going to tell your parents you learned today?"

All students came in class prepared for work on their projects. Discussed the different options needed to complete projects. Made decisions needed to get project completed.

Gave answer to bell ringer and percentage of correct answers discussed. Teacher also walked around to each student and initiated and dated each student paper that was correct

The teacher would check for understanding through the lesson by means of questioning and observation.

At bellringer, students clapped their correct answers. Teacher engaged in quality questioning and walked around classroom throughout lesson. Students used ACT Tracker to keep up with mastery of content. Exit slip at end to use new words correctly.

Teacher worked individually with students from beginning to end, stopping only to introduce lesson or transition to other activities.

15. Determine the overall levels of student engagement.

Highly engaged--ALL students are authentically engaged 13

Engaged--MOST students are authentically engaged 13

Low engagement--Students are on low-level tasks. 7

Compliant--Students are willingly compliant or nondisruptive. 3

No engagement--Many students actively reject the assigned task, substitute another activity or no instruction took place.

1

Teacher walked around room continually to reteach and redirect if necessary. Students were very receptive to her one-on-one support.

Teacher walked around room to reteach and redirect. All students in the class seemed to be engaged and interested in lesson.

Listening to teacher. Teacher asking low level questions. Rote reading.

No other conversations were being entertained by students unless it related to the topic at hand. Students keep eyes on teacher.

Teacher calls on specific students disproportionately

Students were involved in discussions and asking questions.

Each student engaged in the final presentation


Walked around classroom to ensure engagement. Students were very eager to answer questions.

All students had eyes on speakers and made comments on reports.

Student tell teacher she's going to fast, she adjusted her presentation and slowed down.

Students participate in all activities presented by the teacher

The students were engaged during the entire lesson. The students would volunteer responses to the questioning. The students were on-task, listen carefully, and carried out assignments.

The students actively participated in the discussion. They would give positive responses voluntarily. The students remain on tasked in order to carry out their assignment.

The students were on task, participate in group discussion, carrying out note taking, and listened attentively.

Students talked out the majority of the class time. Some students were on Facebook

All students were actively engaged in lesson from beginning to end of class. Absolutely no redirection was needed to remind students to get or stay on task. They seemed to really enjoy the work, even the two young men in the class.

Debriefed AP Mock Exam, creating sample test questions based on class content.

16. What was the level of UTILIZATION OF A RESOURCE TEACHER during the observation?

Value Count

0 - Resource teacher scheduled but not present 2

1 - Resource teacher observed 1

2 - Pull out students to resource room 1

3 - Assisted with selected students 1

4 - Assisted with a wide variety of students 0

5 - Team teaching 1

6 - Not applicable 31

17: Additional Comments:

Really enjoyed this class - I learned a new math skill!

Noted extensive reading and writing evidence in classroom - many literature-related exit slips and formative assessments. Also notes journals for each class. Very student-friendly classroom.


There are 3 EL students who complete worksheets and use a computer to talk with teacher. She works with those students sporadically because the whole group is her main focus. Those students could benefit from a paraprofessional during this class time.

Great class for students with IEPs.

Very impressed with behavior and engagement, especially considering the last period of the day. Noted evidence of exit slips from previous classes.

Despite the noise level in the classroom, students were able to answer questions and participate in class discussion.


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