2018 - 2019 Grant HS Observation Form

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Select observation date from menu. *

YYYY

Time/Duration in room *

Observer *

Teacher / educator name *

ALAS, MANUEL

ALEXANDER, JANET

ARREOLA, RONALD

ASLANYAN, OGANES

BAGRAMYAN, SOS

BALTAZAR, MIRIAN

BARNES, SCOTT

BLANK, DAVID

BLOOM, NICOLE

BLUMENBERG, RACHEL

BRAVERMAN, KEVIN

BRYANT, DARLENE

BURAWSKI, NANCY

CAMPOS, JOSE

CASTELLANOS, RAQUEL

CECIL, MAX

COLE, SONYA

CORRAL, MICHAEL

CORONA, JOSE

COVER, SARA

DARAKJIAN, AVEDIS

DAVIS, THOMAS

DEAN, CHRISTIAN

DELGADO, MARIA

DICKERMAN, JACOB

DOZOIS, AIMEE

ELLISON, DEVIN

ENOWITZ, DAVID

ESPINOSA, VALERIE

EVENS, KAREN

EVERETT, ANGEL

EXCEL, HERMINE

FISHER, FRANKLIN

FONTILEA, KRISTIN

FOSTER, WILLIAM

GONZALEZ, MIGUEL

GUEST, DAVID

GUILLEN, DAPHNE

HAYNES, ANDREA

HENRIKSSON, NOAH

HIGGINS, SHANNON

KAMINSKY, DONNA

KHODAVERDI, MERI

KOBAISSI, ROLA

KOMMER, ALAINA

KRAMER, ROSS

KREMER, DORI

LAUDERBACH, MARIE

LEE, JIN

LEE, RACHEL

MADRIDEJOS, MARIEJO

MANOCCHIO, JON

MARX, ELLIOTT

MCCONVILLE, LIAM

MCDERMOTT, DOUGLAS

MEJIA, MARIANO

MENDIVIL, ERICA

MICHEL, GABRIELA

MILLER, STEVEN

MONCADA, EVA

MURALLES, EDITH

MYUNG, DARIA

ONYANGO, ELIZABETH

OSTER, BRENDAN

PARISER, LILI

PIVARAL, SOLMIEL

RENZI, TAMARA

REYNAGA, MANNY

RIOS, KATHERINE

ROMAN, LOURDES

ROSS, GAVIN

RUIZ, AZALEA

SHIRKHAN, MARYAM

STASILLI, FRANCO

STURGES, PATRICIA

TEJADA, MAILEEN

TOKATLIAN, EJENI

TORRES MCLEOD, PATRICIA

VAHDAT, MERSEDEH

VALENCIA, PEDRO

VALLES, SHEILA

VAN BRUNT, EDWARD

VILLAFANE, JOHN

WALLICK, VIVIANE

WEBSTER, MARK

WILSON, DEAN

WISNIEWSKI, BERNARD

WRIGHT, TARA

YANG, ARTHUR

Required

Grant HS Non-Negotiables

Agenda

Standards

Learning objective

Current Student Work

What are students doing?

Listening to a lecture

Working in structured groups (students intentionally placed in specific groups)

Presenting/performing

Conducting experiment/hands-on activity

Writing (essay, report, response to a prompt, etc.)

Completing workbook, worksheets, or end-of-chapter reviews/tests

Doing individual seatwork/independent assignment

Taking an assessment

Using technology as a learning tool (Chromebooks, iPads, computers, cameras, etc.)

Discussion as whole group

Discussion in groups

Discussion in pairs

Social, off-topic interaction

What percent (%) of the students in the class are engaged in the activity?

Notes on what students are doing

Supports and structures are in place for students

Positive Behavior Support System is in place

Visual Aides/Visual Supports

Technology and multi-media is available for teaching and learning

Routines and procedures are established

Room environment and physical space is set up for optimal learning

Other:

What teachers are doing?

Providing multiple opportunities for student participation

Moving around continually; checking for understanding--asking, listening, clarifying, encouraging students in the understanding of academic concept or content

Directing students to what they are learning by pointing out specific items or facts

Embedding academic vocabulary in sentence/language frames, charts, etc.

Asking questions that require explanations or justifications

Using whiteboard to define, clarify, or show visual models of concept or content being taught

Using charts, posters, artifacts, and/or manipulatives to extend students' understanding of topic or concept

Using technology as a teaching tool (document readers, computers, cameras, projectors, etc)

Purposeful and varied levels of questioning

Purposeful grouping

Use of graphic organizers

Use of manipulatives

Comments about what teacher is doing

If there are two teachers, notes on the co-teaching observed.

What percent of the time is the teacher speaking?

What percent of the time are the students speaking?

Additional visitation notes

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