During the Formal Classroom Observation, the teacher's evaluator will take observation notes with their preferred notetaking tools (such as legal pad, chart paper, laptop computer). These notes will be transcribed/copied over to the Classroom Observation Report where the evaluator can identify the framework component they believe each note is evidence of. Because of the design of the framework, classroom observation notes will provide evidence of performance in Domain 2: Classroom Environment and Domain 3: Instruction as these domains cover what occurs in the classroom while students are present/class is in session.
The evaluator will copy/paste observation notes from the Classroom Observation Report into the relevant component Evidence field in the draft Formal Observation Summary and email both documents without any indication of evaluator judgment with regard to performance level to the teacher. This does not mean that the evaluator does not ultimately make judgments about the teacher's level of performance. Rather, the framework and evaluation cycle design prioritizes learner engagement. To further the goal of learner engagement, evaluative judgment is delayed until after the learner (in this case the teacher) has had the opportunity to reflect on the facts of their performance, provide additional evidence and context, and engage in a collaborative conversation focused by the language of the framework with their evaluator.
Prior to the Reflection Conference, the teacher will review the Classroom Observation Report and draft Formal Observation Summary that they receive from their evaluator. The teacher may bring additional evidence and/or context to the Reflection Conference.
Depending upon what occurs during the Formal Classroom Observation, observation notes may be used as evidence of a teacher's level of performance in any of the following components from Domain 2: The Classroom Environment and Domain 3: Instruction:
Last Modified on December 8, 2011