Fillable SUNY Plattsburgh School Building Leader Applicant's Teacher Observation (State University of New York at Plattsburgh)

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SUNY Plattsburgh School Building Leader Applicant's Teacher Observation (State University of New York at Plattsburgh)

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SUNY Plattsburgh School Building Leader Applicant's Teacher
Observation Performance Task
Task: You will conduct an evidence-based observation of a 15 minute videotaped lesson and rate the
teacher's performance using a New York State Education Department approved classroom observation rubric.
Your focus will be on New York Standards 3 and 4, "Instructional Practice" and "Classroom Environment",
respectively. Be sure to identify levels of performance using objective, robust evidence for the various
components tied to standards 3 and 4, and for each area at developing or ineffective, identify two concrete
strategies you would recommend to the teacher to improve their instructional practice. See Addendum A and
B for further details on completing this task.
Addendum A- School Building Leader Candidate Performance Task
As a candidate for the Department of Educational Leadership's School Building Leadership Program, you are
asked to complete a Performance Task which places you in the role of "peer coach." As a peer coach, you are
asked to observe another teacher using the Danielson Rubric, Domains 2 and 3. Your job is to observe a lesson
and rate it with the attached Teacher Observation Form. You will supply comments to clarify your ratings
and/or offer input to the teacher. Finally, you will compose summary comments and offer suggestions for
improvement from the data you collected in the observation.
While it is understood that the skills of teacher evaluation are among those that you come into this program
to learn, this task seeks to assess your concept of "mindful coaching" and your understanding of the qualities
of effective teaching from your current perspective as a teacher or other professional in the field. The data
gathered from the performance task will be useful to you as you set goals for your learning program. It will
also inform the decision-making of your professors as they plan curriculum and instructional activities to best
meet your needs as a learner.
To complete this task:
Review the Danielson's "Rubrics for Enhancing Professional Practice: A Framework for Teaching"
at: http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/Docs/ASCD_Rubric.pdf
Or, see below.
For the purposes of this Performance Task we will utilize Domains 2 and 3 of the rubric.
Review each component (element) of Domains 2 and 3 and envision the types of behavior you expect
to see in teaching performance at each level of the rating scale.
Identify the Danielson elements to the corresponding elements on the Teacher Observation Form.
Review the rating scale of the Danielson Rubric to fully understand the qualities of performance at
each level of the scale.
Consider the conversion scale for use with the Danielson Rubric to convert NY State's rubric scale
at: http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/Docs/ASCD_Conversion.pdf or see below:
Association for Supervision and Curriculum Development Conversion to New York State Rating Categories The
four performance rating categories (levels of performance) are Distinguished, Proficient, Basic, and
Unsatisfactory. The categories can convert easily to New York State's rating categories as follows:
o Distinguished = Highly Effective
o Proficient = Effective
o Basic = Developing
o Unsatisfactory = Ineffective
While Danielson's rubric includes a scale unique from her perspective, the conversion scale establishes the
familiar "HEDI" scale common to the NY State APPR language used to evaluate teaching performance across
the state.
You will use the HEDI scale as you complete the Teacher Observation Form in this performance task.
Review the SBL Performance Task Teacher Observation Form for Domains 2 and 3.
The Teacher Observation Form provides for a rating of teaching components on the HEDI scale and
comments to summarize observations within rubrics component areas.
Refer to the full descriptions in the Danielson Rubric to clarify any items in the Teacher Observation
Form.
Seek to fully understand the format of the Teacher Observation Form prior to implementing it in the
sample lesson observation.
Observe a sample lesson at: https://www.teachingchannel.org/videos/how-lesson-plans-fail
It may be helpful to observe the lesson in its entirety and then go back to observe and complete the Teacher
Observation Form.
Complete the Teacher Observation Form from the perspective of "peer coach" seeking to help a colleague
improve their teaching.
Utilize the Teacher Observation Form to review the sample lesson in your role of peer coach. Rate each
component observed using the HEDI scale. Add comments where appropriate.
Not all components may be observable in this lesson.
Provide a brief summary on Page 3 of the Teacher Observation Form (see below). For a web link to this
form, visit: http://web.plattsburgh.edu/files/108/files/SBL-Performance-Task.
Contact information regarding any elements of the Performance Task:
Dr. Harry Brooks
(518)883-4493
hbrook@nycap.rr.com
Dr. Michael Johnson
(518) 312-6057
johnsonhoboken@hotmail.com
1
Addendum B- SBL Performance Task
Teacher Observation Form- Peer Coach
Lesson Location: https://www.teachingchannel.org/videos/how-lesson-plans-fail
Domain 2: Classroom Environment
Domain 2: Classroom
Environment
In Place
Emerging
H
E
D
I
Component 2a: Creating an Environment of
Respect and Rapport
• Teacher interactions with students
• Student interactions with other
students
NYS Teaching Standard 4: Elements 1-4
Component 2b: establishing a Culture of
Learning
• Importance of content and
learning
• Student pride in work
• Expectations for learning and
achievement
NYS Teaching Standard 4: Elements 1-4
Component 2c: Management Classroom
Procedures
• Management of instructional
groups
• Management of transitions
• Management of materials and
supplies
• Performance of non-instructiona
l
d
uties
• Supervision of volunteers and
paraprofessionals
SUNY Plattsburgh
2
NYS Teaching Standard 3: Element 4
NYS Teaching Standard 4: Elements 1-4
H
E
D
I
Component 2d: Managing Student
Behavior
• Expectations
• Monitoring of student behavior
• Response to student misbehavior
NYS Teaching Standard 4: Elements 1-4
Component 2e: Organizing Physical Space
• Safety and accessibility
• Arrangement of furniture and use
of physical resources
NYS Teaching Standard 4: 1-4
3
Addenedum B- SBL Performance Task
Domain 3: Instruction
Domain 3: Instruction
In Place
Emerging
H
E
D
I
Component 3a: Communicating with
Students
• Directions and procedures
• Expectations for learning
• Oral and written language
explanations of conten
t
N
YS Teaching Standard 2: Element 4
NYS Teaching Standard 3: Elements 1-6
NYS Teaching Standard 4: Element 1
Component 3b: Using Questions and
Discussion Techniques
• Quality of questions/prompts
• Discussion techniques
• Student participation
NYS Teaching Standard 3: Elements 1-6
4
Component 3c: Engaging Students in
Learning
• Activities and assignments
• Grouping of students
• Instructional materials and
resources
Structure and pacing
NYS Teaching Standard 2: Elements 3,6
H
E
D
I
Component 3d: Using Assessment in
Instruction
• Assessment criteria
• Monitoring of student learning
• Feedback to students
Student self-assessment and
monitoring of progress
NYS Teaching Standard 2: Element 6
NYS Teaching Standard 3: Elements 1-6
Component 3e: Demonstrating Flexibility
and Responsiveness
• Lesson adjustment
• Response to students
Persisten
ce
N
YS Teaching Standard 3: Elements 1-6
NYS Teaching Standard 5: Elements 2,4
5
Summary Comments and Suggestions for Improvement
Please add your comments and suggestions for improvement following your evaluations for Domains 2 and 3. Please add with your name and the date at the
bottom of this page.
Addendum B- SBL Performance Task
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SUNY Plattsburgh School Building Leader Applicant's Teacher Observation (State University of New York at Plattsburgh)

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Completed 24 July 2020

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