Pre-K Classroom Observations Form Campus*North ChandlerChandlerEast MesaSelect the Teacher*Ashley AdkissonDarlene SmothersonApril ClarkDevin ChenErin HartlepJanaina SantosChristina BeaulierKristy NewhallJessica DolinJessica AnecitoPamela StanekChristopher TranSelect the Teacher*Angelina MataFrancia NavaRebecca TorresYashisha WalkerJacquelyn SanchezNancy GattiKelsey HebertEsabell AvinaVeronica WallaceTammy BrossmanDaniela CarlosCristina KristiniakNkiruka (Nikki) AningoBarbara WalcherSelect the Teacher*MariJune (June) PrayAmanda ArmijoJanean BodellMichele LegoTamnika JenkinsJennifer RivasHelen MaresSusan MorineauThis field is hidden when viewing the formShould submission count as an evaluation?*Focus Area - Learning Environment Select All Classroom Management/Well Managed Learning Behavior Management Supportive Learning AzDHS Licensing Compliance Approaches to Learning Learning EnvironmentClassroom Management/Well Managed Learning Teacher Competencies Routines and procedures are well defined, consistent, and support the learning needs for all students. Students know the expectations and meet those expectations. Students know what to do when they enter and leave the class. Teacher is organized and little to no instructional time is lost. Student Competencies Learners speak and interact respectfully with teacher(s) and each other Learners demonstrate knowledge of and/or follow classroom rules and behavioral expectations. Learners transition smoothly and efficiently from one activity to another. Learners use class time purposefully with minimal wasted time or disruptions.Show/Hide Rating Guide Click to Show/Hide Rating Guide 1 Routines and procedures are absent and/or not conducive to an environment that supports learning and engagement. The teacher does not manage time effectively. Student competencies are absent or apparent but inconsistent. 2 Routines and procedures are inconsistent and transitions take up too much instructional time. Teachers find that they are unable to execute their lesson plan effectively due to a mismanagement of time and/or organization. Student competencies are apparent but inconsistent. 3 Routines and procedures are consistent throughout the lesson. Students know the expectations and meet those expectations. Students know what to do when they enter and leave the class. The teacher is organized and little to no instructional time is lost. Student competencies are apparent and consistent. Rating Score* 1 2 3 NotesBehavior Management Teacher Competencies Disciplinary strategies are developmentally appropriate and support the growth and development of students. Strategies are consistent and equitable. Positive Discipline is used within the classroom. Student Competencies Class is utilizing universal interventions to promote a learning environment (e.g. visuals, simplified language, chunking, movement breaks). Learners have access to interventions/tools to support their learning. Show/Hide Rating Guide Click to Show/Hide Rating Guide 1 Disciplinary strategies are absent or not effective. Student competencies are absent or apparent but inconsistent. 2 Disciplinary strategies are equitable; However, the strategies are not always consistent and/or effective. Student competencies are apparent but inconsistent. 3 Disciplinary strategies are developmentally appropriate and support the growth and development of students. Strategies are consistent and equitable. Student competencies are apparent and consistent. Rating Score* 1 2 3 NotesSupportive Learning Teacher Competencies The classroom environment supports student engagement for learning. Students feel supported by the teacher. The teacher creates an environment based on respect and positive rapport with students. Develops positive student-teacher relationships. Ensures student physical and emotional safety. Maintains and clearly communicates high expectations for all students. Student Competencies Learners demonstrate a sense of community that is positive, cohesive, engaged and purposeful Learners are supported by their teacher, their peers, and/or other resources to accomplish tasks Learners demonstrate to congenial and supportive relationship with their teacher Show/Hide Rating Guide Click to Show/Hide Rating Guide 1 The teacher does not create a safe environment whereby students feel supported. Students are not engaged in their learning. There is little to no mutual respect visible in the classroom. Student competencies are absent or apparent but inconsistent. 2 The teacher is attempting to foster a supportive and caring classroom environment. Teacher is developing a rapport with students. However, some students appear not engaged in class. Student competencies are apparent but inconsistent. 3 The classroom environment supports student engagement for learning. Students feel safe to express their thoughts, and feel supported by the teacher. The teacher creates an environment based on respect and positive rapport with students. Student competencies are apparent and consistent. Rating Score* 1 2 3 NotesAzDHS Licensing Compliance Teacher Competencies Toys and play equipment in good condition and accessible to all students. Hazardous substances are inaccessible to students. Staff supervise each student at all times. Student Competencies None Show/Hide Rating Guide Click to Show/Hide Rating Guide 1 Teacher does not support/teach students the behaviors, attitudes or skills needed to support their social and emotional growth. Students are unable to recognize and manage their emotions, build positive relationships with their peers or teacher, and do not make effective decisions that support their own learning. Student competencies are absent or apparent but inconsistent. 2 Teacher promotes positive academic and emotional support for students and attempts to create a cohesive, democratic, and relevant teaching environment. Students are not at a level where they are able to support one another effectively, and/or do not feel comfortable with taking risks that support engagement and learning. Student competencies are apparent but inconsistent. 3 Teacher supports the development of skills, behaviors, and attitudes students need to effectively manage their affective, cognitive and social behavior. Students are able to manage their relationships effectively and take responsibility for their decisions. Provides academic and emotional support and development Student competencies are apparent and consistent. Rating Score* 1 2 3 NotesApproaches to Learning (Arizona Early Learning Standards) Teacher Competencies Teacher provides students with opportunity to learn and practice initiative and curiosity during the day. Teacher provides opportunities for students to understand and practice attentiveness and persistence. Teacher provides students with opportunities to develop self-confidence and creativity Teacher provides students with opportunities to understand and practice higher level reasoning and problem solving skills. Student Competencies Students demonstrate self-direction while participating in a range of activities and routines. Students seek interaction with others. Students show development of independence in daily activities in classroom. Students exhibit cognitive flexibility, imagination, and inventiveness when attempting tasks and activities. Students display ability to hold age appropriate attention span when engaged with an activity. Students can return to activities after distractions and interruptions. Students pursue challenges, can cope with frustration and/or disappointment with support from teacher. Students demonstrate ability to establish goals, generate plans and following through to completion. Students express their ideas and/or opinions openly and use their imagination regularly. Student demonstrate a positive view of themselves as competent and skilled. Students are willing to take risks and consider a variety of alternatives. Students engage in inventive and social play. Students demonstrate the ability to analyze information and situations in order to form judgements. Students recognize problems, seek adult assistance when needed, try to solve problems independently. Show/Hide Rating Guide Click to Show/Hide Rating Guide 1 Teacher has a limited understanding of the content and does not know how students learn within the particular content area they are teaching. Students are unable to make connections within the content and develop misconceptions due to teachers’ lack of content knowledge. 2 Teacher had a good understanding of the content they are teaching but they have not developed an appropriate pathway for student academic development of the content. Concepts are not broken down appropriately to allow for student understanding of big ideas. 3 Teacher has a thorough understanding of how students learn within the content area they are teaching and has developed the appropriate pathway for student academic development of content. Rating Score* 1 2 3 NotesThis field is hidden when viewing the formStrengthsAction steps for supportSupporting Documentation Drop files here or Select files Accepted file types: jpg, png, docx, csv, pdf, xlsx, mov, mp4, Max. file size: 20 MB, Max. files: 10. This field is hidden when viewing the formEntry Average ScoreThis field is hidden when viewing the formEvaluation #This field is hidden when viewing the formSchool IDUser Email
