More Educator Effectiveness Peer Observations

Teachers throughout the district are continuing to visit the classrooms of their peers to observe specific indicators that have been identified as strategies and skills that are present in an effective classroom.  HTHS teachers complete a form after observing and after discussing their observations with their colleagues.  Here is a portion of the comments from Indicator 1:  Well-Managed Classroom:

HTHS Effective Educator Team Debrief

This will be completed with your TEAM after the Debrief Session during professional development.

Indicator 1: Well-Managed Classroom

RUBRIC

Content Area(s) Observed	Observed Best Practices What is one take away from the well-managed classroom rubric? What did you observe that you could adapt for your classroom?
Spanish/English	Teachers’ interactions with students made the classroom conducive to learning. In both classrooms, transitions were really effective. Great use of bellringer to start class. Seating arrangement in one classroom was great for smaller classes (made students listen to teacher and each other).  In the other classroom, the teacher’s whiteboards showed the answers to a lot of FAQs and this made learning the most important event in the room. Students were managing their own learning-working in groups and self directing. Teachers were appropriately correcting student misbehavior to as to attend the students to the task at hand.
AP Bio/AP U.S. History	Students were being held accountable through time management. Real world practice experience preparing for the AP exam for both APUSH and AP Bio. Students know the expectations and when to transition to other activities. Students know what the expectations are when they walk through the door to class. Data sets - do more with graphing and interpretation in A.P. U.S. History.
English	It must be great for new teachers who need guidance. I really liked the the bell ringers that got the class focused. The students were engaged in the lesson being directed by the teacher Modeling good behavior while other students completed assignment.
Academy/English/Arts	Students are knew what was expected of them. Great delegation of tasks to students; put some of the procedural work on them. Demonstrating ability to work independently. Teacher and students demonstrated knowledge of classroom routines.
Math/History/SpEd	Students were self-monitoring their behavior and following closely to instruction. Student desks were arranged in clusters to allow for peer interaction and assistance and it gave them clear line of sight to the board and the teacher. Students were actively engaged and asking questions.
English/History/Culinary	Students were engaged and very responsive to the instructor. Students were performing routines and correcting each other. Differentiation of body kinesthetic applications.