Classroom Observation Report

Teacher: Abby Hasebroock

Observer: Wendy Schmiedeler

Class: World Literature D Period

Date: 4/5/17 (11:25-12:15)

PDP Goals / Areas of Focus:

C2. Educator relates the subject matter to students' own experiences.

E4. Educator updates class materials that model the Ignatian Pedagogical Paradigm in order to meet the individualized
instructional needs of all students.
E5. Educator develops lessons and offers learning opportunities that will broaden students' awareness and encourage them to
consider the viewpoints of others.

Narrative / Data Collection:

When the bell rang at 11:25, you said, Good Morning! Lets take a moment to put ourselves in perfect uniform and prepare for class.
The following was projected on the whiteboard:
Day 4 Do Now
Everyone:
Book Talk
A male student immediately came to front of the room and shared a summary and observations from Just Mercy, followed by, In todays
society, how many times have we found someone falsely accused? . . I ask you to keep these thoughts in your head as we pray the prayer
of discrimination from Mother Teresa. He led the students in prayer.

You said, Thank you. Great job. Very nicely done. Thank you for starting our class so thoughtfully.

After prayer, you projected the following:

Open the Notability note from our last class with your reading reflection and respond to this question:
What new fact (statistic, law, practice) did you learn from last nights reading? How did this information challenge you?
You added, Respond in the same Notability note you used yesterday below yesterdays reflection. I challenge you to write for 5 minutes.
Write critically and reference the text. You took attendance and then circulated as students wrote.
 Near the end of the five minutes, you projected the following:
Early Finishers:
Free Reading

At 11:34, you said, Lets take one more minute. You challenged a student to write more, before following up with, Ok, wrap up your last
sentence. During this time, students were engaged and writing. I witnessed many students reviewing their texts as they completed the
reflection.

At 11:36, you said, Lets take 2 minutes to share insights with people near you. Fill the 2 minutes and then well come back. Students
formed groups of 2-3 and discussed the assigned reading. Most groups spoke the entire time; the male students near me finished early.

At 11:39, you said, Alright, everyone. Thank you. Show of hands if you read or heard of something new for very first time. You paused,
then asked, When you discovered this information, how did you react?

A male student shared that he was surprised at the regional differences. A female student said she was kind of appalled. You asked the
student for an example. The student referenced chapter 2 and the punishment of prisoners. She stated that she found it inhumane that
this treatment was allowed until 2002. You asked for additional reactions.

A male student said, Disappointed. You replied, Disappointed is a good word. So, its perfectly normal to have these mixed emotions. I
want you to include these reactions in your reflections. Its important to trace our emotions. You provided additional context.

You posted the Objectives and Agenda (sorry, I was not able to write it all down) and verbally reviewed this information.

You then projected and read out loud:

Twice every Wolfpack Cycle in April, we will watch a TED talk as a class . . .

You explained that todays talk would be by the author of Just Mercy, Bryan Stevenson, and instructed students to:
- try to identify the theme of his talk
- note that he comments especially on the judicial systems distortion of justice for men of color in Americas southern states
- listen to his talk to understand why there is a disconnect
- pull the Social Justice 7.4 In-Class TED Talk Worksheet into Notability
- fill out the document as they watch the talk; be prepared to share after.

You said, So, once you pull this worksheet into Notability, we will be filling it out. You can fill in 1 and 2 already (name of speaker and title
of talk). The goal is that at the end of this talk, the entire document is filled in entirely, so take a moment to look over what needs to be filled
in. After, we will break out and talk about it.

From 11:47 12:05, students listened to the Ted Talk and completed the accompanying worksheet.
 At 12:05 you said, Ok, there are so many wonderful anecdotes that orient us toward justice and they challenge us. Take a final minute to
look over your document and make sure its complete. You gave students time to complete their work. You circulated and looked at
students screens.

At 12:07 you said, I want to give you a moment to unpack this talk and to understand some of the questions that were raised. You
projected the following:
Post-Talk Discussion Questions:
Just Mercy readers: Find a partner who is not reading your book and discuss the following:
Why do we insulate ourselves from the poor and imprisoned
Germany does not have the death penalty, or the systematic killing of human beings because of its history, particularly
WWI:
o Why does the same logic not apply to the state of the Old South in the United States?
Do you think our nations identity is at risk because of our unwillingness to talk about racial issues, the marginalized, and the
legality of the death penalty?

You read and elaborated on the instructions as you projected them. You then invited students to partner up with someone they do not
usually talk with and with someone not reading the same book. You indicated that students would have about five minutes to discuss.

Students engaged in their partner conversations. They were animated and involved. You joined a few of the discussions as you
circulated around the room.

At 12:13 you projected the following quote and asked students to copy it down:
The opposite of poverty is not wealth; the opposite of poverty is justice.
You said, Keep this in mind as a unifying theme of the book.

As an exit ticket, you asked, What did you learn about the criminal justice system from todays class?
One boy answered that 1 in 3 African American men who are between 18-30 are incarcerated.
Another student offered that 1 in 9 people are unjustly given the death penalty.
A final student said that he learned from the Ted Talk and the homework that it is better to rehabilitate the person.

Prior to the bell ringing, you said, We have our first lit circle tomorrow. Upload all needed documents.
You projected the homework assignment, consulted with a few students after the bell rang, and thanked students as they left class.
Data Analysis: For the purpose of this report, I have highlighted the bullet points that I observed during my visit to your class below.

NOVICE EXPERIENCED LEADER

A. VALUES STUDENTS AS INDIVIDUALS AND TREATS THEM WITH EMPATHY

2. Educator makes an effort to know and care for students in the spirit of 3. *Educator inquires about students lives outside the classroom.
Cura Personalis. Demonstrates knowledge about and care for individual students
Knows appropriate level of student cognitive development. lives beyond the class.
Knows the range of interests and needs of students in the class.
Calls on students by name.
COMMENTS:

B. HOLDS STUDENTS, OTHERS, AND ONESELF ACCOUNTABLE TO REASONABLE ACADEMIC AND BEHAVIORAL EXPECTATIONS
1. Educator enforces all school policies outlined in the Parent-Student
I. ACADEMICS

and Faculty-Staff Handbooks, including:

Submits electronic attendance.
Enforces student dress code.
Sends late students to Deans Office.
2. Educator demonstrates sound classroom management and maintains
an effective learning environment.
Frequently monitors student behavior and effectively responds to
disrespectful behavior.
Encourages all students to participate.
Talk and behavior between the educator and students and among
students is uniformly respectful. [CD:2a3]
Classroom routines function smoothly and efficiently.
Students come to class prepared. [CD:2d4]
COMMENTS:
3. *Educator demonstrates superior classroom management and
maintains an effective learning environment.
Uses a variety of strategies to engage students.
Ensures that transitions are seamless.
Respects and encourages students efforts. [CD:2a4]
Subtly monitors student behavior without disrupting the lesson.
Students respectfully correct one another, when necessary. [CD:2a4]
Student behavior is entirely appropriate; any student misbehavior is
minor and swiftly handled. [CD:2d4]

The class was thoughtfully and efficiently structured. The lesson included a variety of activities with clear instructions for completion.
Students were engaged and active throughout the lesson, which minimizes opportunity for off-task or disruptive behavior.
C. HELPS STUDENTS GAIN THE SKILLS TO BECOME LIFE-LONG LEARNERS, INCLUDING FOSTERING CREATIVE, ANALYTICAL, AND IMAGINATIVE THINKING
1. Educator creates and maintains an effective learning environment.
Demonstrates a high regard for students abilities and conveys an
expectation of high levels of student effort. [CD:2b3]
States or displays the objective of the lesson clearly.
Explains content clearly.
Uses open-ended questions, inviting students to think and/or offer
multiple possible answers. [CD:3b3]
Makes effective use of wait time. [CD:3b3]
Asks students to justify their reasoning, and most students attempt
to do so. [CD:3b3]
Calls on most students, even those who dont initially volunteer.
[CD:3b3]
Creates discussions that enable students to talk to one another
without ongoing mediation by the educator. [CD:3b3]
Students expend good effort to complete work of high quality.
[CD:2b3]
Students are actively engaged and productive during discussion,
small-group, or independent work. [CD:2c3]
COMMENTS:
2. *Educator relates the subject matter to students' own experiences.
Communicates passion for the subject. [CD:2b4]
Explains content clearly and imaginatively.
Uses rich language, offering brief vocabulary lessons where
appropriate, both for general vocabulary and for the discipline.
[CD:3a4]
Encourages critical thinking and analysis appropriate to grade level.
Builds on and uses student responses to questions in order to deepen
student understanding. [CD:3b4]
Provides resources for reference.
Students indicate through their questions and comments a desire to
understand the content. [CD:2b4]
With minimal prompting by the educator, students ensure their time
is used productively. [CD:2c4]
If asked, students are able to explain what they are learning and
where it fits into the larger context. [CD:3a4]
Students attempt to use language of the discipline correctly.
Students invite comments from their classmates during a discussion
and challenge one anothers thinking. [CD:3b4]
Virtually all students are engaged in the discussion. [CD:3b4]

See comments above. Students made insightful connections between their reading, the Ted Talk, and prayer. I was impressed by the level
of engagement and conversation.

D. SOLICITS FEEDBACK FROM STUDENT AND COLLEAGUES ON THE TEACHING-LEARNING PROCESS

6. Educator provides timely and constructive feedback to students using 11. *Educator uses assessment in daily instruction.
a variety of methods.
Differentiates feedback to students.
Makes adjustments to the overall lesson when student feedback
indicates a lack of understanding.
Elicits evidence of student understanding. [CD:3d3]
Invites students to assess their own work and make improvements;
most of them do so.
COMMENTS:
Monitors student understanding and makes use of strategies to
strengthen student understanding.
Makes adjustments designed to assist individual students when
student feedback indicates a lack of understanding.
Uses ongoing methods to assess students skill levels and designs
instruction accordingly. [CD:1b4]
Students indicate that they clearly understand the characteristics of
high-quality work.

At various points in the lesson, you provided opportunities for students to share their understanding of the text and video. You monitored
this understanding both by reviewing student work as you circulated and by asking questions to small and large groups. The Exit Ticket
was a simple but effective way to gather formative feedback and check for understanding.
F. USES A VARIETY OF ASSESSMENTS TO EVALUATE A STUDENT'S HOLISTIC GROWTH
4. Educator corrects, critiques, and returns student work within a 5. *Educator uses various assessments that evaluate different skills and
reasonable time frame. knowledge.
Demonstrates evidence of having read all student work. Designs a method for assessment for learning outcomes. [CD:1f3]
Provides feedback to students that is informative, insightful, and Writes clearly written assessment criteria. [CD:1f3]
helpful. Uses formative assessments to check for student understanding
Returns student work regularly. (For most assignments, a maximum during instruction.
return time is 1 week.) Makes adjustments to the lesson during instruction, based on
formative assessment data gathered, when necessary.
Designs some assessments that are authentic, with real-world
application as appropriate.
Designs some assessments that provide opportunities for student
choice.
COMMENTS:
While not observed in this class, I know that you provide student choice both in the texts they read and in assessment measures. I also
know that you provide feedback in a timely manner.

G. GUIDES INQUIRY INTO SUBJECT MATTER FOR AN AWARENESS AND A DEEPER UNDERSTANDING OF SIGNIFICANT ISSUES AND COMPLEX VALUES THAT IMPELS TO ACTION
1. Educator demonstrates competence in subject area(s). 2. *Educator provides a variety of learning opportunities to help students 3. *Educator treats
Communicates the importance of the content and the conviction gain knowledge of the subject and to develop a variety of skills. religious and social
that with hard work all students can master the material. [CD:2b3] Invites students to explain the content to their classmates. [CD:3a4] justice issues
Makes no content errors. [CD:3a3] Cites intra- and interdisciplinary content relationships. [CD:1a4] appropriately in
Describes specific strategies students might use, inviting students to Demonstrates, where appropriate, awareness of possible student his/her academic
interpret them in the context of what theyre learning. [CD:3a3] misconceptions and how they can be addressed. [CD:1a4] discipline.
The educator models the process to be followed in the task, when Provides a variety of appropriately challenging materials and Demonstrates
appropriate. resources. [CD:1e3] awareness of
Correctly uses vocabulary, appropriate to students ages and Designs and implements lesson activities that require higher-order social justice
development, and entirely suited to the lesson, including, where thinking skills. issues within
appropriate, explanations of academic vocabulary. Provides students with an opportunity for reflection and closure on his/her
Encourages higher-order thinking skills. the lesson in order to check for understanding. discipline and
Uses materials and resources that require intellectual engagement, Thoughtfully organizes instructional student groups in order to refers to them
as appropriate. [CD:3c3] maximize learning and build on students strengths. in class.
Identifies important concepts of the discipline and how they relate
to one another.
Provides clear explanations of the content. [CD:1a3]
Answers students questions accurately and provides feedback that
furthers learning. [CD:1a3]
Designs instructional strategies in unit and lesson plans that are
entirely suitable to the content. [CD:1a3]
COMMENTS:
 H. INCORPORATES ADVANCES IN TECHNOLOGY INTO THE TEACHING-LEARNING PROCESS
1. Educator utilizes the technology available to develop lesson plans that
incorporate the appropriate use of technology.
Uses technology to achieve lesson outcomes. (Substitution level in
the SAMR Model.)
COMMENTS:
2. *Educator regularly uses technology tools to enhance curriculum.
Uses technology to transform and further the lesson. (Augmentation
and Modification levels in the SAMR Model.)
Engages in optional technology professional growth opportunities
within the school community.

NOVICE EXPERIENCED LEADER

A. DEMONSTRATES THE WILLINGNESS AND ABILITY TO LISTEN, DEVELOPING MUTUAL TRUST WITH STUDENTS AND COLLEAGUES
1. Educator communicates in a professional manner.
Treats colleagues with respect, courtesy, and patience.
Seeks to presume good will in conversations with others.
Works with faculty mentor and/or department chair to make
appropriate decisions.

III. SCHOOL CULTURE

Takes time to listen and respond to student questions, in and out of

class.
COMMENTS:
While not observed in this class, I have witnessed this in the English office and during departmental and level team meetings over the course of the
year.

B. INSPIRES STUDENTS AND COLLEAGUES TO COLLABORATE WITH OTHERS IN SEEKING THE GREATER GOOD AND ENRICHING TEACHING AND LEARNING
1. Educator works in collaboration with others.
Guides, supervises, and encourages group learning and student
interactions.
Attends department meetings and actively participates in team
projects.
Adheres to mutually agreed upon curriculum and departmental
expectations.
COMMENTS:

See above.
 NOVICE EXPERIENCED LEADER
A. IS KNOWLEDGEABLE ABOUT THE FOUNDATIONAL DOCUMENTS OF JESUIT EDUCATION
2. *Educator integrates Ignatian values and references into the
classroom when possible.
COMMENTS:

This lessonand entire unitis a great model for how to integrate Ignatian values into the course and overall curriculum. Thank you!

B. IS OPEN TO THE EXPERIENCE OF THE SPIRITUAL EXERCISES AND ENGAGES IN ONGOING LEARNING AND DEVELOPMENT IN THE PRINCIPLES OF IGNATIAN SPIRITUALITY AND
PEDAGOGY

2. *Educator understands and uses core principles of the Spiritual

IV. FORMATION/

Exercises and/or the Ignatian Pedagogical Paradigm in individual lessons,

assignments, and/or assessments.
RELIGIOUS

COMMENTS:

C. VALUES HIS/HER WORK AS A VOCATION TO THE MINISTRY OF EDUCATION AND WORKS TO PROMOTE A FAITH THAT DOES JUSTICE
1. Educator models faith and justice in the classroom. 2. *Educator purposefully and appropriately addresses justice and faith
Incorporates prayer into class. issues with students.
Values students as individuals.
Provides clear classroom expectations to foster student success.
COMMENTS:
 D. SHARES AND HELPS TO SHAPE THE SCHOOL'S VISION AND ANIMATE THE SCHOOLS MISSION
1. Educator supports the vision and mission of the school to students,
colleagues, and the general public.
COMMENTS:

I witnessed the support of mission in this individual lesson and in your work around the school on a daily basis.

Other Recommendations/ Commendations

I enjoyed my visit to your class, Abby, and am impressed by what I observed. You created and conducted an engaging, challenging,
and thoughtful lesson that reflects the IPP and the values of Ignatian education. (And if this lesson is an indication, you have
certainly met your IPP goals for the year.) Your freshmen students are lucky to have you. I appreciate the variety of activities and
opportunities for engagement (individual, large group, partner work) you incorporated into the lesson and find your overall plan for
April (recurring Ted Talks) a wise way to make use of the difficult days leading up to and following spring break.

I also want to thank you for the informal leadership you have provided in the department this year. Your willingness to assist with
the many extra responsibilities and the creativity you bring to level and department issues is refreshing. I look forward to our
post-observation conference and upcoming summative conversation.

Post-Conference Comments/Reflections (Teacher)

_________________________________________ ______________
Teacher Signature Date

_________________________________________ ______________
Observer Signature