November 2017 Observation

Formal Observation Report
for Jamie Wisniewski

Observation Type: Formal
Evaluator: Nancy Horvat
District: Arts Academy Elementary Charter School PAETEP Portal
Building: Allentown Arts Academy Elementary CS
Key Dates:
Pre-Observation Conference: Not Scheduled
Classroom Observation: Not Scheduled
Post-Observation Conference: Not Scheduled
Authenticated (Teacher): 11/13/2017
Authenticated (Supervisor): 11/13/2017
Observation Summary
Strengths of the Teacher's Practice

Coherent Instructions(1e)
Student Behavior(2d)
Nancy Horvat, 11/11/2017 , Comments:
Miss Wisniewski is commended for her ability to design lessons that are student-friendly while also hitting the
standards required for her grade level assignment. Additionally, Miss W. has gained a reputation for being able to
guide difficult students through behavior issues that could be detrimental to their learning and interfere with the
learning of others.
Areas for Growth in the Teacher's Practice

Reflecting (4a)
No Selection
Reflection can be a challenging endeavor for teachers as it's not something that is fostered in schools (although
we talk about it a lot). Typically, someone else tells you how you’re doing; advice that can, or may not be well
received. Considering the demands of any given school day, we rarely have the luxury to muse on how things
went. With that being said, I would like you to spend some time thinking about reflection and how you can
incorporate it into your daily 'travels'.
Taxonomy of Reflection:
Creating: What should I do next?

Evaluating: How well did I do?
Analyzing: Do I see any patterns in what I did?
Applying: Where could I use this again?
Understanding: What was important about it?
Remembering: What did I do?
Next Steps
Miss Wisniewski is encouraged to seek out PD activities that will allow her to 'grow' her skills within the
profession.
Detailed Observation Evidence

Domain 1 Planning and Preparation
1a. Demonstrating Knowledge of Content and Pedagogy
Proficient (Evaluator)
Proficient (Teacher)
Rubric Rating Evidence
Student worked with Miss Wisniewski both in a whole group setting and in small group (Daily 3/Work with
Teacher). Miss Wisniewski was cognizant of the concept of multiplication and how it relates to addition (prior
knowledge for students). She made reference to this connection for the students several times during the whole
group lesson.
Miss Wisniewski showed a video from GoMath! as an introduction to the lesson. She also used household items,
such as toothpicks, to assist with the command of the 3 times tables during small group work.
Pre-observation Questionnaire Evidence
Jamie Wisniewski, 10/29/2017 , Comments:
The students will be learning about the three times tables. The prerequisite knowledge that they have already
learned is how to solve a multiplication problem.
Student worked with Miss Wisniewski both in a whole group setting and in small group (Daily 3/Work with
Teacher). Miss Wisniewski was cognizant of the concept of multiplication and how it relates to addition (prior
knowledge for students). She made reference to this connection for the students several times during the whole
group lesson.
Miss Wisniewski showed a video from GoMath! as an introduction to the lesson. She also used household items,
such as toothpicks, to assist with the command of the 3 times tables during small group work.
1b. Demonstrating Knowledge of Students

Miss Wisniewski made use of the GoMath! video resource to engage students in the lesson. After some
conversation and examples, students reorganized into small groups developed by Miss Wisniewski as they
prepared to work independently. Miss W. worked initially with her weakest students to assist with getting them
familiar with the concept.
After a short whole group introduction we will break off into centers. I have the students grouped by ability so
that I can spend extra time with the groups that need a more help. Mrs. Thomas will be in for a half hour to
provide extra help as well.
Miss Wisniewski made use of the GoMath! video resource to engage students in the lesson. After some
conversation and examples, students reorganized into small groups developed by Miss Wisniewski as they
prepared to work independently. Miss W. worked initially with her weakest students to assist with getting them
familiar with the concept.
1c. Selecting Instructional Outcomes

Miss Wisniewski demonstrated the 3 times table by using a geometric shape (triangle) and toothpicks. Students
manipulated the objects as they worked toward becoming familiar with (and eventually mastering) this times
table.
I want students to learn how to use different strategies to memorize their three times tables.
Miss Wisniewski demonstrated the 3 times table by using a geometric shape (triangle) and toothpicks. Students
manipulated the objects as they worked toward becoming familiar with (and eventually mastering) this times
table.
1d. Demonstrating Knowledge of Resources
Distinguished (Teacher)
Miss Wisniewski made use of the GoMath! resource (paper & pencil as well as online resource) for this lesson.
Additionally, she added the every day item of toothpicks, white boards, markers and electronic math games (ST
Math) for students to engage with during Daily 3.
No resources were rejected. The students will be using toothpicks to create models for the three times tables.
They will be using their books, whiteboards, and math games.
Miss Wisniewski made use of the GoMath! resource (paper & pencil as well as online resource) for this lesson.
Additionally, she added the every day item of toothpicks, white boards, markers and electronic math games (ST
Math) for students to engage with during Daily 3.
1e. Designing Coherent Instruction
Distinguished (Evaluator)
The lesson was well organized, logical in its flow and easy to follow for both students and the observer.
Sing multiplication songs 0, 1, 2, 3, 4, 5, and 10 (those are the numbers we've practiced in our lessons)
Practice fact fluency sheet
Watch math video that goes with GoMath
Break into centers
Teacher time: Use toothpicks to complete unlock the problem on page 203. If there is extra time, use the
whiteboards to practice some more.
Games: ST Math (we will just be starting it as a center this week)
Math by myself: Math by myself packet
Students will rotate to each center
The lesson was well organized, logical in its flow and easy to follow for both students and the observer.
1f. Designing Student Assessments

Evidence of students assessment lies in Miss Wisniewski's altering of questions (questioning techniques) during
both the whole group presentation and small group work, "Math with Teacher."
Miss Wisniewski was cognizant of her students movement along the learning continuum throughout the small
group lesson. This was evident by her shift in questioning techniques to allow all students access to the learning.
I will do an informal assessment with the whiteboards during each center rotation. I also periodically check their
math by myself packet to see how they are completing it.
Domain 2 The Classroom Environment

2a. Creating a Climate of Respect and Rapport
Miss Wisniewski has worked diligently to develop an classroom environment that encourages self and peer
respect. She has built a positive rapport with her students. This is evident to the observer as one watches how
students respond to her queries and conversation.
Students worked well together both during the whole group instruction as well as during the Daily 3.
Classroom Observation Evidence
Miss Wisniewski has worked diligently to develop an classroom environment that encourages self and peer
respect. She has built a positive rapport with her students. This is evident to the observer as one watches how
students respond to her queries and conversation.
Students worked well together both during the whole group instruction as well as during the Daily 3.
2b. Creating a Culture for Learning
Miss Wisniewski has set high expectations for her students in terms of what she expects in regard to learning
and behavior. It is evident that her students have accepted these challenges by how they behave in general while
in our school as well as their diligence during instruction.
Miss Wisniewski has set high expectations for her students in terms of what she expects in regard to learning
and behavior. It is evident that her students have accepted these challenges by how they behave in general while
in our school as well as their diligence during instruction.
2c. Managing Classroom Procedures

During the Daily 3, students worked well in small groups, both those that were lead by Miss Wisniewski as well
as those student led or independent. Transitions were accomplished in a reasonable amount of time. Students
knew where materials were kept/were accessible within the classroom.
During the Daily 3, students worked well in small groups, both those that were lead by Miss Wisniewski as well
as those student led or independent. Transitions were accomplished in a reasonable amount of time. Students
knew where materials were kept/were accessible within the classroom.
2d. Managing Student Behavior

Miss Wisniewski set high expectations for her students, both in terms of behavior and academic achievement.
During the observation, students who 'wandered' off-task were quickly re-directed by Miss W.
Miss Wisniewski set high expectations for her students, both in terms of behavior and academic achievement.
During the observation, students who 'wandered' off-task were quickly re-directed by Miss W.
2e. Organizing the Physical Space
Distinguished (Teacher)

Miss Wisniewski's classroom is attractive and appropriately decorated for the grade level. It is well organized
and easy to maneuver. Students are keenly aware of where materials are in the classroom, how they are to be
used and how to maintain them for future use.
Miss Wisniewski's classroom is well organized and appropriately decorated for the grade level. Materials are
easily accessible for student use. Maneuvering the classsroom during small group exercises is done with ease.
Domain 3 Instruction
3a. Communicating with Students

Miss Wisniewskil has set high expectations for her students and hold them to those expectations each day. She
speaks with them respectfully and they return that respect to her. Classroom procedures are clearly set and
generally followed by all.
Miss Wisniewskil has set high expectations for her students and hold them to those expectations each day. She
speaks with them respectfully and they return that respect to her. Classroom procedures are clearly set and
generally followed by all.
3b. Using Questioning and Discussion Techniques
Miss Wiskinewski used a variety of questioning techniques, especially while working in small group (Work with
Teacher). This allowed all students access to the learning.
Miss Wiskinewski used a variety of questioning techniques, especially while working in small group (Work with
Teacher). This allowed all students access to the learning.
3c.Engaging Students in Learning
Student assignments were appropriate for the lesson and age level. Groups were developed by Miss Wisniewski
according to observed learning levels.
Instructional materials selected were both provided by the school (GoMath!) and by the teacher (toothpicks and
individual white boards).
Stucture and pacing of the lesson was guided by students responses to Miss Wisniewski's questioning.
Student assignments were appropriate for the lesson and age level. Groups were developed by Miss Wisniewski
according to observed learning levels.
Instructional materials selected were both provided by the school (GoMath!) and by the teacher (toothpicks and
individual white boards).
Stucture and pacing of the lesson was guided by students responses to Miss Wisniewski's questioning.
3d. Assessing Student Learning

Miss Wisniewski used formative assessment to guide the lesson. Feedback to students was generally positive
and encouraging.
Miss Wisniewski used formative assessment to guide the lesson. Feedback to students was generally positive
and encouraging.
3e. Demonstrating Flexibility and Responsiveness

Miss Wisniewski adjusted the pace and questioning included in the lesson as determined by student responses.
Miss Wisniewski adjusted the pace and questioning included in the lesson as determined by student responses.
Domain 4 Professional Responsibilities
4a.Reflecting on Teaching

We will discuss this at our post-conference.

Post-Observation Questionnaire Evidence
We will discuss this at our post-conference.
I designed the lesson based off suggestions in our math book and using our daily 3 model for math class. The
objective of using a strategy to multiply by 3 was met for the whole class. They are still working on memorizing
their times tables but they have learned one strategy to use.
4b. Maintaining Accurate Records
Please allow me access to your grading during our post conference.

Please allow me access to your grading during our post conference.
I frequently ask students to hand in the worksheet they complete for math by myself.
4c. Communicating with Families

Miss Wisniewski communicates with families/parents daily through Class Dojo. She also speaks with parents as
needed during parent pick-up a the close of the school day
Miss Wisniewski communicates with families/parents daily through Class Dojo. She also speaks with parents as
needed during parent pick-up a the close of the school day.
I have heard from parents if they believe their child is struggling with math. I take this into consideration when
creating math groups.
4d.Participating in a Professional Community
Miss Wisniewski is a member of our Grade 3 team. She meets weekly with the team to discuss student concerns
and to make curricular decisions.
Miss Wisniewski is a member of our Grade 3 team. She meets weekly with the team to discuss student concerns
and to make curricular decisions.
The third grade team works together to stay on the same math lessons as much as possible. We also share
ideas that we found and/or tried that worked with our class.
4e.Growing and Developing Professionally

Miss Wisniewski attends all professional development offered by the school.

Miss Wisniewski attends all professional development offered by the school.
The daily 3 is the result of a professional development we attended last year.
4f.Showing Professionalism

Miss Wisniewski consistently presents herself in a professional manner at all times while affiliated with our
school. She is a quiet force in our Grade 3 team.
Miss Wisniewski presents herself in a professional manner at all times while affiliated with our school.
I structured our math class in a way that I can work closely with each student. This helps me know how well they
are understanding the material in a more personal way.

November 2017 Observation

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November 2017 Observation

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Formal Observation Report

for Jamie Wisniewski

Strengths of the Teacher's Practice

Nancy Horvat, 11/11/2017 , Comments:

Areas for Growth in the Teacher's Practice

Nancy Horvat, 11/11/2017 , Comments:

Creating: What should I do next?

Detailed Observation Evidence

Rubric Rating Evidence

Nancy Horvat, 11/11/2017 , Comments:

Nancy Horvat, 11/4/2017 , Comments:

1b. Demonstrating Knowledge of Students

Rubric Rating Evidence

Nancy Horvat, 11/4/2017 , Comments:

Rubric Rating Evidence

Nancy Horvat, 11/4/2017 , Comments:

1d. Demonstrating Knowledge of Resources

Rubric Rating Evidence

Nancy Horvat, 11/11/2017 , Comments:

Jamie Wisniewski, 10/29/2017 , Comments:

1e. Designing Coherent Instruction

Rubric Rating Evidence

Nancy Horvat, 11/11/2017 , Comments:

Jamie Wisniewski, 10/29/2017 , Comments:

Nancy Horvat, 11/4/2017 , Comments:

1f. Designing Student Assessments

Rubric Rating Evidence

Domain 2 The Classroom Environment

Rubric Rating Evidence

Nancy Horvat, 11/11/2017 , Comments:

Nancy Horvat, 11/4/2017 , Comments:

2b. Creating a Culture for Learning

Nancy Horvat, 11/11/2017 , Comments:

Nancy Horvat, 11/4/2017 , Comments:

2c. Managing Classroom Procedures

Rubric Rating Evidence

2d. Managing Student Behavior

Rubric Rating Evidence

Nancy Horvat, 11/4/2017 , Comments:

2e. Organizing the Physical Space

Rubric Rating Evidence

Nancy Horvat, 11/5/2017 , Comments:

Nancy Horvat, 11/5/2017 , Comments:

Rubric Rating Evidence

3b. Using Questioning and Discussion Techniques

Rubric Rating Evidence

Nancy Horvat, 11/11/2017 , Comments:

Nancy Horvat, 11/5/2017 , Comments:

3c.Engaging Students in Learning

Nancy Horvat, 11/11/2017 , Comments:

Nancy Horvat, 11/5/2017 , Comments:

3d. Assessing Student Learning

Rubric Rating Evidence

3e. Demonstrating Flexibility and Responsiveness

Rubric Rating Evidence

Nancy Horvat, 11/11/2017 , Comments:

Nancy Horvat, 11/5/2017 , Comments:

Domain 4 Professional Responsibilities

Rubric Rating Evidence

We will discuss this at our post-conference.

We will discuss this at our post-conference.

Jamie Wisniewski, 11/6/2017 , Comments: