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Instructional Rounds - Jennings Jr. High
Rigor is the result of work that challenges students' thinking in new & interesting ways:
Students making sense of and acting in and upon the world.
Students imposing structure on information.
Students putting individual skills together to create a process.
Students applying what they have learned in new or novel situations.
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Email
*
Your email
Observer
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Choose
andrewsc@jenningsk12.org
mcfarlandk@jenningsk12.org
knightp@jenningsk12.org
hicksp@jenningsk12.org
barnesm@jenningsk12.org
nallst@jenningsk12.org
peterss@jenningsk12.org
martinb@jenningsk12.org
Teacher Name
*
Choose
Bray, Steven
Clodfelter, Nancy
Davis, Keyshon
Espinoza, Sergio
Frazier, Kelley
Goevert, Kimberly
Goodloe, Lorrine
Harper, Rhonda
Hoffman, Margaret
Jefferson, Carla
Jones, Sherry
Kennard, Brandon
Keys, Angela
Kollack, Brian
Maxie, Shelby
McDonough, Kelly
McKay, James
McKissic, Jennifer
Patterson, Gloria
Player, Kimberly
Puyear, Kasey
Rey, Kathleen
Tate, Ka'Juania
Thomas, Danny
Titsworth, John
Vambaketes, Arthur
White, Beth
Whitney, Cheris
Williams, Natalie
Teacher Email
*
Choose
brays@jenningsk12.org
clodfeltern@jenningsk12.org
davisk@jenningsk12.org
espinozas@jenningsk12.org
frazierk@jenningsk12.org
goevertk@jenningsk12.org
goodloel@jenningsk12.org
harperr@jenningsk12.org
hoffmanm@jenningsk12.org
jeffersonc@jenningsk12.org
joness@jenningsk12.org
kennardb@jenningsk12.org
keysa@jenningsk12.org
kollackb@jenningsk12.org
maxies@jenningsk12.org
mcdonoughk@jenningsk12.org
mckayj@jenningsk12.org
mckissicj@jenningsk12.org
pattersong@jenningsk12.org
playerk@jenningsk12.org
puyeark@jenningsk12.org
reyk@jenningsk12.org
tatek@jenningsk12.org
thomasd@jenningsk12.org
titsworthj@jenningsk12.org
vambaketesa@jenningsk12.org
whiteb@jenningsk12.org
whitneyc@jenningsk12.org
williamsn@jenningsk12.org
Start Time
Time
:
AM
PM
Stop Time
Time
:
AM
PM
Date of Observation
MM
/
DD
/
YYYY
Content
*
Your answer
Grade Level
Choose
Pre-K
Kindergarten
1
2
3
4
5
6
7
8
9
10
11
12
College Prep Academy
# of students
*
Your answer
Portion of Lesson/Instructional Activity Observed
*
Choose
Beginning
Middle
End
Type of Class
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Choose
General Ed
Special Ed
Co-Teaching
Other
Focus of Observation
*
Instruction & Learning
Classroom Environment (Culture & Climate)
Professional Growth/Professionalism
Literacy Time
Assessment (Formative/Summative)
Questioning & Feedback
Other:
Required
Classroom Environment & Culture
Does the teacher manage student behavior?
*
Not Observed
Student behavior is generally appropriate
Teacher response to disruptive behavior is consistent, proportinonate, respectful to students, and effective
The teacher frequently monitors student behavior
Teacher response to disruptive behavior is effective/successful
Other:
Required
Noticings & Wonderings/Classroom Environment & Culture
Your answer
Academic Expectations
Are all components of the BBC (Blackboard Configuration) displayed (Objective, State Standards, Do Now, Agenda, and Homework)?
*
Not Observed
Yes
No
Other:
Required
Is the BBC objective written correctly?
*
Not Observed
Measurable & Observable (Specific statements of what students will be able to do at the end of a lesson as a result of the activities, teaching, and learning that has taken place).
Other:
Required
What is the focus of the Do Now?
*
Not Observed
Skill Mastery
Introducing a New Skill
Other:
Required
What learning activities are occurring during the Literacy Block?
*
Not Observed
Small Group
Guided Reading
IXL
Reading A-Z
Galileo
Near Pod
Google and/or Schoology
Other:
Required
Is Google Classroom or Schoology available?
*
Yes
No
Other:
Noticings & Wonderings/Academic Expectations
Your answer
Instructional Impact
Please mark any of the following indicators that are evident in the classroom.
*
Students know the objective to be successful.
Students are given a minimum of three exposures and opportunities to practice.
Students assist their classmates in understanding content.
Students initiate higher order questions.
Student communication demonstrates academic vocabulary, provide evidence, thoughtfulness, & make personal connections.
Virtually all students are engaged in discussion.
Students apply what they have learned to real world problems/challenges.
The classroom is arranged to support the learning activities and goals.
Interactions among students are polite and generally respectful.
The classroom is safe and students are able to see/hear the teacher and/or board.
The teacher makes appropriate use of available technology.
None of these indicators were observed.
Other:
Required
Please mark any of the following types of questions observed.
*
DOK 1- Knowledge (Who, What, When, Where, Why, Define, Fill in the Blank, Recall, Tell, Match, Spell, Underline, Locate)
DOK 2- Comprehension (Describe, Interpret, Restate, Summarize, Rewrite, Explain, Put in order, Translate, Paraphrase)
DOK 3- Application (Apply, Demonstrate, Give an example, Show, Solve, Operate, Determine)
DOK 4- Analysis (Compare/Contrast, Diagram, Differentiate, Examine, Deduct, Classify, Outline)
DOK 5- Synthesis (Change, Compose, Predict, Revise, Plan, Create, Produce)
DOK 6- Evaluation (Choose, Rate, Conclude, Prioritize, What Criteria, Evaluate, Judge, Justify, Support, Defend, Appraise)
No questions asked
Other:
Required
Noticings & Wonderings/Instructional Impact
Your answer
Content
Is the content aligned to State Standards and presented at the appropriate level of rigor?
*
Choose
Yes
No
Noticings & Wonderings/Content
Your answer
Feedback
Do students use teacher feedback to revise their work?
*
Choose
Students use feedback (from teacher and/or peers) to revise their work.
Students receive feedback but do not use for revisions.
Students do not receive feedback.
Not observed in the context of the lesson.
Noticings & Wonderings/Feedback
Your answer
Checking for Understanding (Formative/Summative Assessment)
Has the teacher used formative assessments in order to drive instruction?
*
Choose
The teacher uses (or it is evident that the teacher used) formative assessments in order to determine the instructional response.
Formative assessments are given, but they are not used to determine the instructional response.
Formative assessments are not given.
Not observed.
Are informal assessments used to explain, break down, and/or help students better understand lesson/lesson activities?
*
Thumbs Up
Reflection Question(s)
Exit Tickets
Individual Student Conferencing
Feedback loop to teacher
Galileo/IXL/Reading A-Z
Not observed
Other:
Required
Noticings & Wonderings/Assessments
Your answer
Areas of Strength (If an area is not marked as a strength it is considered an area of growth.)
Instruction & Learning
Classroom Environment (Culture & Climate)
Professional Growth/Professionalism
Literacy Time
Assessment (Formative/Summative)
Questioning & Feedback
Areas of Growth
Instruction & Learning
Classroom Environment (Culture & Climate)
Professional Growth/Professionalism
Literacy Time
Assessment (Formative/Summative)
Questioning & Feedback
General Comments & Observations
Noticings & Wonderings
Your answer
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