Lesson Observation Sample Clauses

Lesson Observation i. The evaluator shall conduct a series of observations which shall include: (1) one or more pre-arranged formal classroom visitations; and (2) two or more unannounced formal classroom visitations, but in any event no more than six formal classroom visitations unless the teacher and the evaluator otherwise agree.
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Lesson Observation.  After identifying the personal DSG the educator needs to be evaluated, for the purpose of determining a “baseline” evaluation with which subsequent evaluation(s) can be compared in order to determine progress.  By this time the educator will have completed a self-evaluation and will have determined strengths as well as areas in need of development.  This evaluation must be preceded by a pre-evaluation discussion.  The evaluation should be done by both members of the DSG.  Should an educator request for an additional member to serve on the DSG, the request may be granted by the SDT. A reasonable request may not be refused.  The purpose of this evaluation by the DSG is:  to confirm (or otherwise) the educator’s perception of his/her own performance as arrived at through the process of self-evaluation.  to enable discussion around strengths and areas in need of development and to reach consensus on the scores for individual criteria under each of the Performance Standards and to resolve any differences of opinion that may exist.  to provide the opportunity for constructive engagement around what the educator needs to do for him/herself, what needs to be done by the school in terms of mentoring and support (especially by the DSG) and what INSET and other programmes need to be provided by, for example, the District/Local office.  to enable the DSG and the educator (together) to develop a Personal Growth Plan (PGP) which includes targets and time frames for improvement. The PGP must primarily be developed by the educator with refinements being done by the DSG.  to provide a basis for comparison with the evaluation for Performance Measurement purposes which is carried out at the end of the year. In subsequent years the summative evaluation (for PM) becomes the baseline evaluation for the following year. This means that after 2004 all educators (except new teachers entering the system for the first time) will only be evaluated once per annum.
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Lesson Observation. 6.5.1 Lesson observations will be undertaken by the immediate supervisor as part of the mid-year and annual appraisal process; 6.5.2 The resource person may also participate in the lesson observation process; 6.5.3 More lesson observations are encouraged, depending on the need; 6.5.4 The purpose of the lesson observation is: o To appraise the performance of the educator o To confirm (or otherwise) the educator’s perception of his/her own performance in the classroom; o To provide a basis for the assessment of the educator’s pedagogical skills.
Sample 1
Lesson Observation. Using a voice recorder with a good quality microphone, I audio-recorded 95 lessons of Years 8 and 10 French and German, in total, across all three case study sites; approximately, three times a week during my time in each school. I needed a sustained amount of time for observations in order to establish how to choose my samples, identify the general patterns of the lesson and to allow some time to work out where it was best for me to position myself in the classroom, and to accustom the students to my presence as best I could. During the lessons, my role varied. I took detailed notes, some analytical, relating to my proposed guiding questions for interviews, with some relating to practical matters, such as additional detail that would subsequently help to make sense of the audio. There were also times when I assumed a more active and participatory role as teacher/helper. Xxx (1999) divides researcher involvement into four main types, but they are not seen as separate categories, but rather, as being on a continuum, exactly as I experienced. The researcher can be a ‘complete observer’, solely backgrounded and passive, whilst in direct contrast, he or she can be a ‘complete participant’. This is described as fully involved, but not open about research intentions and so, effectively, ‘under cover’. Between these two poles on the continuum, and where I decided to position myself, are the ‘participant-observer’, becoming fully involved in the place of research and transparently conducting the research, and ‘observer-participant’, a non-member of the place of research, but a clear conductor of research. As a teacher, there were times when I moved from observer and data-gatherer, to firmly in teacher/co-teacher role. I see myself as having been fluidly occupying this middle space on Xxx’x continuum (1999, pp.89-99). Nonetheless, as I undertook my observation, I became aware of what Xxxxx (1970, p.32) refers to as the ‘observer’s paradox’, contending that, ‘the aim of linguistic research must be to find out how people talk when they are not being systematically observed; yet we can only obtain the data by systematic observation’. While my observations would offer some rich insight, there are ‘problems in making inferences about people’s abilities or understanding on the basis of what they happen to do when you are observing them’ (Xxxxx, 1994, p.27). That is to say, that while I did want to record the degree of participation in the TL, I had to also be mindful tha...
Sample 1

Related to Lesson Observation

  • Construction Observation The Consultant shall make periodic on-site observations of the Project in accordance with Exhibit A. The purpose of the on-site observations will be to observe the progress and quality of the construction work being carried on to determine if the work is proceeding in accordance with the Construction Documents. Unless otherwise stated in Exhibit A, the Consultant shall not be required to make exhaustive or continuous on-site observations to check the quality or quantity of the work.

  • Formal Observation The instructional employee and the principal/administrator shall review using the mid-year Reflection Questions in the evaluation manual – Student Achievement Outcomes and make adjustments as needed to increase the likelihood of a positive goal outcome.

  • Observations The Evaluator’s first observation of the Educator should take place by November 15. Observations required by the Educator Plan should be completed by May 15th. The Evaluator may conduct additional observations after this date. The Evaluator is not required nor expected to review all the indicators in a rubric during an observation.

  • Informal Observation Additional evaluation of employees may occur through informal observations by the Employer. It may not be necessary to reduce such evaluations to writing, and a verbal discussion between the Employer and the employee concerning the informal observations may suffice. If a written evaluation is deemed necessary, Procedures C and D as outlined above shall be followed.

  • Formal Observations At least two (2) formal observations per year are required for ancillary staff members in Track I, at least sixty (60) days apart. In the case of a first-year or second-year Track I ancillary staff employee, at least one (1) observation shall be made prior to the ancillary staff employee’s mid- year progress report. Annual evaluations shall include in-room observations of all aspects of the ancillary staff employee’s instructional practice. Observations shall be conducted by the ancillary staff employee’s supervisor. An observation shall be at least one (1) complete lesson, based on the lesson plans provided by the ancillary staff employee. Observations shall be scheduled at least five (5) work days in advance for a three-day window in which the observation would take place. If an observation needs to be rescheduled, the ancillary staff employee shall be notified of the date of the rescheduled observation no later than one (1) day prior to the end of the week in which the observation should have taken place, so as to accommodate lesson planning. A pre-observation conference shall be held to review the ancillary staff employee’s IDP and those areas which might be observed. All monitoring or observation of the work of the teacher shall be conducted openly and with the knowledge of the ancillary staff employee. The parties agree that during an observation every effort will be made to maintain the normal teaching-learning process. An observation shall include assessment of the ancillary staff employee’s skill and ability in the observed domains of the “Framework for Professional Practice”. A post-observation conference shall be held within five (5) work days of the observation unless the ancillary staff employee agrees in writing to extend the time to conduct the conference, not to exceed thirty (30) days. In the event the meeting does not occur as a result of administrator unavailability within thirty-five (35) days of the observation, negative comments or concerns shall be excluded from the observation. The ancillary staff employee teacher shall bring a completed Post-Observation Reflection Form to this conference, and the administrator shall bring the completed Classroom Observation Form. The ancillary staff employee teacher and the administrator shall each retain copies of both forms. As a result of this post-observation conference, identified areas of concern, together with suggested ways in which the ancillary staff employee is to improve, and identification of assistance to be given, may be addressed in the teacher’s IDP.

  • Post-Observation Conference 1. The post- observation conference between the evaluator and teacher will be held no later than ten (10) days after the formal observation. 2. The purpose of the post-observation conference is to review the evaluator’s and teacher’s evidence related to the scoring criteria during the observation, and to discuss the teacher’s performance. 3. If there is an area of concern, the evaluator will identify specific concerns for the applicable criteria and provide possible solutions to remedy the concern in writing.

  • Pre-Observation Conference The pre-observation conference shall be held prior to the first formal observation. The teacher and evaluator will mutually agree when to conference. The purpose of the pre- observation conference is to discuss the employee’s goals, establish a date for the formal observation, and to discuss such matters as the professional activities to be observed, their content, objectives, strategies, and possible observable evidence to meet the scoring criteria.

  • Observation The Town shall have the right to make reasonable engineering observations at the Developer's expense, as the Town may request. Observation, acquiescence in, or approval by any engineering inspector of the construction of physical facilities at any particular time shall not constitute the approval by the Town of any portion of the construction of such Public Improvements. Such approval shall be made by the Town only after completion of construction and in the manner hereinafter set forth.

  • Informal Observations A. An informal observation is an observation that is not required to be pre-scheduled. B. An evaluator may conduct any number of informal observations. C. Observations do not have to be in the classroom. For example, department or collegial meetings may be used for informal observations. D. Informal observations may serve as an opportunity for formative feedback. If there are concerns regarding the teacher’s/educator’s level of performance based upon informal observations, the evaluator will document the concern and schedule a time to discuss with the employee.

  • Observation Services This plan covers services provided to you when you are in a hospital or other licensed health care facility solely for observation. Even though you may use a bed or stay overnight, observation services are not inpatient services. Observation services help the physician decide if you need to be admitted for care as an inpatient or if you can be discharged. These observation services may be provided in the emergency room or another area of the hospital or licensed healthcare facility. See the Summary of Medical Benefits for the amount you pay.

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