HISD Becoming #GreatAllOver Observation Guide for Administrators Prekindergarten & Kindergarten June, 2014 HISD Summer Leadership Institute HOUSTON INDEPENDENT

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HISD Becoming #GreatAllOver Observation Guide for Administrators Prekindergarten & Kindergarten June, 2014 HISD Summer Leadership Institute HOUSTON INDEPENDENT SCHOOL DISTRICT Slide 2 HISD Becoming #GreatAllOver Prekindergarten & Kindergarten Observation Guide for Administrators Facilitators: Memorial Elementary School Mechiel Rozas, Principal Early Childhood Department Alison Heath Janice Dingayan Marcela Landestoy Michelle Thomas Reading Department Venita Bland Slide 3 HISD Becoming #GreatAllOver Ice Breaker: Picture Perfect Make groups of 3-4 people. Locate a photo on your mobile device that best represents you or your interests. Share with your group members. Slide 4 HISD Becoming #GreatAllOver Norms Actively participate Show mutual respect Limit side conversations Use mobile devices courteously Eat, drink, and be extraordinary! Slide 5 HISD Becoming #GreatAllOver Participants will examine the process and structural features of a quality early childhood classroom. Participants will utilize the Prekindergarten & Kindergarten Observation Guide as a continuum to enhance knowledge, better equip and promote professional growth of early childhood professionals. Expected Outcomes Slide 6 HISD Becoming #GreatAllOver Turn and Talk What comes to your mind when you think of a PK/K Observation Guide? Why do you think it is necessary? Slide 7 HISD Becoming #GreatAllOver Where can I find the PK/K Observation Guide? http://hisdearlychildhood.wordpress.com Admin Support Slide 8 HISD Becoming #GreatAllOver Essential Elements Classroom Environment Data Collection and Tracking Curriculum Content PK/K Classroom Arrangement Work Stations Classroom Management Students Names Student Work Print Daily Schedule Books Calendar Reading Writing Math Science Social Studies ESL Small Group Instruction Journals Portfolios Istation Assessment Shared Reading Guided Reading Modeled Writing Interactive Writing Word Study Read-Aloud Phonological/ Phonemic Awareness Partner/ Independent Reading Slide 9 HISD Becoming #GreatAllOver The purpose of this document is to help: teachers and administrators learn more about the domains and elements of the continuum teachers and administrators engage in professional conversations about components of the guide teachers and administrators gain a better understanding of how teachers demonstrate proficiency in practice teachers self- reflect on their current practices This document IS NOT an official appraisal document from the Office of Human Capital and Accountability. PK/K Administrators Observation Guide Slide 10 HISD Becoming #GreatAllOver Articulates the expectations for specific early childhood standards Describes the levels of quality from excellent to poor 1 Ineffective 2 Need Improvement 3 Effective 4 Highly Effective Guides ongoing feedback to foster professional growth of teachers Observation Rubric Slide 11 HISD Becoming #GreatAllOver 1- There are 1-5 workstations. Room is disorganized, and work stations are undefined. Work stations are not well stocked with appropriate materials, and are not easily accessible to the students. There is no evidence of journals or writing incorporated within the work stations. There is no evidence of modeling to support student implementation. 2- There are 6-9 defined work stations. Room is somewhat organized. Some of the materials are in stock and accessible to the students. Some work stations have a journal or writing component. There is minimal evidence of modeling to support student implementation. 3- There are 10 defined work stations. Room and materials are organized. Most work stations incorporate a journal or writing component. Some evidence of HFW and/or vocabulary are present to support reading, oral language and writing development. Students have differentiated choices at each independent learning areas. 4- There are 11 or more well defined work stations that contain a variety of rigorous and challenging activities. Work stations allow for differentiation for students are different ability levels. Room is organized. Materials are organized and available. Work station areas allow space for all children. Journals or writing is incorporated within each work station. Evidence of HFW and/or vocabulary are present to support reading, oral language and writing development. Evidence of student products are displayed. Work Stations These are my work stations: ABC, Math and Library. They go to the work stations when they finish their seatwork. Classroom Environment: Slide 12 HISD Becoming #GreatAllOver Work Stations Classroom Environment: Slide 13 HISD Becoming #GreatAllOver 1- No management system evident. Students and teacher seem unorganized. 60-80% of the class is off task. 2- Management system is evident but is not being used by students or in an efficient manner. The teachers lesson is unorganized which significantly affects learning. 50-70% of the class is off task. 3- Management system is evident and being used by the teacher. Students execute routines and procedures in an orderly and efficient manner in order to maximize learning. 60- 80% of the class is on task. 4- Management system is evident and being used by students. Students assume responsibility for routines and procedures and execute them in an orderly, efficient, and self- directed manner that requires little or no direction from the teacher. 80-90% of the class is on task. Classroom Management Classroom Environment: My first work station is at the Science work station. Ms. Taylor doesnt need to tell me where to go next. When I finish, I go to the Buddy Reading work station. Slide 14 HISD Becoming #GreatAllOver Classroom Management Classroom Environment: Slide 15 HISD Becoming #GreatAllOver 1- Childrens names are not visible in the classroom. 2- Childrens names are visible on the word wall but no picture is included. 3- Names are visible on the word wall, management charts, and some work stations with childrens pictures included. The students use the displayed names as a reference to support learning activities. 4- Names are visible on the word wall, management charts, and many work stations with childrens pictures included. The students use the displayed names as a reference to support learning activities. Childrens Names Classroom Environment: Childrens names are on the word wall, in 3 work stations, on helpers and conduct charts. Slide 16 HISD Becoming #GreatAllOver Childrens Names Classroom Environment: I display student names in each of my work station as a reference to support their work. Slide 17 HISD Becoming #GreatAllOver 1- No student work is displayed. Most writing are teacher generated. 2- Some student work is displayed. Some writing are teacher generated. 3- There are multiple types of authentic students work displayed throughout the classroom. Some of students are represented. 4- There are multiple types of authentic, current student work displayed throughout the classroom. Student work reflects specific lesson objectives or foci. All students are represented. Childrens Work Classroom Environment: Slide 18 HISD Becoming #GreatAllOver Childrens Work Classroom Environment: Slide 19 HISD Becoming #GreatAllOver 1- There is no print in the classroom. 2- There is minimal print in the classroom and/or print appears decorative rather than functional/educational. There are no current modeled, shared, or interactive writing archives. 3- There is functional/educational print in the classroom. The print is linked to the current theme/topic. Print is located low enough to allow for child interaction. The majority of the print reflects modeled, shared, or interactive writing archives. 4 There is an abundance of functional/educational print located in all areas of the classroom. The print is linked to the current theme/topic. Print is located low enough to allow for child reference or interaction. The majority of the print is student generated. There are numerous current modeled, shared, and interactive writing archives visible at student eye level. Students refer to or interact with the print and incorporate print within a work station. Print Classroom Environment: Slide 20 HISD Becoming #GreatAllOver Print Classroom Environment: Slide 21 HISD Becoming #GreatAllOver Brain Break: Match the Cards Door Prize HappyBirthday! Slide 22 HISD Becoming #GreatAllOver 1- There is no daily schedule evident. 2- There is a daily schedule that is not easily accessible to students. Schedule may lack pictures and/or icons. 3- Daily schedule is accessible to students and is displayed at their eye level. There is a clip that is moved as students progress through their day. There are pictures/icons for every activity. 4- Daily schedule is accessible to students and is displayed at their eye level. Students demonstrate ownership by moving a clip on the schedule as they progress through their day. There are relevant photos for every activity. Daily Schedule Classroom Environment: We have a daily schedule at the back of the room but I dont know what the words say Slide 23 HISD Becoming #GreatAllOver Daily Schedule Classroom Environment: Slide 24 HISD Becoming #GreatAllOver 1- There are no books in the classroom. 2- Books are only available to students in the classroom library. Books do not reflect current theme or guidelines being studied. 3- There are books in multiple areas (in the work stations) of the classroom other than the classroom library including fiction and non-fiction. Books are organized in containers. 4- There are books in multiple areas (in the work stations) of the classroom other than the classroom library including fiction and non-fiction. Books are organized in containers. Books reflect current themes being studied. Books Classroom Environment: I love going to our classroom library! This is the only place where I can read books. Slide 25 HISD Becoming #GreatAllOver Books Classroom Environment: Slide 26 HISD