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

H I S D Becoming #GreatAllOver

Observation Guide for Administrators

Prekindergarten & Kindergarten

June, 2014HISD Summer Leadership Institute

HOUSTON INDEPENDENT SCHOOL DISTRICT


Prekindergarten & Kindergarten Observation Guide for AdministratorsFacilitators:

Memorial Elementary School– Mechiel Rozas, Principal

Early Childhood Department– Alison Heath– Janice Dingayan– Marcela Landestoy– Michelle Thomas

Reading Department– Venita Bland


Ice Breaker: Picture PerfectMake groups of 3-4 people. Locate a photo on your mobile device that best represents you or your interests.

Share with your group members.


Norms

• Actively participate• Show mutual respect• Limit side conversations• Use mobile devices

courteously• Eat, drink, and be

extraordinary!


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


Turn and Talk

What comes to your mind when you think of a PK/K Observation Guide?

Why do you think it is necessary?


Where can I find the PK/K Observation Guide?

http://hisdearlychildhood.wordpress.com Admin Support

http://hisdearlychildhood.wordpress.com/


Essential Elements

Classroom Environment

Data Collection and

Tracking

Curriculum ContentPK/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


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 Administrator’s Observation Guide


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


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.Cla

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Work StationsC

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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 teacher’s 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

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My first work station is at the Science work station. Ms. Taylor doesn’t need to tell me where to go next. When I finish, I go to the

Buddy Reading work station.


Classroom Management

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1- Children’s names are not visible in the classroom.

2- Children’s 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 children’s 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 children’s pictures included. The students use the displayed names as a reference to support learning activities.

Children’s NamesC

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Children’s names are on the word wall, in 3 work

stations, on helpers and

conduct charts.


Children’s NamesC

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t:I display student names in each of

my work station as a reference to

support their work.

Anna


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 student’s 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.

Children’s WorkC

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Children’s WorkC

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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.

PrintC

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PrintC

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Brain Break: Match the Cards

Door

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Happy Birthday!


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 ScheduleC

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We have a daily schedule at the back of the room

but I don’t know what the words say…


Daily ScheduleC

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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.

BooksC

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t:I love going to our

classroom library! This is the only place where I can

read books.


BooksC

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1- There is no calendar in the classroom.

2- Calendar is displayed in the classroom, but it is not up to date. There is no set calendar routine.

3- Calendar is displayed in the classroom and it is up to date. There is a set calendar routine. Students participate in calendar activities.

4- Calendar is displayed in the classroom and it is up to date. There is a set calendar routine. Students actively participate in calendar routines. Students are also in charge of some if not all aspects of leading calendar with their peers. Calendar covers some if not all content areas.

CalendarC

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t:Ashley, great job leading the calendar!


CalendarC

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Uh-oh, it’s December, I haven’t done the calendar

for a long time!


• Designated small group area that will accommodate 4-6 students.

• Small group lesson plans are available and used.

• Manipulatives for skill development are readily available.

• A clear system to assess student understanding and formulate further instruction during the lesson is evident such as anecdotal notes.

• Students can explain and track their progress or objectives they are working on or goals they are working towards.

• Multiple titles of multiple leveled books for guided reading are evident.

• Word Study for each group is evident.

• Reading strategies taught and used by each group are evident.

Small Group Instruction

Data

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g Designated small group instruction areas could be: A designated table On the carpet/rug At a work station

Possible materials that may be observed during a small group lesson:

Rhyming books Vocabulary picture cards Alphabet Charts Paper Writing Instruments Play-doh Alphabet books Letter Stamps Magnetic Letters Individual White Boards Math Manipulatives


Small Group Instruction

Data

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Journals are accessible to children and are used on a daily basis with dated entries. In addition, there are 2 or more types of other journals such as math and science that are used regularly with dated entries to track student progress.

JournalsD

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There are portfolios for each child that include(s) current dated materials, observations, anecdotal records and photos to analyze student progress and plan for differentiated instruction.

Portfolios can also be electronic.

Intervention or acceleration plans are available with activities.

PortfoliosD

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Anecdotal NotesChild's Name: Alex P.Date & Time: 3/3/14 9:30 amLearning Center: Buddy Reading Center Observed Event or Behaviors:During literacy group, Alex listened as Katie read the Dinosaur Book. When Katie finished reading, Alex picked up a piece of art paper and drew a picture of what he would do with a dinosaur if he had one for a pet. Then he wrote letter strings.


Data BinderD

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g Helps track and document

progress made by students in an organized way–Assessment Data –Small Groups–Small Group Planning –Anecdotal Notes–Progress Monitoring Data


Recap with a partner 4 components of the classroom environment and describe what a level 4 looks like.

Explain how data is tracked and collected.

Develop your next steps in using the observation process to support your teacher.

Stop – Think – Review


Curriculum Resources Teacher Resources Professional Development Pre-K Assessment Reporting System Admin Support Principal Memos Video Library PK Enrollment

HISD Early Childhood Bloghttp://hisdearlychildhood.wordpress.com


What is your primary goal for your lesson today, and how will you know if you have met it?

On what would you like me to focus my attention while I am watching the lesson?

What are your students' strengths and challenges based on formal and informal assessment?

Pre-observation Questions

Coach

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What did you learn from your lesson today?

What does the students' work tell you about the lesson? How will that affect your informal & formal assessments?

What worked for you and your students in the lesson today? How will that affect their academic achievement?

What would you do differently if you taught this lesson again?

Post-observation Questions

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Here are some research-based strategies I saw you use today...

Here is something I learned from you today...

I saw you... This is going to have ______impact on your student’s by…

I could tell your students were engaged today because...

I could tell you were differentiating because…

Stems for Positive Feedback

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Based on our conversation, what do you feel is your next step?

What does your student data tell you?

You might try.... Here is something you could

consider. Another approach to this might be....

Stems for Making Suggestions

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Questions that Invite Action: What are your next steps? What do you need from me?


Last But Not Least Read the case examples. Use the observation guide to

evaluate the content blocks and rate the teacher’s efficacy level.

Outline 2-3 ideas that will improve the teacher’s ability to implement effective practices.

Conduct a mock coaching conversation with your partner as the teacher.


WritingMs. Mars has envelopes, stamps, stationery, and markers in her writing center. Children

enjoy writing to their friends and leaving their letters in the classroom mailbox. This is the

only place where they can practice their writing skills.

Word WallMr. Pluto’s word wall is above his SmartBoard.

The words displayed are all sight words like the, me, come, an, etc.

Read-AloudMr. Uranus reads to his class after lunch. He

uses context clues to infer meaning, He thinks aloud, asks questions, and develops connections between story elements. His

class loves The Very Hungry Caterpillar and The Doorbell Rang.

Morning MessageMrs. Jupiter writes the morning message everyday. She shows children how to use

capital letters and punctuation marks. She asks questions and calls children to fill in the

blanks on the SmartBoard.

Case SamplesMath

Mr. Mercury teaches Math after recess. He uses the SmartBoard and gives children

worksheets. She sends them to the Math work station when they are done. They can play with the manipulatives however they

want.

ScienceMs. Earth’s children enjoy their nature walks where they get to collect leaves, seeds and

flowers from the playground. Her students can draw and label their plant as well as explain

why plants are important.

ESLMr. Saturn is not bilingual and he believes his students learn best when totally immersed in the English language. His instruction does not

include TPR, scaffolding, or any small group instruction.

Social StudiesMrs. Venus hardly teaches Social Studies

because the children get bored and start to act up. The lectures are quick and dull. Children rarely engage in the lessons.

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"You get the best effort from others not by lighting a fire

beneath them, but by building a fire within.“

~Bob Nelson


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Thank You

Documents

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