Title Page

  • Teacher's Name

  • School Year (e.g S.Y 2018 - 2019)

  • Subject & Grade Level

  • Conducted on

  • Observed by

Instructional Design and Delivery

  • Follows prescribed curriculum

  • Uses the digital content in a variety of contexts, small­group and large­group learning time and vice versa.

  • Exhibits poise, voice control, and tact

  • Makes effective use of a variety of available materials including the Digital Content

  • Makes clear, practical demonstrations

  • Maintains student interest and attention

  • Graciously accepts less than "right" response with slow students

  • Uses positive and supportive statements to students

  • Maintains a friendly and respectful teacher-student relationship

  • Provides enrichment and/or remediation where needed

  • The learning environment, routines, and expectations for learning allow for seamless movement between virtual and live instruction

  • The digital content/tool getting piloted OPTIMIZES learning. Students have access to lessons, projects, or learning resources “anytime and anywhere.”

  • Students are arranged in dynamic learning groups and/or rotation stations which include the Digital content.

  • Directions to students are clearly thought out and well stated

  • Makes effective use of available materials including digital content

  • Considers time available and aware of adequate pacing

  • Carefully plans student assignments and plans student groupings according to instructional needs

Technology Integration

  • The teacher encourages the students to seek answers that can be sought by using the digital tool/content getting piloted or in conjunction with relevant online tools available to them.

  • Students actively work with the digital content.

  • Students are seen identifying, speaking to, or interpreting the digital content.

  • Students move quickly and seamlessly between virtual and live instruction, exhibiting a sense of direction and purpose.

  • Students use the digital tool/content getting piloted to communicate and work collaboratively for learning.

  • The digital tool/content getting piloted integrates well into the learning environment, functions with other digital, non­digital systems in place.

  • The digital tool/content getting piloted is immediately applicable to the scope of learning happening.

  • Learning concepts, procedures, and skills are made efficient by using the digital tool/content getting piloted.

  • Students using the digital tool/content getting piloted can adjust the pace. (individualization)

  • While using the digital tool/content getting piloted, students are seen making choices and having a voice in how and what they are learning.

  • Students have access to digital content anytime and anywhere

Teacher Preparation and Professionalism

  • Utilizes the use of Digital Content and/or other guides effectively

  • Demonstrates sufficient mastery of content

  • Provides for student participation

  • Uses logical, purposeful and thought-provoking questions

  • Provides interesting and adequate reinforcement

  • Varies procedures in working with pupils of varying abilities

  • Displays evidence of teacher preparation

Classroom Management

  • Works constructively with individual or group

  • Manages routine so as to avoid confusion

  • Provides motivation

  • Materials for class are organized and available

Completion

  • General Observation / Recommendations

  • Name & Signature of Teacher / Instructor

  • Name & Signature of Evaluator

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