PPA-C Observation Tool

PPA-C Observation Tool

Source of Evidence

Washington State Teacher Criteria

Met (Definitions)

Specific indicators (PPA)

Not Met; Supporting evidence required from University supervisor

Prior to Observation and Observation

 

 

 

1. Centering instruction on high expectations for student achievement

 

 

 

ð The teacher communicates high expectations for student learning.

 

 

 

∆ The plan's learning targets are appropriate for all students in the class and are adapted where necessary to the needs of individual students.

∆ Instruction reflects understanding of students’ knowledge and skills relative to the learning targets for each student, including those with special needs.

∆ Students engage in learning activities that are appropriately paced, are culturally responsive, and allow for reflection and closure as appropriate.

∆ Students are engaged in cooperative discussions relevant to the learning, that promote critical thinking and problem solving.

 

 

 

 

Observation

 

 

 

2. Demonstrating effective teaching practices

 

 

 

ð The teacher uses research-based instructional practices to meet
the needs of all students

 

 

 

∆ The plan’s learning activities are well aligned with learning targets and assessments.

∆ The plan's learning activities account for prior learning and support the learning targets.

∆ Instruction provides opportunities for students to engage in a variety of learning experiences including heterogeneous cooperative learning groups that build and recognize academic competence of all students, including low-status/historically marginalized students.

∆ The plan utilizes technology to support and enhance instruction and student learning.

.

 

 

 

Prior to Observation and Observation

 

 

 

3. Recognizing individual student learning needs and developing strategies to address those needs

 

 

 

ð The teacher acquires and uses specific knowledge about students’
cultural, individual intellectual and social development and uses that
knowledge to adjust their practice by employing strategies that
advance student learning.

 

 

 

∆ Planning and instruction reflect the teacher's understanding of students’ exceptionalities and special learning needs.

∆ Planning and instruction demonstrate teacher understanding of students’ cultural backgrounds, ethnicity, first language development, English acquisition, SES, and gender.

∆ The plan reflects teacher ability to utilize students’ community as a support for learning.

∆ The instruction process provides opportunities for  students to become intrinsically motivated and assume responsibility for their own learning.

 

 

 

 

Prior to Observation and Observation

 

 

4. Providing clear and intentional focus on subject matter content and curriculum

 

 

ð The teacher uses content area knowledge, learning standards,
appropriate pedagogy and resources to design and deliver curricula
and instruction to impact student learning.

 

 

∆ The plan's learning targets and assessments are explicitly aligned with Common Core, EALRs, state learning goals, district goals, school and classroom goals.

∆ The teacher  demonstrates accurate content knowledge.

∆ Students are learning skills and concepts that are aligned with the learning targets.

 

 

 

Observation

 

 

 

 

 

 

 

5. Fostering and managing a safe, positive learning environment

 

 

 

 

 

 

 

ð The teacher fosters and manages a safe and inclusive learning
environment that takes into account: physical, emotional and
intellectual well-being.

 

 

 

 

 

 

 

∆ Classroom interactions between students and teacher  are respectful.

∆ Students support one another in group learning activities and include low-status/historically marginalized students.

∆ Students express their opinions and provide suggestions regarding their own learning.

∆ Students show respect for multicultural and gender perspectives expressed by others

∆ Students find, use, and return classroom materials respectfully and efficiently with regard for order and others.

∆ Students are fairly and equitably disciplined.

∆ Students move between learning tasks in an efficient manner.

∆ Students are appropriately arranged for the specific lesson or activity.

 

 

 

 

 

 

 

 

Prior to Observation and Observation

 

 

 

6. Using multiple student data elements to modify instruction and improve student learning

 

 

 

ð The teacher uses multiple data elements (both formative and
summative) to plan, inform and adjust instruction and evaluate
student learning.

 

 

 

∆ Students engage in a variety of assessments that measure their performance relative to the learning targets.

∆ Students reflect on their performance in order to evaluate progress relative to learning targets (e.g. journal, record books, portfolios, etc.).

∆ The teacher uses assessment results to evaluate student learning and to plan next instructional steps.

∆ Students receive constructive, timely feedback based on assessment results.

 

 

 

 

Prior to Observation

7. Communicating with parents and school community

ð The teacher communicates and collaborates with students, families
and all educational stakeholders in an ethical and professional
manner to promote student learning.

∆ The plan for family interaction is culturally responsive, elicits information regarding student learning and well being, including low-status/historically marginalized families, and provides opportunities for family engagement regarding student learning.

 

Reflective Professional Practice

8. Exhibiting collaborative and collegial practices focus on improving instructional practice and student learning

ð The teacher participates collaboratively in the educational
community to improve instruction, advance the knowledge and
practice of teaching as a profession, and ultimately impact student
learning.

∆ The teacher participates in building/district curriculum and instructional teams.

∆ The teacher meets with others to discuss instructional practices, review assessments and plan cooperatively.