Teacher Post‐Observation Self‐Assessment Tool (Form 3)

The School District of Lee County

Teacher: Observer: School ID#: EMPLID#

Pre-Observation Date of Post-Observation
Conference Date: Observation: Conference Date:
Instructions:

1. After a formal classroom observation, the teacher conducts a self-assessment (Form 3) of the lesson by highlighting the appropriate components/levels of
performance. Comments may also be entered.
2. The teacher sends the self-assessment to the observer within two days of the observation.
3. The observer studies the teacher self-assessment, and marks on the observer rubric the components of agreement, that is, those components where the
teacher’s self-assessment of the lesson matches with the observer’s assessment of that component. The observer does not mark the components where the
teacher’s thinking and the observer’s thinking do not match. These will be discussed in step 4.
4. During the post-observation conference, teacher and observer meet to discuss the lesson. The observer also shares the ratings based on the evidence observed
during the observation. The observer and teacher share insights into the events that occurred during the observation and work toward agreement regarding
teacher’s rating for the elements observed. Specific sections of the observation instrument may be discussed.
5. At the conclusion of the process, the observer makes a rating decision and records the result in the observer rubric.

DOMAIN 2: The Classroom Environment DOMAIN 3: Instruction

2a. Creating an Environment of Respect 3a. Communicating with Students
2b. Establishes a Culture for Learning 3b. Using Questioning and Discussion Techniques
2c. Establishes and Manages Classroom Procedures 3c. Engaging Students in Learning
2d. Stops Misconduct by Using Effective, Appropriate Techniques 3d. Using Assessment in Instruction
2e. Organizes Physical Space 3e. Demonstrating Flexibility and Responsiveness

Classroom Strategies and Behaviors Rating Scale:

The generic rating scale described below may be used to determine the appropriate rating for each of the elements during the observed lesson.

Requires Action (RA) Developing (D) Accomplished (A) Exemplary (E)

Does not use strategy or uses strategy Engages students in strategy with no Engages students in strategy and Adapts and creates new strategies for
incorrectly or with parts missing. significant errors or omissions monitors extent to which it produces unique student needs and situations
desired outcomes
 Teacher Post‐Observation Self‐Assessment Tool (Form 3)
The School District of Lee County

Performance Rating
Requires Action Developing Accomplished Exemplary
Domain 2: The Classroom
Environment
2a. Creating an Environment Classroom interactions, both between the Classroom interactions, both between the Classroom interactions, both between Classroom interactions, both between
teacher and students and among students, teacher and students and among students, teacher and students and among students, teacher and students and among students,
of Respect
are negative, inappropriate, or insensitive are generally appropriate and free from are polite and respectful, reflect general are respectful and reflect genuine warmth,
to students' cultural backgrounds or conflict but may be characterized by warmth and caring, and are appropriate to caring, and sensitivity to the cultural and
developmental differences, and are occasional displays of insensitivity or lack the cultural and developmental developmental differences among groups
characterized by sarcasm, put-downs, or of responsiveness to cultural or differences among groups of students. of students. Students themselves ensure
conflict. developmental differences. high levels of civility among members of
the class.

Teacher Reflection:

2b. Establishes a Culture for The teacher has not created a positive The teacher has partially established a The teacher has created a positive The teacher has created a culture for
culture for learning. Teacher commitment positive culture for learning. classroom culture for learning, learning characterized by high levels of
Learning
to the subject matter and expectations for Commitment to the subject matter is characterized by high expectations for student energy and the teacher's passion
student achievement are low. Student developing, and there are modest most students, the belief that students can for the subject area. Everyone shares a
pride in work is not evident. expectations for student achievement. succeed if they work hard, and genuine belief in the importance of the subject and
Students show modest pride in their work. commitment to the subject matter by both the belief that all students can succeed if
the teacher and students. Students they work hard. All students hold
demonstrate pride in their work. themselves to high standards of
performance; for example, by initiating
improvement to their work.

Teacher Reflection:

2c. Establishes and Manages Much instructional time is lost because of Some instructional time is lost because of Little instructional time is lost because of Students contribute to the seamless
inefficient classroom routines and inefficient classroom routines and inefficient classroom routines and operation of classroom routines and
Classroom Procedures
procedures for transitions, handling of procedures for transitions, handling of procedures for transitions, handling of procedures for transitions, handling of
supplies, and performance of non- supplies, and performance of non- supplies, and performance of non- supplies, and performance of non-
instructional duties. instructional duties, which are only instructional duties, which occur smoothly. instructional duties.
partially effective.

Teacher Reflection:
 Teacher Post‐Observation Self‐Assessment Tool (Form 3)
The School District of Lee County

Performance Rating
Requires Action Developing Accomplished Exemplary
2d. Stops Misconduct by There is no evidence that standards of It appears that the teacher has made an Standards of conduct appear to be clear to Standards of conduct are clear, with
conduct have been established and little effort to establish standards of conduct for students, and the teacher monitors evidence of student participation in setting
Using Effective, Appropriate
or no teacher monitoring of student students and tries to monitor student student behavior against those standards. them. Expectations are developed and
Techniques behavior. Response to student behavior, but these efforts are not always The teacher's response to student taught. The teacher's monitoring of
misbehavior is repressive or disrespectful successful. misbehavior is appropriate and respectful student behavior is subtle and
of student dignity. to students. preventative, and the teacher's response
The teacher addresses some off task, to student misbehavior is sensitive to
The teacher does not address off-task, inappropriate, or challenging behavior The teacher addresses most off-task, individual student needs.
inappropriate, or challenging behavior efficiently, thereby creating some negative inappropriate, or challenging behavior
efficiently, thereby creating significant impact on the learning of students in the efficiently, thereby creating little negative The teacher addresses almost all off-task,
negative impact on the learning of class. The teacher reinforces positive impact on the learning of students in the inappropriate, or challenging behavior
students in the class. The teacher does behavior. class. The teacher strategically reinforces efficiently, thereby creating no negative
not reinforce positive behavior. positive behavior. impact on the learning of students in the
class. Students take an active role in
monitoring the standards of behavior and
there is significant evidence that students
support the positive classroom culture.

Teacher Reflection:

2e. Organizing Physical Space The physical environment is unsafe, or The classroom is safe, essential learning is The classroom is safe, and learning is The classroom is safe, and the physical
some students don't have access to accessible to most students, and the accessible to all students. Teacher ensures environment ensures the learning of all
learning. There is poor alignment between teacher's use of physical resources is that the physical arrangement is students, including those with special
the physical arrangement and the lesson moderately effective. Teacher may appropriate to the learning activities. needs. Students contribute to the use or
activities. attempt to modify the physical Teacher makes effective use of physical adaptation of the physical environment to
arrangement to suit learning activities, resources. advance learning.
with partial success.

Teacher Reflection:
 Teacher Post‐Observation Self‐Assessment Tool (Form 3)
The School District of Lee County

Performance Rating
Requires Action Developing Accomplished Exemplary
Domain 3: Instruction
3a. Communicating with The teacher has an inadequate presence in The teacher has a positive presence in the The teacher has a positive presence in the The teacher has a positive presence in the
the classroom. classroom. classroom. classroom.
Students
The teacher ineffectively develops The teacher effectively develops students’ The teacher effectively develops students’ The teacher effectively develops students’
students’ understanding of the objective understanding of the objective by understanding of the objective by understanding of the objective by
by not communicating it, the teacher does communicating what students will know or communicating what students will know or communicating what students will know or
not have a clear objective, or the lesson be able to do by the end of the lesson and be able to do by the end of the lesson, be able to do by the end of the lesson,
does not connect to the objective. connecting the objective to prior connecting the objective to prior connecting the objective to prior
knowledge. knowledge, and explaining the importance knowledge, explaining the importance of
of the objective. the objective, and referring to the
objective at key points during the lesson.

Teacher Reflection:

3b. Using Questioning and The teacher checks for understanding of The teacher checks for understanding of The teacher checks for understanding of The teacher checks for understanding of
content, but misses nearly all key content, but misses several key moments. content, but misses one or two key content at all key moments.
Discussion Techniques
moments. moments.
Checks sometimes provide an accurate Checks almost always provide an accurate
Checks do not provide an accurate pulse of pulse of the class' understanding, such that Checks often provide an accurate pulse of pulse of the class' understanding, such
the class' understanding. the teacher has enough information to the class' understanding, such that the that the teacher has enough information
adjust subsequent instruction, if teacher has enough information to adjust to adjust subsequent instruction if
The teacher asks questions that are low- necessary. subsequent instruction, if necessary. necessary.
level or inappropriate, elicits limited
student participation and recitation rather The teacher asks few questions that elicit a The teacher asks many questions that elicit The teacher regularly asks questions that
than discussion, and does not respond to thoughtful response, attempts to engage a thoughtful response and allows sufficient reflect high expectations and are culturally
students' correct answers by probing for all students in the discussion but is only time for students to answer, engages all and developmentally appropriate, allows
higher-level understanding in an effective partially successful, and rarely responds to students in the discussion, steps aside sufficient time for students to answer,
manner. The teacher does not use guided students' correct answers by probing for when appropriate, and sometimes promotes critical and creative thinking,
discussion techniques. higher level understanding in an effective responds to students' correct answers by ensures that all voices are heard, and
manner. The teacher attempts to use probing for higher level understanding in frequently responds to students' correct
guided discussion techniques with limited an effective manner. The teacher uses answers by probing for higher level
success. guided discussion techniques with success. understanding in an effective manner. The
teacher frequently uses guided discussion
techniques with success.
Teacher Reflection:
 Teacher Post‐Observation Self‐Assessment Tool (Form 3)
The School District of Lee County

Performance Rating
Requires Action Developing Accomplished Exemplary
3c. Engaging Students in Activities and assignments, materials, and Activities and assignments, materials, and Activities and assignments, materials, and Activities and assignments, materials, and
groupings of students are not appropriate groupings of students are partially groupings of students are fully appropriate groupings of students promote significant
Learning
for the instructional outcome or not appropriate for the instructional outcomes for the instructional outcomes and are learning for the instructional outcomes
sensitive to the students' culture or level or are rarely sensitive to the students' sometimes sensitive to the students' and are frequently sensitive to the
of understanding, resulting in little culture or level of understanding, resulting culture and level of understanding, students' culture and level of
intellectual engagement. in moderate intellectual engagement. resulting in intellectual engagement with understanding, resulting in high
most students engaged in work of a high intellectual engagement with all students
Lessons have no structure, are poorly Lessons have recognizable structure, but level of rigor. engaged in work of a high level of rigor.
paced, and have no academic focus. are not fully maintained, are poorly paced,
and have limited academic focus. Lessons have coherent structure, are Lessons have coherent structure that is
The teacher does not use technology (as appropriately paced, and have consistently adapted as necessary to the needs of
available) in the teaching and learning The teacher rarely uses technology (as apparent academic focus. individuals, are appropriately paced to
processes. available) in the teaching and learning allow for student reflection and closure,
processes. The teacher sometimes uses appropriate and continuously maintain academic
Teacher’s knowledge of subject is very technology (as available) in the teaching focus.
limited. Teacher demonstrates partial knowledge and learning processes.
of subject matter. The teacher frequently uses appropriate
Teacher demonstrates knowledge of technology (as available) in the teaching
subject matter. and learning processes, and teaches
students how to use technology to create
projects.

Teacher demonstrates a depth and

breadth of subject matter.

Teacher Reflection:

3d. Using Assessment in Formative assessment is not used in Formative assessment is rarely used in Formative assessment is sometimes used Formative assessment is frequently used in
instruction, either through monitoring of instruction, through some monitoring of in instruction, through self-assessment by a sophisticated manner in instruction,
Instruction
progress by the teacher or students, or progress of learning by teacher and/or students and monitoring of progress of through student involvement in
through feedback to students. students. Feedback to students is uneven. learning by the teacher and/or students. establishing criteria, self-assessment by
Feedback to students is of high quality. students, and monitoring of progress by
Students are unaware of the assessment Students are aware of only some of the both the teacher and students. Feedback
criteria used to evaluate their work. assessment criteria used to evaluate their Students are fully aware of the assessment to students is of high quality and from a
work. criteria used to evaluate their work. variety of sources.

Students are fully aware of the assessment

criteria used to evaluate their work.

Teacher Reflection:
 Teacher Post‐Observation Self‐Assessment Tool (Form 3)
The School District of Lee County

Performance Rating
Requires Action Developing Accomplished Exemplary
3e. Demonstrating Flexibility The delivery of instruction deviates from The delivery of instruction is typically The delivery of instruction is almost always The delivery of instruction is always
the instructional standards and/or aligned to the instructional standards aligned to the instructional standards aligned to the instructional standards
and Responsiveness
Academic Plan. and/or Academic Plan. and/or Academic Plan. and/or Academic Plan.

The teacher does not adjust the lesson The teacher attempts to respond to The teacher successfully promotes the The teacher successfully promotes the
plan or instructional momentum to student needs through modification of the learning of most students through learning of all students through
address student needs. lesson plan or instructional momentum, modification of the lesson plan and modification of the lesson plan and
with moderate success. instructional momentum. instructional momentum.
The teacher does not re-teach or attempt
to differentiate instruction to ensure or The teacher rarely attempts to The teacher uses a multitude of The teacher uses a multitude of
reinforce student learning. differentiate instruction to ensure student differentiated strategies to ensure student differentiated strategies to ensure student
learning. learning. learning. The teacher considers student
questions, needs, and interest when
instructing.

The teacher holds students accountable

for personal learning through the use of
data folders, goal statements, and/or
reflection of individual learning. The
teacher adjusts long term plans when
needed.

Teacher Reflection: