Instead, it is a tool to a) record research - based practices
observed during classroom instruction (or students» independent use or application of those practices), b) identify practices in need of refinement, c) guide productive conversations between instructional leaders and teachers, and d) inform professional development needs.
Not exact matches
We trained ourselves as observers to reliably document
instruction in the lessons we
observed based on our modification of Newmann «s assessment of authentic
instruction.313 We recorded what we saw and heard on an observation form that included two main sections: 1) basic information about the context, details of the lesson, how class time was used, how students were organized for
instruction and learning, the kinds of technology used
during the lesson, and a description of any positive or negative features in the
classroom; and 2) assessments of
instruction using four of Newmann's five standards of authentic
instruction: higher order thinking, deep knowledge, substantive conversation, and connection to the world beyond the
classroom.
Release time among teacher leaders varies: teacher leaders may receive no release time, indicating that teacher leader responsibilities occur
during the regular school schedule or on the teacher leader's own time; part - time release, in which a teacher leader's
classroom may serve as an important aspect of his / her leadership role (such as by inviting other teachers in to
observe a demonstration lesson); or full - time release, which allows a teacher leader to work with teachers as they engage in
instruction in their own
classrooms.
General and special educator observers will have the opportunity to shadow their counterparts,
observing the dynamics of the collaborative relationship
during co-planning and co - taught
classroom instruction, as well as other responsibilities of the teachers.
On three occasions (fall, winter, spring), each teacher who agreed to be in the data collection sample was
observed for an hour
during reading
instruction time, to document their
classroom practices in the teaching of reading.
• Assist the lead teacher with curriculum development and lesson planning • Ensure that the lesson plans are purposeful and age appropriate • Work with the lead teacher to plan and implement study programs aimed at meeting the individual needs of the students • Encourage student enthusiasm for learning processes by working with each student on an individual basis •
Observe students» behavior and progress on a regular basis • Work with the lead teacher to recognize and address learning problems • Assist the lead teacher in developing reasonable
classroom rules in accordance to the school guidelines • Evaluate students periodically to determine progress and need for intervention • Handle student record management tasks • Assist lead teachers in make needed adjustments to the instructional program • Prepare bulletin board displays in accordance to the lead teachers»
instructions • Tutor students in groups and individually in order to enforce concepts taught in class • Assist students with assignments or in understanding difficult concepts • Supervise students
during instruction and in the absence of the lead teacher • Organize and supervise games
during activity time • Assist students
during lunch time and with their toileting needs • Handle
instruction resource research activities and hand out materials to students • Take and record class attendance • Assist students in embarking and disembarking from the school bus • Operate and maintain audio - visual equipment from special class projects
Waltham High School, Mondovi, WI 1/2010 to 6/2012 Teaching Aide • Assisted lead teacher in imparting history lesson
instruction • Researched for appropriate learning materials and gathered resources •
Observed students to determine their interest or lack thereof and reported findings to the lead teacher • Assisted in marking assignments and grading exam papers • Handled student behavior within
classrooms and
during extracurricular activities • Provided logistical support in creating exam reports
• Assist lead teachers in planning, designing and implementing curriculum • Provide assistance in preparing lesson plans • Impart
classroom instruction in accordance to lesson plans • Supervise and control students
during class and when the lead teacher is not present • Assist students with carrying out
classroom activities • Assist students
during lunch time •
Observe students for developmental issues and communicate findings to lead teachers • Implement age appropriate activities and monitor safety throughout • Research information for lesson development • Communicate progress and observations to parents • Maintain student records and perform other clerical tasks • Help in maintaining a clean and organized
classroom • Ensure sanitation of all surfaces, equipment and toys • Assist students in social skills development • Assist in putting up bulletins • Accompany young students to the bathroom • Take attendance and make copies of tests • Assist in grading test papers and exams • Assist in checking work books and homework • Operate equipment such as projectors and computers for instructional purposes • Maintain appropriate
classroom discipline and decorum • Prepare and distribute worksheets • Ensure that students retain information by repeating information constantly and practicing patience • Deliver
instruction in the absence of lead teacher • Perform hall and bus duty as instructed by the lead teacher
Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the
classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group
instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated
instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques
during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.