High Expectations
Formal Observation Evaluation: “High Expectations”
At my school, the C1 Teacher Observation Rubric serves as the formal evaluation tool for assessing teacher performance across various domains. The categories include Classroom Instruction, Instructional Preparation and Classroom Management, Positional Responsibilities, Interactions and Communications, and Charter One Mission, Vision, and Values. Each indicator is assessed using a four-tier scale: Substantial Growth Opportunity, Significant Growth Opportunity, Moderate Growth Opportunity, and Minor Growth Opportunity; Fluent. The rubric emphasizes observable evidence of both teacher and student behaviors to evaluate instructional effectiveness (American Leadership Academy, 2022).
For this assignment, I selected the “High Expectations” video for evaluation. This lesson demonstrates how maintaining high academic and behavioral expectations contributes to a positive classroom culture. The teacher not only challenged students academically but also highlighted the significance of self-respect, good citizenship, and personal development. His consistent messaging encouraged students to believe in themselves and their potential for success.
Applying the C1 rubric, I would rate this teacher as Minor Growth Opportunity; Fluent in the Classroom Instruction category, particularly under indicators 1-A (Clear Learning Objective), 1-C (Teach/Model/Chunk), and 1-E (Checks for Understanding). The teacher effectively articulated the day’s learning objective: to understand and identify adverbs. He used accurate academic language and presented the definition visually and verbally through a PowerPoint slide, aligning with the C1 rubric’s highest rating for clear learning objectives, as the lesson was aligned, student-friendly, and referenced throughout (American Leadership Academy, 2022).
The teacher demonstrated fluent instruction and modeling by breaking the content into manageable chunks. His repetition helped students internalize vocabulary and affirm positive self-concepts. These strategies reflect a strong application of direct instruction principles and support students in developing academic language skills (Fisher & Frey, 2014). His energetic demeanor and positive reinforcement fostered a learning environment where students were fully engaged, eager to respond, and confident in sharing their thoughts. According to the rubric, this showcases effective chunking and modeling that aligns with student-centered learning (American Leadership Academy, 2022).
A significant aspect of the lesson was the teacher’s use of affirmations. For instance, he had the class chorally answer the question, “What is the most important place to be?” The students replied, “Right here, right now.” This routine acts as a reminder to students that their learning is important to the teacher and it should be important to themselves. This practice nurtured a respectful, values-driven classroom culture and reinforced high behavioral expectations. This approach aligns with PSEL Standard 2, which advocates for a school culture rooted in equity, collaboration, and mutual respect (National Policy Board for Educational Administration [NPBEA], 2015).
In terms of positive feedback, I commend the teacher for his clarity, consistency, and use of multimodal instruction. The visible PowerPoint slide served as a clear reference for students, and his explicit instruction ensured that all learners understood the learning target. His consistent use of affirmations also demonstrated a commitment to building students’ character and confidence, which is in line with the school’s mission and the expectations of the C1 rubric.
For constructive feedback, I recommend incorporating more independent practice opportunities to extend learning. Although the teacher employed strong guided practice and checks for understanding, students were not given a task to demonstrate their learning independently. Adding an exit ticket or a brief written assignment requiring students to use adverbs in context would reinforce the day’s objective and allow for formative assessment. According to the C1 rubric, fluent independent practice should enable students to articulate the purpose and significance of their work while demonstrating mastery (American Leadership Academy, 2022). The teacher needs to check for understanding by having the students specifically apply the learning objective into practice. This is crucial to check for understanding and to reteach when it’s needed.
This observation reaffirmed the importance of maintaining high expectations and promoting both academic and character development in students. As a future administrator, I aim to utilize tools like the C1 rubric to offer targeted, evidence-based feedback that fosters professional growth and enhances student success. I will also strive to uphold high standards across all instructional areas, encouraging staff to balance rigor with relationship-building. Students are sponges towards learning. Noone should put a limit on what they can learn.
References
American Leadership Academy. (2022). C1 Teacher Observation Rubric, Version 1.0.
Fisher, D., & Frey, N. (2014). Better learning through structured teaching: A framework for the gradual release of responsibility (2nd ed.). ASCD.
National Policy Board for Educational Administration. (2015). Professional Standards for Educational Leaders 2015. https://www.npbea.org
