Tutor Observations - SY 25-26

Instructions:

Using the iEducate Tutor Observation Rubric, select up to three areas of strength and one area of growth for the tutor you observed to be shared with the tutor. Then, under proficiency call, use the iEducate Tutor Observation Rubric to rate the tutor's performance in all domains for all indicators. These ratings will NOT be shared with the tutors but will be used for internal analysis.

BASIC INFO

Your name

Please select... Kneco Walker Laura Henry

Date of observation

Type of observation

Please select... Extended observation Pop-in observation

District

Please select... Aldine ISD Spring ISD Cy-Fair ISD Conroe ISD

School

Please select... Greenspoint Johnson Clark Hirsch Link Smith Thompson Bane Armstrong Austin

Tutor

Please select... Alexander Bustillo Alpha Garcia Ana Leyva Ariana Quintanilla ashley yepez garay Ava Wolfley Barbara Suarez Crystal Ramirez Soto Eva G Torres Evelyn Soto Gisela Y Gonzalez Heidy Olivares Isis Moctezuma Jessica Garcia Kayla Luna Keyna M Barahona Lesly Vazquez Litzy Lima Logan Clark Marcus Robertson Maybelline A Lopez Naomi B Trejo Perla L Arrez Sarah Jones Tabitha Siman Taylor Jackson Vanessa Sevilla Warda Binte Zahid

Which model type did you observe?

Please select... Tier 1 Model Tier 2 Model

1Areas of Strength Tier 1 Model

Area of strength 1

First area of strength domain

Please select... Planning Instruction Learning Environment

First area of strength dimension

Please select... 1.1: Lesson Internalization

Dimension 1.1: Lesson Internalization

First area of strength dimension

Please select... 2.1: Guided Practice, Gradual Release of Responsibility 2.2: Guided Practice, Monitoring Accuracy 2.3: Guided Practice, Targeted Feedback and Coaching 2.4: Guided Practice, Scaffolds to Support Student Mastery 2.5: Guided Practice, Rigor of Student Work 2.6: Independent Practice, Mastery Call

2.1: Guided Practice, Gradual Release of Responsibility

2.2: Guided Practice, Monitoring Accuracy

2.3: Guided Practice, Targeted Feedback and Coaching

2.4: Guided Practice, Scaffolds to Support Student Mastery

2.5: Guided Practice, Rigor of Student Work

2.6: Independent Practice, Mastery Call

First area of strength dimension

Please select... 3.1: Setting, Reinforcing, and Achieving Expectations 3.2: Student Engagement

3.1: Setting, Reinforcing, and Achieving Expectations

3.2: Student Engagement

Explanation and/or evidence

Area of strength 2 - If you do not wish to select a second area of strength please leave this section blank

Second area of strength domain

Please select... Planning Instruction Learning Environment

Second area of strength dimension

Please select... 1.1: Lesson Internalization

Dimension 1.1: Lesson Internalization

Second area of strength dimension

Please select... 2.1: Guided Practice, Gradual Release of Responsibility 2.2: Guided Practice, Monitoring Accuracy 2.3: Guided Practice, Targeted Feedback and Coaching 2.4: Guided Practice, Scaffolds to Support Student Mastery 2.5: Guided Practice, Rigor of Student Work 2.6: Independent Practice, Mastery Call

2.1: Guided Practice, Gradual Release of Responsibility

2.2: Guided Practice, Monitoring Accuracy

2.3: Guided Practice, Targeted Feedback and Coaching

2.4: Guided Practice, Scaffolds to Support Student Mastery

2.5: Guided Practice, Rigor of Student Work

2.6: Independent Practice, Mastery Call

Second area of strength dimension

Please select... 3.1: Setting, Reinforcing, and Achieving Expectations 3.2: Student Engagement

3.1: Setting, Reinforcing, and Achieving Expectations

3.2: Student Engagement

Explanation and/or evidence

Area of Growth Tier 1 Model

Area of growth 1

First area of growth domain

Please select... Planning Instruction Learning Environment

First area of growth dimension

Please select... 1.1: Lesson Internalization

Dimension 1.1: Lesson Internalization

First area of growth dimension

Please select... 2.1: Guided Practice, Gradual Release of Responsibility 2.2: Guided Practice, Monitoring Accuracy 2.3: Guided Practice, Targeted Feedback and Coaching 2.4: Guided Practice, Scaffolds to Support Student Mastery 2.5: Guided Practice, Rigor of Student Work 2.6: Independent Practice, Mastery Call

2.1: Guided Practice, Gradual Release of Responsibility

2.2: Guided Practice, Monitoring Accuracy

2.3: Guided Practice, Targeted Feedback and Coaching

2.4: Guided Practice, Scaffolds to Support Student Mastery

2.5: Guided Practice, Rigor of Student Work

2.6: Independent Practice, Mastery Call

First area of growth strength dimension

Please select... 3.1: Setting, Reinforcing, and Achieving Expectations 3.2: Student Engagement

3.1: Setting, Reinforcing, and Achieving Expectations

3.2: Student Engagement

Explanation and/or evidence

Areas of Strength Tier 2 Model

Area of strength 1

First area of strength domain

Please select... Planning Instruction Learning Environment

First area of strength dimension

Please select... 1.1: Lesson Internalization

Dimension 1.1: Lesson Internalization

First area of strength dimension

Please select... 2.1: Introduction to New Material, Lesson Objective 2.2: Introduction to New Material, Academic Vocabulary 2.3: Introduction to New Material, Tutor Modeling 2.4: Introduction to New Material, Pacing 2.5: Guided Practice, Gradual Release of Responsibility 2.6: Guided Practice, Monitoring Accuracy 2.7: Guided Practice, Targeted Feedback and Coaching 2.8: Guided Practice, Scaffolds to Support Student Mastery 2.9: Guided Practice, Rigor of Student Work 2.10: Independent Practice, Mastery Call

2.1: Introduction to New Material, Lesson Objective

2.2: Introduction to New Material, Academic Vocabulary

2.3: Introduction to New Material, Tutor Modeling

2.4: Introduction to New Material, Pacing

2.5: Guided Practice, Gradual Release of Responsibility

2.6: Guided Practice, Monitoring Accuracy

2.7: Guided Practice, Targeted Feedback and Coaching

2.8: Guided Practice, Scaffolds to Support Student Mastery

2.9: Guided Practice, Rigor of Student Work

2.10: Independent Practice, Mastery Call

First area of strength dimension

Please select... 3.1: Setting, Reinforcing, and Achieving Expectations 3.2: Student Engagement

3.1: Setting, Reinforcing, and Achieving Expectations

3.2: Student Engagement

Explanation and/or evidence

Area of strength 2 - If you do not wish to select a second area of strength please leave this section blank

Second area of strength domain

Please select... Planning Instruction Learning Environment

Second area of strength dimension

Please select... 1.1: Lesson Internalization

Dimension 1.1: Lesson Internalization

Second area of strength dimension

Please select... 2.1: Introduction to New Material, Lesson Objective 2.2: Introduction to New Material, Academic Vocabulary 2.3: Introduction to New Material, Tutor Modeling 2.4: Introduction to New Material, Pacing 2.5: Guided Practice, Gradual Release of Responsibility 2.6: Guided Practice, Monitoring Accuracy 2.7: Guided Practice, Targeted Feedback and Coaching 2.8: Guided Practice, Scaffolds to Support Student Mastery 2.9: Guided Practice, Rigor of Student Work 2.10: Independent Practice, Mastery Call

2.1: Introduction to New Material, Lesson Objective

2.2: Introduction to New Material, Academic Vocabulary

2.3: Introduction to New Material, Tutor Modeling

2.4: Introduction to New Material, Pacing

2.5: Guided Practice, Gradual Release of Responsibility

2.6: Guided Practice, Monitoring Accuracy

2.7: Guided Practice, Targeted Feedback and Coaching

2.8: Guided Practice, Scaffolds to Support Student Mastery

2.9: Guided Practice, Rigor of Student Work

2.10: Independent Practice, Mastery Call

Second area of strength dimension

Please select... 3.1: Setting, Reinforcing, and Achieving Expectations 3.2: Student Engagement

3.1: Setting, Reinforcing, and Achieving Expectations

3.2: Student Engagement

Explanation and/or evidence

Area of Growth Tier 2 Model

Area of growth 1

First area of growth domain

Please select... Planning Instruction Learning Environment

First area of growth dimension

Please select... 1.1: Lesson Internalization

Dimension 1.1: Lesson Internalization

First area of growth dimension

Please select... 2.1: Introduction to New Material, Lesson Objective 2.2: Introduction to New Material, Academic Vocabulary 2.3: Introduction to New Material, Tutor Modeling 2.4: Introduction to New Material, Pacing 2.5: Guided Practice, Gradual Release of Responsibility 2.6: Guided Practice, Monitoring Accuracy 2.7: Guided Practice, Targeted Feedback and Coaching 2.8: Guided Practice, Scaffolds to Support Student Mastery 2.9: Guided Practice, Rigor of Student Work 2.10: Independent Practice, Mastery Call

2.1: Introduction to New Material, Lesson Objective

2.2: Introduction to New Material, Academic Vocabulary

2.3: Introduction to New Material, Tutor Modeling

2.4: Introduction to New Material, Pacing

2.5: Guided Practice, Gradual Release of Responsibility

2.6: Guided Practice, Monitoring Accuracy

2.7: Guided Practice, Targeted Feedback and Coaching

2.8: Guided Practice, Scaffolds to Support Student Mastery

2.9: Guided Practice, Rigor of Student Work

2.10: Independent Practice, Mastery Call

First area of growth dimension

Please select... 3.1: Setting, Reinforcing, and Achieving Expectations 3.2: Student Engagement

3.1: Setting, Reinforcing, and Achieving Expectations

3.2: Student Engagement

Explanation and/or evidence

Professionalism and Communication Expectations

Dress Code

Please select... Meets expectations Does not meet expectations

Explanation and/or evidence

Communication

Please select... Meets expectations Does not meet expectations

Explanation and/or evidence

Proficiency Call Tier 1

Planning - Lesson Internalization

Please select... No Opportunity to Rate Ineffective Somewhat Effective Effective Highly Effective

Instruction - Guided Practice, Gradual Release of Responsibility

Please select... No Opportunity to Rate Ineffective Somewhat Effective Effective Highly Effective

Instruction - Guided Practice, Monitoring Accuracy

Please select... No Opportunity to Rate Ineffective Somewhat Effective Effective Highly Effective

Instruction - Guided Practice, Targeted Feedback and Coaching

Please select... No Opportunity to Rate Ineffective Somewhat Effective Effective Highly Effective

Instruction - Guided Practice, Scaffolds to Support Student Mastery

Please select... No Opportunity to Rate Ineffective Somewhat Effective Effective Highly Effective

Instruction - Guided Practice, Rigor of Student Work

Please select... No Opportunity to Rate Ineffective Somewhat Effective Effective Highly Effective

Instruction - Independent Practice, Mastery Call

Please select... No Opportunity to Rate Ineffective Somewhat Effective Effective Highly Effective

Learning Environment - Setting, Reinforcing, and Achieving Expectations

Please select... Ineffective Somewhat Effective Effective Highly Effective

Learning Environment - Student Engagement

Please select... Ineffective Somewhat Effective Effective Highly Effective

Proficiency Call Tier 2

Planning - Lesson Internalization

Please select... No Opportunity to Rate Ineffective Somewhat Effective Effective Highly Effective

Instruction - Introduction to New Material, Lesson Objective

Please select... Ineffective Somewhat Effective Effective Highly Effective

Instruction - Introduction to New Material, Academic Vocabulary

Please select... No Opportunity to Rate Ineffective Somewhat Effective Effective Highly Effective

Instruction - Introduction to New Material, Tutor Modeling

Please select... Ineffective Somewhat Effective Effective Highly Effective

Instruction - Introduction to New Material, Pacing

Please select... Ineffective Somewhat Effective Effective Highly Effective

Instruction - Guided Practice, Gradual Release of Responsibility

Please select... Ineffective Somewhat Effective Effective Highly Effective

Instruction - Guided Practice, Monitoring Accuracy

Please select... Ineffective Somewhat Effective Effective Highly Effective

Instruction - Guided Practice, Targeted Feedback and Coaching

Please select... Ineffective Somewhat Effective Effective Highly Effective

Instruction - Guided Practice, Scaffolds to Support Student Mastery

Please select... Ineffective Somewhat Effective Effective Highly Effective

Instruction - Guided Practice, Rigor of Student Work

Please select... Ineffective Somewhat Effective Effective Highly Effective

Instruction - Independent Practice, Mastery Call

Please select... Ineffective Somewhat Effective Effective Highly Effective

Learning Environment - Setting, Reinforcing, and Achieving Expectations

Please select... Ineffective Somewhat Effective Effective Highly Effective

Learning Environment - Student Engagement

Please select... Ineffective Somewhat Effective Effective Highly Effective

Additional notes

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