Name:

Dyer, Darby 9:55

Appraiser:

Ford, Daniel

Date:

10/22/2012

Campus:

DHS

Assignment/Grade:

9 10:40

Beginning Time:

Professional Development And Apprai sal System

2004 Revision

Ending Time:

Observation Summary Summative Annual Appraisal

Domain I: Active, Successful Student Participation in the Learning Process Exceeds (x 5) 1. Engaged in learning 2. Successful in learning 3. Critical thinking/ problem solving 4. Self-directed 5. Connects learning Subtotal Total Proficient (x 3) Below (x 1) Unsatisfactory (x 0) automatically be engaged. By asking students to raise their hand, you will continue to get the same 5 students answering all of the questions. Example: Raise your hand if you know what just happened. I am going to wait until a few more hands go up. No one else knows? Ok. This would have been a grand opportunity to pair and share. This strategy will also tell students, Oh, I better pay attention because she is going to ask me to speak.

12
Total: 20 12 4 0 to to to to

1
25 19 11 3

13

Exceeds Expectations Proficient Below Expectations Unsatisfactory

Comments: Students are reading in the book, The Odyssey, out loud to the whole group. See the comments on domain 2 about engagement and questioning.

Strengths

Areas to Address Engagement is such a critical part to student achievement. Maximizing the number of students engaged in the discussion should be a goal. This can be done in the same amount of time it took you to explain the passages. Try the following sometime to see how it goes: Pose the same questions you are asking, but ask the students to turn to their neighbor to answer the question. 50% of the students will automatically be engaged. By asking students to raise their hand, you will continue to get the same 5 students answering all of the questions. Example: Raise your hand if you know what just happened. I am going to wait until a few more hands go up. No one

Revised June 2004

Name:

Dyer, Darby 9:55

Appraiser:

Ford, Daniel

Date:

10/22/2012

Campus:

DHS

Assignment/Grade:

9 10:40

Beginning Time:

Professional Development And Apprai sal System

2004 Revision

Ending Time:

Observation Summary Summative Annual Appraisal Strengths

Domain II: Learner-Centered Instruction Exceeds (x 5) 1. Goals and objectives 2. Learner-centered 3. Critical thinking and problem solving 4. Motivational strategies 5. Alignment 6. Pacing/sequencing 7. Value and importance 8. Appropriate questioning and inquiry 9. Use of technology Subtotal Total Proficient (x 3) Below (x 1) Unsatisfactory (x 0) You do a nice job of "chunking" your lesson. This provides your students an opportunity to immediately reflect and be a part of the lesson. Your lesson was nicely aligned to your lesson plans. Your use of timing to keep the lesson moving is outstanding.

Areas to Address Your questions are specific and tied directly to your purpose. Consider having those questions available to students, give each group, or pair, 1 question, have them discuss it and then share out. The time involved to do this will be about the same as you asking the questions, waiting for hands to be raised, calling on a student, and giving feedback. What was the goal for the students so they would know if they met their learning target and how was it communicated to the students?

21
Total: 37 23 7 0 to to to to

1
45 36 22 6

27

Exceeds Expectations Proficient Below Expectations Unsatisfactory

Comments: Timing is used for chunks of the lesson. Students are reading the Odyssey Why would he want to kill Odysius? Raise your hand if you know why Odysius would be disguised as an old man? How many years as he been away? Raise you hand if you know why the suiter's are named as dogs? Are they respectful, do they clean up after themselves? No Who has just returned home after a long time? Raise your hand if you know what this could foreshadow? Strengths You do a nice job of "chunking" your lesson. This provides your students an opportunity to immediately reflect and be a part of the lesson. Your lesson was nicely aligned to your lesson plans. Your use of timing to keep the lesson moving is outstanding. Areas to Address Your questions are specific and tied directly to your purpose. Consider having those questions available to students, give each group, or pair, 1 question, have them discuss it and then share out. The time involved to do this will be about the same as you asking the questions, waiting for hands to be raised, calling on a student, and giving feedback. What was the goal for the students so

Revised June 2004

Name:

Dyer, Darby 9:55

Appraiser:

Ford, Daniel

Date:

10/22/2012

Campus:

DHS

Assignment/Grade:

9 10:40

Beginning Time:

Professional Development And Apprai sal System

2004 Revision

Ending Time:

Observation Summary Summative Annual Appraisal

Domain III: Evaluation and Feedback on Student Progress Exceeds (x 5) 1. Monitored and assessed 2. Assessment and instruction are aligned 3. Appropriate assessment 4. Learning reinforced 5. Constructive feedback 6. Relearning and re-evaluation Subtotal Proficient (x 3) Below (x 1) Unsatisfactory (x 0) importantly, your students will know if they are correct or if they need to make adjustments to their thinking.

Total

15
Total: 25 15 5 0 to to to to

1
30 24 14 4

16

Exceeds Expectations Proficient Below Expectations Unsatisfactory

Comments: Student struggled with saying "Telemicus" (sp?) and you encouraged the student to move forward while helping him. Continued feedback on the reading passages in chunks.

Strengths Establishing an environment where risk taking is encouraged will promote healthy dialogue in the class. You have created this environment in your class.

Areas to Address Formative assessment is probably the single greatest tool you have to check for students understanding of your desired goal and their intended target. By following some of the strategies surrounding questioning and more student engagement, you will hear more voices and be able to see how students are progressing. More importantly, your students will know if they are correct or if they need to make adjustments to their thinking.

Revised June 2004

Name:

Dyer, Darby 9:55

Appraiser:

Ford, Daniel

Date:

10/22/2012

Campus:

DHS

Assignment/Grade:

9 10:40

Beginning Time:

Professional Development And Apprai sal System

2004 Revision

Ending Time:

Observation Summary Summative Annual Appraisal

Domain IV: Management of Student Discipline, Instructional Strategies, Time, and Materials Exceeds (x 5) 1. Discipline procedures 2. Self-discipline and self-directed learning 3. Equitable teacherstudent interaction 4. Expectations for behavior 5. Redirects disruptive behavior 6. Reinforces desired behavior 7. Equitable and varied characteristics 8. Manages time and materials Subtotal Total Proficient (x 3) Below (x 1) Unsatisfactory (x 0) Domain V: Professional Communication Exceeds (x 5) 1. Written with students 2. Verbal/non-verbal with students 3. Reluctant students 4. Written with parents, staff, community members, and other professionals 5. Verbal/non-verbal with parents, staff, community members, and other professionals 6. Supportive, courteous Total Proficient (x 3) Below (x 1) Unsatisfactory (x 0)

21
Total: 34 20 6 0 to to to to

0
40 33 19 5

26

Subtotal

0
Total:

9
25 15 5 0 to to to to

0
30 24 14 4

NS

Exceeds Expectations Proficient Below Expectations Unsatisfactory Comments:

Exceeds Expectations Proficient Below Expectations Unsatisfactory

Comments:
A quick write is posted on the board as students enter the class. Students are asked to list as many heroes as they can in 5 minutes.

Strengths
Your classroom management is well under way for this being your first year. You have a great rapport with your students and they enjoy being in your class. Your constant monitoring allows you to make the necessary adjustments to maintain the focus on instruction and learning.

Areas to Address

Strengths

Areas to Address

Revised June 2004

Name:

Dyer, Darby 9:55

Appraiser:

Ford, Daniel

Date:

10/22/2012

Campus:

DHS

Assignment/Grade:

9 10:40

Beginning Time:

Professional Development And Apprai sal System

2004 Revision

Ending Time:

Observation Summary Summative Annual Appraisal

Domain VI: Professional Development Exceeds (x 5) 1. Campus/district goals 2. Student needs 3. Prior performance appraisal 4. Improvement of student performance Subtotal Total: 16 9 3 0 to to to to 20 15 8 2 Exceeds Expectations Proficient Below Expectations Unsatisfactory Proficient (x 3) Below (x 1) Unsatisfactory (x 0)

Total

Comments:

Strengths

Areas to Address

Revised June 2004

Name:

Dyer, Darby 9:55

Appraiser:

Ford, Daniel

Date:

10/22/2012

Campus:

DHS

Assignment/Grade:

9 10:40

Beginning Time:

Professional Development And Apprai sal System

2004 Revision

Ending Time:

Observation Summary Summative Annual Appraisal

Domain VII: Compliance With Policies, Operating Procedures, and Requirements Exceeds (x 5) 1. Policies, procedures, and legal requirements 2. Verbal/written directives 3. Environment Subtotal Total: 13 9 3 0 to to to to 15 12 8 2 Exceeds Expectations Proficient Below Expectations Unsatisfactory Total Strengths Areas to Address Proficient (x 3) Below (x 1) Unsatisfactory (x 0) Comments:

Revised June 2004

Name:

Dyer, Darby 9:55

Appraiser:

Ford, Daniel

Date:

10/22/2012

Campus:

DHS

Assignment/Grade:

9 10:40

Beginning Time:

Professional Development And Apprai sal System

2004 Revision

Ending Time:

Observation Summary Summative Annual Appraisal

Domain VIII: Improvement of Academic Performance Of All Students on the Campus Exceeds (x 5) 1. Aligns instruction 2. Analyzes state assessment data 3. Appropriate sequence 4. Appropriate materials 5. Monitors student performance 6. Monitors attendance 7. Students in at-risk situations 8. Appropriate plans for intervention 9. Modifies and adapts Subtotal 1-9 PLUS 10. Campus Performance Rating of: A. Exemplary Recognized Academically Acceptable Academically Unacceptable B. Meets AYP *Needs Improvement = = = = = = 4 2 1 0 1 0 _______ _______ _______ _______ _______ _______ Total A+B ________ Signature of Appraiser: Date: Total 1-9 Strengths Areas to Address Proficient (x 3) Below (x 1) Unsatisfactory (x 0) Comments:

*If needs improvement, list in the spaces below Indicators from page 8. Participation Graduation Rate/Attend Performance Participation & Performance Final Total Domain VIII (Sum of 1-10)

My appraiser has given me a copy of this Observation Summary Report. Signature of Teacher: Observation Summary Date:

**Teachers's 1st Teacher's Subsequent Year on Campus Years on Campus Total: 37 to 45 Exceeds Expectations 40 to 50 23 to 36 Proficient 24 to 39 7 to 22 Below Expectations 8 to 23 0 to 6 Unsatisfactory 0 to 7 **Campus performance rating or AYP not scored as per Commissioner's Rules, Ch. 150.1002(f)

Signature of Appraiser:

Date:

My appraiser and I have discussed this Summative Annual Appraisal Report. Signature of Teacher: Summative Annual Appraisal Date:

Revised June 2004

Name:

Dyer, Darby 9:55

Appraiser:

Ford, Daniel

Date:

10/22/2012

Campus:

DHS

Assignment/Grade:

9 10:40

Beginning Time:

Professional Development And Apprai sal System

2004 Revision

Ending Time:

Observation Summary Summative Annual Appraisal AYP Needs Improvement Indicators

1. Reading Performance and/or Participation 1a. Performance Only 1b. Participation Only 1c. Performance and Participation 2. Mathematics Performance and/or Participation 2a. Performance Only 2b. Participation Only 2c. Performance and Participation 3. 4. 5. Graduation Rate Attendance Reading and Mathematics 5a. Reading Performance Only and Math Performance Only 5b. Reading Performance Only and Math Participation Only 5c. Reading Performance Only and Math Performance and Participation 5d. Reading Participation Only and Math Participation Only 5e. Reading Participation Only and Math Performance and Participation 6. 7. Reading Performance Only and Graduation Rate Reading, Mathematics, and Graduation Rate 7a. Reading/Performance, Math/Performance and Graduation Rate 7b. Reading/Performance, Math/Participation and Graduation Rate 7c. Reading/Performance, Math/Performance/Participation and Graduation Rate 8. Mathematics and Graduation Rate 8a. Mathematics/Performance and Graduation Rate 8b. Mathematics/Participation and Graduation Rate 8c. Mathematics Performance/Participation and Graduation Rate

Revised June 2004