FRANKFORT-ELBERTA AREA SCHOOLS

FORMAL TEACHER EVALUATION

Teacher Name: Date of Hire

Evaluation Date & Time: March 21, 2014 Status: Tenured

Grade Level / Subject Area: 7 Grade Math School Year: 2013-2014

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Evaluator: Jaime Smith Date of Last Evaluation:

The purpose of the evaluation process is to promote growth and support each FEAS teacher in a path of continual improvement.

I N S T R U C T I O N S Based on the evidence from the formal observation of an entire class period, the pre-conference notes, rating form, and discussion, artifacts, and the Individual Development Plan (IDP), the evaluator is to rate the teacher's performance with respect to the 6 major functions of teaching.
The evaluator must add pertinent comments at the end of each major function. The teacher is provided an opportunity to react to the evaluator's ratings and comments. The evaluator and the teacher must discuss the results of the appraisal and any recommended actions pertinent to it The teacher and the evaluator must sign the instrument in the assigned spaces. The instrument must be filed in the teacher's personnel folder. The culminating rating scale will indicate whether the teacher is highly effective, effective, minimally effective, or ineffective as described below.

Highly Effective

Effective

Minimally Effective

Ineffective

Performance is consistently high. There is evidence of student growth. Teaching practices are demonstrated at a high level including knowledge, ability to impart knowledge, planning, and delivery. Teacher has highly developed skills in classroom management, rapport with parents and other teachers. Teacher seeks to expand scope of competencies and undertakes additional appropriate responsibilities. Teacher has excellent attendance and no disciplinary record. Teacher completes relevant training above and beyond normal professional development. Performance within this rating area is consistently up to standard. Teaching practices fully meet all performance expectations. There is evidence of student growth and teacher maintains a scope of competencies in the areas of subject matter knowledge, facilitating of that knowledge, classroom planning and delivery. Teacher has discipline in the classroom and performs additional responsibilities. Performance within this rating is acceptable at a minimal level. Teaching practices attempt to meeting performance expectations. There is minimal evidence of student growth and the teacher barely maintains discipline in the classroom. Teacher performs little or no additional responsibilities. Performance within this function area is consistently unacceptable and most practices require considerable improvement to fully meet minimum expectations. Teacher requires close and frequent supervision in the performance of all responsibilities.

SECTION 1: PLANNING
Examples of teacher demonstrated skills:

AND

PREPARATION

Gives clear examples and offers guided practice Carefully links learning objectives and activities Organizes content for effective presentation Considers student attention span and learning styles when designing lessons Develops objectives, questions, and activities that reflect higher and lower level cognitive skills as appropriate for the content and the students Sets overall high expectations toward improvement and growth in the classroom Stresses student responsibility and accountability in meeting expectations Sets clearly articulated high expectations for self and students Orients the classroom experience toward improvement and growth Conveys the state standards as they apply to the curriculum Builds upon previous knowledge Bridges knowledge for future learning Offers real world applications Discuss and interprets concepts and themes Uses assessment data to plan lessons and address individual student needs

Examples of student demonstrated skills:

Shows an understanding and the progression of ideas, concepts, etc. from one lesson to the next Applies standards to the bigger picture of life -long learning Conveys the connections between real world and class via conversation and/or writing Students demonstrate an understanding of content. Students connect content and standards across or within the curriculum.

Comments: Teacher does a nice job in connecting standards and learning goals directly into student lessons. He is concise with instruction and stays within their attention span. Gives plenty of time for Guided practice. It is evident that todays lesson is built off of yesterdays and is a spring board for tomorrows.

SECTION 2: INSTRUCTION
Examples of teacher demonstrated skills:
Links instruction/task to real-life situations of the students Uses prior knowledge to set learning goals with students Uses scaffolding to build on concepts within the lesson Enhances the lesson by helping to create student ownership Intentionally connects student prior knowledge to new content via KWL or other instructional methods Asks for students personal experiences and links them to content Provides examples to make learning concrete Creates a classroom reflective of experiences in subject area

Examples of student demonstrated skills:

Expresses opinions and asks questions Questions asked lead to more or a deeper interest in the topic Shares relevant personal experiences Demonstrates new understandings throughout lessons, activities, and assessments Connects ideas throughout the curriculum to life experiences

Comments: Learning goals are clear and evident. Some real-world connection. Intentionally connected prior knowledge. Provided review based off of homework scores before advancing in curriculum.

SECTION 3: HIGHER ORDER THINKING

Examples of teacher demonstrated skills:
Emphasizes higher order thinking skills Varies instructional strategies, types of assignments, and activities Asks open-ended questions that lead to deeper critical thinking Facilitates rather than dictates discussions Expects all students to think and find ways to respond and reflect Presents multiple perspectives Allows students to think without giving the answers Encourages approximate answers and prompts students to go deeper Encourages higher order thinking as part of the classroom culture via thinking routines or other

Examples of student demonstrated skills:

Expresses opinions and asks questions Asks questions that lead to more or deeper interest in the topic Class work reflects student understanding Connects curricular ideas to life experiences Offers feedback to peers Is reflective in self-assessments Considers multiple viewpoints and perspectives

Comments: Although multiple ways of finding the answer are demonstrated only one is expanded on. Does not seek different or deeper critical thinking from students. Not a lot of question and answering happens.

SECTION 4: TASKS / FORMATIVE ASSESSMENT

Examples of teacher demonstrated skills:
Monitors and assesses student progress Suits instruction to students achievement levels and needs Returns student work in a timely manner Knows and understands students as individuals in terms of ability, achievement, and learning styles Uses reflection to improve teaching Gathers multiple and reliable sources of evidence Assesses student understanding on a continuum Uses formal and informal methods to assess understanding (ungraded quizzes, oral questions, observations, draft work, "think-alouds", student constructed concept maps, dress rehearsals, peer response group, portfolio reviews, etc) Provides students with a variety of choices to best demonstrate their understandings Feedback is timely and specific to allow for student revision Interacts with students while they are working and gets feedback from them Plans lessons based on student data and feedback Has positive collegial relationships Makes the same point(s) using different approaches Relates homework to the content and student capacity Displays quality student work

Examples of student demonstrated skills:

Asks for clarification when confused Practices/reviews new ideas Express Ah ha moments Actively listens Participates in discussions Comments reflect a willingness to explore new ideas and multiple perspectives

Advocates for him/herself Work reflects successive degrees of understanding

Comments: Work is self-corrected and quickly entered into Powerschool while students are working. Teacher does review problems that many seemed to struggle with. Able to bring the class back together to review/ reteach where many are struggling. Not sure if this is being done on a small scale or individual level. Students are more apt to ask each other questions rather than the instructor, would like to see him intercede and work with them.

SECTION 5: CLASSROOM ENVIRONMENT

Examples of teacher demonstrated skills:
Displays interest in and concern about the students lives both in and outside of school Creates a supportive and warm classroom climate Creates situations for all students to succeed Shows respect to all students Uses effective wait time Maintains professional role while being friendly Gives students responsibility Expects high-quality work Rewards positive behavior Establishes, communicates, and models clear behavioral parameters Uses consistent, fair and proactive discipline Responds to misbehavior on an individual and appropriate level Acknowledges all students Uses appropriate language Responds to students body language Prevents situations in which a student loses peer respect Organizes classroom space efficiently Handles administrative tasks quickly and efficiently Orchestrates smooth transitions and continuity of classroom momentum Greets students at the door Uses humor to build relationships and is enthusiastic about content and teaching Actively listens to and respects students contributions

Examples of student demonstrated skills:

Demonstrates respectful behavior by using manners in all interactions in the classroom Uses appropriate language Treats materials and equipment with care Engages in appropriate humor and casual interactions Responds to discipline appropriately Engaged in class activities and eager to respond Shows positive regard for one another

Comments: Students love this teacher, especially his dry sarcastic sense of humor. Appropriate banter back and forth that makes it evident that this relationship is comfortable and understandably teasing. Teacher is very good at using humor to get kids back on task and focused. This is also how he deals with discipline. Good at controlling peer on peer joking.

SECTION 6:

PERFORMING NON-INSTRUCTIONAL DUTIES

Examples of Non-Instructional Duties Teacher carries out non-instructional duties as assigned and/or as need is perceived to ensure student safety outside the
classroom. Teacher adheres to established laws, policies, guidelines, rules, and regulations of Frankfort-Elberta Area Schools

Teacher establishes professional learning goals and actively seeks out opportunities to achieve those goals. Teacher contributes to the overall success of the school by working on various committees and programs that enhance the educational environment of Frankfort-Elberta Area Schools. Teacher maintains academic and attendance records accurately and on time. Teacher participates in the development and promotion of the district mission, beliefs, values and goals.

EVALUATORS SUMMARY COMMENTS Self-corrected homework from previous lesson, hand it in, review, instruction, guided practice, independent practice. Biggest Suggestion would be to work around the room during independent practice. Make sure you are readily available for students. Preventative rather than reactive; you going to them rather than them coming to you. TEACHERS REACTION TO EVALUATION Disagrees. Says that he is more available at his desk for one-on-one because other students wont hear their questions. Also noted (and agree notable) that he is available and many students utilize time before school. Students are not intimidated to seek help, as that was not meant to be implied.
xN/A Initial ______

This teacher has demonstrated progress towards the goals outlined in their IDP: Yes No (This applies to all probationary teachers and to tenured staff that have a required IDP)

_______________________________________ Teacher

_________________________ Date

You are required to schedule a time to hold a conference within the next five working days to review, discuss, and sign this evaluation. Please arrange this conference as soon as possible.

_______________________________________ Name, Administrator

_________________________ Date

*The teachers signature on this evaluation does not imply that he/she agrees with the contents of this evaluation. The signature does indicate that the teacher has received a copy of this evaluation, has had an opportunity to review it, and has had an opportunity to hold a conference with the principal to discuss and respond to this evaluation.

Revised 1-15-13