COMPETENCY 4: CURRICULUM, INSTRUCTION, SUPERVISION

Related Task: 4.3

Knowledge of a variety of instructional methods and skills.

Specific Task: 4.3.6

Conduct at least one clinical supervision cycle including pre-observation, classroom
observation(s) and post-observation session with teacher.

Narrative Description of a Specific Task:

Participate in two observations and post-observation conferences with a teacher and
prepare an evaluation of the observation. Compare and contrast the written evaluation
with what was prepared by the schools principal and discuss similarities and differences
between the two observations. Interview staff members involved in observation about
evaluation process and what they find to be helpful and meaningful and how the staff
members use the information to help refine their teaching.

Description and Analysis of the Administrative Activities

The reason for completing this competency was to give me some exposure to the
evaluation process. I was able to view it from the standpoint of an administrator and
see it through their eyes and what the process entails.
The first observation was in a 4th grade classroom with a first year teacher that
consisted of a math lesson about fractions and decimals. When we entered the room
the students were finishing up their math morning work. The teacher was going over
the answers and how they got the answer. She proceeded to explain to the class about
what they were going to do that day. The lesson was about shooting paper balls into a
basket and taking the amount baskets made and the total shots, which were 10. The
students were expected to take these two things and turn them into a fraction and a
decimal. The students worked with their table groups, a total of 5, and there was two
players from each table that were chosen to shoot the baskets. The students were
really engaged in the lesson and seemed to enjoy the activity.
The second observation was in an 8th grade writing class. During this
observation, the students worked on a DOL (Daily Oral Language). Next, the teacher
had the students get into pairs and the teacher taped a sentence to their backs. Some
students had a metaphor taped to their backs, some had a simile, and others had
personification. They had to walk around to the other pairs and read what was on their
backs and had to determine whether it was a metaphor, a simile, and personification.
Afterwards, they discussed the different sentences and what figurative language they

represented. Lastly, the teacher had the students watch two videos on onomatopoeia.
The teacher said that you cannot go throughout a day without experiencing
onomatopoeia and they had an exit ticket where they had to find the examples of
onomatopoeia.
The principal left a note with each of the teachers providing feedback to them
about the observation. I rated the teachers on what I observed and the principal and I
sat down and discussed what we had observed and what we each rated. My principal
set up post-observation meetings two weeks after the initial observations. We talked
with the teachers about the different ratings and asked them where they would rate
themselves. The teachers were able to talk to the principal about their ratings and
debate whether they agreed with the rating or not. The principal was able to ask
questions about things that she observed and the teachers were able to ask what they
could do improve certain ratings. The principal started each post-observation meeting
with asking the person who was evaluated, How do you think it went? and ended each
meeting with, What can I help you with?

Reflections on Lessons Learned

The major thing that I learned was that the process is time consuming and really
has to be thought about in advance. It is a good idea to create a schedule to ensure
that all the evaluations are completed. Because of different assessments that are
required to be given at the end of the year, it would be a good idea to set up times that
so that the evaluator is sure that the time works.
It is extremely important to give immediate feedback to the person being
evaluated. It is never a good idea to make the evaluated wait until the post-conference
to get feedback about what was observed by the evaluator. When I am evaluating my
employees, I will make sure to provide immediate feedback to them.
I think that it is essential that the evaluated have the opportunity to debate their
ratings that have been given by the evaluator. There may be things that the teachers
does that the evaluator did not observe. If the evaluator is good, then they will leave
parts blank that they have questions about and ask them during the post-observation
meeting.
The last thing that I learned was that I scored harder than my administrator did.
When we sat down and talked about the scores that I had given she asked me why I
had scored certain ways because she would not have scored as hard as I did. It was
nice to be able to compare my scores to someone elses scores to discuss how they
determined their scores and how I determined mine. It showed how that if you and your
fellow administrators are splitting up the evaluations and you are not on the same page,

then the evaluated could get two different scores depending on who was evaluating
them.

Artifacts

Instructional Staff Evaluation Tool

2014-15
Process based on:
Domain Name
Domain I. Planning & Preparation
Domain II. Classroom Environment &
Management
Domain III. Instructional Excellence
Domain IV. Professional Responsibilities
Domain V. Student Growth

Weight
15%
15%
20%
15%
35%

Instructional staff will be responsible for creating a personal portfolio for the
school year. The portfolio will be to support their efforts in the teaching and
learning process. It is recommended that the portfolio be divided into
sections to match the evaluation domains. Some suggestions of acceptable
artifacts are listed below. Teachers should use their professional judgment
when deciding what to include in their portfolio. (Note: the list below for
illustrative purposes only. Teachers can select from this list and are
encouraged to add artifacts as they see necessary to support their
performance.
Examples of Artifacts/Evidence for Teacher Portfolio by Domain

Planning and Preparation

o Educational philosophy statement
o Pacing Guide
o Lesson Plans (student groups for differentiated instruction)
o Weekly Assessments
o Sample assignments
o Sample Assessments
o Reflective Journal
o Contact Logs

o Data notebook
o Evidence of contributions to team newsletter
o Grade-books (Edline) current and accurate

Classroom Environment & Management

o Classroom Management/Behavior Plan
o Classroom Procedures
o Photographs of classroom layouts and displays
o Photographs of your students in action
o Examples of formal student feedback such as questionnaires

Instructional Excellence
o Rubrics
o Projects
o Lesson Plans incorporating technology
o Lesson Plans detailing differentiated instruction
o Evidence of Pre & Post test data utilized to plan instruction
o Samples of student work

Professional Responsibilities
o Professional Development Log
o Attendance Record
o Evidence of active involvement on committee
o Evidence of leadership amongst peers
o Evidence of implementation of skills/strategies from Professional Development
o Evidence of participation in extra-curricular or after school activities

Student Growth
o Scores on standardized tests
o Scores on quarterly assessments
o Scores on DRA Assessment

Teacher Evaluation
Teacher: ___________________________________________
Date: ____________
School Year: ___________________
Years in Teaching: ___________

Highly Effective (4)

Description
Knowledge

Standards

Highly
Effective (4)
Is expert in the subject
area and up to date on
authoritative research
on child development
and how students
learn.
Has a detailed plan for
the year that is tightly
aligned with high
standards and
external assessments.

Evaluator: _______________________________

Grade Observed: _________

Homeroom: _______________ Total

Performance Rating Scale

Effective (3)
Minimally Effective (2)
Domain I. Planning & Preparation
Effective (3)
Minimally
Effective (2)
Knows the subject
Is somewhat familiar
matter well and has
with the subject and
a good grasp of
has a few ideas of
child development
ways students
and how students
develop and learn.
learn.
Plans the year so
Has done some
students will meet
thinking about how
high standards and
to cover high
be ready for
standards and test
external
requirements this
assessments.
year.
Designs lessons
Plans lessons with
focused on
some consideration
measurable
of long-term goals.
outcomes aligned
with unit goals.

Lessons

Designs each lesson

with clear, measurable
goals closely aligned
with standards and
unit outcomes.

Engagement

Designs highly
relevant lessons that
will motivate all
students and engage
them in active
learning.
Designs lessons that
use an effective mix of
high-quality,
multicultural learning
materials and
technology.
Designs lessons that
break down complex
tasks and address all
learning needs, styles,
and interests.

Designs lessons
that are relevant,
motivating, and
likely to engage
most students.

Plans lessons that

will catch some
students interest
and perhaps get a
discussion going.

Designs lessons
that use an
appropriate,
multicultural mix of
materials and
technology.
Designs lessons
that target several
learning needs,
styles, and
interests.

Plans lessons that

involve a mixture of
good and mediocre
learning materials.

Uses room
arrangement,
materials, and
displays to maximize
student learning of all

Organizes
classroom furniture,
materials, and
displays to support
unit and lesson

Materials

Differentiatio
n

Environment

Plans lessons with

some thought as to
how to
accommodate
special needs
students.
Organizes furniture
and materials to
support the lesson,
with only a few
decorative displays.

Ineffective (1)
Ineffective (1)
Has little familiarity
with the subject
matter and few
ideas on how to
teach it and how
students learn.
Plans lesson by
lesson and has little
familiarity with
state standards and
tests.
Plans lessons aimed
primarily at
entertaining
students or
covering textbook
chapters.
Plans lessons with
very little likelihood
of motivating or
involving students.
Plans lessons that
rely mainly on
mediocre and lowquality textbooks,
workbooks, or
worksheets.
Plans lessons with
no differentiation.

Has a conventional
furniture
arrangement, hardto-access materials,
and few wall

Comments

goals.
Plans on-the-spot
and unit
assessments to
measure student
learning.

Documentati
on- Lesson
Plans

material.
Prepares diagnostic,
on-the-spot, interim,
and summative
assessments to
monitor student
learning.
Lesson plans are
specic and always
submitted.

Documentati
on- Contact
Logs

Contact logs are

specic and always
submitted.

Contact logs are

specic and often
submitted.

Assessments

Description
Expectations

Relationships

Respect

Socialemotional

Routines

Responsibility

Repertoire

Lesson plans are

specic and often
submitted.

Drafts tests as
instruction proceeds.

Lesson plans are

general and/or
sometimes
submitted.
Contact logs are
general and/or
sometimes
submitted.

displays.
Writes nal tests
shortly before they
are given.

Lesson plans are

general and/or
rarely submitted.
Contact logs are
general and/or
rarely submitted.

Domain II. Classroom Environment & Management

Highly
Effective (3)
Minimally
Ineffective (1)
Effective (4)
Effective (2)
Is direct, specic,
Clearly
Announces and
Comes up with ad
consistent, and
communicates and
posts
hoc rules and
tenacious in
consistently
classroom rules and punishments as
communicating and
enforces high
punishments.
events unfold
enforcing very high
standards for
during the year.
expectations.
student behavior.
Shows warmth,
Is fair and
Is fair and
Is sometimes
caring,
respectful toward
respectful toward
unfair and
respect, and fairness students and builds
most students and
disrespectful to the
for all students and
positive
builds positive
class; plays
builds strong
relationships.
relationships with
favorites.
relationships.
some.
Wins all students
Commands respect
Wins the respect of
Is not respected by
respect and creates
and refuses to
some students but
students and the
a climate in which
tolerate disruption.
there are regular
classroom is
disruption of learning
disruptions in the
frequently chaotic
is unthinkable.
classroom.
and sometimes
dangerous.
Implements a
Fosters positive
Often lectures
Publicly berates
program that
interactions among
students on the
bad students,
successfully
students and
need for good
blaming them for
develops positive
teaches useful
behavior, and
their poor
interactions and
social skills.
makes an example
behavior.
social-emotional
of bad students.
skills.
Successfully
Teaches routines
Tries to train
Does not teach
inculcates class
and has students
students in class
routines and is
routines up front so
maintain them all
routines but many
constantly
that students
year.
of the routines are
nagging,
maintain them
not maintained.
threatening, and
throughout the year.
punishing
students.
Gets all students to
Develops students
Tries to get
Is unsuccessful in
be self-disciplined,
self-discipline and
students to be
fostering selftake responsibility
teaches them to
responsible for their discipline in
for their actions, and take responsibility
actions, but many
students; they are
have a strong sense
for their own
lack self-discipline
dependent on the
of efficacy.
actions.
teacher to behave.
Has a highly
Has a repertoire of
Has a limited
Has few discipline
effective discipline
discipline moves
disciplinary
skills and

Comments

repertoire and can

capture and hold
students attention
any time.
Skillfully uses
momentum and
transitions so that
every minute of
classroom time
produces learning.
Is alert, poised,
dynamic, and selfassured and nips
virtually all discipline
problems in the bud.

and can capture

and maintain
students attention.

Incentives

Gets students to buy

into a highly
effective system of
incentives linked to
intrinsic rewards.

Uses incentives
wisely to encourage
and reinforce
student
cooperation.

Description

Highly
Effective (4)
Exudes high
expectations and
determination and
convinces all
students that they
will master the
material.
Actively inculcates a
"growth" mindset:
take risks, learn from
mistakes, through
effective effort you
can and will achieve
at high levels.
Shows students
exactly whats
expected by posting
essential
questions, goals,
rubrics, and
exemplars of
procient work
Hooks all students
interest and makes
connections to prior
knowledge,
experience, and
reading.

Efficiency

Prevention

Expectations

Mindset

Goals

Connections

Clarity

Always presents

Maximizes
academic learning
time through lesson
momentum, and
smooth transitions.
Has a condent,
dynamic
presence and nips
most discipline
problems in the bud

repertoire and
students are
frequently not
paying attention.
Sometimes loses
teaching time due
to lack of clarity,
interruptions, and
inefficient
transitions.
Tries to prevent
discipline problems
but sometimes little
things escalate into
big problems.
Uses extrinsic
rewards in an
attempt to get
students to
cooperate and
comply

Domain III. Instructional Excellence

Effective (3)
Minimally
Effective (2)
Conveys to
Tells students that
students: This is
the subject matter
important, you can
is important and
do it, and Im not
they need to work
going to give up on
hard.
you.

constantly
struggles to get
students
attention.
Loses a great deal
of instructional
time because of
confusion,
interruptions, and
ragged transitions.
Is unsuccessful at
spotting and
preventing
discipline
problems, and they
frequently
escalate.
Gives out extrinsic
rewards (e.g., free
time) without using
them as a lever to
improve behavior.

Ineffective (1)
Gives up on some
students as
hopeless.

Tells students that

effective effort, not
innate ability, is the
key.

Doesn't counteract
students'
misconceptions
about innate ability.

Communicates a
"xed" mindset
about ability: some
students have it,
some don't.

Gives students a
clear sense of
purpose by posting
the units essential
questions and the
lessons goals.

Tells students the

main learning
objectives of each
lesson.

Begins lessons
without giving
students a sense of
where instruction
is headed.

Activates students
prior knowledge
and hooks their
interest in each unit
and lesson.

Is only sometimes
successful in
making the subject
interesting and
relating it to things
students already
know
Sometimes uses

Rarely hooks
students interest
or makes
connections to
their lives.

Uses clear

Often presents

Comments

Repertoire

Engagement

Differentiatio
n

material clearly and

explicitly, with wellchosen examples
and
vivid and appropriate
language.
Orchestrates highly
effective strategies,
materials, and
groupings to involve
and motivate all
students.
Gets all students
highly
involved in focused
work in which they
are active learners
and problem-solvers.
Successfully reaches
all
students by skillfully
differentiating and
scaffolding

Application

Consistently has all

students summarize
and internalize what
they learn and apply
it to real-life
situations.

Description

Highly
Effective (4)
Has perfect or nearperfect attendance.
Carries out
assignments
conscientiously and
punctually, keeps
meticulous records,
and is never late.
Presents as a
consummate
professional and
always observes
appropriate
boundaries.
Is invariably ethical,
honest, and
forthright, uses
impeccable

Attendance
Reliability

Professionalis
m

Judgment

explanations,
appropriate
language, and
examples to
present material.

language and
explanations that
are fuzzy,
confusing, or
inappropriate.

material in a
confusing way,
using language
that is
inappropriate.

Orchestrates
effective
strategies,
materials, and
classroom
groupings to foster
student learning
Has students
actively think
about, discuss, and
use the ideas and
skills being taught.

Uses a limited
range of classroom
strategies,
materials, and
groupings with
mixed success.

Uses only one or

two teaching
strategies and
types of materials
and fails to reach
most students.

Attempts to get
students actively
involved but some
students are
disengaged.

Mostly lectures to
passive students or
has them plod
through textbooks
and worksheets.

Differentiates and
scaffolds instruction
to accommodate
most students
learning needs.

Attempts to
accommodate
students with
learning
decits, but with
mixed success
Sometimes brings
closure to lessons
and asks students
to think about
applications.

Fails to
differentiate
instruction for
students with
learning decits.

Has students sum

up what they have
learned and apply it
in a different
context

Domain IV. Professional Responsibilities

Effective (3)
Minimally
Effective (2)
Has very good
Has moderate
attendance.
attendance.
Is punctual and
Occasionally skips
reliable with
assignments, is
paperwork, duties,
late, makes errors
and assignments;
in records, and
keeps accurate
misses paperwork
records.
deadlines.
Demonstrates
Occasionally acts
professional
and/or dresses in an
demeanor and
unprofessional
maintains
manner and/or
appropriate
violates boundaries.
boundaries.
Is ethical and
Sometimes uses
forthright, uses
questionable
good judgment, and judgment, is less
maintains
than

Moves on at the
end of each lesson
without closure or
application to
other contexts.

Ineffective (1)
Has poor
attendance.
Frequently skips
assignments, is
late, makes errors
in records, and
misses paperwork
deadlines.
Frequently acts
and/or dresses in
an unprofessional
manner and
violates
boundaries.
Is frequently
unethical,
dishonest, uses
poor judgment,

Comments

Above-andbeyond

Leadership

Openness

Collaboration

Growth

Description
State
Assessment
Scantron
Quarterly
Assessments

judgment, and
respects
condentiality
Is an important
member of teacher
teams and
committees and
frequently
volunteers for afterschool activities.
Frequently
contributes valuable
ideas and expertise
and instills in others
a desire to improve
student results.
Actively seeks out
feedback and
suggestions and
uses them to
improve
performance.
Meets at least
weekly with
colleagues to plan
units, share ideas,
and analyze interim
assessments.
Actively reaches out
for new ideas and
engages in action
research with
colleagues to gure
out what works best.

Highly
Effective (4)
Dependent upon
state requirement
More than 1.25
years growth
+2 80% or more of
the class scored a
70% or higher

condentiality with
student records.
Shares
responsibility for
grade level and
school-wide
activities and takes
part in after-school
activities.
Is a positive team
player and
contributes ideas,
expertise, and time
to the overall
mission of the
school.
Listens thoughtfully
to other viewpoints
and responds
constructively to
suggestions and
criticism.
Collaborates with
colleagues to plan
units, share
teaching ideas, and
look at student
work.
Seeks out effective
teaching ideas from
colleagues,
workshops, and
other sources and
implements them
well.

completely honest,
and/or discloses
student information
When asked, will
serve on a
committee and
attend an
afterschool activity

and/or discloses
student
information.
Declines
invitations to serve
on committees and
attend afterschool
activities.

Occasionally
suggests an idea
aimed at improving
the school.

Rarely if ever
contributes ideas
that might help
improve the
school.

Is somewhat
defensive but does
listen to feedback
and suggestions.

Is very defensive
about criticism and
resistant to
changing
classroom practice.

Meets occasionally
with colleagues to
share ideas about
teaching and
students.

Meets infrequently
with colleagues,
and conversations
lack educational
substance.

Can occasionally be
persuaded to try
out new classroom
practices.

Is not open to
ideas for improving
teaching and
learning.

Domain V. Student Growth

Effective (3)
Minimally
Effective (2)
Dependent upon
Dependent upon
state requirement
state requirement
1 year to 1.25
1 years growth
years growth
0
70%-74% of
-1 65%-69% of
the class scored a
the class scored a
70% or higher
70% or higher

Ineffective (1)
Dependent upon
state requirement
Less than 1 years
growth
-2
Less than
64% of the class
scored a 70% or
higher

Comments

DRA

+1 75%-79% of
the class scored a
70% or higher
+2 Years

+1 years growth

+6-12 month
growth

No growth

RATINGS ON INDIVIDUAL RUBRICS

A. Domain I- Planning and Preparation: ________points
B. Domain II- Classroom Environment & Management: ________points
C. Domain III- Instructional Excellence: ________points
D. Domain IV- Professional Responsibilities: ________points

E. Domain V- Student Growth: ________points

Total Points of Parts A-C ______ divided by 38 categories = _____ rating * 60%
= _______ rating
Total Points of Parts D ______ divided by 8 categories = ______ rating * 15% =
_______ rating
Total Points of Part E ____ divided by ____ categories = ______ rating * 25% =
_______ rating
End Parts A-C rating ___ + End Part D rating =___+ End Part E rating ___ = ___
Overall Evaluation Rating

(Circle One) Highly Effective (4)

Effective (2)
Ineffective (1)

Effective (3)

Minimally

Evaluator Comments:
Staff Member Strengths:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Staff Member Developmental Needs:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Employee Comments:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
The employees signature indicates that he or she has seen and discussed the evaluation; it does not
necessarily denote agreement with the report.

Employee: ________________________________________________

Date:

____________________________
Evaluator: ________________________________________________

Date:

_____________________________