Teacher Preparation Collaborative (TPC) Evaluation Form

Directions: While evaluators can use other forms during the actual observation, Form 1 must be completed by the evaluator and used during any conferences to
provide written feedback to the educator.

Nichelle Grage
Educator ____________ ______________ Caledonia
School __________ HS ______________

Grade Level(s) / Subject____ 9th Geometry ____ Joel J. Traver

Observer _____________ _________ __ 11/28/16
Date _____ _______

Start Time: ___

12:00 pm_ ____ End Time: __
1:10 pm ________

Summary of Lesson:
See attached notes.

Domain 1: Planning and Preparation

Component Unsatisfactory Emerging Proficient Advanced

1a The educators plans and practice The educators plans and practice reflect some The educators plans and practice The educators plans and practice
Demonstrating display little knowledge of the content, awareness of the important concepts in the reflect solid knowledge of the content, reflect extensive knowledge of the
content and the structure of the
Knowledge of Content prerequisite relationships between discipline, prerequisite relationships between prerequisite relationships between discipline. The educator actively
and Pedagogy different aspects of the content, or the them, and instructional practices specific to that important concepts, and the builds on knowledge of prerequisites
instructional practices specific to that discipline. instructional practices specific to that and misconceptions when describing
discipline. discipline. instruction or seeking causes for
student misunderstanding.
Evidence:

1b The educator demonstrates little or no
Demonstrating knowledge of students backgrounds,
Knowledge of Students cultures, skills, language proficiency,
interests, and special needs, and does
not seek such understanding.
Evidence:
The educator indicates the importance of
understanding students backgrounds, cultures,
skills, language proficiency, interests, and
special needs, and attains this knowledge for the
class as a whole.
The educator actively seeks
knowledge of students backgrounds,
cultures, skills, language proficiency,
interests, and special needs, and
attains this knowledge for groups of
students.
The educator actively seeks
knowledge of students backgrounds,
cultures, skills, language proficiency,
interests, and special needs from a
variety of sources, and attains this
knowledge for individual students.

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Component Unsatisfactory Emerging Proficient Advanced

1c Instructional outcomes are unsuitable Instructional outcomes are of moderate rigor and Instructional outcomes are stated as Instructional outcomes are stated as
Setting Instructional for students, represent trivial or low- are suitable for some students, but consist of a goals reflecting high-level learning goals that can be assessed, reflecting
level learning, or are stated only as combination of activities and goals, some of and curriculum standards. They are rigorous learning and curriculum
Outcomes
activities. They do not permit viable which permit viable methods of assessment. suitable for most students in the standards. They represent different
methods of assessment. They reflect more than one type of learning, but class, represent different types of types of content, offer opportunities
the educator makes no attempt at coordination or learning, and can be assessed. The for both coordination and integration,
integration. outcomes reflect opportunities for and take account of the needs of
coordination. individual students.
Evidence:

1d The educator demonstrates little or no The educator demonstrates some familiarity with The educator is fully aware of the The educator seeks out resources in
Demonstrating familiarity with resources to enhance resources available through the school or district resources available through the and beyond the school or district in
own knowledge, to use in teaching, or to enhance own knowledge, to use in teaching, school or district to enhance own professional organizations, on the
Knowledge of for students who need them. The or for students who need them. The educator knowledge, to use in teaching, or for Internet, and in the community to
Resources educator does not seek such does not seek to extend such knowledge. students who need them. enhance own knowledge, to use in
knowledge. teaching, and for students who need
them.
Evidence:

1e The series of learning experiences is
Designing Coherent poorly aligned with the instructional
Instruction outcomes and does not represent a
coherent structure. The experiences
are suitable for only some students.
Evidence:
The series of learning experiences demonstrates
partial alignment with instructional outcomes,
some of which are likely to engage students in
significant learning. The lesson or unit has a
recognizable structure and reflects partial
knowledge of students and resources.
The educator coordinates knowledge
of content, students, and resources to
design a series of learning
experiences aligned to instructional
outcomes and suitable to groups of
students. The lesson or unit has a
clear structure and is likely to engage
students in significant learning.
The educator coordinates knowledge
of content, students, and resources to
design a series of learning
experiences aligned to instructional
outcomes, differentiated where
appropriate to make them suitable for
all students and likely to engage them
in significant learning. The lesson or
units structure is clear and allows for
different pathways according to
student needs.

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Component Unsatisfactory Emerging Proficient Advanced

1f The educators plan for assessing
Designing Student student learning contains no clear
Assessments criteria or standards, is poorly aligned
with the instructional outcomes, or is
inappropriate for many students. The
results of assessment have minimal
impact on the design of future
instruction.
Evidence:
The educators plan for student assessment is The educators plan for student
partially aligned with the instructional outcomes, assessment is aligned with the
instructional outcomes, uses clear
is without clear criteria, and is inappropriate for at criteria, and is appropriate for the
least some students. The educator intends to needs of students. The educator
use assessment results to plan for future intends to use assessment results to
instruction for the class as a whole. plan for future instruction for groups of
students.
The educators plan for student
assessment is fully aligned with the
instructional outcomes, with clear
criteria and standards that show
evidence of student contribution to
their development. Assessment
methodologies may have been
adapted for individuals, and the
educator intends to use assessment
results to plan future instruction for
individual students.

Domain 2: The Classroom Environment

Component Unsatisfactory Emerging Proficient Advanced

2a Classroom interactions, both between
Creating an the educator and students and among
students, are negative, inappropriate,
Environment of Respect or insensitive to students cultural
and Rapport backgrounds, and characterized by
sarcasm, put-downs, or conflict.
Evidence:
Classroom interactions, both between the
educator and students and among students, are
generally appropriate and free from conflict, but
may be characterized by occasional displays of
insensitivity or lack of responsiveness to cultural
or developmental differences among students.
Classroom interactions, both between
educator and students and among
students, are polite and respectful,
reflecting general warmth and caring,
and are appropriate to the cultural
and developmental differences
among groups of students.
Classroom interactions among the
educator and individual students are
highly respectful, reflecting genuine
warmth and caring and sensitivity to
students cultures and levels of
development. Students themselves
ensure high levels of civility among
members of the class.

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Component Unsatisfactory Emerging Proficient Advanced

2b The classroom environment conveys a
Establishing a Culture negative culture for learning,
for Learning characterized by low educator
commitment to the subject, low
expectations for student achievement,
and little or no student pride in work.
Evidence:
The educators attempts to create a culture for The classroom culture is High levels of student energy and
learning are partially successful, with little characterized by high expectations for educator passion for the subject
educator commitment to the subject, modest create a culture for learning in which
expectations for student achievement, and little most students and genuine everyone shares a belief in the
student pride in work. Both educator and commitment to the subject by both importance of the subject and all
students appear to be only going through the educator and students, with students students hold themselves to high
motions. demonstrating pride in their work. standards of performancefor
example, by initiating improvements
to their work.

2c Much instructional time is lost because Some instructional time is lost because Little instructional time is lost because Students contribute to the seamless
Managing Classroom of inefficient classroom routines and classroom routines and procedures for of classroom routines and procedures operation of classroom routines and
transitions, handling of supplies, and procedures for transitions, handling of
Procedures procedures for transitions, handling of performance of non-instructional duties are only for transitions, handling of supplies, supplies, and performance of non-
supplies, and performance of non- partially effective. and performance of non-instructional instructional duties.
instructional duties. duties, which occur smoothly.
Evidence:

2d There is no evidence that standards of
Managing Student conduct have been established, and
Behavior little or no educator monitoring of
student behavior. Response to student
misbehavior is repressive or
disrespectful of student dignity.
Evidence:
It appears that the educator has made an effort Standards of conduct appear to be
to establish standards of conduct for students. clear to students, and the educator
The educator tries, with uneven results, to
monitor student behavior and respond to student monitors student behavior against
misbehavior. those standards. The educator
response to student misbehavior is
appropriate and respects the
students dignity.
Standards of conduct are clear, with
evidence of student participation in
setting them. The educators
monitoring of student behavior is
subtle and preventive, and the
educators response to student
misbehavior is sensitive to individual
student needs. Students take an
active role in monitoring the standards
of behavior.

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Component Unsatisfactory Emerging Proficient Advanced

2e The physical environment is unsafe, or
Organizing Physical some students dont have access to
learning. There is poor alignment
Space
between the physical arrangement
and the lesson activities.
Evidence:
The classroom is safe, and essential learning is
accessible to most students; the educators use
of physical resources, including computer
technology, is moderately effective. The educator
may attempt to modify the physical arrangement
to suit learning activities, with partial success.
The classroom is safe, and learning is
accessible to all students; the
educator ensures that the physical
arrangement is appropriate for the
learning activities. The educator
makes effective use of physical
resources, including computer
technology.
The classroom is safe, and the
physical environment ensures the
learning of all students, including
those with special needs. Students
contribute to the use or adaptation of
the physical environment to advance
learning. Technology is used skillfully,
as appropriate to the lesson.

Domain 3: Instruction

Component Unsatisfactory Emerging Proficient Advanced

3a Expectations for learning, directions
Communicating with and procedures, and explanations of
Students content are unclear or confusing to
students. The educators use of
language contains errors or is
inappropriate for students cultures or
levels of development.
Evidence:
Expectations for learning, directions and
procedures, and explanations of content are
clarified after initial confusion; the educators use
of language is correct but may not be completely
appropriate for students cultures or levels of
development.
Expectations for learning, directions
and procedures, and explanations of
content are clear to students.
Communications are appropriate for
students cultures and levels of
development.
Expectations for learning, directions
and procedures, and explanations of
content are clear to students. The
educators oral and written
communication is clear and
expressive, appropriate to students
cultures and levels of development,
and anticipates possible student
misconceptions.

3b The educators questions are low-level Some of the educators questions elicit a Most of the educators questions elicit Questions reflect high expectations
Using Questioning and or inappropriate, eliciting limited thoughtful response, but most are low-level, a thoughtful response, and the and are culturally and
Discussion Techniques student participation and recitation posed in rapid succession. The educators educator allows sufficient time for developmentally appropriate.
rather than discussion. attempts to engage all students in the discussion students to answer. All students Students formulate many of the high-
are only partially successful. participate in the discussion, with the level questions and ensure that all
educator stepping aside when voices are heard.
appropriate.
Evidence:

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Component Unsatisfactory Emerging Proficient Advanced

3c Activities and assignments, materials,
Engaging Students in and groupings of students are
Learning inappropriate for the instructional
outcomes or students cultures or
levels of understanding, resulting in
little intellectual engagement. The
lesson has no structure or is poorly
paced.
Evidence:
Activities and assignments, materials, and
groupings of students are partially appropriate for
the instructional outcomes or students cultures
or levels of understanding, resulting in moderate
intellectual engagement. The lesson has a
recognizable structure but is not fully maintained.
Activities and assignments, materials,
and groupings of students are fully
appropriate for the instructional
outcomes and students cultures and
levels of understanding. All students
are engaged in work of a high level of
rigor. The lessons structure is
coherent, with appropriate pace.
Students, throughout the lesson, are
highly intellectually engaged in
significant learning and make material
contributions to the activities, student
groupings, and materials. The lesson
is adapted as needed to the needs of
individuals, and the structure and
pacing allow for student reflection and
closure.

3d Assessment is not used in instruction,
Using Assessment in either through monitoring of progress
Instruction by the educator or students, or
feedback to students. Students are not
aware of the assessment criteria used
to evaluate their work.
Evidence:
Assessment is occasionally used in instruction,
through some monitoring of progress of learning
by the educator and/or students. Feedback to
students is uneven, and students are aware of
only some of the assessment criteria used to
evaluate their work.
Assessment is regularly used in
instruction, through self-assessment
by students, monitoring of progress of
learning by the educator and/or
students, and high-quality feedback to
students. Students are fully aware of
the assessment criteria used to
evaluate their work.
Assessment is used in a sophisticated
manner in instruction, through student
involvement in establishing the
assessment criteria, self-assessment
by students, monitoring of progress
by both students and the educator,
and high-quality feedback to students
from a variety of sources.

3e The educator adheres to the
Demonstrating instruction plan, even when a change
Flexibility and would improve the lesson or address
Responsiveness students lack of interest. The educator
brushes aside student questions;
when students experience difficulty,
the educator blames the students or
their home environment.
Evidence:
The educator attempts to modify the lesson The educator promotes the The educator seizes an opportunity to
when needed and to respond to student successful learning of all students, enhance learning, building on a
questions, with moderate success. The educator
accepts responsibility for student success but making adjustments as needed to spontaneous event or student
has only a limited repertoire of strategies to draw instruction plans and accommodating interests. The educator ensures the
upon. student questions, needs, and success of all students, using an
interests. extensive repertoire of instructional
strategies.

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Domain 4: Professional Responsibilities Not a focus of Observation #2.

Component Unsatisfactory Emerging Proficient Advanced

4a Educator does not accurately assess Educator provides a partially accurate and Educator provides an accurate and Educators reflection on the lesson is
Reflection on Teaching the effectiveness of the lesson, and objective description of the lesson, but does not objective description of the lesson, thoughtful and accurate, citing
cite specific evidence. Educator makes only citing specific evidence. Educator specific evidence. Educator draws on
has no ideas about how the lesson general suggestions as to how the lesson might makes some specific suggestions as an extensive repertoire to suggest
could be improved. be improved. to how the lesson might be improved. alternative strategies and predicting
the likely success of each.
Evidence:

4b The educators systems for The educators systems for maintaining both The educators systems for The educators systems for
Maintaining Accurate maintaining both instructional and non- instructional and non-instructional records are maintaining both instructional and maintaining both instructional and
non-instructional records are
Records instructional records are either rudimentary and only partially effective. non-instructional records are accurate, efficient, and effective, and
nonexistent or in disarray, resulting in accurate, efficient, and effective. students contribute to its
errors and confusion. maintenance.
Evidence:

4c The educators communication with
Communicating with families about the instructional
Families program or about individual students is
sporadic or culturally inappropriate.
The educator makes no attempt to
engage families in the instructional
program.
Evidence:
The educator adheres to school procedures for
communicating with families and makes modest
attempts to engage families in the instructional
program. Communications are not always
appropriate to the cultures of those families.
The educator communicates
frequently with families and
successfully engages them in the
instructional program. Information to
families about individual students is
conveyed in a culturally appropriate
manner.
The educators communication with
families is frequent and sensitive to
cultural traditions; students participate
in the communication. The educator
successfully engages families in the
instructional program, as appropriate.

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Component Unsatisfactory Emerging Proficient Advanced

4d The educator avoids participating in a The educator becomes involved in the The educator participates actively in The educator makes a substantial
Participating in a professional community or in school professional community and in school and district the professional community and in contribution to the professional
Professional and district events and projects; events and projects when specifically asked; school and district events and community and to school and district
Community relationships with colleagues are relationships with colleagues are cordial. projects, and maintains positive and events and projects, and assumes a
negative or self-serving. productive relationships with leadership role among the faculty.
colleagues.
Evidence:

4e The educator does not participate in
Growing and professional development activities
Developing and makes no effort to share
Professionally knowledge with colleagues. The
educator is resistant to feedback from
supervisors or colleagues.
Evidence:
The educator participates in professional The educator seeks out opportunities
development activities that are convenient or are for professional development based
required, and makes limited contributions to the on an individual assessment of need
profession. The educator accepts, with some and actively shares expertise with
reluctance, feedback from supervisors and others. The educator welcomes
colleagues. feedback from supervisors and
colleagues.
The educator actively pursues
professional development
opportunities and initiates activities to
contribute to the profession. In
addition, the educator seeks feedback
from supervisors and colleagues.

4f The educator has little sense of ethics
Showing and professionalism and contributes to
Professionalism practices that are self-serving or
harmful to students. The educator fails
to comply with school and district
regulations and time lines.
Evidence:
The educator is honest and well intentioned in
serving students and contributing to decisions in
the school, but the educators attempts to serve
students are limited. The educator complies
minimally with school and district regulations,
doing just enough to get by.
The educator displays a high level of
ethics and professionalism in dealings
with both students and colleagues
and complies fully and voluntarily with
school and district regulations.
The educator is proactive and
assumes a leadership role in making
sure that school practices and
procedures ensure that all students,
particularly those traditionally
underserved, are honored in the
school. The educator displays the
highest standards of ethical conduct
and takes a leadership role in seeing
that colleagues comply with school
and district regulations.

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Winona State University-Rochester * Teacher Preparation Collaborative (TPC) * 2014