USD 504 Teacher Evaluation

Teacher: Kelsey Fabrycky Date:

Please refer to evaluation rubrics to determine level of performance. As necessary attach evidence or artifacts to s
level of assessment
Ratings: 1 = Highly Ineffective
0 = Not Applicable 2 = Progressing

Domain 1: Planning and Assessment

Knowledge Area

Demonstrating Knowledge of Content and Pedagogy

*Knowledge of content and the structure of discipline
*Knowledge of prerequisite relationships
*Knowledge of content related pedagogy
Demonstrating Knowledge of Students
*Knowledge of child and adolescent development
*Knowledge of the learning process
*Knowledge of students' skills, knowledge and language proficiency
*Knowledge of students' interest and cultural heritage
*Knowledge of students' special needs
Setting Instructional Outcomes
*Value, sequence, and alignment
*Clarity
*Balance
*Suitability for diverse learners
Demonstrating Knowledge of Resources
*Resources for classroom use
*Resources to extend knowledge and pedagogy
*Resources for students
Designing Coherent Instruction
*Learning Activities
*Instructional materials and resources
*Instructional Groups
*Lesson unit and structure
Designing Student Assessments
*Congruence with instructional outcomes
*Criteria and standards
*Design of formative assessments
*Use for planning
Comments: Kelsey is rapidly devloping the sense of awareness for the" big picture" and how the pieces begin to fit.
Comments: Kelsey is rapidly devloping the sense of awareness for the" big picture" and how the pieces begin to fit.

Domain 2: The Classroom Environment

Knowledge Area

Creating and Environment of Respect and Rapport

*Teacher interaction with students
*Student interactions with other students
Establishing a Culture for Learning
*Importance of the content
*Expectations for learning and achievement
*Student pride in work
Managing Classroom Procedures
*Management of instructional groups
*Management of transitions
*Management of materials and supplies
*Performance of non-instructional duties
*Supervision of Volunteers and Paraprofessionals
Managing Student Behavior
*Expectations
*Monitoring student behavior
*Response to student misbehavior
Organizing Physical Space
*Safety and accessibility
*Arrangement of furniture and use of physical resources
Comments: In her 2nd semester, Kelsey has implemented consistent classroom management techniques to assit p
during transition and guided practice class time.

Domain 3: Instruction

Knowledge Area

Communicating with Students

*Expectations for learning
*Directions and procedures
*Explanations of content
*Use of oral and written language
Using Questioning and Discussion Techniques
*Quality of questions
 *Discussion techniques
*Student participation
Engaging Students in Learning
*Activities and assignments
*Grouping of students
*Instructional materials and resources
*Structure and pacing

Using Assessment in Insruction

*Assessment criteria
*Monitoring of student learning
*Feedback to students
*Student self-assessment and monitoring or progress
Demonstrating Flexibility and Responsiveness
*Lesson adjustment
*Response to students
*Persistence
Comments: Be careful to not overwhelm students, particularly when introducing new concepts and objectives. The n
an Art program should be based on the greatestg portion of class time being student centered not teacher centered

Domain 4: Professional Responsibilities

Knowledge Area

Reflecting on Teaching
*Accuracy
*Use in future teaching
Maintaining Accurate Records
*Student completion of assignments
*Student progress in learning
*Non-instructional records
Communicating with Families
*Information about the instructional program
*Information about individual students
*Engagement of families in the instructional program
Participating in a Professional Community
*Relationship with colleagues
*Involvement in a culture of professional inquiry
*Service to the school
 *Participation in school and district projects
Growing and Developing Professionally
*Enhancement of knowledge and pedagogical skill
*Receptivity to feedback from colleagues
*Service to the profession
Showing Professionalism
*Integrity and ethical conduct
*Service to students
*Advocacy
*Decision making
*Compliance with school and district regulations

Comments: As Kelsey moves forward, looking to how better serve kids, she has developed a vison of a student-cen
outcomes based curriculum. I am excited to see how it comes together.

Domain 5: Student Performance

Knowledge Area

Student Performance area 1

*Indicator 1
*Indicator 2
Student Performance area 2
*Indicator 1
*Indicator 2
Comments:

It is the judgement of this evaluator based upon the adopted criteria that this teacher's
performance has been: Effective
Employer/Instructor

Evaluator/Supervisor(s)

Note: Employee's signature demonstrates receipt of the completed form and does not necessarily indicate agreement with its content. Shou
employee wish to submit a written rebuttal to an iten in this document, it must be submitted to the direct supervisor within 14 calendar days o
the signature on this document.
ation
3/13/2017

attach evidence or artifacts to support your

3 = Effective
4 = Highly Effective

Supervisor
Self Assessment Evaluation

2 2
2 2
2 2

2 2
2 2
2 2
2 2
2 2

2 3
2 2
2 2
3 2

3 3
2 2
2 2

2 2
2 3
3 3
3 2

2 2
3 3
3 3
2 3
and how the pieces begin to fit.
and how the pieces begin to fit.

Supervisor
Self Assessment Evaluation

4 3
3 3

2 2
3 3
3 2

3 3
1 2
3 3
2 3
2 2

2 2
3 3
2 2

3 3
3 3
nagement techniques to assit particularly

Supervisor
Self Assessment Evaluation

2 3
2 2
2 2
2 2

2 2
 2 2
3 3

3 2
3 3
2 3
2 2

3 3
2 3
2 2
1 2

2 2
2 3
3 3
w concepts and objectives. The nature of
t centered not teacher centered.

Supervisor
Self Assessment Evaluation

2 3
2 3

3 3
2 2
1 2

1 2
1 2
1 2

3 3
3 3
3 3
 3 4

2 2
3 3
3 3

4 4
4 4
4 4
3 3
4 4

veloped a vison of a student-centerd and

Supervisor
Self Assessment Evaluation

NA NA

NA NA
 Date

Date

cate agreement with its content. Should the

ct supervisor within 14 calendar days of the date of
0 Satisfactory w/attached goals
1 Unsatisfactory w/attached goals 0
2 1
3 2
4 3
4