Young Hoon Elementary School

Teacher Appraisal 2014-15

This documentation is based on administrations current appraisal of your teaching

performance as of May 2014. These comments are based on both general observation of
your daily practice over the past two months and specific observation of you teaching your
students during a planned observation visit. Personal comment follows expectations, which
were previously shared with you, under the headings planning and preparation, instruction,
classroom management and professional work habits.
PLANNING AND PREPARATION
The following statements focus on the role of the Reading Specialist in their planning and
preparation for their daily life as an educator at Young Hoon Elementary School.

There is evidence of both long and short term planning. The teacher works closely
with grade level team members to
Each lesson is specifically tied to Young Hoon curriculum. The teacher plans and
prepares lessons congruent with the Young Hoon curriculum and best English
language learning practices.
There is evidence of materials planning to support the learning. The teacher works
with grade level team members to prepare materials that will support student success
including technology and paper materials.
The teacher has planning in place for their unplanned absence. The teacher has
prepared a substitute lesson plan folder that contains: a lesson plan(s), seating chart,
and personal schedule.
Ms. Seo has been entrusted with the leadership of the Reading Enrichment Program, in this
a significant year in the life of English programming at Young Hoon Elementary School. As
the sole specialist in her field, school administration has counted on her for leadership and
she has more than matched our expectations. She effectively leads, shares and plans in the
construction of lessons tied directly to our schools curriculum and the specific literacy needs
of her students. Both interactive, Smart Board, lessons and more traditional materials are
prepared to support student acquisition of our curriculum objectives. Sarah has been a
sounding board for her peers and has worked effectively in ensuring teachers are aware of
what she is working on with individual students and how to further support their needs during
regular class instruction.
INSTRUCTION
The following statements focus on the instructional practices of the teacher.
The teacher communicates the purpose of the lesson orally and visually.
The teacher uses the accepted school acronyms, W.A.L.T. and W.I.L.F., to identify
the learning objective(s), its relation to previous learning and what will indicate
student success.
The teacher develops and closes the lesson effectively. The teacher uses the
"workshop model" or derivations for teaching that follows the pattern of do for, do
with, release and reflect on success.
The teacher communicates clearly. The teacher's directions and procedures are clear
to students and anticipate possible student misunderstanding.
The teacher effectively uses instructional time. The teacher employs instructional
pacing and diversity to maximize learning during the teaching block.
The teacher engages and monitors the students. The teacher encourages student
involvement and monitors student activity during their teaching.
Ms. Seos instructional skills shone during her one on one reading session. Her focus was
fix up strategies, specifically tricky words having the student look for parts (chunks) of the
word they might know. She used a range of magnetic alphabet manipulatives, phonemic
flash cards and actions to cleverly model the strategy in use, before going through the
process together with the student. The student was highly engaged and learning. Sarah
was quick to identify the early progress of the student, and decided to push forward by
having the child try the strategy with a level B title. The student was not overwhelmed and
was able to identify some chunks of words she did not know. Sarahs positive affirmations
and conscious approach to praise the process not the student was clearly evidence. A
strong lesson with a great result.
CLASSROOM MANAGEMENT
The following statements focus on the classroom environment and how it is managed.

The teacher creates and maintains a climate of mutual respect. The teacher and
student have created and published a set of operating expectations for their
workplace.
The teacher applies consistent and fair rules. Consequences are predictable,
reasonable and age appropriate.
The teacher manages the student effectively with a variety of techniques. Classroom
management techniques employed include: growth mindset, use of space, student
information inventory, classroom meetings, grouping, signals, transitions, energizers,
proximity
Ms. Seo students clearly know what is expected of them and know that is it fair. She
recognizes that every minute she has with her students is precious, and so do her students;
they know when they enter her room its time to work and try their best. Sarah knows how to
relate to children and builds strong relationships with all her students. She is able to
challenge her students and gives them the courage to take risks with their learning. Her
classroom is ordered, yet colourful and inviting.
PROFESSIONAL WORK HABITS
The teacher meets the professional expectations as found in the Young Hoon English
Program Faculty Handbook.
The teacher is dependable and punctual. The teacher effectively meets expectations
related to their personal time table and maintains Planbook, Message Board, Student
Files and Report Cards in an accurate, effective and timely manner.
Relationships with faculty, parents and students are characterized by mutual respect.
The teacher works collaboratively with colleagues and interacts appropriately with all
Young Hoon faculty, parents and students.
Ms. Sarah exemplifies the professional educator. She is punctual and thorough in meeting
all teacher expectations as to supervision, tracking and reporting. She has developed a
strong relationship with her colleagues, students and parents. She takes her role very
seriously and has been a massive asset for her colleagues and for our school.
RECOMMENDATIONS:
Continue to learn; make a professional plan that meets your expectations of where
you want to be working and what you will be doing five years from now. How far do
you want to go in the specialist area of literacy?
Closing Comment:
Sarah, you play such a critical role in integrating students back into regular classroom
instruction with the skills and confidence to grow. You have adapted to your new position
with enthusiasm and a drive to get results. I want to thank you for your many efforts and I
wish you a bright future in education and life.
Sincerely,

Richard Druery
English Program Director