Building: William Monroe Middle School Responsible: E.

OLIVER-EGGERT
KIMBERLY POWERS
265

FORMATIVE TEACHER EVALUATION REPORT

Teacher: KIMBERLY POWERS
Grade/Assignment Area: 6/Math
School: x Central Office
x William Monroe High School
x Greene County Technical Education Center
x William Monroe Middle School
x Nathanael Greene Elementary School
x Nathanael Greene Primary School
x Ruckersville Elementary School

Please check all that apply:

Name of Evaluator: Eileen Oliver-Eggert

Observation Date: 04/12/2017
Observation Time: 1:55 - 2:55
Conference Date: 04/19/2017

Teacher Evaluation Philosophy

It is the philosophy of Greene County Public Schools that the major aims of the Teacher Evaluation Model are to improve
teaching performance, produce enhanced quality of instruction for the students in our schools, aligning instruction with
curriculum, enhancing student learning and provide an appropriate tool that helps inform employment decisions. All
teachers should be supported for their strengths and made aware of weaknesses in their professional performance.
Likewise, teachers have the responsibility to students for self-improvement and continued learning through professional
development. Through the Teacher Evaluation Model, all evaluations of performance are based on mutually understood
and clearly definable standards and procedures.
Instructions: It is understood that the evaluation is based on the total performance of the teacher within the framework of
these approved teacher performance criteria. Please complete each item in the checklist and narrative formats. Example
indicators are provided for each standard as a part of this form and are not indicative of the specific employee evaluated.
Teachers may attach comments to the evaluation and such comments, along with the evaluation, will become part of the
official personnel file.

Definition of Ratings
Proficient teacher consistently meets evaluation criteria at a competency level required for the position

Developing/Needs Improvement teachers performance in the standard is not at the proficient level, and improvement is
needed to meet expectations (See Comments)

Does Not Meet teacher does not demonstrate an acceptable standard of performance (See Comments)

Not Observed - performance standard is not observed

Formative Notes:
Entering the classroom, students were doing their POD and you were going around the room checking homework and
stamping agendas. 04.12.2017 2:05 PM

13 students were present in the classroom seated in rows that made a rectangular shape. 04.12.2017 2:07 PM

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You began to review the POD at 2:05. 04.12.2017 2:07 PM

Your POD related to a real world cow problem that enabled students to consider the most logical answers. 04.12.2017
2:10 PM

"Sometimes drawing a picture may help you to figure out how to solve a problem. How do you solve for perimeter? If I
want to solve for perimeter, I have to add all the sides." 04.12.2017 2:11 PM

"We talked yesterday that the area of a triangle is what? Take a look. You should have your formula, then enter your base
and height..." This was as you reviewed last night's homework. "Did you check your work Jacob? Make any corrections
you need to make." 04.12.2017 2:14 PM

You began to discuss the projects next. You returned the students' packets to them and had them look at their planning
page. You reviewed the directions and focused on the final dimensions that their farm had to fit within (rectangle, 40X30).
04.12.2017 2:19 PM

"Your job for the majority of this class period is to get with your partner if you have one, identify the animals you are going
to use, what size building is you'll need, and you need to make sure that your dimensions add up to fit your space. Go
ahead and begin." 04.12.2017 2:23 PM

Students began working independently or with their partners. 3 students appeared to be working independently while 10
others were in pairs. 04.12.2017 2:27 PM

You moved from group to group to provide support. 04.12.2017 2:30 PM

Marcus and his partner and Reagan and his partner were unable to do any work independently so they sat talking waiting
for you. Kayden and his partner and Kassidy and her partner were able to work with and without your support. Derek was
able to work after you helped him. Aaron worked at his own pace and self-checked with a calculator. 04.12.2017 2:46 PM

By the time you got to the last group it was time for admin to exit. 04.12.2017 2:53 PM

Performance Standard 1: Professional Knowledge

The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.

Performance Indicators x Effectively addresses appropriate curriculum standards.

x Demonstrates the ability to link present content with past and future learning
experiences, other subject areas, and real world experiences and
applications.
x Demonstrates an accurate knowledge of the subject matter.
x Demonstrates skills relevant to the subject area(s) taught.
x Bases instruction on goals that reflect high expectations and understanding of
the subject.
x Demonstrates an understanding of the intellectual, social, emotional and
physical development of the age group.

Examples of teacher work conducted in the performance of the standard may include, but are not limited to:

Proficient Developing/Needs Does Not Meet Not Observed

Improvement

Comments:
You now your content well and have the capacity to provide your students with multiple strategies through which to learn
grade level material. You understand your students' maturity level and abilities and work to meet their varied needs.

Performance Standard 2: Instructional Planning

The teacher plans using the Virginia Standards of Learning, the school's curriculum, effective strategies, resources, and data to meet the needs of all students.

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Performance Indicators x Uses student learning data to guide planning.

x Plans time realistically for pacing, content mastery, and transitions.
x Plans for differentiated instruction.
x Aligns lesson objectives to the school division's curriculum and student
learning needs.
x Develops appropriate long and short range plans, and adapts plans when
needed.

Examples of teacher work conducted in the performance of the standard may include, but are not limited to:

Proficient Developing/Needs Does Not Meet Not Observed

Improvement

Comments:
You worked with your colleagues in order to develop and implement a performance-based assessment. Your lesson plan
today was well written and delivered. You utilized all instructional time and provided your students with activities to
transition between in order to keep them engaged and redirect focus.

Performance Standard 3: Instructional Delivery

The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.

Performance Indicators x Engages and maintains students in active learning.

x Builds upon students' existing knowledge and skills.
x Differentiates instruction to meet the students' needs.
x Integrates key content elements and facilitates students' use of higher level
thinking skills in instruction.
x Reinforces learning goals consistently throughout the lesson.
x Uses a variety of effective instructional strategies and resources.
x Uses instructional technology to enhance student learning.
x Communicates clearly and checks for understanding.

Examples of teacher work conducted in the performance of the standard may include, but are not limited to:

Proficient Developing/Needs Does Not Meet Not Observed

Improvement

Comments:
I am very interested to know how you first shared the PBA with your students. It seemed that they knew what the overall
goal was of the assignment but that perhaps some students did not have the confidence to attack their task without
further instruction from you. Did the students choose on their own whether they were going to work alone or with a
partner? After seeing how this class functioned today, how else could you design the class so that students wouldn't
have to wait for you to get to them for as long? Great use of real world problems during all facets of today's lesson!

Performance Standard 4: Assessment of and for Student Learning

The teacher systemically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and
provide timely feedback to both students and parents throughout the school year.

Performance Indicators x Uses pre-assessment data to develop expectations for students, to

differentiate instruction, and to document learning.
x Involves students in setting learning goals and monitoring their own progress.
x Uses a variety of assessment strategies and instruments that are valid and
appropriate for the content and student population.

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x Aligns student assessment with established curriculum standards and

benchmarks.
x Uses assessment tools for both formative and summative purposes, and uses
grading practices that report final mastery in relationship to content goals and
objectives.
x Uses assessment tools for both formative and summative purposes to inform,
guide, and adjust students' learning.
x Gives constructive and frequent feedback to students on their learning.

Examples of teacher work conducted in the performance of the standard may include, but are not limited to:

Proficient Developing/Needs Does Not Meet Not Observed

Improvement

Comments:
You are highly organized and this helps kee students and parents up to date on student progress. You assess students
frequently both formally and informally and are able to actively use assessment data to identify student needs. You
provide DT remediation and after school assistance in order to support students performing below grade level.

Performance Standard 5: Learning Environment

The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.

Performance Indicators x Arranges the classroom to maximize learning while providing a safe
environment.
x Establishes clear expectations, with student input, for classroom rules and
procedures early in the school year, and enforces them consistently and fairly.
x Ensures the adequate supervision of students.
x Maximizes instructional time and minimizes disruptions.
x Establishes a climate of trust and teamwork by being fair, caring, respectful,
and enthusiastic and supports the school-wide discipline plan.
x Promotes cultural sensitivity.
x Respects students' diversity, including language, culture, race, gender, and
special needs.
x Actively listens and pays attention to students' needs and responses.
x Maximizes instructional learning time by working with students individually as
well as in small groups or whole groups.

Examples of teacher work conducted in the performance of the standard may include, but are not limited to:

Proficient Developing/Needs Does Not Meet Not Observed

Improvement

Comments:
You have a neat, orderly, and student-centered classroom that allows students to feel safe and capable of learning. You
have obvious routines and procedures in place that your students understand. I wonder if your classes could benefit from
a visual system for class behavior such that Ms. Klie and Amin use in their collab class that may assist students in
recognizing how often you are re-directing them. This particular class today was well behaved. But with the neediness of
some of your students, I think it could be benficial.

Performance Standard 6: Professionalism and Communication

The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in
enhanced student learning.

Performance Indicators x Collaborates and communicates effectively within the school community to
promote students' well-being and success.

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x Adheres to federal and state laws, school policies, and ethical guidelines.
x Incorporates learning professional growth opportunities into instructional
practice.
x Sets goals for improvement of knowledge and skills.
x Engages in activities outside the classroom intended for school and student
enhancement.
x Maintains proper boundaries with students at all times, assuring respect for
the ethical and legal duties in the staff-student relationship.
x In appearance, demeanor, dress, and behavior provides a good role model of
an educated professional.
x Builds positive and professional relationships with parents/guardians through
frequent and effective communication concerning students' progress.
x Serves as a contributing member of the school's professional learning
community by working in a collegial and collaborative manner with teaching
colleagues, administrators, other school personnel, and the community.
x Demonstrates consistent mastery of standard oral and written English in all
communication.

Examples of teacher work conducted in the performance of the standard may include, but are not limited to:

Proficient Developing/Needs Does Not Meet Not Observed

Improvement

Comments:
You represent yourself in a professional manner at all times. You are a model of respect and professionalism and
collaborate extremely well with your grade level math team. Thank you for allowing Mr. Nave to actively teach and
sometimes lead instruction in your classroom. It has been a great support for him.

Performance Standard 7: Student Progress

The work of the teacher results in acceptable, measurable, and appropriate student academic progress.

Performance Indicators x Sets acceptable, measurable, and appropriate achievement goals for student
academic progress based on the baseline data.
x Documents the progress of each student throughout the year.
x Provides evidence that achievement goals have been met, including the state-
provided growth measure when available as well as other multiple measures
of student growth.
x Uses available performance outcome data to continually document and
communicate student academic progress and develop interim learning
targets.

Examples of teacher work conducted in the performance of the standard may include, but are not limited to:

Proficient Developing/Needs Does Not Meet Not Observed

Improvement

Comments:
This section will be completed at the end of the school year as part of your summative evaluation.

Teacher Evaluation Summary

Comments:
Ms. Powers,
I am so glad I got a chance to observe your class participating in the PBA. I believe it was well designed by you and your
team and I look forward to hearing your thoughts on it after completing it.

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Commendations:
Your strengths include professional knowledge, instructional planning, professionalism and communication.
Recommendations:
Communicate with Ms. Klie about her point system for discipline in her collab class. See if it is something you may want
to try at some point.
Those deficiencies represented by Developing/Needs Improvement or Does not Meet are described below:

It is my expectation that you will:

Statutory requirements for teacher evaluations do not provide for appeal through a grievance process. See
22.1-253.13:5(B) and 22.1-295(C).

TEACHERS SIGNATURE ACKNOWLEDGES RECEIPT OF THIS FORM. WRITTEN COMMENTS MAY BE

ATTACHED
Attached Workflow Supervisor Sign+Direct Report Sign
Current Status Approved
Workflow Steps 1 Signed by EILEEN OLIVER-EGGERT on 04/18/2017 at 0:56 PM
Signature: Eileen Oliver-Eggert
2 Signed by KIMBERLY POWERS on 04/19/2017 at 07:40 AM
Signature: Kimberly B. Powers

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