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Teacher Name: Kendall Roper Event Title: Post-Conference Created: 10/10/17

I. PLANNING AND PREPARATION

A. DEMONSTRATING KNOWLEDGE OF CONTENT AND PEDAGOGY

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Instructional strategies in unit and lesson The teacher’s plans reflect recent
plans are entirely suitable to the content. developments in content-related
The teacher can identify important pedagogy.
concepts of the discipline and their
relationships to one another.
The teacher provides clear explanations of
the content.

Evidence:
WICOR used in lesson: I,O,R
Evidence on lesson plan

B. DEMONSTRATING KNOWLEDGE OF STUDENTS

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

The teacher knows, for
groups of students, their levels
of cognitive development.
The teacher is aware of the
special needs represented by
students in the class.
The teacher seeks out information from all
students about their cultural heritages.
The teacher maintains a system of updated
student records and incorporates medical and/or
learning needs into lesson plans.

Evidence:
Evidence on lesson plan

C. SETTING INSTRUCTIONAL OUTCOMES

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Outcomes represent high The teacher connects outcomes to previous and
expectations and rigor. future learning.
Outcomes are differentiated to encourage
individual students to take educational risks.

Evidence:
Evidence on lesson plan

E. DESIGNING COHERENT INSTRUCTION

1/5
 UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED
Learning activities are matched to instructional Lesson plans
outcomes. differentiate for individual
Activities provide opportunity for higher-level student needs.
thinking.
The teacher provides a variety of appropriately
challenging materials and resources.
Instructional student groups are organized
thoughtfully to maximize learning and build on
student’s strengths.

Evidence:
WICOR used in lesson: I,O,R
Evidence on lesson plan

F. DESIGNING STUDENT ASSESSMENTS

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Assessment types match learning expectations.
Assessment criteria are clearly written.
Plans include formative assessments to use during instruction.

Evidence:
Evidence on lesson plan

II. THE CLASSROOM ENVIRONMENT

A. CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

The teacher demonstrates knowledge and caring about individual
students’ lives beyond the class and school.
There is no disrespectful behavior among students.
Students participate without fear of put-downs or ridicule from
either the teacher or other students.
The teacher respects and encourages students’ efforts.

2/5
 Evidence:
T says to RJ...Ok RJ, birthday boy, what's your positive? RJ says he doesn't know. T says, it's
your birthday, there's lots of positives. S says, it's my birthday and the Patriots won....T talks
about Tom Brady and his fantasy league.
T gives 15 minutes of silent reading time. Some S's go to get a book from shelf quietly. Many
students pull out phones and begin reading. T moves around the room and checks that
students are reading texts on phones. T stops and talks to some students.
T continues to go around room asking S's for their positive.....S volunteers going to her
grandpa's funeral in Tx....another S talks about not having to have surgery.....All S's are looking
at the speakers and are quiet.
T continues to call on each S for their positive....t welcomes a new S and asks him questions
about his move to MHS. T has a S speak up so everyone can hear him. S speaks up without
hesitation. T continues to move through all S's to share their positive.
S volunteers to talk about her frustration with going to the Farmstead. Another S talked about
going to the movies with friends...T follows up with more questions about the students' family,
opinion of movie, etc.
All S's are quiet and engaged in reading. T projects time left on board.
T moves around room monitoring students.

Evaluator notes/questions:
You had a ton of evidence for this domain! You have obviously built a lot of trust with this class
because they all contributed personal stories without hesitation. Taking time to learn about
every student helps you do your job in the long run. Impressive!

B. ESTABLISHING A CULTURE FOR LEARNING

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

The teacher conveys an expectation of high levels of student
effort.

Evidence:
T gives 15 minutes of silent reading time. Some S's go to get a book from shelf quietly. Many
students pull out phones and begin reading. T moves around the room and checks that
students are reading texts on phones. T stops and talks to some students.
T continues to go around room asking S's for their positive.....S volunteers going to her
grandpa's funeral in Tx....another S talks about not having to have surgery.....All S's are looking
at the speakers and are quiet.
T continues to call on each S for their positive....t welcomes a new S and asks him questions
about his move to MHS. T has a S speak up so everyone can hear him. S speaks up without
hesitation. T continues to move through all S's to share their positive.
All S's are quiet and engaged in reading. T projects time left on board.

C. MANAGING CLASSROOM PROCEDURES

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

With minimal prompting by the teacher, students ensure that their
time is used productively.
Students take initiative in distributing and collecting materials
efficiently.

Evidence:
T gives 15 minutes of silent reading time. Some S's go to get a book from shelf quietly. Many
students pull out phones and begin reading. T moves around the room and checks that
students are reading texts on phones. T stops and talks to some students.

3/5
 D. MANAGING STUDENT BEHAVIOR

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Student behavior is entirely appropriate; any student misbehavior
is very minor and swiftly handled.
The teacher silently and subtly monitors student behavior.

Evidence:
T gives 15 minutes of silent reading time. Some S's go to get a book from shelf quietly. Many
students pull out phones and begin reading. T moves around the room and checks that
students are reading texts on phones. T stops and talks to some students.
T continues to go around room asking S's for their positive.....S volunteers going to her
grandpa's funeral in Tx....another S talks about not having to have surgery.....All S's are looking
at the speakers and are quiet.
All S's are quiet and engaged in reading. T projects time left on board.
T moves around room monitoring students.

E. ORGANIZING PHYSICAL SPACE

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

There is total alignment between the learning activities and the
physical environment.

Evidence:
S's are organized in small groups and can all see the board. Classroom is neat and tidy and
some S work is hung.

III. INSTRUCTION

E. DEMONSTRATING FLEXIBILITY AND RESPONSIVENESS

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

In reflecting on practice, the teacher can cite others in the school
and beyond whom he has contacted for assistance in reaching
some students.

Evidence:
1. What do you like about what you have done? I love that after coming back from extended
breaks I give the students a platform in which they can be seen and heard in a positive light as
they learn to speak clearly and specificly about topics that relate to them personally. It gives
them a chance to shine and show who they are as well as keeps me engaged with ideas of how
to connect information to their current lives and events. 2. What seems to be working well?
Modeling essay and showing examples of writing seems to be getting the best feedback from
students about the expectations of the quarter essay. 4. What are a few areas you can
improve? I could improve on my pacing of different activities in the day's lesson. Even though
it's not necessarily a bad thing to deviate from the originally planned time limits due to in the
moment adaptations from observations, I feel like sometimes I let things go on longer than
necessary and other times I rush through to get to the next item on the agenda. 5. What have
you learned? How will you use your new learning? I learned that the students will need more
upfront help getting started on their essays than I originally anticipated. I will use guided
prompts and graphic organizers to help them get through the pre-writing and initial writings
phases in small sections to keep them focused on one task at a time and not overwhelm them.

4/5
IV. PROFESSIONAL RESPONSIBILITIES

A. REFLECTING ON TEACHING

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

The teacher’s assessment of the lesson is thoughtful and includes
specific indicators of effectiveness.

Evidence:
1. What do you like about what you have done? I love that after coming back from extended
breaks I give the students a platform in which they can be seen and heard in a positive light as
they learn to speak clearly and specificly about topics that relate to them personally. It gives
them a chance to shine and show who they are as well as keeps me engaged with ideas of how
to connect information to their current lives and events. 2. What seems to be working well?
Modeling essay and showing examples of writing seems to be getting the best feedback from
students about the expectations of the quarter essay. 4. What are a few areas you can
improve? I could improve on my pacing of different activities in the day's lesson. Even though
it's not necessarily a bad thing to deviate from the originally planned time limits due to in the
moment adaptations from observations, I feel like sometimes I let things go on longer than
necessary and other times I rush through to get to the next item on the agenda. 5. What have
you learned? How will you use your new learning? I learned that the students will need more
upfront help getting started on their essays than I originally anticipated. I will use guided
prompts and graphic organizers to help them get through the pre-writing and initial writings
phases in small sections to keep them focused on one task at a time and not overwhelm them.

D. PARTICIPATING IN THE PROFESSIONAL COMMUNITY

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

The teacher regularly participates in activities related to
professional inquiry.

Evidence:
WICOR used in lesson: I,O,R

E. GROWING AND DEVELOPING PROFESSIONALLY

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

The teacher seeks regular opportunities for continued
professional development.

Evidence:
WICOR used in lesson: I,O,R

5/5