Video 3: Christina Wynette

Documentation Cover Sheet Directions: List the items you plan to submit as documentation of meeting each performance standard. This form is optional.Teacher: Christina Wynette School Year: 2012-2013

StandardsRequired or

Optional Evidence

Examples of Evidence Evidence Included

1. Professional Knowledge

Teacher selected items

Can include: Transcripts of coursework Professional Development certificates Annotated list of instructional activities Lesson/intervention plan Journals/notes that represent reflective

thinking and professional growth Samples of innovative approaches developed

by teacher

Differentiated Instruction" Certificate

Workshop Series Presentation Division Curriculum

Development Committee Co-Chairperson

Poetry Lesson Plan

2. InstructionalPlanning

Teacher selected items

Can include: Differentiation in lesson planning and

practice Analysis of classroom assessment Data driven curriculum revision work

Examples: - Sample lesson or unit plan- Course syllabus- Intervention plan- Substitute lesson plan- Annotated learning objectives

Poetry Lesson Plan with Accompanying Material

3. Instructional Delivery

Teacher selected items

Can include: Annotated photographs of class activities Handouts or sample work Video/audio samples of instructional units

4. Assessment For and Of Learning

Required

Evidence of the use of baseline and periodic assessments

Must include:

Samples of baseline and periodic assessments given

Can also include: Samples of both formative and summative

assessment Graphs or tables of student results Records within electronic curriculum

mapping tool Examples:

- Brief report describing the teacher’s record keeping system and how it is used to monitor student progress

- Copy of scoring rubrics- Photographs or photocopies of student

work with written comments- Samples of educational reports, progress

reports or letters prepared for parents or students

- Copy of disaggregated analysis of student achievement scores on standardized test

- Copy of students’ journals of self-reflection and self-monitoring

Poetry Slam Assessment Rubric Student Self-Assessment Writing Assessment and

Grouping for Instruction

5. Learning Environment

Required

Student Survey Growth Plan/Student Survey Analysis

Must include:

* Student survey summary information

Can also include: List of classroom rules with brief explanation

of the procedures used to develop and reinforce them

Schedule of daily classroom routines Explanation of behavior management

philosophy and procedures

Classroom Management Plan Explanation of Classroom

Management Plan Student Survey Growth Plan

6. Professionalism

Required

Professional Development Log

Parent Communication Log

Must include: * Record of professional development taken or given * Record of communication with parentsCan also include: Record of participation in extracurricular

activities and events Record of professional development taken or

given Examples of collaborative work with peers Evidence of communication with students,

families, colleagues, and communityExamples:

- Copy of classroom newsletter or other parent information documents

- Sample copy of interim reports

Introductory Letter to Parents Parent Communication Log Example Email to Parent Professional and Leadership

Log- Fifth-grade team leader- TES LEAD team member- TES SIT team member

"Differentiated Instruction" Certificate

Workshop Series Presentation Division Curriculum

Development Committee Co-Chairperson

Presenter - International Reading Association Annual Conference

Example

Certificate of Completion

for

Differentiated Instruction

Awarded to

Christina Wynette

on 10 October 2012

(8 contact hours)(I have begun to use much more differentiation by content which was a weak area for me.

Although I was using it in reading, I am now also using differentiation on a regular basis in math and science.)

Example Workshop Series Presentations

Cary County Public SchoolsOffice of Professional Development

7610 Hogan Drive, Cary, WI 24628 phone: 804-671-3547 fax: 804-671-2713

January 25, 2013

Christina Wynette Tyler Elementary School

Dear Mrs. Wynette :

Let me take this opportunity to express my deep appreciation for your assistance with our Classroom Management workshop series. The series of six workshops that you presented to our new teachers over the course of six weeks was well-received by all who participated. As a matter of fact, when surveys were compiled, your workshop was rated across the board as one of the best. Congratulations on a job well done.

The use of video examples of your own management practices was particularly effective. This is so important when conducting workshops. Participants need to see the ideas that are described, not just hear about them. You helped them to fill their tool boxes with future solutions. I know they will be implementing many of the practices you use in their own classrooms.

Thank you again for the valuable training. We look forward to working with you again in the future.

Sincerely,

Supervisor ASupervisor Professional Development

cc: Principal, Tyler Elementary School

Example Division Curriculum Development Committee Co-Chairperson

Cary County Public SchoolsOffice of Curriculum Development

7610 Hogan Drive, Cary, WI 24628 phone: 804-671-3539 fax: 804-671-2713

February 2, 2013

Christina Wynette Tyler Elementary School

Dear Mrs. Wynette :

Please accept my appreciation and thanks for your willingness to co-chair the elementary level English Curriculum Development Committee. Your leadership, guidance, suggestions, and recommendations have helped to develop a curriculum that is both rigorous and comprehensive. Your extensive knowledge of content and pedagogy helped to ensure a product for which we can all be proud.

Giving up precious time is always hard to do in the teaching profession. That you were willing to devote hours of after-school time over the course of these several months speaks highly of your dedication to the teaching profession.

Again, my sincere thanks for a job well done.

Sincerely,

Supervisor ASupervisor Curriculum Development

cc: Principal, Tyler Elementary School

Example Lesson PlanPoetry Unit - Lesson 4

Duration: 45 minutes

Background: In previous lessons, students have read poems, discussed author's point of view, characterization, tone, and word choice. Additionally, they have studied various poems differentiating between free verse and rhymed poetry. Finally, they have written their own poems using different formatting techniques.

The culmination of this poetry unit is a Fifth-Grade Poetry Slam. Students have chosen poems to present in groups to students and parents during the monthly PTA meeting. In this lesson, they are finalizing their presentations.

Learning Objectives:

5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.

5.2 The student will use effective nonverbal communication skills.a) Maintain eye contact with listeners.

5.3 The student will make planned oral presentations.

5.4 The student will read fiction and nonfiction with fluency and accuracy.

5.5 The student will read and demonstrate comprehension of fiction.

Learning Goal: Readers will practice reading poems with fluency.

Anticipatory Set: Introduce the purpose of today's lesson (preparation for the Poetry Slam). Discuss what poetry looks and sounds like and solicit input from students. Relate this lesson to prior learning about poetry and fluency.

Direct Instruction: Summarize what students have been learning about poetry as it relates to fluency.

Fluent Poetry Readers Pause at commas. Make a short stop at periods. Read at a good pace and tone. (solicit examples from students) Think about expression. (mood of poem) Make sure every reader knows how to pronounce the words. Know what to do if they fall out of place.

Guided Practice:

Think-Pair-Share - Other than reading workshops, when else has it been important to be fluent readers? Afterwards, discuss some of the ideas that students shared in their pairings.

Modeling - Model "I Speak, I Say, I Talk" by Arnold L. Shapiro. Afterwards, students critique the performance offering suggestions for improvement.

Recite Poem Together - Students recite the poem together with all the components discussed (fluency, tone, pacing, enthusiasm, modulation).

Students practice their poem presentations and I work individually with some of the groups.

Independent Practice: Students are given 15 minutes to work in their groups presenting their poems.

Closure: All come back together to talk about what went right, what still needs work, and to summarize what was learned today (fluency and presentation effectiveness). Next steps are also discussed.

Materials: Interactive Whiteboard and documents for display, computer, projector, student poems for oral practice.

Assessment:

Formative Assessment - I will observe students as they work in their groups. I will also analyze their knowledge and understanding during our discussions at the beginning and end of the lesson.Summative Assessment - I will use a rubric to assess their formal presentations. Students will also assess their performance and how they worked together with one another in their groups.

Example Lesson PlanFluent Poetry Readers

Pause at commas.

Make a short stop at periods.

Read at a good pace and tone.

Think about expression.

Make sure every reader knows how to pronounce the words.

Know what to do if they fall out of place.

Example Lesson Plan

Think-Pair-Share

1. Think

Think on your own for 30 seconds.

2. Pair -

Face knee-to-knee with a buddy around you.

3. Share -

Share your thoughts on when we use fluency in or out of school, other than in reading workshops.

Assessment Rubric Example

Name _____________________

Score _____________________

Poetry Slam Oral Presentation Rubric

4 - Excellent 3 - Good 2 - Fair 1 - Needs ImprovementFluency Fluent presentation.

Mostly fluent presentation.

Presentation is inconsistent in fluency.

Presentation is not fluent.

Attention Holds attention of entire

audience with the use of direct eye contact, seldom looking at poem.

Consistent use of direct eye contact with audience, but returns to poem frequently.

Displays minimal eye contact with audience while reading mostly from the poem.

Holds no eye contact with audience as entire poem is read without looking up.

Voice Speaks with fluctuation in

volume and inflection to maintain audience interest and emphasize key words.

Speaks with satisfactory variation of volume and inflection.

Speaks in uneven volume with little or no inflection.

Speaks in low volume and/or monotonous tone which causes audience to disengage.

Pacing Appropriate pacing.

Pacing is mostly appropriate.

Pacing is inconsistent; at times it is too fast or too slow.

Inappropriate pacing; pacing is too fast, too slow, or a combination of the two.

Enthusiasm Demonstrates strong

enthusiasm for the poem.

Shows some enthusiastic feelings for the poem.

Shows little or mixed enthusiasm for the poem being presented.

Shows no enthusiasm for the poem being presented.

Example Self-Assessment Rubric

Working Together Cooperatively Rubric

Team # _______________________

Team Member _____________________

Directions: Please place a check mark next to each of the statements that describes your behavior as you worked with your group to prepare for the Poetry Slam.

As a Team Member I: As a Team Member I: As a Team Member I:

___helped my partners. ___only helped my partners when they asked me.

___did not help my partners.

___listened to my partners’ ideas.

___had trouble quietly listening to ideas.

___did not listen to my partners’ ideas.

___shared my ideas. ___shared one idea. ___did not share my ideas.

___helped my group solve problems.

___waited for my group to solve most problems.

___did not help the group solve problems.

© COPYRIGHT 2007 Karen Franker frankerk@uwstout.edu All Rights Reserved. Updated: September 27, 2007

Assessment Example

Fifth-Grade Writing

Name First Nine Weeks

Composing WrittenExpression

MechanicsUsage

Student 1 1 1 1

Student2 1 1 2

Student3 3 3 4

Student4 2 3 2

Student5 1 1 2

Student6 3 3 4

Student7 2 2 3

Student8 1 1 2

Student9 2 3 2

Student10 2 1 1

Student11 2 3 2

Student12 1 1 1

Student13 2 2 2

Student14 1 2 1

Student15 2 2 2

Student16 1 1 1

Student17 1 2 1

Student18 2 3 4

I have administered four writing prompts in the first nine weeks marking period. Now I am creating small groups for instruction focused on the three writing domains. I will focus on composing initially. I have grouped students by their domain scores. We will meet twice weekly to strengthen composing.

Composing Groups

Group Group 1 Group 2 Group 3 Group 4Focus Topic Sentences Organization Elaboration ClosureStudents 1, 14, 16, 8, 2, 12, 5, 17, 11 6, 15, 9, 10, 3 4, 13, 7, 18

Many of the students have mechanics/usage weaknesses. I will address these areas with whole group mini-lessons three days per week. Additionally, we will work on written expression in a whole class format until composing small groups have concluded. At that time, I will form small groups to focus on specific areas within written expression where I see the most need.

ExampleClassroom Management Plan

Rules

1. Follow directions first time given.

2. Keep hands, feet, and objects to yourself.

3. Raise hand and wait to be called upon unless other directions are given.

4. Use polite, respectful language.

Positive Consequences

1. Teacher affirmations of student behavior

2. Positive note home

3. Good citizen designation

4. Extra time spent on an appropriate activity of choice (list provided by teacher)

Negative Consequences

1. First Infraction: a warning to the student

2. Second Infraction: private discussion with the student

3. Third Infraction: a phone call home

4. Fourth Infraction: detention time with student reflection

Example

Explanation of My Classroom Management Plan:

During the first week of school, the students and I begin to build our classroom management plan consisting of rules/expectations and consequences. This year, we adopted four rules that serve as an umbrella for classroom expectations. These rules reflect the concepts of mutual respect and personal responsibility.

We practice/role play these rules showing examples of compliance and non-compliance. Students understand why we have rules and why we must all follow the rules. They also understand the positive and negative consequences for following the rules and choosing not to follow the rules; they were instrumental in creating these consequences. Importantly, the students understand that when the rules are broken, consequences will be applied fairly and consistently.

The list of rules is displayed prominently in the classroom as a reminder for all of us.

Student Survey Growth Plan

Directions: This form is to be completed by October 15th. It is for formative purposes and should be shared with evaluators.

Teacher’s Name: Christina Wynette School Year: 2012-2013

Grade(s) Fifth-Grade Subject(s): All

Survey Version Given: Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12

Number of Surveys Distributed

Number of Completed Surveys Returned

Percentage of Completed Surveys Returned

18 18 100%

Why did you choose this class to survey? This is the class that I teach.

Student Satisfaction AnalysisDescribe your survey population(s) (i.e., list appropriate demographic characteristics such as

grade level and subject for students). I teach a heterogeneous fifth-grade class. I have 11 boys and 14 girls. My class mirrors the school's demographics.

List factors that might have influenced the results (e.g., survey was conducted as the bell rang for dismissal).

I am unaware of anything that might have influenced the results.

Analyze survey responses and answer the following questions:

A) What did students perceive as your major strengths?My major strengths are classroom management and treating all students fairly and respectfully.

B) What did students perceive as your major weaknesses?Students think some of my math tests are too difficult; they contain too many problems.

C) How will you translate this data into a goal?My goal is to include more informal math assessments and to use them for more formative assessment and instructional decision making. I want to make sure that end of chapter tests are correctly measuring what my students know and are able to do. I will also incorporate more quizzes into my teaching practices.

This form should be placed in the Learning Environment section of the Documentation Log.

Example Introductory Letter Home to Parents

Tyler Elementary School7610 Selma Drive, Cary, WI 28506 phone: 757-881-3547 fax: 757-881-2713

September 8, 2012

Dear Parents/Guardians and Families,

I am Christina Wynette , your child’s fifth-grade teacher. I am delighted to have your child in my class this year. I am looking forward to a very successful year and getting to know both you and your child. I have high expectations for your child; I will do all that I can to help your child achieve.

Fifth-grade is an important year academically. We will continue to build reading comprehension and will focus equally on fiction and nonfiction text. Fractions and decimals are important mathematics concepts. We will spend much time developing and strengthening those areas of skill as well as continuing to work on mathematical problem solving. Science and social studies are integrated into reading instruction as much as possible, and I use an inquiry-based approach with these content areas. I will discuss this in a more detailed fashion at Back to School Night.

In my classroom, everyone’s voice is important; we all learn from each other. I want to hear from each and every child, and I work hard to build a class that is respectful, inclusive, and fun. With that thought in mind, the classroom is organized to encourage peer interactions. In many instances, I will encourage students to ask their neighbors questions before they come to me.

We spent the first week of school building our classroom behavior plan. Everyone knows and understands the expectations and agreed to follow our four basic rules. These are: follow directions first time given, keep hands feet and objects to yourself, raise your hand and wait to be called upon unless other directions are given, and use polite, respectful language.

We will be working on many exciting projects this year that integrate several content areas into units. I will need your help with some of these as they will run over into home time. Please encourage your child to do the assignments required. Your help and support will ensure success.

Finally, I want you to know that I intend to keep the lines of communication open with you. I am available every day to talk with you between 8:00 a.m. and 8:30 a.m. and between 3:30 p.m. and 4:00 p.m. Please don't hesitate to contact me at 757-247-9988 or you can send an email to me at teacher.a@school.k12.us. If these times are inconvenient, please contact me to set up something better.

I hope to see you at Back to School Night on September 23rd.

Sincerely,Christina Wynette

Parent Communication Log

Teacher: Christina Wynette School Year: 2012-2013

Date Person Purpose Mode Notes8/28-9/1 Called all class

parents Introduced myself and told parents about Back to School Night in September

Conference E-mail Note/Letter Telephone

I left messages with 11 out of 18 phone calls. Talked directly with 7 parents.

9/1 Parents/Guardians of Students

Sent welcome letter with expectations home – requested parent signature

Conference E-mail Note/Letter Telephone

9/7 Parents /Guardians of Students

Contacted six parents about letter with signature.

Conference E-mail Note/Letter

Telephone

All said they would send it back in. We will check desks to make sure it went home.

9/11 Parents /Guardians of Students 1, 2 8, and 19.

Positive phone call to 4 parents.

Conference E-mail Note/Letter Telephone

Parents were pleased with the calls.

9/19 Parents /Guardians of Students (21 and 14)

Contacted 2 about students' tardies.

Conference E-mail Note/Letter Telephone

Parents will get them to school on time.

10/3 Sent reminder note home to all parents about Literacy Night

Conference E-mail Note/Letter Telephone

All 18 went home in backpacks.

10/3 Student 5's mother Sent e-mail to Student 5's mother about absences and requested a conference to discuss this.

Conference E-mail Note/Letter Telephone

Telephone conference on 10/6.

10/11 Guardian of Student 16

Contacted guardian to discuss Student 16's progress in class

Conference E-mail Note/Letter Telephone

Guardian wants regular updates via phone call (leave a message).

10/18 Conference with Student 12's mother

Contacted to discuss Student 12's progress in class – low reading comprehension scores.

Conference E-mail Note/Letter Telephone

She was unaware of two missing assignments. She will discuss them with her son.

10/25 Parents/guardians/ students

Sent a calendar of conference sign-ups

Conference E-mail Note/Letter Telephone

Seven parents called and six emailed to set up individual conferences. Still need to contact five more.

Abbreviated Communications Log – Rest of log shows similar communications throughout the year.

Example E-mail to Parents Requesting Conference

Dear Parents of Student 19:

I would like to schedule a conference with you on Thursday, October 11, 2012. The purpose of the conference is to discuss Student 19's progress. We will talk about all subjects and how she is adjusting to fifth-grade.

Please indicate which times you are available. I have scheduled 20 minute increments for our conference day. However, if these times are not workable, I can certainly schedule a time that is more convenient either before or after school on a different day.

Thank you for promptly signing Student 19's class folder and having her return it each Monday morning. This serves to keep you informed about your daughter's work, behavior, and other matters pertaining to Student 19's school life.

I look forward to talking with you about your daughter.

Sincerely,

Christina Wynette

Example Email received on 9/19/12

Dear Mrs. Wynette,

On behalf of everyone at International Reading Association, I thank you for your time, effort, and interest in submitting a proposal for our 2013 National Conference and Expo.

This year's increased interest in presenting, combined with a limited number of available openings for sessions, made it truly difficult for IRA's Reviewers to select the sessions which would be offered.

It is my pleasure to inform you that your proposal #219997, "Bringing Poetry to Life in Your Elementary Classroom" has been accepted for presentation.

Congratulations on being chosen to present! Over the next few months, I will be working with you to ensure you have a truly successful and enriching experience. At this time, session dates and times have not been assigned. However, look for an email from me in December to let you know when your session has been scheduled.

In the meantime, please visit our Web site, www.ira.org, to register for the conference, as well as obtain updated information about the conference, when it becomes available in January.

Looking forward to seeing you in Seattle!

Sincerely,

Simon FullerDirector, Meetings, Events, & Special Projects                                 IRA

EXAMPLE

Professional Development Log

Teacher: Christina Wynette School Year: -

Professional Development Activity Date Location Evidence of Satisfactory

Completion ReceivedFifth-Grade Team Leader September

2010 to the present

School Grade Certificate

X Other: My fifth-grade team appointed me as team leader in 2010. I am responsible for the administrative and academic leadership on the team.

Tyler Elementary LEAD Team Member

September 2009 to the

present

School Grade Certificate

X Other: This is a subset of the School Improvement Team. We meet regularly to direct the path of the school based on SIT recommendations.

Tyler Elementary SIT Team Member - 5th grade representative

September 2008 to the

present

School Grade Certificate

X Other: I take input from other fifth-grade teachers and represent our interests at SIT team meetings. I also help to develop the annual SIT plan.

Classroom Management Workshop Series - Presenter and Developer

August 2012-

October 2012

School Board Office Grade Certificate

X Other: Letter of Appreciation - I presented a series of six workshops to new teachers. The series focused on classroom management for effective learning. It was highly rated and well-received.

District Level Fifth-Grade English Curriculum Revision - Co-chairperson

October 2012 -

January 2013

School Board Office Grade Certificate

X Other: Letter of Appreciation - A new curriculum for Fifth-Grade English has been written and approved for implementation in the 2013-2014 school year.

Differentiated Instruction for Elementary Students

October 16, 2012

School Board Office GradeX Certificate: I have begun to use much more differentiation by content which was a weak area for me. Although I was using it in reading, I am now also using differentiation on a regular basis in math.

Other________________International Reading Association - Presenter

January 24, 2013

Seattle, WA Grade Certificate Other: Email Acknowledgement - I

will be a presenter at the International Reading Association's annual conference. I am presenting a unit I created on poetry in the classroom.

Classroom Observation Form 1Formal Observation

Directions : Evaluators use this form to document the required annual observations of the teacher. This form focuses on the six performance standards. Some standards may not be documented in a single observation. A copy of this form will be given to the teacher.

Performance indicators provide a “look for” related to the standards. The intention is not to use them as a checklist. DO NOT USE THIS AS A CHECKLIST. However, if any areas of weakness are noted, please check the applicable boxes so that these areas may be tied to professional development opportunities.

Teacher’s Name Date Observed Time

The teacher is: Probationary 1 Probationary 2 Probationary 3 X Continuing Contract

Observer’s Name

1. Professional KnowledgeThe teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences.

Areas of Weakness for Standard 1:

Effectively addresses appropriate curriculum standards.

Integrates key content elements and higher-level thinking skills in instruction.

Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real-world experiences and applications.

Demonstrates accurate knowledge of the subject matter.

Demonstrates skills relevant to the subject area(s) taught.

Bases instruction on goals that reflect high expectations and understanding of the subject.

Understands intellectual, social, emotional, and physical development of the age group of students.

Uses precise language, correct vocabulary and grammar, and acceptable forms of communication as it relates to a specific discipline and/or grade level.

Has knowledge and understanding of school, family, and community resources to help meet all students’ learning needs.

Evidence:

2. Instructional PlanningThe teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students.

Areas of weakness for Standard 2:

Align lesson objectives to approved curriculum using student learning data to guide planning.

Plans accordingly for pacing, sequencing content coverage, transitions, and application of knowledge.

Plans for differentiated instruction.

Develops appropriate long- and short-range plans and is able to adapt plans when needed.

Uses resources, including technology, to effectively communicate with stakeholders regarding the curriculum shared in their classroom.

Evidence:

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

Areas of weakness for Standard 3:

Engages and maintains students in active learning. Builds upon students’ existing knowledge and

skills. Uses a variety of effective instructional strategies. Uses materials, technology, and resources to

enhance student learning.

Differentiates and paces instruction to meet students’ needs.

Reinforces learning goals consistently throughout the lesson.

Communicates clearly and checks for understanding.

Evidence:

4. Assessment For and Of LearningThe teacher systematically gathers, analyzes, and uses relevant data to measure student progress, guide instructional content and delivery methods, and provide timely feedback to students, parents, and stakeholders.

Areas of weakness for Standard 4:

Uses pre-assessment data to develop expectations for students, to differentiate instruction, and to document learning.

Involves students in setting learning goals and monitoring their own progress.

Uses a variety of informal and formal assessment strategies and instruments that are valid and appropriate for the content and for the student population.

Aligns student assessment with approved curriculum and benchmarks.

Collects and maintains a record of sufficient assessment data to support accurate reporting of student progress.

Uses assessment tools for both formative and summative purposes to inform, guide, and adjust students’ learning.

Communicates constructive and frequent feedback on student learning to students, parents, and other stakeholders (e.g. other teachers, administration, community members as appropriate).

Evidence:

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

Areas of weakness for Standard 5:

• Establishes and maintains effective routines and procedures.

• Creates and maintains a safe physical setting.• Establishes a climate of trust and teamwork by

being fair, caring, respectful, and enthusiastic.• Promotes respectful interactions that challenge

and engage students within the learning environment.

• Creates an environment that is academically appropriate, stimulating, and challenging.• Encourages student participation, inquiry, and

intellectual risk-taking.• Respects and promotes the appreciation of

diversity.• Uses a balance of effective verbal, nonverbal, and

digital communication tools to foster a positive learning environment.

Evidence:

6. ProfessionalismThe teacher demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth that results in improved student learning.

Areas of weakness for Standard 6:

• Collaborates and communicates effectively to promote students’ well-being and success.

• Builds positive and professional relationships with parents/guardians through frequent communication concerning students’ progress.

• Adheres to school, district, legal, ethical, and procedural requirements.

• Incorporates learning from professional growth opportunities into instructional practice and reflects upon the effectiveness of implemented strategies.

• Identifies and evaluates personal strengths and weaknesses, and sets goals for improvement of skills and professional performance.

• Works in a collegial and collaborative manner with administrators, other school personnel, and the community to promote continuous improvement.

Evidence:

Additional Comments:

Teacher’s Signature _______________________________________ Date

Evaluator’s Signature ______________________________________ Date

Teacher’s signature acknowledges an opportunity to review the information from the above form. It does not necessarily indicate agreement with the comments.

Clicking the acknowledge button is the equivalent of an online signature.

Exchange, Comment and Compare

DIRECTIONS: Look at the comments on your partner’s form. Did they provide evidence? How were their comments the same or different from yours? Write any questions or comments concerning your differences below.

Next, look at the completed observation form on the next page. Compare the evidence you discovered in the observation to the evidence described on the following form.

Classroom Observation Form 1Formal Observation

Directions : Evaluators use this form to document the required annual observations of the teacher. This form focuses on the six performance standards. Some standards may not be documented in a single observation. A copy of this form will be given to the teacher.

Performance indicators provide a “look for” related to the standards. The intention is not to use them as a checklist. DO NOT USE THIS AS A CHECKLIST. However, if any areas of weakness are noted, please check the applicable boxes so that these areas may be tied to professional development opportunities.

Teacher’s Name Date Observed Time

The teacher is: Probationary 1 Probationary 2 Probationary 3 X Continuing Contract

Observer’s Name

1. Professional KnowledgeThe teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences.

Areas of Weakness for Standard 1:

Effectively addresses appropriate curriculum standards.

Integrates key content elements and higher-level thinking skills in instruction.

Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real-world experiences and applications.

Demonstrates accurate knowledge of the subject matter.

Demonstrates skills relevant to the subject area(s) taught.

Bases instruction on goals that reflect high expectations and understanding of the subject.

Understands intellectual, social, emotional, and physical development of the age group of students.

Uses precise language, correct vocabulary and grammar, and acceptable forms of communication as it relates to a specific discipline and/or grade level.

Has knowledge and understanding of school, family, and community resources to help meet all students’ learning needs.

Evidence: Demonstrates ability to link present content with past and future learning experiences, other subject areas,

and real world experiences and applications: During the introductory review, Mrs. Wynette connects fluency to prior lessons ("Over the past two days we've been talking about poetry, what poetry looks like, what poetry sounds like. And we are preparing ourselves for our poetry slam which will be in two weeks." "Over the past few weeks, we've been making lists of what it means to be a fluent reader." "Poems are kind of like song lyrics.")

Demonstrates accurate knowledge of subject matter and curriculum: Provides accurate example of poetry fluency (demonstrates examples and non-examples fluency to students by reading a poem), components of fluency (displays and discusses with students) and why it is important for comprehension, and the notion of how practice increases fluency (all aligned with curriculum).

Demonstrates skills relevant to the subject area(s) taught. Uses variety in instruction (whole group, small group, pairs, written and verbal review, questioning) encouraging participation for more active learning.

Understands intellectual, social, emotional, and physical development of the age group: Students choose poems that are engaging to them (spaghetti poem, poem about germs, poem about unicorns). Mrs. Wynette gives students opportunities to work in pairs and small groups—to engage with one another—as well as in the

whole group environment so that all students have opportunities to fully engage with the lesson. Students move from sitting to standing and back to sitting so that they do not become bored.

Uses precise language, correct vocabulary and grammar, and acceptable forms of communication as it relates to a specific discipline and/or grade level. Mrs. Wynette uses appropriate language, academic vocabulary, and correct grammar.

Provides opportunities for students to discuss and co-construct knowledge: Students work together in small groups to discuss their poems (emotion conveyed, pacing, fluidity) and practice fluency. Students think-pair-share.

2. Instructional PlanningThe teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students.

Areas of weakness for Standard 2:

Align lesson objectives to approved curriculum using student learning data to guide planning.

Plans accordingly for pacing, sequencing content coverage, transitions, and application of knowledge.

Plans for differentiated instruction.

Develops appropriate long- and short-range plans and is able to adapt plans when needed.

Uses resources, including technology, to effectively communicate with stakeholders regarding the curriculum shared in their classroom.

Evidence: Develops appropriate short-range plans: Lesson provides an opening review and lesson focus with modeling,

then guided and independent practice (she worked with groups), and a closure activity. Plans accordingly for pacing, sequencing content coverage, transitions, and application of knowledge: Pacing

is appropriate and maintains students' interest. Lesson structure is sound (reviews fluency, models fluency, students practice in whole group, then practice in small groups, come back together at the end to wrap-up what worked and discuss next steps). Transitions result in minimum loss in instructional time (explains what comes next quickly with verbal and written instructions).

Uses resources, including technology, to effectively communicate with stakeholders regarding the curriculum shared in their classroom. Uses white board and computer to display directions and instructional information.

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

Areas of weakness for Standard 3:

Engages and maintains students in active learning.

Builds upon students’ existing knowledge and skills.

Uses a variety of effective instructional strategies. Uses materials, technology, and resources to

enhance student learning.

Differentiates and paces instruction to meet students’ needs.

Reinforces learning goals consistently throughout the lesson.

Communicates clearly and checks for understanding.

Evidence: Engages and maintains students in active learning: Actively solicits student contributions (calls on a variety

of students), has students critique her performance, and gives them opportunities to engage in different contexts.

Builds upon students’ existing knowledge and skills: This lesson is conducted after previous lessons introducing poetry and fluency. During the discussion in the initial review, answers given by students

demonstrate understanding of fluency. Uses a variety of effective instructional strategies and resources: Uses approximately 30 seconds "think

time" before students share. Uses whole group, pairs, and small group formations during the lesson. Questions students and students practice self-selected poems.

Reinforces learning goals consistently throughout lesson: Introduces the learning goal at the beginning of the lesson. Focuses on the learning goal again during think-pair-share and small group practice. During closure, fluency is again the focus.

Communicates clearly and checks for understanding: All directions and review components are displayed on board and verbalized. Circulates during think-pair-share and small group independent practice informally checking student progress and understandings.

4. Assessment For and Of LearningThe teacher systematically gathers, analyzes, and uses relevant data to measure student progress, guide instructional content and delivery methods, and provide timely feedback to students, parents, and stakeholders.

Areas of weakness for Standard 4:

Uses pre-assessment data to develop expectations for students, to differentiate instruction, and to document learning.

Involves students in setting learning goals and monitoring their own progress.

Uses a variety of informal and formal assessment strategies and instruments that are valid and appropriate for the content and for the student population.

Aligns student assessment with approved curriculum and benchmarks.

Collects and maintains a record of sufficient assessment data to support accurate reporting of student progress.

Uses assessment tools for both formative and summative purposes to inform, guide, and adjust students’ learning.

Communicates constructive and frequent feedback on student learning to students, parents, and other stakeholders (e.g. other teachers, administration, community members as appropriate).

Evidence: Monitors students' understanding and progress. Mrs. Wynette circulates during both the paired activity and

when the class breaks into small group discussion and fluency practice.5. Learning EnvironmentThe teacher uses resources, routines, and procedures to provide a respectful, safe, positive, student-centered environment that is conducive to student engagement and learning.

Areas of weakness for Standard 5:

Establishes and maintains effective routines and procedures.

Creates and maintains a safe physical setting. Establishes a climate of trust and teamwork by

being fair, caring, respectful, and enthusiastic. Promotes respectful interactions that challenge

and engage students within the learning environment.

• Creates an environment that is academically appropriate, stimulating, and challenging.• Encourages student participation, inquiry, and

intellectual risk-taking.• Respects and promotes the appreciation of

diversity.• Uses a balance of effective verbal, nonverbal, and

digital communication tools to foster a positive learning environment.

Evidence: Establishes and maintains effective routines and procedures. Students come to and leave groups in an orderly

fashion. Students raise their hands and wait to be called upon during the whole group lesson. "Who can raise their hand and tell me..." "We will be using our yellow voices." Uses routines and procedures to maintain lesson pace—thumbs-up and clapping to get everyone's attention. During whole group, most students are listening and waiting for their turns to speak.

Arranges classroom to maximize learning: The classroom is organized to allow for whole group and small group formations.

Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic: Mrs. Wynette notes that students did an "awesome job" in their groups and makes specific comments about particular groups. She uses positive talk with students: "That's a good connection to what we were discussing." "Did I miss anything? Is there anything you want to add?" She displays respect for students' capabilities when she invites them to critique her performance.

Promotes respectful interactions that challenge and engage students within the learning environment. Expects students to provide constructive feedback in a positive way. She models how to do this and how not to do this. Students use specific evidence to note why Mrs. Wynette's non-example of fluency is not optimal.

Establishes clear expectations and enforces them consistently: Actively listens and pay attention to students’ responses: During the lesson, Mrs. Wynette often restates student responses and pays attention to what they say.

Uses a balance of effective verbal, nonverbal, and digital communication tools to foster a positive learning environment. Mrs. Wynette uses verbal, nonverbal, and digital communication tools (displays all directions and content material on a whiteboard while she explains verbally).

6. ProfessionalismThe teacher demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth that results in improved student learning.

Areas of weakness for Standard 6:

Collaborates and communicates effectively to promote students’ well-being and success.

Builds positive and professional relationships with parents/guardians through frequent communication concerning students’ progress.

Adheres to school, district, legal, ethical, and procedural requirements.

Incorporates learning from professional growth opportunities into instructional practice and reflects upon the effectiveness of implemented strategies.

Identifies and evaluates personal strengths and weaknesses, and sets goals for improvement of skills and professional performance.

Works in a collegial and collaborative manner with administrators, other school personnel, and the community to promote continuous improvement.

Evidence: Communicates effectively to promote students’ well-being and success: Uses standard or business English

consistently when communicating with students.

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