Summative Teacher Evaluation Form
Summative Teacher Evaluation Form Interim Certificate TQS 2
Peace River School Division No.10 Teacher Performance Assessment Report Teacher: Ms. Kathryn Brooks Date: April 12, 2014 School: Grimshaw Jr./Sr. High School Grade(s) and/or Subject(s): Grade 8 & 9 Science, Science 10, Biology 20 & 30 Education (Training): Bachelor of Science, Wildlife Biology Bachelor of Education, Junior/ Intermediate Division, Teachable Science Education in the Senior Division, Teachable Biology Evaluator: Ms. Aleeta Ploc Position: Principal
Contract Held X
Probationary
Certificate X Interim
Purpose of Assessment X Contract Status
Temporary
o Other
o Teacher Performance Review Permanent Certification
o Interim
o Teacher Requested
o Other
Dates of Pre and
Dates of Classroom Observations:
Post Conferences:
Dates of Classroom Walk Throughs:
1. November 5, 2013
1. November 5, 2013
2. December 16, 2013
2. December 16, 2013
3. February 21, 2014
3. February 21, 2014
4. March 26, 2014
4. March 26, 2014
5. April 11, 2014
5. April 11, 2014
6. _____________
6. _______________
I do numerous walk throughs during the year.
Planning (TQS Correlation: 2a, c, d, e, f, i, k, m, o, q)
Unsatisfactory
Satisfactory
Proficient
Distinguished
Level of Performance
Peace River School Division No.10 Summative Teacher Evaluation Form
UNSATISFACTORY – Teacher does not yet appear to understand the concepts underlying the component.
X
Develops Long Range Plans Curriculum Alignment Knowledge of Prerequisite Curriculum Lesson and Unit Structure Daily Instructional Planning Value of Lesson Objectives Criteria and Standards (Expectations as part of daily planning) Resources for Teaching Resources for Students Instructional Materials and Resources Knowledge of Content Learning Activities Suitability for All Students Knowledge of Students Skills and Knowledge Reflecting on the Lesson and Plan Revision of Lessons for Future Teaching
Classroom Management (TQS Correlation: 2b, c, e, h, k, l, q)
DISTINGUISHED – Teachers at this level are master teachers and make a contribution to the field, both in and outside their school. Their classrooms operate at a qualitatively different level, consisting of a community of learners, with students highly motivated and engaged and assuming considerable responsibility for their own learning. PROFICIENT – Teacher clearly understands the concepts underlying the component and implements it well. SATISFACTORY – Teacher understands the concepts underlying the component and attempts to successfully implement its elements.
X
Expectations Monitoring of Student Behaviour Student Interaction Response to Student Misbehaviour Teacher Interaction with Students Teacher Encouragement
Comments Ms. Brooks has developed a good process of planning this year. Her long range plans indicate timelines, objectives and assessment for the courses she is teaching. She has effectively followed the requirements as set out by PRSD. The curriculum is an area she is very familiar and confident with. She is able to make connections between the objectives she is teaching and the curricular outcomes in very student centered and original ways. Kathryn tried one methodology of planning and was able to reflect on the process and adjust this in the second semester. She knows the resources that are available and utilizes a variety of them in her teaching. As she has gotten to know her students, she is better able to assess their prerequisite learning and adapt her planning accordingly. Kathryn offers much choice to her students in order to meet their learning needs. For assigned projects, she provides a rubric so that students are well aware of the assignment expectation before they begin the work process. Ms. Brooks is very reflective in her teaching practice – she has made changes in her systems from the first semester and is able to adapt as necessary to meet the needs of her students. Ms. Brooks has clear expectations and routines for her students. Students are focused and engaged in her lessons and follow her expectation. They are respectful as Kathryn is respectful of them. She is fair and firm and very appropriate in her classroom rules. Kathryn genuinely cares for her students and strives to build relationships with each of them. She encourages them to do well and gives praise when it is deserved. She is able to correct behaviour subtly and with minimum disruption to the rest of the students. Diction and syntax choices are reflective of her learners – she is able to use their colloquial language – “math and science are good friends,” “Hashtag.”
Unsatisfactory
Satisfactory
Proficient
Distinguished
Level of Performance
Instructional Strategies
X
(TQS Correlation: 2a, c, d, e, f, g, i, k, q)
Presentation of Content Appropriate Level Instruction Variety of Instructional Strategies Activities and Assignments Grouping of Students Promotes Active Student Participation Persistence in Student Learning Importance of Positive Learning Environment Timeliness of Feedback Lesson Adjustment Lesson Introduction and Routines Higher Thinking Skills Directions and Procedures Oral and Written Language Closure Summary and Future Expectations Management of Instructional Groups Effective Questioning Purposeful grouping strategies Structure and Pacing
Learning Environment
X
(TQS Correlation: 2e, g, h, j, m, q)
Accessibility to Learning and Use of Physical Resources Safety and Arrangement of Furniture Management of Handouts and Supplies Performance of Non-Instructional Duties Supervision of Volunteers and Para-professionals Management of Transitions Time on Task Health and Safety
Meeting Student Needs) (TQS Correlation: 2a, b, c, d, e, f, g, h, i, j, l, n, q)
X
Accommodations for Students Needs Use and Knowledge of IPP Documents Use and Knowledge of Cumulative Records
DISTINGUISHED – Teachers at this level are master teachers and make a contribution to the field, both in and outside their school. Their classrooms operate at a qualitatively different level, consisting of a community of learners, with students highly motivated and engaged and assuming considerable responsibility for their own learning. PROFICIENT – Teacher clearly understands the concepts underlying the component and implements it well. SATISFACTORY – Teacher understands the concepts underlying the component and attempts to successfully implement its elements.
UNSATISFACTORY – Teacher does not yet appear to understand the concepts underlying the component. The students in Ms. Brooks’ classroom are generally engaged and on task. She uses a variety of instructional strategies which fit the lesson objectives and the learning activities. Students are able to make choices in their learning and Kathryn often differentiates to meet student needs. She is able to effectively use different methodologies – small and large groups, partner work, individual seat work, presentations and traditional lecturing. Kathryn’s lessons are paced effectively with solid introductions and conclusions that allow for review of the material. Her questioning is strong and shows awareness of higher levels of thinking. She constantly rephrases to have students arrive at the correct line of thinking. Ms. Brooks often uses questions to refocus the attention of her students. Tasks are well organized and directions are clear; students are expected to make connections between previous lessons and material taught. In November, I suggested that Kathryn work on the more focused transitions between activities and already there is a marked improvement. Feedback is good and gentle reminders are given when needed. Ms. Brooks has developed a friendly environment that is safe and effective for learning. She has developed routines that the students are respectful of. Clear instructions allow for good transitions and students are generally on task and engaged. I am impressed with the relationships that Kathryn has developed with her students. As a first year teacher, there is much to be thought of; however, as Ms. Brooks becomes more established, she could begin to make her classroom a more appealing, student focused environment. She has begun this process with the “word wall” and the displays of student work. Kathryn has established herself in her classroom; however, changing displays and student work engages her learners and allows them to be part of the environment as well.
Ms. Brooks is very aware of the needs of her students and is more than willing to spend extra time with each individual to allow them to meet their potential. She is willing to work with our I-Coach to provide accommodations for those students who require supports, but she also develops choices that challenge those students who are able to tackle a more difficult project. She is very willing to contact parents to include them as part of the student’s learning team. Parent engagement is very important to Kathryn and is expected at GHS. Kathryn’s skill in meeting the needs of her students is well developed for a first year teacher.
UNSATISFACTORY – Teacher does not yet appear to understand the concepts underlying the component.
X
(TQS Correlation: 2a, b, c, d, e, f, g, i, k, q)
Balanced Assessment Criteria and Standards Assessment Informs Instruction Student Completion of Assignments Assessment for Learning Assessment Records
Personal/ Professional (TQS Correlation: 2a, b, c, d, e, f, g, h, i, j, k, o, p, q)
Unsatisfactory
Satisfactory
Proficient
Distinguished
Level of Performance
Student Assessment
DISTINGUISHED – Teachers at this level are master teachers and make a contribution to the field, both in and outside their school. Their classrooms operate at a qualitatively different level, consisting of a community of learners, with students highly motivated and engaged and assuming considerable responsibility for their own learning. PROFICIENT – Teacher clearly understands the concepts underlying the component and implements it well. SATISFACTORY – Teacher understands the concepts underlying the component and attempts to successfully implement its elements.
X
Ms. Brooks is well versed in the area of assessment. She uses a good combination of formative and summative assessments. Her record keeping is up to date and effective. She develops and makes use of rubrics when evaluating projects and is willing to listen to student suggestions where appropriate. She is reflective in her processes and expects her students to engage in this process as well. We have an NHI policy for our junior high students and Kathryn is able to employ this effectively in her classroom. She is relentless at collecting assignments from students and is willing to work with them at noon to complete work. She effectively evaluates, teaches and reteaches to ensure learning. Ms. Brooks is professional and has good relationships with both staff and students at GHS. She has a great sense of humour and uses this to build relationships and make learning fun. Kathryn is willing to take suggestions from her colleagues and is very aware of what would be of benefit to her to incorporate into her teaching practice. I look forward to seeing her continued growth as she gains more teaching experience as she is willing to take risks and try new things.
Enhancement of Content Knowledge and Pedagogical Skill Relationships with Colleagues Decision Making
Out of Class Responsibilities (TQS Correlation: 2g, h, l, m, n, q)
X
Service to the School Participation in School and District Initiatives Engaging Parents
Ms. Brooks is very engaged in all that we do at GHS. She was the Junior Girls’ Volleyball coach and the Junior Boys’ Basketball coach this year. She is always willing to get involved in the Student Parliament events and is a willing participant in all that we do. She was also eager to be a part of the Winter Carnival. Kathryn realizes the importance of these activities as ways to engage and build relationships with the students, staff and parent community. Ms. Brooks is always willing to work with parents and is able to hear concerns and make the meeting a positive event. I was impressed with her interaction with a difficult parent at the beginning of the year.
Recommendations
Evaluator Comments: Ms. Brooks had a very successful first year of teaching at GHS and I am excited to be a part of her continued growth. I would recommend that she be granted a contract which would allow her to remain at GHS for the 2014-2015 school year.
Date: _________
Evaluator’s Signature _________________________________
Teacher Comments:
Date:__________
Teacher’s Signature___________________________________
The above evaluation of my work as a teacher in Peace River School Division #10 is well understood and acknowledged by me. By signing this document I do not necessarily agree with the contents in part or in whole.
Peace River School Division No.10 Teacher Performance Assessment Report Teacher: Ms. Kathryn Brooks Date: April 12, 2014 School: Grimshaw Jr./Sr. High School Grade(s) and/or Subject(s): Grade 8 & 9 Science, Science 10, Biology 20 & 30 Education (Training): Bachelor of Science, Wildlife Biology Bachelor of Education, Junior/ Intermediate Division, Teachable Science Education in the Senior Division, Teachable Biology Evaluator: Ms. Aleeta Ploc Position: Principal
Contract Held X
Probationary
Certificate X Interim
Purpose of Assessment X Contract Status
Temporary
o Other
o Teacher Performance Review Permanent Certification
o Interim
o Teacher Requested
o Other
Dates of Pre and
Dates of Classroom Observations:
Post Conferences:
Dates of Classroom Walk Throughs:
1. November 5, 2013
1. November 5, 2013
2. December 16, 2013
2. December 16, 2013
3. February 21, 2014
3. February 21, 2014
4. March 26, 2014
4. March 26, 2014
5. April 11, 2014
5. April 11, 2014
6. _____________
6. _______________
I do numerous walk throughs during the year.
Planning (TQS Correlation: 2a, c, d, e, f, i, k, m, o, q)
Unsatisfactory
Satisfactory
Proficient
Distinguished
Level of Performance
Peace River School Division No.10 Summative Teacher Evaluation Form
UNSATISFACTORY – Teacher does not yet appear to understand the concepts underlying the component.
X
Develops Long Range Plans Curriculum Alignment Knowledge of Prerequisite Curriculum Lesson and Unit Structure Daily Instructional Planning Value of Lesson Objectives Criteria and Standards (Expectations as part of daily planning) Resources for Teaching Resources for Students Instructional Materials and Resources Knowledge of Content Learning Activities Suitability for All Students Knowledge of Students Skills and Knowledge Reflecting on the Lesson and Plan Revision of Lessons for Future Teaching
Classroom Management (TQS Correlation: 2b, c, e, h, k, l, q)
DISTINGUISHED – Teachers at this level are master teachers and make a contribution to the field, both in and outside their school. Their classrooms operate at a qualitatively different level, consisting of a community of learners, with students highly motivated and engaged and assuming considerable responsibility for their own learning. PROFICIENT – Teacher clearly understands the concepts underlying the component and implements it well. SATISFACTORY – Teacher understands the concepts underlying the component and attempts to successfully implement its elements.
X
Expectations Monitoring of Student Behaviour Student Interaction Response to Student Misbehaviour Teacher Interaction with Students Teacher Encouragement
Comments Ms. Brooks has developed a good process of planning this year. Her long range plans indicate timelines, objectives and assessment for the courses she is teaching. She has effectively followed the requirements as set out by PRSD. The curriculum is an area she is very familiar and confident with. She is able to make connections between the objectives she is teaching and the curricular outcomes in very student centered and original ways. Kathryn tried one methodology of planning and was able to reflect on the process and adjust this in the second semester. She knows the resources that are available and utilizes a variety of them in her teaching. As she has gotten to know her students, she is better able to assess their prerequisite learning and adapt her planning accordingly. Kathryn offers much choice to her students in order to meet their learning needs. For assigned projects, she provides a rubric so that students are well aware of the assignment expectation before they begin the work process. Ms. Brooks is very reflective in her teaching practice – she has made changes in her systems from the first semester and is able to adapt as necessary to meet the needs of her students. Ms. Brooks has clear expectations and routines for her students. Students are focused and engaged in her lessons and follow her expectation. They are respectful as Kathryn is respectful of them. She is fair and firm and very appropriate in her classroom rules. Kathryn genuinely cares for her students and strives to build relationships with each of them. She encourages them to do well and gives praise when it is deserved. She is able to correct behaviour subtly and with minimum disruption to the rest of the students. Diction and syntax choices are reflective of her learners – she is able to use their colloquial language – “math and science are good friends,” “Hashtag.”
Unsatisfactory
Satisfactory
Proficient
Distinguished
Level of Performance
Instructional Strategies
X
(TQS Correlation: 2a, c, d, e, f, g, i, k, q)
Presentation of Content Appropriate Level Instruction Variety of Instructional Strategies Activities and Assignments Grouping of Students Promotes Active Student Participation Persistence in Student Learning Importance of Positive Learning Environment Timeliness of Feedback Lesson Adjustment Lesson Introduction and Routines Higher Thinking Skills Directions and Procedures Oral and Written Language Closure Summary and Future Expectations Management of Instructional Groups Effective Questioning Purposeful grouping strategies Structure and Pacing
Learning Environment
X
(TQS Correlation: 2e, g, h, j, m, q)
Accessibility to Learning and Use of Physical Resources Safety and Arrangement of Furniture Management of Handouts and Supplies Performance of Non-Instructional Duties Supervision of Volunteers and Para-professionals Management of Transitions Time on Task Health and Safety
Meeting Student Needs) (TQS Correlation: 2a, b, c, d, e, f, g, h, i, j, l, n, q)
X
Accommodations for Students Needs Use and Knowledge of IPP Documents Use and Knowledge of Cumulative Records
DISTINGUISHED – Teachers at this level are master teachers and make a contribution to the field, both in and outside their school. Their classrooms operate at a qualitatively different level, consisting of a community of learners, with students highly motivated and engaged and assuming considerable responsibility for their own learning. PROFICIENT – Teacher clearly understands the concepts underlying the component and implements it well. SATISFACTORY – Teacher understands the concepts underlying the component and attempts to successfully implement its elements.
UNSATISFACTORY – Teacher does not yet appear to understand the concepts underlying the component. The students in Ms. Brooks’ classroom are generally engaged and on task. She uses a variety of instructional strategies which fit the lesson objectives and the learning activities. Students are able to make choices in their learning and Kathryn often differentiates to meet student needs. She is able to effectively use different methodologies – small and large groups, partner work, individual seat work, presentations and traditional lecturing. Kathryn’s lessons are paced effectively with solid introductions and conclusions that allow for review of the material. Her questioning is strong and shows awareness of higher levels of thinking. She constantly rephrases to have students arrive at the correct line of thinking. Ms. Brooks often uses questions to refocus the attention of her students. Tasks are well organized and directions are clear; students are expected to make connections between previous lessons and material taught. In November, I suggested that Kathryn work on the more focused transitions between activities and already there is a marked improvement. Feedback is good and gentle reminders are given when needed. Ms. Brooks has developed a friendly environment that is safe and effective for learning. She has developed routines that the students are respectful of. Clear instructions allow for good transitions and students are generally on task and engaged. I am impressed with the relationships that Kathryn has developed with her students. As a first year teacher, there is much to be thought of; however, as Ms. Brooks becomes more established, she could begin to make her classroom a more appealing, student focused environment. She has begun this process with the “word wall” and the displays of student work. Kathryn has established herself in her classroom; however, changing displays and student work engages her learners and allows them to be part of the environment as well.
Ms. Brooks is very aware of the needs of her students and is more than willing to spend extra time with each individual to allow them to meet their potential. She is willing to work with our I-Coach to provide accommodations for those students who require supports, but she also develops choices that challenge those students who are able to tackle a more difficult project. She is very willing to contact parents to include them as part of the student’s learning team. Parent engagement is very important to Kathryn and is expected at GHS. Kathryn’s skill in meeting the needs of her students is well developed for a first year teacher.
UNSATISFACTORY – Teacher does not yet appear to understand the concepts underlying the component.
X
(TQS Correlation: 2a, b, c, d, e, f, g, i, k, q)
Balanced Assessment Criteria and Standards Assessment Informs Instruction Student Completion of Assignments Assessment for Learning Assessment Records
Personal/ Professional (TQS Correlation: 2a, b, c, d, e, f, g, h, i, j, k, o, p, q)
Unsatisfactory
Satisfactory
Proficient
Distinguished
Level of Performance
Student Assessment
DISTINGUISHED – Teachers at this level are master teachers and make a contribution to the field, both in and outside their school. Their classrooms operate at a qualitatively different level, consisting of a community of learners, with students highly motivated and engaged and assuming considerable responsibility for their own learning. PROFICIENT – Teacher clearly understands the concepts underlying the component and implements it well. SATISFACTORY – Teacher understands the concepts underlying the component and attempts to successfully implement its elements.
X
Ms. Brooks is well versed in the area of assessment. She uses a good combination of formative and summative assessments. Her record keeping is up to date and effective. She develops and makes use of rubrics when evaluating projects and is willing to listen to student suggestions where appropriate. She is reflective in her processes and expects her students to engage in this process as well. We have an NHI policy for our junior high students and Kathryn is able to employ this effectively in her classroom. She is relentless at collecting assignments from students and is willing to work with them at noon to complete work. She effectively evaluates, teaches and reteaches to ensure learning. Ms. Brooks is professional and has good relationships with both staff and students at GHS. She has a great sense of humour and uses this to build relationships and make learning fun. Kathryn is willing to take suggestions from her colleagues and is very aware of what would be of benefit to her to incorporate into her teaching practice. I look forward to seeing her continued growth as she gains more teaching experience as she is willing to take risks and try new things.
Enhancement of Content Knowledge and Pedagogical Skill Relationships with Colleagues Decision Making
Out of Class Responsibilities (TQS Correlation: 2g, h, l, m, n, q)
X
Service to the School Participation in School and District Initiatives Engaging Parents
Ms. Brooks is very engaged in all that we do at GHS. She was the Junior Girls’ Volleyball coach and the Junior Boys’ Basketball coach this year. She is always willing to get involved in the Student Parliament events and is a willing participant in all that we do. She was also eager to be a part of the Winter Carnival. Kathryn realizes the importance of these activities as ways to engage and build relationships with the students, staff and parent community. Ms. Brooks is always willing to work with parents and is able to hear concerns and make the meeting a positive event. I was impressed with her interaction with a difficult parent at the beginning of the year.
Recommendations
Evaluator Comments: Ms. Brooks had a very successful first year of teaching at GHS and I am excited to be a part of her continued growth. I would recommend that she be granted a contract which would allow her to remain at GHS for the 2014-2015 school year.
Date: _________
Evaluator’s Signature _________________________________
Teacher Comments:
Date:__________
Teacher’s Signature___________________________________
The above evaluation of my work as a teacher in Peace River School Division #10 is well understood and acknowledged by me. By signing this document I do not necessarily agree with the contents in part or in whole.
