Stillwater CSD == Chesney, Julia Observation by Femandez, Mario - 1/13/2015 - Announced [cca eine arrow [compen "Knowledge of content and the structure! Tighy Eneceve | IF Teacher apiays | {solstice ofthe jeenie howe ot | ‘content errors or does concepts in the disciptine ‘important concepts in the the important concepts in Inotoarect erorsmade ‘but may depaynckot"dcplne ane Row these he scp and how ‘ede reat bo tone ‘moter and to oer of the discipline fence ‘ikhowlodge of prerequisite ipolationships Teac dT Tensor pare nF Tocors pana nF Techrs nent cic ep te [prac dente ame pace rect cia pracios rect | [understanding of understanding ot | |prereuiterlaonships|prerecuiste |prerequisterelosonships prerequisite relatonships | Important stident is, ‘Emong topes and among topics and earning of the conten such knowledge may be jconcents. eanoopts anda ink © i Hnsccurate or incomplete! necessary cognitive | [structures by stents | _Hoeneure understanding. = ee ee Omang [TP Teacher ctsplays tte | Teacher plans and a [Preacher's plans ana rr~—~—“——C—“—~™i—S—OCSCsS | [the range of pedagogical range of pedagogical [with awide range of jwitha wide range of Jappreathes suitable to. approaches oraome _jflecive pedagogical leflecive pedagogical i |Reentleoming ofthe approaches hat are nt jappoachesin he [epproschesin te : ‘ectineantopatng stot misconcapon. | ] knowlege of chid and adchecent” | efecive ‘Ba jsrmionmen ieee ea | locnoknowedge ofthe pari knowledge ofthe ‘developmental | developmental characteristics ofthe charactors of the ‘ge group. ‘292 group. ‘Teacher recognizes academic and behavioral characteristics ofthe classroom as a whole and has developed approaches to reach all students. | Generated by EVI, 1/21/2015, 12:06 PM Page 1 of 13Stillwater CSD 3 Chesney, Julia UY statrtrac p= Inefiective Developing i Bffedive | Highy Eectve [Teacher sees no iT Teacher recognizes | Teachers knowledge Teacher displays; |vowe inundertandng the vaueofknowing _ofhow students larnis |exteaive and subtle | |how students eam and jhow stunts eam, but jaccuate and cent. understanding of how | {does notscek such is trowedge sted Teacher spples is [students eam and routed spe his knoweage ee ‘Knowiodge of the learning process | Knowiodge of students’ okits, |howtodge, and language proficiency | Teeter delays ite Teacher recognizes Teach recognizes Teacher dsplays lornpknowledge ot he vale of {the vatuoot derianng of | ‘dent skis, [Understanding students’ [understanding students’ inci tient kl, [ska tnowedge and st, wedge and owedoe. and rowge pofconcy — Jngoage tency ut langage potceney angus pofeeney | i and does notincicate display this knowledge and cispays this ‘and has a strategy for [tat suninowedge ony forthe dass a nowteoge for groups of maar sch ud ese ee “T Teacher plays tte (T” Teacher recognizes | Teacher recognizes |T- Teacher recognizes lernotnowedge ot te vate of ihevabeof to valu of : i |Saorteiloests or jurdentandng students ‘underaning siden” uncertancing stents» i [Gia tertoge and interests and curl” ‘terete and ctrl interests and cata! Moos ota at orlage bu pay ths heaps and ily erage ona pays nowedgecny fe [ts trowedgeler”” (tie knwedge br a "Knowledge of students’ special needs 1B Teacher is aware of (IT Teacher possesses dispays { Jorno understanding of awareness of he [students special Information about each | [students special "importance of knowing leaing and medical student's leaming and | Hearing ormmeical [students special-needs. medical needs, ealecing | Jeods or why such leaming or medical | ‘such information trem a { nomedge important. needs, bt such ‘vatety of sources. \conpenent 1 Setng insratonl Outcomes ” | Value, sequence, and alignment :tneeave f aa ighy j | outcomes represent | Outcomes represent |T”Mostoutcomes 7 Al outcomes { low expectations or moderatetyhigh represent igh represottigh | ! [Mtwerandtacket _leecalonsand doo. lerpecatonsenddgr legecinons and igor erieyaontntet Searteaigoen Svaottinngh [eiorrtiantah | ‘ora ering ine. (meminginte che [he dpine Tey ere ecacpne. Taye | { ‘discipine ora |endatleas'some jcomectedio a {conectedio a ‘comediontoa comeing sequence fleaming. jsequence ttearing | tsequenceofleaming. [sequence offeaming bothin the espe and “inrotes cecpies. | {Eviden | Outcomes requite students to understand what makes tx relevant and sch snd then examine how characters inthe text model elecive word | choles. Generated by EVI, 1/21/2015, 12:08 PM Page 2 of 13Stillwater CSD LF Stafftrac Chesney, Julia ‘etary [ite Cnaeieg ”Leana ST ye —] i IF Outcomes ae etner | outcomes are ony {FF alte insiuctonal I Ale outcomes are | | ‘poten or are stated ‘modertaty dear or joutcomes are dear, dea, writenin he frm [es ctvites potas canastofacontinaton writen nthe form of of stent leaming and | | {student teaming. jot outcomes and {student learning. Most | pemné viable methods of | ; ‘Cucomes donetpemit ecivies Some suggest ale mahods jessesament [Mablemetodsof ouoomes donot pet ofassessment. Mable methodsof eae oan |F ctcomes tet ny T= Outcomes rete ‘one ype clearing and ‘several ypes of ‘several ferent ypes ‘ontyone dscipine or leaning. but teacher has|ofleaing and |seand opporunites or i | coon {opparunis for both i ‘coordination ana L integration it Each station presents one fact of eflectve wring, Teacher continues to use background constuct of ethos, pathos and logos to construct student “understanding {Suitability for diverse : erase we [P oucomes are not 'T Mostof the outcomes 7 Most of tre cutcomes |T~ Outcomes are based ¢ |autable forthe class or [ar sutable for most of are sutableforal! ‘on ecomprehensive | late notbacedon any the students inthe ass (students inthe Glass and assessment of stunt [ assessment of student based on gabal {are based on evidence learning and take ito | Ineeos. ‘assessments of student ‘ofstudent prfiency. account the vanying learing Nowover, We needs of frets ctindvadea | {cme individual stints [students or groups. may not be : ve | Deepa Bevo F Teacheris unoware Teacher copays (Teacher depays IP Teacharskrowledge cofresources for awareness of jawareness of ececuces tr | |Gaseroom oe aval [resources avaeblfor resources avataba for |easroom Use is {vougrite scaler casoroom use trough [classroom vse gh ‘eens, ning i lout |i shoal o dtc bt te acho! dt and ose avaiae ough } j Jno knowledge of ‘some fafiarty with ithe school or dst in| | j Uvmeumeeite feaourenectrate (passant eros { i .more broadly. ‘he school and onthe professional. Generated by EVI, 1/21/2018, 12:06 PM Page 3of 13Stillwater CSD a ‘Chesney, Julia a J StaffTrac {Rasourees to extend contant a a a ee liknowledge and pedagogy “TD Teacheris unaware {I Teacher displays IT Teacher displays FF Teacher's knowledge | |otresoures to enhance awareness of awareness of of resouces enhance | |Contnt ard pecagngca resources to enhance [resources to enhance _ [content and pedagogea! | ' [knowige alae |contrt and pedagagkal[conert nd pedagogeal|nowiedg sets, | ‘though the schooler knowledge avalabie knowlege avalabie inducing those avaable | istic. ‘ough the school or {through the school or though the school or | : _davitbutnotrowadge|douctand same at neon, | [otresources avaiable fami with Iitwough professional | } ; more broadly Jresourees extemal to orgaizatons and! {the school andon the‘ unvestes, and onthe 1 {Inter _tnteret. student leaning, | Resources for students i “PTeacheris unaware | Teacher displays Teacher displays I Teachers knowiedge I Jofresources tor awareness of | awareness of of resources for t students avail-able resources for students {resources for students students is extensive, i [Rvough be scooter abi hugh te {avaiable trough the including those avaiable | ‘schooler Geter no school or dete and | Wrough the school or Trowtodye ct esouves| ne taaty vty dan nto conan | [saiccconteedy [nears crate [niente | | Fighiy fave Teacher uses resources ftom peers, professional development opportunities, Engage NY and other resources to develop approaches to effective | t [cas atone a [not suitable to students leaning cities are | actives are suitable to highly sutabe to diverse | ‘Batonee jLeaming aces are organize inf stavons wih student bites mixed among grups ‘© provide students opportunities o gather iformaton based [ental understanding ote te. [ottotnsnicsonal‘sufableto students orto |suens orto _lleamers and support the | i ‘outcomes and are not the instructional instructional outcomes, ‘instructional cutcomes. | 1 designed to engage | outcomes. Some |and most represent They are all designed to I [student inache represent amoderate |sigfean cognitive engage students in igh- liuatecialaciiy._eagnavecatrge, but jhalenge wen some leveleogntve acivy ! : [wtivnacerentaon |diferentton or” [and ae cerentaed, | : Tordlteren students. |otferent groups of [as appropiate, for | | users. Incpecualeamers | 1 Generated by EVI, 1/21/2016, 12:06 PM Page 4 of 13Stillwater CSD eet Chesney, Julia (op) Starftrac |iivtional tase od corse” [odin ” ng] Wein eae] AP Moteriats and IP Some of the materials {TA of the matorats | FF Allof the materials. | resources are not [and resources are {and resources are |Jand resources are ' [suitable for stugents and jsutable © stidents, _jauitableo students, suitable wo students, | donct supper the supper heinstucionel jsuppet the insruconal support the instructional | Instructional outcomes or cutomes, and engage joutcomes, and are [outcomes and are students in mearinghl designed io engage designed to engage |meaningfllearing. _eaing jsucens inmearingtul_ (students in mearinght ‘teaming. teaming, Thereis | | evidence of appropiate. { Use of technology and of {student paripation in {electing oF adapting Instructional groups “Tetessonor unt FF Thelesors or unt {has acleardefned | tructure ie lear and | : structure, o the |stnictue, ahough the structure around which | allows for diferent i |structure is chaotic. [structure is not uniformly jactvites are organized. patways according © | [Actes donot follow maintained troughout. [Progression of actviies !dveree student neods lanananted [Progression of aces ‘i even, wth reasonable Th progression of iprogesson, and tine le unoven, wih mast ime aocatons aces Nighy | |proceres are not jnsrtonal outcomes loucomes are assessed to essessmentis uly | } [congruent with {are assessed trough trough the approach to {agned withthe Insrucsonal outcomes. |the proposed approach, ‘assessment, [insrucSonal outcomes in| Dtomnyarct facet oncom ang | {methodologies may have |process. Assessment been adepted for group_|methocologes have lof students ‘been adapted for ‘individual students, 3s eeced Generated by EVI, 21/2015, 12:06 PM Page 5 of 13Stillwater CSD Chesney, Julia UF stafftrac erin ad dard Ys “pening { [T-Proposed approach [I Assessment crteia|f7 Assessment tera || i jeontane no cteracr [and standards have [and standards are dea. | sandarcs been developed, bt 4 {ie sudentsconsbuted | i il Ltotmeirdevelopmert. | |F Teccerasnoplon | fppreacho use ot |P¥ Teacher hes wet. /T Asproach to wsrg i jttnoapunte tomate omar ossssmen i [Seeoped aeyyfo mate assessment i Jaseessmentinthe rudimentary induting using fomatve well designed and i lessen er unit [onysomedttbe [assessments and has _jncides student as wll i [insrctonat outcomes. signed periclar” as teacher use of the | : es Ss bese, ena romain, {Use for planning 1 eloping ‘tocive | Highly Etro. 1 |F enter nano pane Tooter pra ue |T Teoh plas se | Teacta pons o se | 1 [to use assessment ‘assessment results to ‘assessment results to ‘assessment results to > i [resutsindesigning plan for tuture ‘plan for future ‘plan future instruction i [faureinsructon.” Inve forthe dass. nstucton for groups of forinhidal students Catagory Notes: Te Tesson plan outined an approach in which students use ethos, logos and paths to inform | ecisions about word choices.” Staton works used 1 provide students a model af good wing found | ' {in the text Stations also require students to examine the characterises of making good word choices. | Teacher iteracion | Teacherstutent |) Teacherstdent (I Teacher iteractons wih atleast some itracion are __ntractons are fendy jth students refect | ‘tucentss negate, genera propriate but| and demons general gntne respect and |Gemearing,sareast,o may reflect cocsalonal” [ering end respec. fearing for ndua 08 {inappropriate othe apo. inconsistencies, | Suchinteracons re well as groups of locate ofthe averiem, or cegar [appropiate tothe age stunt, Sens |udents Sudens _llrstudens cures. jandeutres ofthe appeartotustne lost crepe ester i oy inal reper he teeche. "Student interactions with oth students | suuentimerocions | T- Sugents do ot [are characterized by demonstrate dsrespect | conti, sarcasm, or put for one another. ‘genuine caring for ene Srober and montor one {anothers weabnen of | i i pees, corecing | classmates respecttlly Ihen needed Generated by EVI, 1/21/2015, 12:06 PM Page 6 of 13Stillwater CSD = Chesney, Julia yy StaffTrac ‘importance of the contont {IF Teacher conveys i |gonneenusiasm for "trough the active [imootance ofthe work je conten. and pariepaton caesy, { ‘content, suggesting that [but with fitte conviction students demonstrate and taking initiative that & emtnearsc |aicvenan tt lsmmenccnamers saree atte | ‘een mandstedty | : limpoarance tthe | | [Expectation torioring and | |chtovemant, Popes i ; |eucomes, aces and joucomes, aves and jotcomes, ches ard utcomes aces and } feccgrmeria and [eaigrettn and [esigmerin nd) anager an : ‘Ghesoom nisrecions [ceesoom erections jlesromntrwcfons|csseom nieracions | ‘eonwey ow |orwoy ony modest |eonvey igh omy igh | expectations for at least [expectations for student |expectations for most —jexpectations for al =! some suerts. learng and ‘sider erts. Stents | } |canevrnent i poe thaw t j ‘intemazes these ‘expectations. {Student pride in work "IP stucents accept hej Students demonstrate te orne ride nthalr [accept the responsibilty {teacher's insistence on_fatention to detall and ‘work They seem tobe |to dogood work but [work of high quay and |tske obvious pie in rotated byte deste jimest te of het ‘demonstrate pce nat ht work inaing | No complet a tzkraterlenergy ino is qually. work Improvements nity, for {than do itrauity { work. | ES 1 a ee ae | __ tay e F Stucens not working | Sucens in ony some smatgroup works Sma group work |with te teacher are not |groups are productively ‘wel organized, and most| well organized, and [reaicererosoedn lenqedinieaig "ude are -ucents are j ‘eamng while uneupersed by [productively engagedin productively engaged at |v teacher eeming we ties, wih sents q Junsupervised by the Inetiective TF Transitions ae Only some transtions | Transitions occur cao much me ae eet renting snony, wi ie kas series wih stuns i ‘ost between activities or|some loss of jofinstrcional ime. assuming responsiiity i lesson segments. isctonal tne. jomnent of materials and supplios | Leh pane AP Matos aet | Routines for handing {99 Routines for handing !T™ Routines for handing {suppose handiod motors and apples |nateals and apples [rates and spptes, i {ineficenty esting in_[tnsion moderately wol|occur smooth, with fare seamiess, wth i |Sonfcantons of ibutwih some oss of ite loss of natucsonal students assuming some Iiudonaltine, incon inet responsi for smooth Developing Generated by EVI, 1/21/2016, 12:06 PM Page 7 of 13Stillwater CSD Chesney, Julia ay StaffTrac | | systems for ficient systems for | Systoms for i |insiructonal ime is lost _|pertomning non 4 on ‘performing non | [imperorming non insruciona duties are stuctonal dues are in instucional dues re | instvetlonal duties, only fey efficient, ‘place, resting in rinimal well established, wih } | esutng in some loss of loss of instructional tine. | students assuming Finebucionaltine. jeonsiderable i | et | (TF Vounteers end (I Valuntoors and {prapetessonals have |paraprofessionas are _jparaprofessinals are ‘no deat dothed dues ‘prodctvely engaged | preducvly and ‘curing portons of classinependerty engaged cotrbuton tothe “ime but rogue roqunt dung te ene Gass. |supenson | standards of conduct F¥ Standards of conduct T~ Standards of conduct i AP No standards of |concuct appear tohave |appeartohave been jareclearto all students. jare clear to all students i ‘been established, or | etudents are confused las to what the land appear to have boen| {developed with student | patcipaton [Monitoring of student behavior L geive Mity Slecive ‘W reacerisalero I Montarng by ener {student behavior at all ‘is subtle and preventive, Jie, {Students montor bai fom and tar peers thar, corecing one | |respond to stent misbehavior is misbehave i ighiy Iiebehvr butwih appropiate ard __efeive and serve Inconastort, is very |uneven resus, or thre [successful and respects students incvicl repressive, or does not are ne major infractions. |the students dignity. or needs, or student Irampect the student's [ofthe nes. |soent behaviors [bhador i ety OM a generally sporoeriate. appropiate. 1 | iii Etec | [F'tmedassroomis (FTreciassromis (The classoomis _|T- The classroom is | unsteorlesming ot |sal, and atleast ste, andleaming is __j safe, and students Scceiietosoneesortalearing [equlyaceaaeto all erates ensure hat ‘students. ‘accessible tomest students. |atteamings equaty (Sot, j jacenblwal ! L __-—_ eset Gonerated by EVI, 1/21/2016, 12:06 PM Page 8 of 13Stillwater CSD Chesney, Julia ay StaffTrac {arrangement of fernitire and woe of” j__raiecive | Degg] ec <7 vty gave 1 (oe eee ‘Fteacneruses (fF TeacterusesT Gotntscher ane i Jorrangementhindersthe [physical resources physical resources students use physical! | Hearing echcaor the |odequtely. The uriture|eliuly, andthe rescues easly and {teacher makes poor use [may be dusted for a furdure arrangement | sku, and students [ot physical resources. lesson but with ited ja resource fer learning aust the tumiture © ‘aces. i T wetecive—f i | tescnrs purpose in | Teacher atemptsto |) Teachers purpose | |atssonoruntis.jemlantheinetvedoal_ertelessonruntis|purose ofthe eson or} ncear ostdens. [pupowe wihined (dear, incuting where [uncear.Incudng. | i | success, Jisstusted winin t t within broader teaming, | “troaderleaming EMtectve Highly Etecive (F veachers rectors {7 Teachers creciow | | | AP Teacher’ irectons i ‘and procedures are Jandprocecurs ae jana procedures are contig to students. Jeera studens. [clear to students and i “enbopate posse student ‘misunderstanding, a “oT Bese eae ‘Teacher's expanaton{f "Teachers expanaton|F Teachers explanaton| ‘content is appropriate 'of content is imaginative ! EP Teacher's explanation |T~ jof the content is unciear ‘of the content is uneven: | ‘ereonhng ruses jsomele de aitigy, "land conmecs wih Jandconmeca wn | | |iepeepiateanguge. bute partons are [suet imowedge and stuertsknowledge and, | i Jatfeuttotelow. ‘exper. frpenence, Students | i | jconoue oomlaing Jsonceps to tek peers. | | TTT ieee IT Teachers spoken |F- Teacher's spoken {I Teacher's spoken |F" Teachers spoken | language inate, or anguage saul, and jen writen anguoge Is and wien anguage is Iwittentanguoge is jwrttenlenguage is [dear and comect and comet and conforms to lage. pokencr —agble. Bon are used Joonfoms to standard standard Engish is Use of ofl and wen language ‘wtenianguage _comecy and confom to Engleh Vocabulary leo expressive wih | Contains eror-ot stander Ergun. [appropiate toe” wellchosen vocabulary | Gara: orsyrak. Vocabulary scoreet [stems ages and _‘!thatervenes he lesson Nocatdan maybe |butirtedoris ot intrest. "Teoonr foes L | [pepe rogue lepepat he ‘ovrandt een students vocabularies. Generated by EVI, 1/21/2015, 12:06 PM Page 90f 13Stillwater CSD Cee ae J starrtrac (iy ot anion eta 1 [EE Coe Ciecie Ytacl] \FF Teachers questone | Teachers questone F* Mosto te teachers (FF Teacher's questons | [are vita att poor ar acombnaton ow question are cigh arf tory gh | {euatty, wih ow [and gh quality, posed squall. Adequate te is qualiy, with adequate [cognitive chalenge and in rapid succession, [provided for students to jtime for students to sede cone |Oniysome inte respond. |respond. Students Hormulate many Joiscusson rather than {stopping aside when mediating all questors rectaion, with uneven appropriate. { {P Atew students Teacher atamptsto | Teacher sucesstuly |” studenshemsewes Ieominte te discussion engage allstxents in fengagesallstidents in. jensure that f voces “tre Gucunsion bt wih {hw coon { rated sucess 1 i | {Activities and assignments ea al iaacneond [PF aeacose | acopeeres oe —_fesignent are japrentae weome — loppmpraie to sade, | |Stdainestal suena assgurensin her |exlraton of contr. "Serene or aapt sce an projec 0 {erence ee [ncetoneg. F instructional groups. |areinappropristetothe are only partly are productive and ily are productive ard tly | students orto the jappropriatetothe appropriate tothe appropriate tothe | iisructonaloucomes. [students oronly _studenisortothe __ students. orto the | voderataly successful in! instructional puposes of instructonal purposes of 4 |savancing he {the lsson. the lesson, Students i i |insirutional outcomes of ake te iatve to the lesson, lintuence the formation | | i } [oragustment of | L | i instructional groups. Generated by EVI, 1/21/2018, 12:06 PM Page 100f 13Stillwater CSD Chesney, Julia linetructional materiale and resources | 7 | | tnstuctonal materials | instructional materials {FF instructional materiale ‘I Instructional materials | landresoucas ae (andresouces are ony land ecoucas ae jendresouces are! | {unsuitable to the [partially sutable tothe {sultable tothe |sultable to the ‘instructions! purposes or instructional purposes, ‘donot engage students or students are only fuructonal purposes |and engage swaens [nena Suen eo he choice aden, lorereaton of materi i hematca cae = = ee i [Fitetscmtasa (PThetesntese | i lot dined secure, recorzable are, ‘cary dened sou | ucueis Nishy Is oo slow or rushed, oF unto mainined | actvtes are organized. |rofcton and closure. ‘both, |theoughout the lesson. |Pacing ofthe lesson is |Pacing ofthe lesson is i [Pacing rte lessons generally appropriate. appropriate forall Inconsistent. t [tudens, {ortho pace ofthe lesson though tis nat pac coherent, allowing for : Tsuen are not _|T- Staderts know some [FF Stodents ae tly IT” Stans ae fy { Jaware ofthe crterla and jf the ceria and aware of he criteria and aware ofthe criteria and | ‘perfomance sanderés [pertamance stndarés[peormancesindercs. performance sandes | ‘by which their work will [by which their work will iby which their work will by which their wark will be evaluated |e evaluate, (ve evauated. bo evaluated anahave ‘Monitoring of student learning j | Teacher montors the |F7 Teacher actively and t {monitor student leaming progress of the class as progress of groups of systematically elicits i [inte cuncutm. ja whale but ects no {students inthe | Gagrosi inorsen ! 4 "logostcintmnuton. | asodum, making ited fom individual students : | set dagrosic. regarding et froveatect dat nd | | Ee . High Edie [Tencersteccack | Techs teedack [F Teasrs tata. [Teaches nab | ee {auaity and not provided |anditstimeiness sof consistenty high of consistent high ‘natively manner. inconsistent ‘quaty fquaty, and students : { make use of the eodback nthe Generated by EVI, 1/21/2015, 12:06 PM Page 11 0f 13Stillwater CSD at Chesney, Julia } statrtrac Student eel-aseosoment and atte Decisig Tei tat tact} [FF stuens occasionally FY students frequently Students nat only |assess the quatiy of jassess and monitor the frequenty assess and | itheir own work gaint. [quay of ther owm werk mentor the aval of ie assessment tea apis the assesment thelr ow werk gait landpertomance ettete and perfomance he assesoment tea | | sanders. ‘standards land portomance ' i Standort but aso make seve use of hat I information intheir fearing, ad [Been "ec iy etre _ | Teacher atempisto |P Teacher mates Teacher succestuly} {fy an rntuctonal |adutalesson wen jrinoradisinert oa makes amar |plan even when (needed, wah only eso, andthe jausmont to lesan |nhin needed “Foz atoms to {7 Teather scot Teacher sezes @ {brates xe tudes jaconmotte sce facommodses scene oppor ecure ortierns, |qumstreor tre jqusionscr interest |eenceearing [dough nepachgcl | tlk on stent [eiewonstoupet | lores or | [Pvmenastudenthas | Teacher accepts T Teacherperisis in FV Teacher persists in | ‘uty eaing, the responsi forthe seeking approaches for jzeckingoflectve | toacher ether ges up success ofa students [studens who have approaches for students Jorblames the student or [buthas only alimted _‘diffculty eaming, _|whoneed help, using an Seataotatone” jeprie cmon] enrgenares__ [ene ere i ‘ervironment. [strategies to draw on. [repertoire of stategis. ‘strategies and sofcting | ! ! ‘delional resources | ‘rom the school, Evidence: Teacher uses technology o enhance opportunies for students to Interact with ex, drow irferencas and develop eflecive wring prompts. j Generated by EVI, 1/21/2016, 12:06 PM Page 1201 13Stillwater CSD Chesney, Julia Accuracy Z “E__inetecive "Developing | Etfecive | IT Teacher does not | Teacher has a i Ihnow whether alesson generally accurate accurate assessment of houghful and accurate | ' [wasetectve or impression alesor’s (a lesson’ effacvenass assessment of a ! | etieved its nsructona |efecwveness and the landhe exentio which lessons eflectiveness Caicomes cteacter lextento wich faced ts and the extort to which |profounly misjudges the instructional outcomes nstuctona outcomes | achieved its ncamacFatesn lwora met [intean ae genera |retuctond eviores, f [reterences to suppor [eng mary spectic i i the judgment "examples tom the | {lesson and weighing the | | [Ftaivesoengte of i fea : ‘Uso n future teaching Eecive AP Teacher makes a few! Drawing on an tonsmetrnovs |geuaingnasoe ecto ngpeare jee rae i Tesson could be Iabouthow alesson what could be bied sls, teacher offers | improved anther time [coud be improved fancthertime the lesson {specie atemative | I [the lessons taught. jancther tie the lesson is taught. ‘actions, complete wth i } is taught : the probable success of | i ferent courses of ‘Total Score: 187/224 points, Average: ‘Schook Silwater Mddafigh Schoo! Roleased: 17572015, Eeutee Stat pickin ow 8 1/23/5 Adminitrative Signature: Date: Gonerated by EVI, 1/22/2015, 1:27 PM Page 130 13