GREENE COUNTY PUBLIC SCHOOLS

FORMATIVE TEACHER EVALUATION REPORT

Teacher: Ashley Kisamore
Grade/Assignment Area: Fourth Grade Language Arts
Ruckersville Elementary School
Name of Evaluator: Charles R. Heaton, Ph.D., Principal
Observation Date: November 24, 2014
Observation Time: 8:30-9:24
Conference Date:

TEACHER EVALUATION PHILOSOPHY

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

DEFINITION OF RATINGS
Proficient teacher consistently meets evaluation criteria at a competency level
required for the position
Developing/Needs Improvement teachers performance in the standard is not at
the proficient level, and improvement is needed to meet expectations (See
Comments)
Does Not Meet teacher does not demonstrate an acceptable standard of
performance (See Comments)

Not Observed - performance standard is not observed

FORMATIVE NOTES:
1. Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject
content, and the developmental needs of students by providing relevant
learning experiences.
Performance Indicators
The teacher demonstrated the following performance indicators as part of
this standard:

Effectively addresses appropriate curriculum standards.

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

Notes:
Your lesson today demonstrated a tight connection between the standards of learning,
lesson planning, and delivery of instruction. This is an important connection to establish as
it ensures that the material assessed by the SOL assessment in the spring has been taught.
As you might know, we recently conducted an Academic Review for grades 2-5 language
arts. As part of the review, we used the VADOE tools to review your lesson plans. The
following strengths were noted upon reviewing your lesson plans: a) your objectives were
aligned to the Greene County pacing guide, b) cognitive levels were explicit in your plans,
and c) the activities varied for the needs of your students.
Consistent with my previous observations, your formal observation evidenced your
understanding of grade level standards and structuring your lesson with activities and a
sequence that accounts for the varied needs in your classroom.
QUESTION: How do you ensure there is alignment between the standards, plans, practice,
and assessment?
QUESTION: When you taught about WOW pages, how can you transfer the strategies and
lessons to the various ways students are assessed?

Status: PROFICIENT
Professional Development Focus: As you lesson plan and think about your lessons, be sure
that the connection between the standards, your lesson plans, and teaching is aligned. Be
sure to frequently assess, both formally and informally, to ensure alignment.
2. Instructional Planning
The teacher plans using the Virginia Standards of Learning, the schools
curriculum, effective strategies, resources, and data to meet the needs of all
students.
Performance Indicators
The teacher demonstrated the following performance indicators as part of
this standard:

Uses student learning data to guide planning.

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

Notes: I have reviewed your lesson plans from weeks 15-19. I am noting your incorporation
of elements listed on my recent memo about comprehensive SCS. I am noting the inclusion
of SOL strands, the big picture box, assessment criteria, and identifying the
content/grade explicitly.
Consistent with previous observations, students work in small groups and on varied
activities.
Your lesson plans are drafted and communicated prior to the start of the week; you share
your SCS/SCO with colleagues, in a list-serve to parents, and in hard copy form with
students.
Recently, you have developed your SCS/SCO to account for the varied structure of the
classroom; this includes whole and small group instruction.
QUESTION: What thoughts do you have on your lesson closure?
QUESTION: How do you account for students who are significantly above grade level
when planning?
Status: PROFICIENT

Professional Development Focus: None at this time.

3. Instructional Delivery
The teacher effectively engages students in learning by using a variety of
instructional strategies in order to meet individual learning needs.
Performance Indicators
The teacher demonstrated the following performance indicators as part of
this standard:

Engages and maintains students in active learning.

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

Notes: 8:32: Students were at their tables completing their agendas. Other students were
seated on the floor. You distributed the SCS/SCO.
During the observation I noted the efficient use of time, students enjoying their lesson, and
a lesson that was driven by learning objectives.
CONSIDERATION: Increase sense of urgency with explicit daily procedures and morning
routines. Set a time limit for transitions and the start of students beginning independent
work.
CONSIDERATION: When your lesson begins with students resuming working on a
previously assigned project or activity, launch the lesson with a challenge question/new
activity that activates prior knowledge first. Consider a informal formative assessment to
determine where students are in their learning and activity.
CONSIDERATION: When beginning or resuming an activity, be sure to require students
to establish the purpose and meaning for the activity. This may include talking about the
learning objectives.
CONSIDERATION: Begin the class with a whole group discussion so that sense of urgency
is established. This can be a small discussion where students share responsibility for
driving discussion and challenging one another, or it can be a mini-lesson.
You circulated and checked planners. On the board you listed no homework for 11/24 and
book presentation on December 5.

At 8:36: AK: "Once you are done, you can work on your gratitude journal and put
everything a way.
Good use of setting time limits. At 8:38: AK: "Raise your hand if you need a stamp.
Nahkia, you have 90 seconds to get around to everybody." Students began a countdown.
STRENGTH: You empowered Nakhia to check planners.
At 8:39: "Put your stuff away please. Find your bottom on the carpet. Carter, come on
over..." You prompted other students to join you. "Alright, this week is a very short
week...What holiday is Thursday? Think in your mind what are some of the fun things you
and your family do together on Thanksgiving? Do you have any traditions? Do you have
any plans already made? With some people around you, share the traditions..."
I noticed Diamond needed prompting, and you prompted her. At 8:42: "Finish your
conversation in 5, 4, 3, 2, 1, 0. Thank you. Brandon, can you tell us some of the things that
Zack is doing this week? Raise your hand if you are planning to eat some turkey..."
AK: "Did everyone have the same tradition? We are going to do two things. We are going
to read a story about a family celebrating Thanksgiving..." You explained that one story is
fiction and the other is non-fiction.
You discussed author's purpose. When Zahir talked about the elements that "contribute"
to the purpose, and you referenced the anchor chart behind you.
At 8:46: you began reading the book to the class. "What seems to be the main problem for
our character here? What else were you thinking?"
At 8:50: AK: "Laura, what was the kid's problem? What is turning out to be the solution
to that problem?"
At 8:53: You began asking closing questions as you moved to the data projector. As you
wrote on the board, what are your expectation
"What we are going to do next, together, we are going to see how these traditions...all came
to be about. We are going to work through a couple first. Then we are going to work in
small groups or partners of three...The first thing we are going to do is put our name on it.
We are going to stay here for a just a second. You asked Delaney to help pass out the
papers.
At 8:56: AK: "Alrighty. Looking at (you had the "Thanksgiving: Fact or Fiction" passage
on display) this. Fiction is real or not real? Fiction, real or not real? Our title is
Thanksgiving. We are going to be looking at fact or fiction. Is fact real or not real? Fact is a
real thing. Something that is true (you underlined fact and noted it is real, true). At 8:59:
"As I read this, your eyes are on the words."

At 9:00: "What is the very first thing I did?" You noted on the board: "1. Read."
At 9:02: "We put a big rectangles around myth." Why is it a rectangle? Do you want this
symbology to transfer to independent practice?
At 9:07: "What if I didn't know what 'New England puritan Thanksgiving' meant?" This
was a great question to ask. However, I did not observe any student response to this
question. You moved the conversation on to the meaning of "commemorating." You
walked students through deciphering the word.
At 9:19: You explained the instructions that students need to follow for their independent
practice. AK: "What is step number 1?..."
At 9:20: You numbered students off to work on the independent practice
QUESTION: What strategies could you reinforce with students as they come across an
unknown word? Make this one of your learning objectives. CONSIDERATION: I would
use a few created questions to give students exposure and practice to questions they will see
on the SOL.
CONSIDERATION: Ask students their thoughts about what they see, what do they notice
first, and use this as a time to survey their impressions of the passage on display. Using
exploratory questions, allow them to guide you through the guided practice.
CONSIDERATION: This is a good opportunity to review how and what to highlight. You
can tackle a few skill sets through this guided practice: 1) fiction/non-fiction, 2) main
idea/details, 3) highlighting, 4) vocabulary identification/development.
CONSIDERATION: Remember the power of the second question. Push the student who
answers to justify or rationalize their answer.
CONSIDERATION: Developing a student led interactive chart as a whole group would
serve as a great instructional tool to carry this lesson. I like how you made notes next to the
passage with a check for fact and an X for fiction.
QUESTION: During the guided practice what was the ratio of student to teacher talk?
STRENGTH: Your lesson structure was strong and logical. You began by activating prior
knowledge, followed with read-aloud (building shared understanding) and discussion, and
then you transitioned into guided practice.
CHALLENGE: I would like to see you develop a community of learners where students are
challenged to respond to one another by extending, challenging, or questioning another's
response.

CONSIDERATION: Remember to make learning objectives and rationale explicit as you

begin a new lesson. You did a fine job of telling students what you would be doing and
completing; however, your students would have benefited from an understanding of what
they were gaining from this lesson.
STRENGTH: You challenged Ryder to justify his answer. "Why do you think I think it is
interesting?"
Status: PROFICIENT
Professional Development Focus: Develop student centered discussion and problem solving.
Review highlights from THE POWER OF THEIR WORDS.
4. Assessment of and for Student Learning
The teacher systematically gathers, analyzes, and uses all relevant data to
measure student academic progress, guide instructional content and delivery
methods, and provide timely feedback to both students and parents
throughout the school year.
Performance Indicators
The teacher demonstrated the following performance indicators as part of
this standard:

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 assessment strategies and instruments that are valid and
appropriate for the content and for the student population.
Aligns student assessment with established curriculum standards and
benchmarks.
Uses assessment tools for both formative and summative purposes, and
uses grading practices that report final mastery in relationship to content
goals and objectives.
Gives constructive and frequent feedback to students on their learning.

Notes: Consistent with previous observation you have evidenced competency with varied
assessments, including formal and informal tools.
During my observation I noted your frequent use of positive reinforcement by the way of
praise, compliments, and individualized recognition. Well done.
STRENGTH: I love your positive and warm disposition with all students. You are
reaffirming of students efforts and contributions.

QUESTION: How have you set-up your data binder for this school year?
QUESTION: How are you assessing mastery of learning objectives on a daily basis?
QUESTION: What two strategies can you incorporate into your instruction to assess rigor
and student experience?
Status: PROFICIENT
Professional Development Focus: Consider developing a few whole group non-verbal
assessment strategies that are formative and guide your mini-lesson and whole group
instruction.
5. Learning Environment
The teacher uses resources, routines, and procedures to provide a respectful,
positive, safe, student-centered environment that is conducive to learning.
Performance Indicators

The teacher demonstrated the following performance indicators as part of

this standard:

Arranges the classroom to maximize learning while providing a safe

environment.
Establishes clear expectations, with student input, for classroom rules and
procedures early in the school year, and enforces them consistently and
fairly.
Ensures the adequate supervision of students.
Maximizes instructional time and minimizes disruptions.
Establishes a climate of trust and teamwork by being fair, caring,
respectful, and enthusiastic and supports the school-wide discipline plan.
Promotes cultural sensitivity.
Respects students diversity, including language, culture, race, gender,
and special needs.
Actively listens and pays attention to students needs and responses.

Notes: Consistent with previous observations, students were relaxed and free to work in a
space of their choice.
STRENGTH: I love the print rich environment! You had anchor charts posted and used
the board to highlight teaching points. You have created a print rich environment with the
display of fairy tale books on display, use of anchor charts, and a word wall.
On 1/5/15: I noticed students sitting in the back of the room. Students (ie. Ryder) tend to
remove themselves from the group. How does his proximity effect his engagement?
QUESTION: How do you rate student involvement and energy with today's lesson?

CONSIDERATION: Require students to speak loudly for all to hear. Students need to
speak for a wide audience, rather than the teacher. This promotes a student-centered
learning environment where students engage with and learn from their peers.
NOTE: I noticed that you called only on volunteers during the whole group lesson.
CONSIDERATION: How can you involve all students in the whole group activity? For
example, Diamond was focused on her finger nails, earrings, and looking around the room.
Consider giving her a question to ponder as you worked through the narrative.
You have the SCS/SCO posted.
Status: PROFICIENT
Professional Development Focus: None at this time.
6. Professionalism
The teacher maintains a commitment to professional ethics, communicates
effectively, and takes responsibility for and participates in professional
growth that results in enhanced student learning.
Performance Indicators

The teacher demonstrated the following performance indicators as part of

this standard:

Collaborates and communicates effectively within the school community

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

Demonstrates consistent mastery of standard oral and written English in

all communication.

Notes: Ashley is a contributing member of our school community. Among her roles, she
serves as the lead fourth grade teacher, attending A-Team meetings, communicating needs
and information among and between teams and with leadership. In this role she worked
with her fifth grade counterpart at determining the status of our word study program and
coordinating vertical efforts.
Ashley is an active member of the Reading Vertical Team, serves as a mentor to a new
team member, and is willing to assist in school leadership efforts.
Status: PROFICIENT (with commendation)
Professional Development Focus: None at this time
7. Student Academic Progress
The work of the teacher results in acceptable, measurable, and appropriate
student academic progress.
Performance Indicators
The teacher demonstrated the following performance indicators as part of
this standard:

Sets acceptable, measurable and appropriate achievement goals for

student academic progress based on the baseline data.
Documents the progress of each student throughout the year.
Uses available performance outcome data to continually document and
communicate student academic progress and develop interim learning
targets.

Notes: Mid-year SMART goals review will be held in January. Please review your goals
and student data to determine goal appropriateness.
We will follow up on this performance category at mid-year meetings.
Status: PROFICIENT
Professional Development Focus: None

Teacher Evaluation Summary

Comments:

Three take-aways:
1) Require students to work harder than you. This is evidenced in their
thinking about your questions, processing with one another, and thinking at
higher levels. Require them to justify their responses and answers and question
one another.
2) Require students to speak to their greater audience. This is consistent with
your WAC projects and students offering feedback to their peers. This is a
daily practice.
3) Be sure to integrate a spiral review into your warm-up. Consider using one
SOL passage for the week and each day examine and discuss it in a different
way.

____________________________________________
Teachers Signature

_____________________________________
Evaluators Signature

Date: _________________________________________

Date: ________________________________

Statutory requirements for teacher evaluations do not provide for appeal through a grievance process. See 22.1253.13:5(B) and 22.1-295(C).
TEACHERS SIGNATURE ACKNOWLEDGES RECEIPT OF THIS FORM.
WRITTEN COMMENTS MAY BE ATTACHED