Rotherglen School Teacher Performance Appraisal Ae 2015 School Year Teacher's Name Head of School Lindsay Webb Laura Crumb Teaching Assignment Grade 5 Classroom Observation First Observation ~ Grade 5 Guided Reading | appreciated receiving your lesson plan, prior to my observation. In particular, this helped me to understand the expectations you were looking to assess during your lesson. The focus of the lesson was on the reading strategy asking questions. Students understood their groups, and when not in a guided reading session, clear and productive exercises ‘were prepared for students to work on independently. Students were asked to preview the book, and share any predictions or inferences that they could make. Good dialogue ensued amongst the reading group. Students were Confident to participate and offer their opinions. ‘The strategy was introduced, and students were asked why it is important to ask questions and how can this make us better readers. After sharing their thoughts, students were asked to read a specified number of pages, independently. During their reading they were asked to write down on a stick it note features of the diary that show strong emotion. They were also asked to write down a question they have about what they had read, or a question they might ask the author. The reading groups was set up well and clearly understood the ‘expectations of the lesson. As they read, you circulated the room to ensure that students were on task and to check in ‘with students requiring teacher support. Would this have also been an opportunity to do a running record with one of the students in the reading group? Is there a success criteria to assess your students’ ability to make inferences or connections, if this is what you are assessing? Once students had completed their reading, they were guided through meaningful discussion. You remained supportive and encouraging to your students through the process. You were well prepared for the lesson, ensured that each student participated and you provided positive feedback to your students after answering questions. ‘The second group in the rotation came for their guided reading lesson, Again, students were confident to participate and offer their predictions and inferences. Good questions were asked to guide students understanding of the importance of asking questions to become better readers. I was pleased to sce technology being used for student activities, who were not in a guided reading session. During the second guided reading session, the general tone in the classroom became louder and some students began to lose engagement in their activities. 1 would be interested in your feedback on how this has progressed since the beginning of the year, Your lesson was timed well. Routine has been established during guided reading, however, a few students struggled to remain on task in their groups, You were a keen observer of these students, and brought them back to task quickly... A question from this lesson would be ~ How are students’ reading and reading behaviours assessed on an ongoing basis? How do you plan to assess the expectations outlined for this lesson’ ‘Second Observation ~ Grade Five Letter Writing I was pleased to see the culminating task for your students of writing a letter to be connected to your reading strategy of asking questions. Students were asked to write a leiter to a character orto the author of the book they read. The lesson began with reviewing the structure and components of a letter as a class. As ideas were discussed, points were placed on the board. An exemplar of a letter was also provided for the students. Students were asked to get into their guided reading groups and brainstorm questions that they might ask about the book they read, or to the author of the book. One student in each group used his/her iPad to record the groups ideas on a google document, shared with all members ofthe group. It was nice to see technology used for this group work activity, and that a document was created that would be ficcessible to the entire group through google docs for their reference. Students were then asked to return to their desks and begin their work of writing a leiter. Students worked well together and some good ideas were generated. Some students, even with an exemplar, had questions regarding the expectations of the letter. Was there a success criteria provided to the students? Was it co-created? Was a rubric provided to the students? Your classroom is beautifully maintained, and a safe and inviting environment has been created. You have developed a strong and respectful relationship with your students, and this is evident in your interactions and by their comfort level in the classroom Domain: Commitment to Pupils and Pupil Learning ‘Teacher demonstrates commitment to the well-being and development of all pupils. “Applies knowledge of how pupils develop and lear physically, socially, and cognitively +Shrapes instruction so that itis helpful to pupils who learn in a Variety of ways Effectively motivates pupils to improve pupil learning Demonstrates a positive rapport with pupils ‘Teachers are dedicated in their efforts to teach and support pupil learning and achievement. “Assists learners in practising new skills by providing opportunities for guided practice sProvides for active pupil participation in the learning process +Employs a balance of pupil- and teacher-directed discussion/learning Establishes an environment that maximizes learning “Uses a variety of teaching strategies suited to the individual needs of pupils Teachers treat all pupils equitably and with respect Demonstrates care and respect for pupils by maintaining positive interactions «Promotes polite and respectful pupil interactions Addresses inappropriate pupil behaviour in a positive manner ‘Teachers provide an environment for learning that encourages pupils to be problem solvers, decision makers, lifelong learners, and contributing members of a changing society. «Provides learners with appropriate opportunities for independent practice of new skills +Employs effective questioning techniques that encourage higher-level thinking skills Provides guidance and appropriate feedback to learners on attainment of new concepts/skills «Encourages feedback, risk taking, questioning, and experimentation by establishing a non-threatening learning environment Notes: You demonstrate a good understanding of how students learn and your classroom is well prepared to meet these needs. Consideration is given to the different learners in your classroom, as you plan your instruction, You have a strong rapport with your students, which is evident after just a short time of being in your classroom. Opportunity is provided for students to practice new concepts learned, and there is @ nice balance of teacher and student directed learning. Students are respectful of each other’s contributions while working in a group situation and when students volunteer input during lesson time. You encourage your students to question and take risks in their learning, and you have created a safe environment for them to do so. Good questioning techniques to encourage higher level thinking was evident in guided reading sessions and general class discussions. Domain: Professional Knowledge Teacher know their subject matter, the applicable curriculum (Montessori and/or Ontario), and education- Teaches the curriculum by exhibiting an understanding and ability to explain subject areas *Demonstrates mastery of subject knowledge and related skills ‘Teachers know a variety of effective teaching and assessment practices. *Uses a variety of appropriate teaching techniques to engage pupils, +Provides constructive criticism as part of evalvation +Employs formative and summative assessments to check for understanding ‘Teachers know a variety of effective classroom management strategies. «Systematizes routine procedures and tasks to engage pupils in varied learning experiences«Provides opportunities for pupils to share their interests and demonstrate their involvement in learning +Eiisures that all pupils have the opportunity to learn Uses appropriate strategies to manage discipline ‘Teachers know how pupils learn and the factors that influence pupil learning and achievement. Uses different motivational strategies to encourage pupils in developing competence in all areas ‘Takes into account various learning styles with the selection of materials/media Notes: You demonstrated a good understanding of teaching the reading strategy of asking questions. Guided Reading has been a school wide goal, and it is nice to see this practice in place in your classroom. Constructive feedback is evident in ‘your evaluation of student work, and there is some evidence that expectations are aligned with instruction and assessment practices. Students are provided with ample practice, before being formally assessed, as was evident in the time students were provided to write a formal letter. Systems are in place to ensure students are engaged in productive work, while guided reading lessons are in session. Discussions in guided reading encouraged students to draw connections to their own lives and share their experiences with the group. Tam uncertain of your practice to determine flexible groupings in guided reading. What practices are employed to assess students’ reading growth, outside of benchmarking? Student discipline is not a concem as a result of strong classroom management practices, The classroom noise level can become elevated, at times. Samples of assessment practices were provided from previous lessons. Assessment for lessons observed (guided reading and letter writing) were not provided. Domain: Professional Practice ‘Teachers use their professional knowledge and understanding of pupils, curriculum, Rotherglen School Policy, teaching practices and classroom management strategies to promote the learning and achievement of their pupils. *Develops clear and achievable classroom expectations with pupils *Models and promotes effective communication skill *Chooses pertinent resources for development of instruction to address pupil need Uses instructional time in a focused, purposeful way Teachers communicate effectively with pupils, parents, and colleagues and maintain professional relationships. *Provides ongoing feedback to parents through phone calls, intranet, email *Demonstrates a positive, professional attitude when communicating with parents, pupils, and colleagues +*Conducts purposeful teacher-parent conferences, Communicates clear, challenging, and achievable expectations for pupils Teachers conduct ongoing assessment of pupils' progress, evaluate their achievement, and report results to pupils and parents regularly. Engages in meaningful dialogue with pupils to provide feedback during the teaching/learning process *Uses a variety of techniques to report pupil progress ‘Teachers adapt and refine their teaching practices through continuous learning and reflection, using a variety of sources and resources *Assesses and reviews program delivery for relevancy «Refers to strategies and accommodations in Learning Success Plans for students who have been profiled «Effectively demonstrates knowledge of trends, techniques, and research relevant to his or her teaching ‘Teachers use appropriate technology in their teaching practices and related professional responsi «Demonstrates effective use of technology as it relates to school operations and school expectations “Models and promotes effective use of technology to promote pupil learning ‘Teachers meet administrative deadlines, keep required record keeping and adhere to school policies and procedures. *Adheres to regular hours of employment and supervision schedules (lunch, recess, dismissal, escorting students to and from specialty classes) Remains actively involved in extra curricular activities *Maintains positive and regular communication with parents Reads parent emails/checks voicemail and responds within a 24 hour period +Adheres to report card, parent phone call, intranet update and curriculum deadlines (handing in Jong range plans, units of study, tests assignments, student tracking, record keeping) *Reads and responds to emails sent by administration +Works collaboratively with grade level colleagues on required curriculum planning Notes: You set achievable goals for your students and communicate expectations clearly. Classes observed used instructiontime in a purposeful way. Communication with parents is always professional, as is your interactions with colleagues and students. Time is taken to provide students with feedback on their progress. ‘Technology is utilized to support and enhance learning in the classroom. Tam pleased to see you embrace google docs, and utilize the ipads for student work Greater use of the SMART Board for lesson creation and interaction is encouraged Domain: Leadership and Community ‘Teachers collaborate with other teachers and school colleagues to ereate and sustain learning communities in their classrooms and in their schools. Learns with and from colleagues and others in the community of learners Works cooperatively with colleagues to solve pupil, classroom, and school concerns «Participates effectively by contributing to grade, division, and/or subject teams «Participates effectively on committees by Organizing school-based activities, Teachers work with other professionals, parents, and members of the community to enhance pupil learning pupil achievement, and school programs *Cooperates and works readily with the school’s Learning Success Centre Notes: Your leadership in organizing school assemblies is very much appreciated, and is an example of your strong organizational skills, It is no small task to assemble such a large number of students, and so many presentations in one assembly. You work cooperatively with you grade level team to create units of study and ensure consistency in assessment practices. | am appreciative of your contributions and engagement in division meetings. From feedback received, you work cooperatively with the Learning Success Centre to ensure the needs of your students are met. Domain: Ongoing Professional Learning ‘Teachers engage in ongoing professional learning and apply it to improve their teaching practices. Participates willingly and effectively in professional learning and in-service programs to enhance skill development or broaden knowledge «Secks input from colleagues, consultants, or other appropriate support staff and effectively applies it to enhance teaching practices Notes: ‘You have been an active participant in workshops designed to support our school goals, including guided reading and integrating IT into the classroom. You work collaboratively with our literacy consultant and ICT specialist to support and enhance your teaching practices, Professional Growth Goals and Strategies for the Teacher The following professional goals and strategies are recommended for the teacher to take into account when developing his or her Annual Learning Plan (ALP). 1. Continue to integrate IT into your instruction and assessment practices. 2; Further align assessment practices with planning and instruction 3. Continue to support school goals. You are on a great path! 4. Reflect on active teaching practices. Head of Schoo! Golo [ol /k2- Date (yyyyimimidd) Teacher's Signature My signature indicates the receipt of this Annual Review. x CLL LOI6 Joz fz. Date (yyyy/mmidd)