( ( APPE, IX G-1 TRACY UNIFIED SCHOOL DISTRICT CERTIFICATED PERSONNEL OBSERVATION (0) INFORMAL OBSERVATION (FORMAL INTERIM EVALUATION Page 1 of 4 Evaluate: Mary Sandoval Position 2nd Grade Teacher School: Art Freiler School Course: Math, Observation Date: November 29,2016 Peer Assistance and Review (PAR) Program (1 Yes XI No Status: C1 Intern O Temporary 1 Emergency I Probationary! © Probationary IL OO Permanent Evaluator Karen Aleorn Position Principal School Year 2016-2017 Rating: U= Unsatisfacto RI= Requires Improvement S= Satisfactory ‘STANDARD I - Engaging & Supporting All Students ‘COMMENDATIONS/RECOMMENDATIONS/EVIDENCE in Learning 1.1 Connecting students’ prior knowledge, life experience, and interests with learning goals 1.2 Using a variety of instruction strategies and resources to respond to students’ diverse needs 1.3 Facilitating learning experiences that promote autonomy, interaction, and choice 1.4 Engaging students in problem solving, critical thinking, and other | 4 dhe teacher giving opportunity to discuss with ther partners as well as sef-assess, The teacher promoted activities that make subject matter meaningful reson by pacing cans sich as "What streges do we already know?” and the student was ableto ‘Rapond by subing“Decompose, bunny hops, dra a picture..” Each student in the group bad an re and the lston ended with an exit 1.5 Promoting self-directed, reflective learning for all students ‘Support your stadents to be reflective with one another ‘they pir share in the table groups- have them explain or doa “think aloud,” Continue tos in developing the skills needed tomonitor and reflect upon their own leamning not) ssessmont (1.2, 15)APPENDIX G-1 CERTIFICATED PERSONNEL INFORMAL OBSERVATION/FORMAL INTERIM EVALUATION Evaluate Mary Sandoval School Year__ 2016-2017 STANDARD II - Creating & Maintaining Effective Environments for Student Learning Page 2 of 4 (COMMENDATIONS/RECOMMENDATIONS/EVIDENCE 2.1 Creating a physical environment that engages all students 2.2 Establishing a climate that promotes fairness and respect 2.3 Promoting social development and group responsibility 2.4 Establishing and maintaining standards for student behavior 2.5 Planning and implementing classroom procedures and routines that support student learning 2.6 Using instructional time effectively ‘STANDARD III - Understanding & Organizing Subject ‘Matter for Student Learning " ete 3.1 Demonstrating knowledge of subject matter content and student development 3.2 Organizing curriculum to support student understanding of subject matter 3.3. Interrelating ideas and information within and across subject matter areas 3.4. Developing student understanding through instructional strategies that are appropriate to the subject matter 3.5 Using materials, resources and technologies to make subject matter accessible to students ‘ewonubleness tale the pr {stined ol forthe game spd Ted he soups os they respond 74 Te leah had ets wo mainsined postive stadt | the atin "ied sd scinforoed by sateic (pasing ye cnt, proximity to rit Got was dane witout te loss of instruction time. tlt ti learing ati allowed mae Gime for teat be cognitively engage (See roan eations; Continue to promote a postive highly engaged and calm classroom environment wsing tickets ef ombles (21, 2.6). Be aware of your use of-Clas, Class” and it effecivenes in he lenring environment 2.4, ‘Continue to monitor the pacing and teansitions as you uiize instructional ime effectively 2.0) ‘COMMENDATIONS/RECOMMENDATIONS/EVIDENCE “Commendations 3.1 Tho each used a working inowloge of place valve emphasizing the LO s she asked the student fo aba te varios steps used to understand poo ling he dierent lat perspectives that further incrpraed troughcut the lesson. antler sk of working independently completing their boxes by “cella uring the Buzzard game. Stet sucess came fem he ch incl wel class an periner discussions on concepts discusod an 1 they were sk t share what they thought sbont the inte video. Staats were a ‘Recommendations: Continue to argaize and sequence your ‘understanding including the use of technology tessons using diverse perspectives of information to gain farther stent fo increase students understanding 3-2 3.5) @3) Incorporate cross aise concopts ouside of math and ELA suchas science notebooks when drawing ther picturesAPPENDIX G-1 Page 3 of 4 (CERTIFICATED PERSONNEL INFORMAL OBSERVATION/FORMAL INTERIM EVALUATION ‘STANDARD IV — Planning Instruction & Designing Learning Experiences for All Students ‘COMMENDATIONS/RECOMMENDA TIONS/EVIDENCE 4.1 Drawing on and valuing students’ backgrounds interests, and developmental learning needs 4.2 Establishing and articulating goals for student learning 4.3 Developing and sequencing instructional activities and materials for student learning 4.4 Designing short-term plans to foster student leaning 4,5 Modifying instructional plans to adjust for student needs 4.6 Aligns objectives with the District adopted curriculum STANDARD V — Assessing Student Learning Rating NOTE: Excludes standardized tests unless mandated through | & the Education Code 5.1 Establishing and communicating learning goals forall students | 5:2 Collecting and using multiple sources of information to assess student learning 5.3 Involving and guiding all students in assessing their own learning 5.4 Using the results of assessments to guide instruction 5.5 Communicating with students, families, and other audiences about student progress 5.6 Students demonstrate progress toward District established benchmarks and standards ok, quiz, and classwork. acher defies the sate and dict content and suppetng standards in his design plans rateics work, using place vale and he properties of operations. les and algorithms based on place vale, propert and objectives with our distiot and tate stands (4.6. oo tives and ways to chek for understanding that wl lado long- ges andi relevant oleesing. (4.3). ‘COMMENDATIONS/RECOMMENDATIONS/EVIDENCE ‘Commendations: 5.1 Teacher provided the learning goal ofthe lesson and communicated it with her students. Learning goals at align with District and state expectations) are communicated to students and families via daily emails, newsletters, additional handouts as needed, parent conferences, and report cards, $52 The teacher utilized informal assessments such as proximity with students throughout al phases of the lesson, asked direct questions relating to LO reflecting student mastery, and asked groups and individual students guiding questions to check for understanding of students. Performance on homework, previous Recomment [As observed, continue to informally check for student progress throughout your lessons {ohelp guide your instruction (5.4), Continue to share adem progsess and behavior celebrations and ‘concerns with your students and ther families (55).APPENDIX G-1 CERTIFICATED PERSONNEL INFORMAL OBSERVATION/FORMAL INTERIM EVALUATION Page 4 of 4 Evaluate ___ Mary Sandoval School Year_2016-2017 STANDARD VI—Developing as a Professional ‘COMMENDATIONS/RECOMMENDATIONS/EVIDENCE Educator 6.1 Reflecting on teaching practice and planning professional development 62 Establishing professional goals and pursuing opportunities to grow professionally 6.3 Working with families to improve professional practice development days and ERM workshops on ERMSs. She teacher/BTSA mentor who she meets with regularly. She is also curently working towards a Masters in Education degree in Best Practices. 163 Ms, Sandoval respects her students’ diverse families and utilizes parent volunters in various ways both ‘cademically and socially for fcldtrips and projects. She has developed relationships and postive ‘communication to improve her professional practice through atending student $ST/PSP/IEP meetings, having ‘mini-conferences, sending emails, progress notes, and maintaining communication with her parents on student progress. ‘Recommendations: Continue to grow asa profesional by establishing goals and taking opportnties to learn ‘nw strategie to increase student understanding and understand student's diverse backgrounds (62, 63). ‘Consider utilizing or asking our own teachers to observe in your classroom as well as ther classroom for sctionable feedback STANDARD VII Professional Conduct ‘COMMENDATIONS/RECOMMENDATIONS/EVIDENCE Rating Ss ishes professional and friendly relationships with staff, students, and parents. This is ‘observed as Ms, Sandoval is punctual, demonstrates professional conduct and integrity inthe clasroom, ‘completes her profesional duties, takes initiative to improve her teaching practcs, and atends faculty and trade level PLC mectings, Ms. Sandoval is one of our Walk-A-Thon coordinators cn campus (adjunct) and is ‘ls a valuable team member of hee grade level PLC team, As anew teacher to the district, she also is participating in TTIP and BTSA and has a BTSA suppor provider mentor. ‘Recommendations: Continue to maintain professional dialogue with your colleagues office staf, and ‘ministration team (7.1), As a first year teacher in the Tracy Unified School District and at Art Freiler School, fou have provided positive collaboration and high expectations for yourself and for your students (7.1). 7.1 Establishing and maintaining professional conduct, Bian Ab pr bly Evaluatee’s Signature Date Evaluator’s Signature Date