Appendix T3-A6

CREIGHTON TEACHER PROFESSIONAL GROWTH

Summative Appraisal Template

Educator Name: Alisha McCorriston
Assignment: Grade 1
Date Entered Present Position: August 2015
Appraisal Period: From: September 2015 To: March 2016
Supervisor’s Name: Bob Smith Supervisor’s Title: Director of Education
Date Prepared:

STATEMENT OF PURPOSE
Our aim with the supervision process and accompanying documentation is promote professional growth and
development so that our system continues to offer support to teachers who are developing professional growth
plans, and to facilitate greater understanding between teacher and administrator in the supervision process
ensuring commitment, responsibility, accountability and duty of care for students and for teachers.

The intent of the Creighton Teacher Professional Growth Rubric and the Summative Appraisal Template is to
identify and model a series of principles around instructional practices:

1. First, effective or best practices involve a broader list of variables including teacher reflection and
contribution to a learning community. These have been identified and added to the document.

2. Secondly, the best practice rubric offers descriptions of what good teaching looks like.

3. A final principle is to ensure that our supervisory practices are as consistent and fair as possible.
Developing a stronger, more descriptive set of indicators of effective practice contributes to this
principle.

PERFORMANCE STANDARDS
Performance will be assessed in all areas based on the following standards of performance:

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Section I – PLANNING FOR INSTRUCTION AND ASSESSMENT

This section contains eight job performance indicators, definitions of these indicators, and
examples of each indicator. Rate this teacher’s job performance by:
1. Reading the definitions and examples of each indicator.
2. Rating the teacher on each indicator by placing an X (by clicking on box with mouse) in the
appropriate box. If an indicator is not applicable, write “NA” in the Comments section for
that indicator.

The Comments section for each indicator can be used to expand upon the ratings made.

Responsibilities for the period:
This is Alisha's first teaching assignment and she is responsible for the planning and
implementation of the Grade 1 Saskatchewan Curriculum in all subject areas. In addition Alisha
is responsible for the formative and summative evaluation of student learning. The information
gathered from the formative evaluation of student learning is used to monitor and adjust her daily
lesson preparation, and the information gathered from the summative evaluation is used to
inform parents through the report card process.
Accomplishments for this appraisal period:

List significant accomplishments or results achieved during this appraisal period related to the
major job responsibilities listed in the column at left. Explain any discrepancies.
Alisha's long range planning for instruction is very thorough and comprehensive. Some of the
planning was done collaboratively with the other Grade 1 teacher, ensuring that both groups of
Grade 1 students are being taught the outcomes of the Saskatchewan curriculum. It also ensure
that both classes are progressing through the curriculum at relatively the same pace.

A. Knowledge and Understanding the Learner
Knowing & understanding the learner is as important as knowing and understanding what
is to be learned. The concept of individualization is fundamental to meeting the needs of
students. Goals represent high expectations for students and reflect important learning and
conceptual understanding, curriculum standards and foundational objectives.

 Knowledge of Age Group Characteristics
 Knowledge of Varied Approaches to Learning
 Knowledge of Individual Differences
 Student Advocacy
 Awareness of Student Needs
Distinguished
Proficient
Emerging
Not Evident

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Comments:
Teacher:

Director/Designate: Alisha demonstrates a great depth of knowledge about the learning
needs of the students in her classroom. Imbedded in her lesson plans were differentiated
activities for students with special learning needs.

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B. Professional Competency

Professional Competency is dependent upon the teacher’s level of knowledge in the subject
matter related to their teaching assignment. Subject matter competence is demonstrated in
a variety of ways both in and out of the classroom.

 Knowledge of Content
 Knowledge of Content-related Pedagogy
 Current Knowledge of Research and Development

Distinguished
Proficient
Emerging
Not Evident

Comments:
Teacher:

Director/Designate: As mentioned earlier in the report, Alisha's long range planning was
exemplary, and this translated in very detailed daily lesson plans. She understands the
content of the Grade 1 curriculum thoroughly, and she makes adjustments as necessary for
students with special learning needs.

C. Use of Resources

 Awareness of System Resources
 Awareness of Curriculum Resources

Distinguished
Proficient
Emerging
Not Evident

Comments:
Teacher:
Administrator:
Director/Designate: Alisha uses of variety of learning resources in her Grade 1 classroom.
Many of these resources are ones that she prepared herself a part of her daily planning
routine. Alisha should be commended for the hard work he put into preparing interesting and
engaging learning resources for students.

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D. Effective Planning

Effective planning is essential to quality instruction and assessment. Year-
long, unit and daily plans must be tailored for the students involved and
must be adjusted to changing environmental and academic conditions on
an ongoing basis. Goals must represent high expectations for students,
must reflect important learning and conceptual understanding, must
reflect the needs of all students in the classrooms and must adhere to the
foundational objectives/learning outcomes of Provincial curricula.
 Appropriate Short and Long Term Goals
 Integration of CELs and the Adaptive Dimension
 Evidence of Foundational Objectives
 Clarity of Learning Objectives
 Correlation Between Instruction and Assessment Objectives
 Appropriate Learning Objectives
Distinguished
Proficient
Emerging
Not Evident

Comments:
Teacher:

Director/Designate:

E. Curriculum Actualization

Elements of effective program implementation and maintenance are
defined by quality instruction which incorporates clearly established
connections among curriculum, methodology, individualization and
effective practices.
 Suitability for Diverse Learning Needs
 Appropriate Use of Instructional Groups
 Lesson/Time Structure

Distinguished
Proficient
Emerging
Not Evident

Comments:
Teacher:

Director/Designate:

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Section II – CLASSROOM ENVIRONMENT

A. Respect and Rapport

Effective human relations and communication skills in working with students, both in and
out of the classroom, are essential to positive and productive relationships with students.
Effective interpersonal relationships with students are characterized by both verbal and
non-verbal actions.

 Teacher Interaction with Students

Distinguished
Proficient
Emerging
Not Evident
Comments:
Teacher:

Director/Designate:

B. Culture for Learning

The classroom environment should stimulate student learning and reflect
the content and philosophy of the current program. The selection of
appropriate activities, techniques, and materials manifests in the student
a desire to succeed.

 Importance of Content
 Expectations for Learning and Achievement

Distinguished
Proficient
Emerging
Not Evident

Comments:
Teacher:

Director/Designate:

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C. Managing Classroom Procedures

Teachers must consistently plan procedures for effective utilization of time
and materials both in the classroom and in the total school program.

 Instructional Groups
 Transitions
 Materials and Supplies
 Non-Instructional Duties

Distinguished
Proficient
Emerging
Not Evident

Comments:
Teacher:

Director/Designate: Alisha has established very efficient classroom routines. As students
enter her classroom they know what routines are expected of them and they transition well
into learning activities. The pacing of her lessons is very good, and there is very little down
time in her classroom.

D. Managing Student Behavior

Establishing and maintaining orderly and effective learning climates that
motivate students to exercise reasonable self-control are responsibilities
of teachers.
 Expectations
 Monitoring
 Response

Distinguished
Proficient
Emerging
Not Evident

Comments:
Teacher:

Director/Designate: Alisha had some students in her classroom who at times were somewhat
challenging, but because she engaged in good differentiated learning practices, she did not
experience a great deal of student behaviour problems. When necessary she would re-direct
off task student behaviour to ensure that students were completing the assigned tasks. Further
teaching experience in dealing with challenging student will allow her to deal with these
students in a seamless manner.

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Section III – INSTRUCTION

A. Instructional Delivery

The ability to communicate clearly and accurately is an essential part of
instructional delivery.

 Communication Skills

Distinguished
Proficient
Emerging
Not Evident

Comments:
Teacher:

Director/Designate: Alisha's communications skills, both verbal and non-verbal were clear
and allowed her to focus upon achieving the outcomes identified in her daily lesson plans.

B. Maintaining Accurate Records

Maintaining records and providing specific and timely feedback are
important components of instruction.

 Feedback to Students
 Quality of Feedback
 Maintaining Records and Providing
 Providing Feedback to Students

Distinguished
Proficient
Emerging
Not Evident

Comments:
Teacher:

Director/Designate: Alisha used the Students Achieve software system to record and
maintain student formative and summative evaluation records. Evaluating students on
achieving identified outcomes is not an easy task, and with more experience this process will
be also become seamless for her.

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C. Engaging Students in Learning

A teacher engages students in the learning process through the
presentation of content, activities, assignments, resources, the structure
of the lesson and it’s pacing.
 Presentation of Content
 Activities, Assignments, Resources
 Structure and Pacing

Distinguished
Proficient
Emerging
Not Evident

Comments:
Teacher:

Director/Designate: One of the consistent themes in this evaluation report is the
comprehensive lesson planning that Alisha completes on a daily basis. She plans a good
variety of learning activities, and transitions well from one activity to another. Alisha also
uses a variety of learning resources, and it is obvious that she spends a great deal of time
preparing some of these resources.

D. Using Questions and Discussion Techniques

Teachers are able to engage students in interesting discussions through
high quality questions and a variety of discussion techniques.

 Quality of Questions
 Discussion techniques and Student Participation

Distinguished
Proficient
Emerging
Not Evident

Comments:
Teacher:

Director/Designate: In her daily lesson planning Alisha would often identify
questions/concepts/activities that she planned to engage her students in during her lessons.
Sometimes responding to unique student questions would prevent her from completing all the
activities she had planned to accomplish. As she becomes more comfortable in dealing with
these situations, I am confident that she will be able to follow-through on all her planned
activities.

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E. Flexibility and Responsiveness

A teacher demonstrates his/her flexibility and responsiveness toward
his/her students through lesson adjustment, persistence, and response to
students' questions and interests.

 Lesson Adjustment
 Response to Students
 Persistence

Distinguished
Proficient
Emerging
Not Evident

Comments:
Teacher:

Director/Designate: While Alisha was always extremely well-planned and organized for her
daily lessons, this attention to detail did not prevent her from being responsive to emerging
student needs.

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Section IV – PROFESSIONAL RESPONSIBILITIES

A. Reflecting on Teaching

The ability to reflect on the extent to which a lesson achieves its goal is essential to meeting
student needs and to ensure professional growth.

Distinguished
Proficient
Emerging
Not Evident

Comments:
Teacher:

Director/Designate: After each classroom observation I met with Alisha to discuss and
reflect upon the outcomes she had hoped to accomplish in her lesson planning, and the
outcomes that were actually accomplished during the lesson. Alisha was always able to
reflect upon her practices and identify where things could have been tweaked to improve
student learning in her class. I found her to be extremely self-reflective and always looking
to improve upon her performance.

B. Communicating with Families

Engaging families in student learning recognizes a shared responsibility
for a student's education.

Distinguished
Proficient
Emerging
Not Evident

Comments:
Teacher:

Director/Designate: Alisha participated in the school report card processes where she met
with individual parents to discuss student progress. I did not observe any other activities or
processes she engaged in to communicate with families.

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C. Contributing to the Learning Community

Teachers who are interested in the welfare and development of students
contribute to the learning community through collegial and collaborative
relationships with colleagues and by engaging in school and school
division activities and projects.

 Relationships with Colleagues
 Service to the School
 Participation in School and Division Projects

Distinguished
Proficient
Emerging
Not Evident

Comments:
Teacher:

Director/Designate: Alisha is a young teacher who quietly goes about the business of
teaching the students in her class to the best of her ability. I did not observe her interacting
with her school colleagues in the learning community process, but I do know that she has a
good relationship with her colleagues. In particular she works well with her other Grade 1
counterpart in collaborative planning processes. As a first year teacher her participation in
extra-curricular activities was limited to supporting the Grade 9-12 Drama Club. Next year
she plans to assist in coaching a school sport and continuing with Drama Club involvement.

D. Growing and Developing Professionally

A teacher develops professionally by engaging in professional growth
opportunities, both independently and as a part of collaborative
processes.
 Enhancement of Content and Pedagogical Skill
 Service to the Profession

Distinguished
Proficient
Emerging
Not Evident

Comments:
Teacher:
Director/Designate I know that Alisha has participated in school level professional
development activities, but I am not aware of any outside of the Division professional
development she may have engaged in.

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E. Demonstrating Professionalism

A teacher demonstrates professionalism by being a champion for all
students and by ensuring that decision making processes reflect the
highest professional standards.

 Advocacy
 Decision Making

Distinguished
Proficient
Emerging
Not Evident

Comments:
Teacher:
Administrator:
Director/Designate: Alisha has already demonstrated that she is a champion for all students
through the comprehensive differentiated instructional practices she engages in. She has a
desire for all students to be successful in her classroom.

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Section V – DEVELOPMENT PLAN

This section helps develop the teacher’s skills as they pertain to this position.

Specific recommendations Target
Relative strengths
for better utilizing strengths date
 Knowledge of Curriculum Continue to use your strengths in long range planning and Ongoing
 Planning for Instruction differentiated instruction to meet the needs of all students in
 Differentiated Learning your classroom
Specific recommendations Target
Areas for Development
for improving current job performance date
 Through interactions with Consider attending literacy workshops/conferences outside of June
colleagues and professional the division to expand upon your knowledge regarding the 2017
development continue build implementation of best literacy practices identified in the
upon your knowledge of best Saskatchewan Reads document
classroom literacy practices

Section VI – SUMMARY OF OVERALL PERFORMANCE
Check the box below that best summarizes this teacher’s overall accomplishments (Section I) and job
performance (Section II) in terms of the job requirements. Your ratings should take into account:
1. The degree to which the job requirements have been satisfied.
2. The difficulty of the job requirements.
3. The teacher’s methods for satisfying the job requirements.

Performance Description of Performance

Levels
An excellent teacher doing an excellent job. Performance consistently exceeds the
normal requirements of the position; teacher frequently demonstrates a clear
Distinguished
commitment to work, extraordinary efficiency in carrying out assignments and an
exceptional understanding of the job.
A good teacher, doing a good job. Performance consistently meets the normal
requirements of the position; teacher demonstrates commitment to work, efficiency in
Proficient
carrying out assignments and a good understanding of the job. May occasionally
exceed job requirements or have room for improvement.
A teacher who is in the process of developing into a good teacher. Performance
suggests the presence of potential to meet job requirements; teacher may be relatively
Emerging new in the position and has previously demonstrated ability to meet performance
standards or requires additional training to assist in achieving job requirements.
Reasonable improvement anticipated.
A teacher who is not meeting expectations. Performance clearly below normal
requirements of the position; teacher has the necessary experience and training, but
Not Evident frequently fails to carry out normal assignments in a satisfactory manner, lacks
commitment to work or needs more than normal direct supervision to achieve results.
Continuation of performance at this level is unacceptable.

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Section VII – OVERALL COMMENTS

Comments of Teacher:

Comments of Director/Designate: Alisha is off to a very good start in her teaching career. Whenever I
visited her classroom the students in her class were attentive and on task. She puts in a tremendous
amount of time in detailed planning for instruction, and planning differentiated instructional activities for
students with special learning needs. Since this is Alisha's first teaching assignment since graduating
from University, it will be important for her to develop a thorough understanding of what students in
Grade 1 can be expected to achieve. This can be accomplished by working collaboratively with her
colleagues to plan joint instructional and summative evaluation activities. It will also be important for her
to network outside of Creighton School Division to develop a provincial perspective on student learning
expectations. I do know that year-end Fountas and Pinnell assessments indicated that most students in her
class were reading at or above grade level expectations. I am confident that Alisha will have a long and
rewarding career in Education. Good luck Alisha.

Section VIII – SIGNATURES
This performance review has been reviewed and discussed with the teacher.
Teacher's Signature: School Administrator's Signature: Director/Designate Signature:

Date: Date: Date:

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Teacher Observation
Date:
Teacher:
Class:

I. Targeted Areas (Area/Element):

II. Observations:

o
III. Comments/Reflective Questions

Strengths

o
Areas for Growth

o
IV. Summary

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