CREIGHTON TEACHER PROFESSIONAL GROWTH

Summative Appraisal

Educator Name: Alisha McCorriston

Assignment: Grade 1
Date Entered Present Position: August 2015
Appraisal Period: From: September 2016 to: May 2017
Supervisor’s Name: Blaine Veitch Supervisor’s Title: Director of Education
Date Prepared: June 1 2017

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:
 Not Evident  Emerging  Proficient  Distinguished

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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 second year teaching Grade 1 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. She has
established classroom routines and behavior management strategies that allow for more efficient
and effective use of classroom instructional time. Alisha also has a good classroom learning
environment and demonstrates a good understanding of individual student needs and provides
suitable programing adaptions.

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:

Areas of Strengths:

 Alisha displays the ability to use personal knowledge of students to incorporate varied
approaches to learning in instructional planning.
 Alisha displays knowledge of students’ skills and knowledge for each student including
those with special needs.

Area of Growth:

 I encourage Alisha to continue to develop understanding of cultural heritage and the areas
of individual student interests

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:

Areas of Strength:

 Alisha actively builds on students’ prior knowledge.

 Alisha is innovative in and looks to current best practices to improve her professional
competency.

Area of Growth:

 I encourage Alisha to continue to reflect on anticipating probable student misconceptions

and learning gaps. I believe Alisha has the professional orientation to accomplish this as
she gains experience through her career.
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C. Use of Resources

 Awareness of System Resources

 Awareness of Curriculum Resources

Distinguished
Proficient
Emerging
Not Evident

Comments:
Teacher:      

Director/Designate:

Areas of Strength:

 Alisha has good understanding of the provincial criteria for the selection of appropriate
resources which allow for creative and individualized use of these resources.
 Alisha uses a variety of learning resources in her Grade 1 classroom. Many of these
resources are ones that she prepared herself as part of her daily planning routine. Alisha
is to be commended for the hard work she puts into preparing interesting and engaging
learning resources for the students.

Area for Growth:

 I encourage Alisha to continue to develop resources that allow students to make

connections with other subject matter and other curricular disciplines.

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

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 Emerging
Not Evident
Comments:
Teacher:      

Director/Designate:

Areas of Strength:

 The lesson, unit and yearly goals are very well done and Alisha established high
expectations for herself.
 Alisha demonstrates innovation and creativity in choosing and adapting teaching
strategies, content and instructional materials.

Area for Growth:

 I encourage Alisha to complete summarizing activities at the end of the lesson/break time
to foster the consolidation of learning.

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:

Areas of Strength:

 The learning activities are suitable and match student needs and instructional goals.
Progression is clearly evident.
 Instructional groups are varied and appropriate to the instructional goals.

Area of Growth:

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  I encourage Alisha to reflect on blending flexible time allocations within the structured
lesson plan. For example, reading student body language for lesson pacing and providing
students with a plan for constructive use of time/extended learning opportunities when
they finish the lesson maybe helpful strategies to support increased flexibility in lesson
timing.

Section II – CLASSROOM ENVIRONMENT

Article I. 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:

 Alisha demonstrates genuine caring and respect for individual students and the students
exhibit respect for Alisha.

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:

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 Teacher:      

Director/Designate:

Areas of Strength:

Alisha conveys a genuine enthusiasm for teaching.

Instructional goals and activities, and the classroom environment convey high expectations
for student achievement.

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:

Areas of Strength:

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.

There are efficient systems for performing most non-instructional duties are in place which
results in minimal loss of instructional time.

Area of Growth:

I encourage Alisha to reflect on the routine for handling materials and supplies to look for
efficiencies.

D. Managing Student Behavior

Establishing and maintaining orderly and effective learning climates that

motivate students to exercise reasonable self-control are responsibilities
of teachers.

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  Expectations
 Monitoring
 Response

Distinguished
Proficient
Emerging
Not Evident

Comments:
Teacher:      

Director/Designate:

Areas of Strength:

Standards of conduct are clear to all students and appear to have been developed with student
participation.

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.

Area of Growth:

While Alisha is alert to student behavior most of time, busy classrooms are difficult areas to
manage all of the time. Further teaching experience in dealing with challenging student will
allow her to deal with these students in a seamless manner.

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:      

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 Director/Designate:

Area of Strength:

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 maintains 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.

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:      

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 Director/Designate:

Areas of Strength:

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.

Area for Growth:

Most activities, assignments and resources have most of the students cognitively engaged. I
encourage Alisha to continue to strive for higher levels engagement for all students in terms
of background and ability.

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:

Alisha identified 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.

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

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  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.

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:

In discussions after classroom observations, Alisha was able 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 improved. 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

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 Emerging
Not Evident

Comments:
Teacher:      

Director/Designate: Alisha provided frequent information to parents about the instructional

program, and about the student’s progress.

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 feel that she has a good relationship with her
colleagues. Alisha volunteers to participate in school events and contributes to school
activities.

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

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 Comments:
Teacher:      
Director/Designate

Alisha participates in school level professional development activities and is an active

member of the Early Years Professional Learning Team.

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:      
Director/Designate:

Alisha works within the Early Years team to ensure that all students receive a fair opportunity
to succeed. Alisha always has an open mind are wants the best for all students.

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
Alisha has a strong academic Continue to use your strengths in long range planning and Ongoing
foundation and the right differentiated instruction to meet the needs of all students in
personal temperament to be an your classroom
exemplary educator. As her
experience grows, so will her
confidence. Knowledge of
Curriculum
 Planning for Instruction
 Differentiated Learning
 Reflective Disposition

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Areas for Development
Especially if you plan to continue
to work in the early years, I
encourage you to continue to focus
on the development literacy and
numeracy skills pedagogy.
Specific recommendations Target
for improving current job performance date
Attending literacy and numeracy workshops and build Ongoing
professional reading into your professional development plan
with the focus on your increased knowledge regarding the best
current literacy and numeracy 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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