Comprehensive Evaluation

Summative Evaluation Form

Teacher: ​Lindy Peterson Folder #: ​1042612

Evaluator: Ben Anderson Folder #: 347508
School Name: Morris Elementary Bondurant-Farrar CSD
Grade Level: ​2nd Grade Subjects: ​Math/Reading ​ Year: ​1​ 2 3 More than 3

Directions​:
In the narrative under each standard, the evaluator and teacher will incorporate and address each criterion.

1. DEMONSTRATES ABILITY TO ENHANCE ACADEMIC PERFORMANCE AND SUPPORT FOR AND

IMPLEMENTATION OF THE SCHOOL DISTRICT’S STUDENT ACHIEVEMENT GOALS.
The teacher:
a. Provides evidence of student learning to students, families, and staff.
b. Implements strategies supporting student building and district goals.
c. Uses student performance data as a guide for decision making.
d. Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every
student.
e. Creates an environment of mutual respect, rapport, and fairness.
f. Participates in and contributes to a school culture that focuses on improved student learning.
g. Communicates with students, families, colleagues, and communities effectively and accurately.

Evidence to support attainment of or failure to meet standard:

2019/2020 Evidence:
● Students in room 2A use bluejays and sticker charts, to track their daily behavior - based on Bondurant’s
BEST. (1B)
● The second grade teachers use the Middle of the Year Math Test (MOY) data to focus instruction in math,
after meeting with our PLC. (1C)
● I develop instructional strategies to meet the learning needs of all students within my second grade class.
(1D)
● We meet weekly as a team, and discuss data, students, and plan for the following week. We log what we
discuss during these meetings each time we meet as a blue team or an entire second grade PLC. (1F)
● Every week I send out a weekly update through email, sharing with my students families what we will be
covering in the upcoming week. I also send out a monthly newsletter and post daily updates through
seesaw and the Remind App. (1G)

Link to Standard 1 Artifacts

Evaluator Comments:

Circle One: Meets Standard Does Not Meet Standard

Additional documentation/artifacts applicable to this standard are contained in the teacher’s portfolio.
2. DEMONSTRATES COMPETENCE IN CONTENT KNOWLEDGE APPROPRIATE TO THE TEACHING
POSITION.
The teacher:
a. Understands and uses key concepts, underlying themes, relationships, and different perspectives related to
the content area.
b. Uses knowledge of student development to make learning experiences in the content area meaningful and
accessible for every student.
c. Relates ideas and information within and across content areas.
d. Understands and uses instructional strategies that are appropriate to the content area.

Evidence to support attainment of or failure to meet standard:

2019/2020 Evidence -
● Lesson plans that I provided address all the content areas and key concepts that need to be
covered weekly throughout the school year. (2A)
● The observations notes from Mr. Anderson, my evaluator, can work across content areas, with
transitions and different notes he has provided for feedback this year. (2C)
● I will continue my education as a teacher and complete AEA credits for renewing my license. (2B)

Link to Standard 2 Artifacts

Evaluator Comments:

Circle One: Meets Standard Does Not Meet Standard

Additional documentation/artifacts applicable to this standard are contained in the teacher’s portfolio.
3. DEMONSTRATES COMPETENCE IN PLANNING AND PREPARING FOR INSTRUCTION.
The teacher:
a. Uses student achievement data, local standards and the district curriculum in planning for instruction.
b. Sets and communicates high expectations for social, behavioral, and academic success of all students.
c. Uses student development needs, background, and interests in planning for instruction.
d. Selects strategies to engage all students in learning.
e. Uses available resources, including technologies, in the development and sequencing of instruction.

Evidence to support attainment of or failure to meet standard:

2019/2020 Evidence:
● Every single morning we set and communicate high expectations within our classroom when saying the
Bondurants Best pledge together and talking about our different social, behavioral, and academic goals
for each school day. (3B)
● We often participate in whole class kahoots and other technologies to sequence the instruction within our
class. There are many different resources that I have also become familiar this year while implementing
them into our classroom. (3F)
● I use lots of hands-on strategies to keep students involved and engaged in our classroom! I definitely
want learning to be fun and exciting for these second graders! (3D)

Evaluator Comments:
Focus Standard 2019-2020
● Great control of the lesson from the beginning
● Clear expectations and tone of voice to gather in the student attention
● Warm up activity with a skittle and example of addition on the 120 chart
● Students do a nice job of listening to Ms. Peterson and it is clear the expectations have been covered
● Connections were built with a student’s name being placed into the problem that students were working
on after the quick warm up
● Nice job with JH and reminding him that he has all his BlueJays and gave a fist bump, relationships are
the single most important thing!
● Positive reinforcement when students were following expectations. (I like the way Sophia is giving me her
attention, I love how table 1 is ready to go)
● Does a nice job circulating the room as students work
● Prior to them working, voice level reminders were present (How often do we PRACTICE voice levels?)
○ Don’t be afraid to call them out for the voice levels if they are not meeting your expectations.
Maybe students demonstrate for a few seconds the voice level you desire before turning them
loose on the activity you wish to have them do
● References to Bondurant’s BEST fit in to what we expect out of our students and staff at Morris.(i.e.
asking a student if their choice they are making is being Bondurant’s BEST)
● Students have plenty of opportunities to move throughout their lessons.
● Good connections to Zones of Regulation when referencing what stressed meant, when introducing the
doodling activity
● Ms. Peterson offers space for students that have determined they need help with the assignment, that
they can come and learn with her on the carpet. Student choice!
● Voice levels…...have been practiced?
● Students give positive praises to others when they show Bondurant’s BEST
● Formative assessment present at the end of a group lesson on the carpet
● Independent practice seatwork allows students to demonstrate competence in the lesson
● Letters spell a word on the white board that students can earn throughout the day. Letters get erased and
can be earned back. Pom poms also are reinforcing students. Bluejays and BEST tickets.
● Careful with the fidgets. Ok during work time….maybe they put them aside during correcting time?
● Bringing them back to listen to expectations…...
Link to Standard 3 Artifacts

Circle One: Meets Standard Does Not Meet Standard

Additional documentation/artifacts applicable to this standard are contained in the teacher’s portfolio
4. USES STRATEGIES TO DELIVER INSTRUCTION THAT MEETS THE MULTIPLE NEEDS OF STUDENTS.
The teacher:
a. Aligns classroom instruction with local standards and district curriculum.
b. Uses research-based instructional strategies that address the full range of cognitive levels.
c. Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
d. Engages students in varied experiences that meet diverse needs and promote social, emotional, and
academic growth.
e. Connects students’ prior knowledge, life experiences, and interests in the instructional process.
f. Uses available resources, including technologies, in the delivery of instruction.

Evidence to support attainment of or failure to meet standard:

● Every week we meet as a PLC to talk about different standards and curriculum we need to be teaching
within our classrooms and how we can implement different strategies to do so. (4A)
● As a second grade teacher I demonstrate flexibility and responsiveness to meet all my students needs.
(4C)
● Throughout the school year there have been numerous occasions where students’ prior knowledge, life
experiences, and interests are able to be connected with our instructional process. Students are always
encouraged to include their interests within our learning opportunities. When we are learning about poetry
I provide students with a lot of freedom to choose different interests they would like to write about and
help to guide them through this process. When writing autobiographies earlier on in the school year each
student was able to present their timeline of their life so far and make those connections with their life
experiences and peers within their classrooms life experiences as well. (4E)
● I use technologies every single day to help deliver instruction within our second grade classroom. We use
lots of different resources such as - Splashlearn, PebbleGo, Bookflix and Kahoot. These are just a few of
our favorites as a class but we implement many more technologies as well! (4F)

Link to Standard 4 Artifacts

Evaluator Comments:
Focus Standard 2019-2020
● Great control of the lesson from the beginning
● Clear expectations and tone of voice to gather in the student attention
● Warm up activity with a skittle and example of addition on the 120 chart
● Students do a nice job of listening to Ms. Peterson and it is clear the expectations have been covered
● Connections were built with a student’s name being placed into the problem that students were working
on after the quick warm up
● Nice job with JH and reminding him that he has all his BlueJays and gave a fist bump, relationships are
the single most important thing!
● Positive reinforcement when students were following expectations. (I like the way Sophia is giving me her
attention, I love how table 1 is ready to go)
● Does a nice job circulating the room as students work
● Prior to them working, voice level reminders were present (How often do we PRACTICE voice levels?)
○ Don’t be afraid to call them out for the voice levels if they are not meeting your expectations.
Maybe students demonstrate for a few seconds the voice level you desire before turning them
loose on the activity you wish to have them do
● References to Bondurant’s BEST fit in to what we expect out of our students and staff at Morris.(i.e.
asking a student if their choice they are making is being Bondurant’s BEST)
● Students have plenty of opportunities to move throughout their lessons.
● Good connections to Zones of Regulation when referencing what stressed meant, when introducing the
doodling activity
● Ms. Peterson offers space for students that have determined they need help with the assignment, that
they can come and learn with her on the carpet. Student choice!
● Voice levels…...have been practiced?
● Students give positive praises to others when they show Bondurant’s BEST
● Formative assessment present at the end of a group lesson on the carpet
 ● Independent practice seatwork allows students to demonstrate competence in the lesson
● Letters spell a word on the white board that students can earn throughout the day. Letters get erased and
can be earned back. Pom poms also are reinforcing students. Bluejays and BEST tickets.
● Careful with the fidgets. Ok during work time….maybe they put them aside during correcting time?
● Bringing them back to listen to expectations…...

Circle One: Meets Standard Does Not Meet Standard

Additional documentation/artifacts applicable to this standard are contained in the teacher’s portfolio.
5. USES A VARIETY OF METHODS TO MONITOR STUDENT LEARNING.

The teacher:
a. Aligns classroom assessment with instruction.
b. Communicates assessment criteria and standards to all students and parents.
c. Understands and uses the results of multiple assessments to guide planning and instruction.
d. Guides students in goal setting and assessing their own learning.
e. Provides substantive, timely, and constructive feedback to students and parents.
f. Works with other staff and building and district leadership in analysis of student progress.

Evidence to support attainment of or failure to meet standard:

Evaluator Comments:

Circle One: Meets Standard Does Not Meet Standard

Additional documentation/artifacts applicable to this standard are contained in the teacher’s portfolio.
6. DEMONSTRATES COMPETENCE IN CLASSROOM MANAGEMENT.

The teacher:
a. Creates a learning community that encourages positive social interaction, active engagement, and
self-regulation for every student.
b. Establishes, communicates, models and maintains standards of responsible student behavior.
c. Develops and implements classroom procedures and routines that support high expectations for learning.
d. Uses instructional time effectively to maximize student achievement.
e. Creates a safe and purposeful learning environment.

Evidence to support attainment of or failure to meet standard:

Focus Standard 2019-2020
Throughout the school day, there are a plethora of different ways that classroom management is demonstrated.
Classroom management is something that has to be present in your classroom, for learning to take place.
Students need to feel safe, welcomed, and know the clear expectations for their best learning environment.
Each morning, we hold a morning meeting where we all gather in a circle as a class. During this morning
meeting we greet one another, share something, discuss our expectations/behaviors that need to be
reviewed, and we talk about what we can expect our day to look like. We discuss what day it is, the special
we are having, and what our daily schedule looks like for the day. The students know where they can look
and reference to see what will be happening throughout the day, so they always know what subject they can
expect next. Our schedule is posted on the focus board where the entire class has access to it (the times,
both digital and analog are also available for the students). When discussing expectations that need to be
revisited, we often focus on how to show Bondurant’s Best throughout the school day and share examples of
how this may look within our classrooms and hallways. Students know that when expectations are met and
rules are followed they are helping to make their learning environment a happy and supportive place. Room
2A students are also able to earn pom poms for our whole class pom pom jar and positive behavior reward
system. Students can look at the pom pom jar to see how far away they are from reaching their whole class
goal of filling up the pom pom jar for a whole class reward opportunity.

Our classroom is definitely a positive learning community where each and every student is encouraged to make
positive social interactions. I know the morning meetings are a wonderful way to begin the school day and
welcome one another as the little community and family that we are. It is important that as the teacher I am
able to get all students involved in such a fun and engaging way each morning!

Link to Standard 6 Artifacts

Evaluator Comments:
● Great control of the lesson from the beginning
● Clear expectations and tone of voice to gather in the student attention
● Warm up activity with a skittle and example of addition on the 120 chart
● Students do a nice job of listening to Ms. Peterson and it is clear the expectations have been covered
● Connections were built with a student’s name being placed into the problem that students were working
on after the quick warm up
● Nice job with JH and reminding him that he has all his BlueJays and gave a fist bump, relationships are
the single most important thing!
● Positive reinforcement when students were following expectations. (I like the way Sophia is giving me her
attention, I love how table 1 is ready to go)
● Does a nice job circulating the room as students work
● Prior to them working, voice level reminders were present (How often do we PRACTICE voice levels?)
○ Don’t be afraid to call them out for the voice levels if they are not meeting your expectations.
Maybe students demonstrate for a few seconds the voice level you desire before turning them
loose on the activity you wish to have them do
● References to Bondurant’s BEST fit in to what we expect out of our students and staff at Morris.(i.e.
asking a student if their choice they are making is being Bondurant’s BEST)
● Students have plenty of opportunities to move throughout their lessons.
● Good connections to Zones of Regulation when referencing what stressed meant, when introducing the
doodling activity
 ● Ms. Peterson offers space for students that have determined they need help with the assignment, that
they can come and learn with her on the carpet. Student choice!
● Voice levels…...have been practiced?
● Students give positive praises to others when they show Bondurant’s BEST
● Formative assessment present at the end of a group lesson on the carpet
● Independent practice seatwork allows students to demonstrate competence in the lesson
● Letters spell a word on the white board that students can earn throughout the day. Letters get erased and
can be earned back. Pom poms also are reinforcing students. Bluejays and BEST tickets.
● Careful with the fidgets. Ok during work time….maybe they put them aside during correcting time?
● Bringing them back to listen to expectations…...

Circle One: Meets Standard Does Not Meet Standard

Additional documentation/artifacts applicable to this standard are contained in the teacher’s portfolio.
7. ENGAGES IN PROFESSIONAL GROWTH.

The teacher:
a. Demonstrates habits and skills of continuous inquiry and learning.
b. Works collaboratively to improve professional practice and student learning.
c. Applies research, knowledge, and skills from professional development opportunities to improve practice.
d. Establishes and implements professional development plans based upon the teacher needs aligned to the
Iowa Teaching Standards and district/building student achievement goals.
e. Provides an analysis of student learning and growth based on teacher created tests and authentic measures
as well as any standardized and district-wide tests.

Evidence to support attainment of or failure to meet standard:

Evaluator Comments:

Circle One: Meets Standard Does Not Meet Standard

Additional documentation/artifacts applicable to this standard are contained in the teacher’s portfolio.
8. FULFILLS PROFESSIONAL RESPONSIBILITIES ESTABLISHED BY THE SCHOOL DISTRICT.

The teacher:
a. Adheres to board policies, district procedures, and contractual obligations.
b. Demonstrates professional and ethical conduct as defined by state law and individual district policy.
c. Contributes to efforts to achieve district and building goals.
d. Demonstrates an understanding of and respect for all learners and staff.
e. Collaborates with students, families, colleagues, and communities to enhance student learning.

Evidence to support attainment of or failure to meet standard:

Evaluator Comments:

Circle One: Meets Standard Does Not Meet Standard

Additional documentation/artifacts applicable to this standard are contained in the teacher’s portfolio.

⊠ The teacher is a first year Beginning Teacher.

⃞ The teacher meets or exceeds all eight Iowa Teaching Standards and is recommended for a
standard license.
⃞ The teacher fails to meet the Iowa Teaching Standards.
⃞ The teacher is being recommended for a third year before a license decision is made.*
⃞ The teacher is a veteran teacher and meets or exceeds all eight Iowa Teaching Standards.

Evaluator’s Signature: ​ Ben Anderson . Date: ​ 5-1-20 .

Teacher’s Signature: ​Lindy Peterson Date:​ 5/1/2020

Evaluation Period ​ ​, 20 to ​ ​, 20

* The district must contact the Board of Educational Examiners to extend the provisional license for a third year. There will be a form provided
by the Board of Educational Examiners for the evaluator to use to communicate the decision made on each 2​nd​ year teacher.