¥ R Teacher: Kaley Guthrie Schoo: Spruce Grove Composite High Schoo! Grades): 10 Parkland School Division No. 70 Teacher Evaluation Form Subjects: Soca 10-2, English 10-4, 10-28 10-1, Foods 10 seni ut 23 io Crati ay28 cette stn Pee (mPa eta 22% = i é eee ee crashtt & EE watuatorCommentstecommentation gb 2 28 ‘A Teacher builds positive and x Karley approaches every student and colleague with Droacve ean with tudes |_| respect Her quit and calm demeanor makes her rmsd per and ot | |eppeccbteandsct tudentateseInthelesons Somat |_| chien stents were comforable asking he for help and taking her feedback. Karley makes an effort to | validate students when they contribute to classroom Giseuson early encouraging tar ong contoutons and gently encouraging growth and connections in less dccuraterespoees Ray also eitens good parent communication, ensuring she reaches out to parents when students are struggling with a pian of support. ‘She has gone above and beyond with some struggling lees and ays sesthe besa hrs iether goa ertons 1X Cueto COMD, Karey has not ad mary opportnTie profesional learning and angoing tical ection to improve teaching and tearing. {or professional development outside of the school. However, Karley has managed to find some valuable PO ‘opportunities participating in ‘Weaving Ways" FMNI PD, "Teaching in a Pandemic” Mental Health PD and an | online Holocaust Symposium. Karley has also been an active participant in our Schools Development Plan during Professional Development Days, She has been an active member of all her assigned teams as staff have | collaboratively worked through problem solving and crtical thinking sls. She contributed tothe discussion cof her group wile developing a problem solving model | ‘with thoughtful insight into her students use of problem | solving and the sls they need to acquire. n ad Karley contributes t her department by not onintegrating well nto department procedures and Planning but also by adding her voice to discussions. Karley is easy to dialogue with about her lessons. She reflects on not only how she delivered content, but on student response and opportunities to develop lessons further. Whether twas in Foods, Sociai or English, Karley always sought to engage students and was open to opportunities to apaly different methods in order to do 50. Essential Criteria Evaluator Conments/Recommendations "Reacher applies» carent and ‘comprehensive repertoire of effective planning, Instrctin, and assessment Dractices to moet the leaming needs of every student. Karey follows a very linear planning process, focusing first on the general outcomes and then drilling into the details and implementation intricacies. Katley develops her Year Plans by breaking up her general outcomes and ‘grouping them into units. She sometimes plans her units ‘thematically and at other times around a major assignment ot writing type. Her lessons are then ‘organized across a calendar for the term and she ensures | that she plots out the course in order to ensure delivery Of the entire curriculum and ample time to complete the Course requirements, In discussions with Kariey, she confidently discusses her curriculum and had @ good ‘9795p on pairing down to the essential understandings ‘to ensure student success during the pandemic. She ‘apitalized on the transferrable sills and leatning in ‘order to move students forward in Quarters without ‘overwhelming them unnecessaril cher establishes, promotes and sustains indusive learning environments where divert s tembraced and avery students ‘welcomed, cared for, rempacted and safe, ‘mall lessons observed, Karley was aware ofher student's ‘needs and ensured she had planned for the diversity of her class. This was especially visible in her English Prep ‘course and her English 10-2 class where the variety of needs, both academic and social-emotional, were varied and at times complex. Karley planned lessons that Utitzed built in chunking, modelling, shared writing, think time and purposeful and targeted sharing. | Students were well supported to access the content and learning tasks and were never put on the spot. Instead, arley structured her lessons to allow her to have students work at set times during content delivery. This allowed her to chunk the learning, circulate and monitor ‘work time and then call on reluctant students once they had started to develop their ideas. It was obvious that ‘these inclusive practices had earned her trust and Fespect with her students who felt confident to share wher called on and opened up to discussing thelr work with het when she stopped to help them, 1 Teacher deveiopz and bpplies foundational knowledge about Fist Nations, Mts and int forthe benefit ofall students. ‘Unfortunately, due to isolation and online learning, this aspect of Kariey’s teaching was not observed, However, Karley demonstrates commitment to this indicator in her practice, Karley has purposefully engaged in District PD TS|| highlighted in order to incorporate them in her classroom. Karley has also explored short stories and |_| Alms with FMINL authors or content, such as “Marrow Thieves" and "Borders". Finally, Karley has developed an || online portfolio where she stores different materials that | through "Weaving Ways" and has explored the resources | relate to indigenous ways of knowing. ‘ATeacher demonstrates an xT Karley understands that as a teacher in Alberta, she Is xpaerndng of nd wren the uitimately response othe Teacher Quality Standtd ieee arto Beast outby Alberta Education she also understands Biucrion tem. thatahe as an obligation to flow other egal fremeworks and polls as et outby the school dvsion which she works, the school plies and her dlepatment procedures, Kare is independent Inher adherence these obigatons and seek ly when she feels she Is unsure of how to proceed in a situation. ‘She is nat afraid to ask questions and acts with care and attention In any situation she deals with, Karley is confientin her practice and alvays open to ‘Bzcusing any aspect of he teaching and clssroom procedures wth pers, administrators students and pavents ‘Teacher's Reflections on Personal Practices Related to the Essential Criteria: This year oftezching has been unlike any other. Atthe beginning of ths year, was taking on a new teaching ‘ole outside of my comfort zone that expanded my teaching repertoire to Social Studies and Foods. Ths, with the added dificulty of the quarter system, and COVID-19 stressed and reinforced the importance flexibility, reslience and communication in my teaching practices. These principals are essential to how I create a safe, fun and respectful learning space forall students, and how | make and maintain good working relationships with parents and colleagues. ‘While my professional development may not heve looked “normal” this year because of COVID-19, | ook initiative in fining online PO. This consisted of learning more about indigenous Ways of Knowing, a Holocaust Symposium, Psychological First Ald for Teachers & Studentsin a Pandemic and an Anti-Racism Book Study, In addition to these organized events | actvely seeking ways to include more indigenous content into my teaching by collaborating with others, personal esearch and reading. Asa direct result ofthis, learning, have included the flm dndian Horse, the novel The Marrow Thieves and a variety of shorter works (poems, short stories, recipes) into my repertoire of teaching, |'am firm believer of self-reflection for the betterment of my teaching practices. With every lesson, unit, and assessment I look for ways 30 that | might improve in order to better serve my students. As such, the lessons and assignments | create are “living documents” that change and mold to fit the students’ needs so that they ‘may find success. This process was particularly evident inthe English 10-3 prep class where | hadaa variety of students with diverse learning needs. ‘While | have seen immense growth in my teaching practices this year, am very much looking forward to continuing my journey of growth as a teacher. SoraEvaluator’s General Comments/Recommendations: Karley has contributed to the schoo! community offering her perspectives and input in department decisions and PD. She provides a calm and caring environment for students and full aware of her responsbilties to | Content in delivering the curriculum and assessing students, her responsibilities to student wellbeing and | support and her responsiblties to parents and the community | Karey is reflective of her lessons and they are always well planned and connected to curriculum, Her strength is chunking and breaking down assignments for students to ensure easily digestible portions of content for a variety of ability levels. | encourage Katley to continue to work on student engagement by structuring interactive activites that allow many student voices to be heard. Finding ways to hold every student accountable for contributing regardless of public speaking comfort level wll support her continued efforts to ‘support an inclusive and rich learning environment, Declaration Linrata Nitken rope tae te peor Kade Couthtmstntid naae in e = year, consistently demonstrates the Teacher Quality Standard as rected in Ministerial Order 016/97 and The Parkland ‘School Division’: Administrative Procedtute 449 (Teacher Evaluation), ley 42 'nereby signify that have a copy of this evaluation and that lam aware oflts contents (CC Teacher, Human Resources tuator's Sigoature Ls