jt AUOLOPHONE WEST scHoOL DISTRICT Policy ASD-W-250-15 Updated March 6, 2020 TEACHER Summative Performance Assessment TEACHER: : (ran none) _ Katelyn Culberson DATE: May 18, 2021 ‘SCHOOL: ‘ADMINISTRATOR: CB Contract qypE oF OC Contract — local permit holder contract: 52 Contract * DLE Contract - special term contract I Request for Evaluation by Teacher ASSIGNMENT: From: September 2020 naman’ a Evaluation Period: jeseseiens To: May 19, 2021 Ratings: U (Unsatisfactory) — Evidence does not support expectations. B (Basic) — Evidence lacks consistency in meeting expectations. E (Emergent) — Evidence demonstrates positive growth and meets expectations. P (Proficient) — Evidence consistently meets or exceeds expectations. I (Innovative) — Evidence demonstrates imagination and creativity to exceed all expectations. Reference: Danielson, C, (2007), Enhancing Professional Practice, A Framework for Teaching .2™ Edition. Alexandria, VA: Asociaton for ‘Supervision and Curriculum Development.B, C, D, E and LTS CONTRACT —- PERFORMANCE ASSESSMENT PLANNING AND PREPARATION RATING 1. Has a strong knowledge of individual students and general characteristics of age group and applies this, knowledge to whole class, groups and individual students. (Dib,c ; reference 1o Danielson resources) 2. Thorough understanding of curricular outcomes in accordance with prescribed curriculum, 3. Familiar with resources and materials that support planning and instruction at the school, district level and online. (Did) 4, Has a recorded lesson plan opportunities. (Die) 5. All instructional outcomes are assessed through a variety of formative and summative assessment practices. Assessment results are used to plan for future instruction. (D1) im |mfo a clearly defined structure that reflects varied types of learning rm | Evidence Katelyn Culberson is an organized and efficient educator. Her plans reflect accurate understanding of the prerequisite relationships on how students leam. It was observed that Katelyn uses a wide variety of effective pedagogical approaches. For example, she uses technology effectively and incorporated in daily plans. Katelyn has embraced math fact fluency and followed up with students with assessing on a consistent basis. After repeated observations, it is quite clear Katelyn has solid pedagogy and follows closely advice that is provided by colleagues. Katelyn’s knowledge on how students learn is accurate and current. This knowledge is applied to the class as a whole and in groups. During a class lesson — Katelyn noticed students struggling and she quickly redirected and continued with the lesson. Her understanding of curricular outcomes in accordance with the prescribed curriculum this year was challenging as she never taught at the primary level before. Long term planning was helpful in ensuring that she covered each concept and through doing this, she became familiar with many resources and materials provided by the district. Katelyn engaged in a number of PL sessions, as well as through conversing with her team, she was also able to discover and incorporate many online resources into her lessons. Over the course of this year, Katelyn become very comfortable using the ONE site, TEAMS, New Brunswick prescribed Curriculum Documents, Math Improvement and Office 365. Katelyn demonstrates flexibility and she responds very well to the needs presented in the class, Her lesson plans allowed her to ensure all students who need enrichment and those needing many gaps filled in, have their needs met. This class is very organized and inviting. The room is stimulating with a variety of activities and organized in a manner that students are able to move from one area to another, interact and space to work | individually. Katelyn's plans are kept electronically and organized in a binder with paper copies. She tracks data and this | helps drive her instruction. Each student is tracked by outcome, including SEP outcomes and students who are working on enrichment and advanced outcomes. Overall, in terms of planning and preparation, Katelyn thrives | in this area. Each day she had a detailed lesson plan that outlines lesson activities, learning targets, curriculum | outcomes, materials, formative and summative assessment and differentiation. Her lesson plans reflect varied types of leaming opportunities (audio, visual, kinesthetic and through use of technology). She demonstrates the importance to offer many modalities of learning to encompass all learners. Katelyn’s typical lesson begins with atthink, pair and share to activate thinking, followed by verbal mini lesson using the visual component of the Smartboard or chart paper. Following the mini lesson, she engages students in a hands-on activity on the Ratings: (Unsatisfactory) — Evidence doesnot support expesiatons. (Proficen)— Evidence consisted meets or exceeds expectations. B (Basie) ~ Evidence locks consistency in meting expectations. 1 (Innovative) ~ Esidene demonstrates imagination and eeaiviy t2 (Emergent) Evidence demonstrates positive growth and mest expectations, execed all expectalions. Teacher Suman Pofrmance Assesment Upto 3020 ase 2011‘Smartboard and then a similar hands-on activity independently at their tables. Katelyn collects the data through many formative and summative methods- clipboard cruising, interviews, exit slips, writing samples and by taking photos documenting students” hands on representations of their learning. Recommendations / Questions / Reflections: Katelyn, we were impressed as an admin team on your organization and how much effort you did in preparation for this teaching assignment. Self-Evaluation / Connection to Growth Goals: An area of growth that I would like to continue to focus on is becoming more familiar with the resources available to aid student learning, more specifically, resources to help guide differentiation. I would also like to continue to work on assessing student learning through different formative and summative methods, in order to portray the most accurate reflection of students’ knowledge. One of my growth goals this year was to incorporate daily number talks and faet fluency practice into each math class. Teaching a grade 1/2 split, I was able to incorporate both of these activities into my math lessons. From September to December, we focused on daily number talks. I would flash a picture of a ten frame, arrangement of dots, math fact, number or number bond on the board and we would discuss the different things that we saw as a class, We would talk for about 10 minutes each day and through this action, students developed a better number sense. From December to June, we have incorporated the fact fluency practice into our daily routines. On Mondays and Thursdays, we practice our flash cards for 15 minutes and on Tuesdays, Wednesdays, and Fridays we play our fact fluency games in pairs for 10 minutes. Each day during this time, I pall students back to do intervention or test their facts, this practice has been successful, and I feel so fortunate to be able to have the opportunity to have PL surrounding this new initiative on several occasions and be able to collaborate with my colleagues and learn more about what to do. I was able to be successful with this goal through this PL and collaboration and by reading the Van de Walle resource on my free time. Ratings: Unsatisactory)~ Evidence doesnot supp expectations, P (Proficient) — Evidence conssemly meets or exceeds expectasions 1B (Basic) Evidence lacs eosistncy in meeting expectations. 1 (lonovaive) ~ Evidence demonstrates imagination and eeaiviy 10 E (Emergent) Evidence demansraes positive growth and meets expectations, execedall expectations, Teacher Sunmatir Performance dessin plac Merch 3030 Pepe ofCLASSROOM ENVIRONMENT RATING 1, Allclassroom interactions are friendly and demonstrate genuine caring and respect. (D2a) ‘Teachers convey genuine enthusiasm for the content and classroom interactions convey high expectations for all students. (D2b) 3. Routines and transitions occur smoothly with little loss of instructional time. (D2c) 4. Ongoing monitoring and use of preventative strategies to promote positive student behaviour. (D2d) P Pp E PB 5S. The classroom is safe and learning resources are equally accessible to all students. Evidence: Katelyn has demonstrated quality teacher-student interactions. She is friendly and demonstrate genuine ‘warmth, caring, and respect, She teachers with enthusiasm and works very well with students. She has very effective methods and consistent procedures within the class. This helps establish a culture of leaming. The transitions from an activity or clean up to recess time is always organized. There is not much ‘down-time’ in Katelyn’s class as everything is well planned and executed. She has established routines that curtail issues. No problems have been observed or reported. She has established a safe and positive learning environment for all students, Katelyn has displayed respect to all learners, as well as possessed enthusiasm and sense of caring for each child’s well-being. This was evident through with her composure, voice level, use of common language to all students and through her ability to build relationships. Katelyn has worked on implementing peaceful transitions from the beginning of the year and it has been successful because of her persistence and patience with the students. She has incorporated a variety of methods to ensure smooth routines and transitions. Some of these methods are the use of a visual timer on the Smartboard, sound cues, action cues (“hands on top, that means stop”) and through practicing and breaking down each routine together, so that students were able to learn, understand and ask questions about each practice. Routines were especially important in her classroom, and many of her students needed consistency to be successful. Katelyn established clear expectations and common practices to minimize anxiety in students, and consistent routines and expectations help prevent negative behaviours from occurring. She had many challenging behaviours in her classroom this year. Katelyn used the AES expectations and behaviour tracking forms to help monitor and track behaviours this school year. She also kept a home contact log to help monitor and track the communication happening between home and school. To help instill positive behaviours in the classroom, she engaged in several conversations about using your WITS and being kind throughout the year. Katelyn modelled what it meant to be accountable, engaged, and safe at school and challenged students to live ‘out these practices in the classroom, the hallway, and on the playground. She praised positive behaviours with ‘common language and table points were awarded to tables who worked together as a team with prizes at the end of the week, ings 1 Ursatsactory) Evidence doesnot suppor expectations. P (Proficient) - Evidence consistently mets o exozeds expectations. 1B (Basic) Evidence lacks consistency in mecing cxpscains nnovative)~ Evidence demonstrates imegiation ad eetivity to (Emergent) ~ Evidence demonsrates positive growth and mects expectations, exceed ll expectations Teaher Samat: Poormance semen! Update 2020 Page tofRecommendations / Questions / Reflections: The class environment was positive, and this was indicative of the planning and preparation that you demonstrated, You had a great plan for the educational assistant assigned to your room, and it worked well for your students that were individual beahviour plans, I would encourage you to continue to reach out for support for those behaviour challenges from the school admin or the ESST members. Self- Evaluation / Connection to Growth Goals: Moving forward, I want to continue to grow in the area of monitoring behaviours and implementing preventative strategies to promote positive behaviour. Many times, this year | found myself focusing on the negative behaviours and trying to problem solve through these and neglected to celebrate the positive behaviours happening in the classroom at the same time. In the future, I would like to put more emphasis on recognizing positive interactions happening in the classroom, as I feel that this would serve as a preventative strategy for negative behaviours and help contribute to a positive classroom environment, One of my growth goals this year was to ensure safety in the classroom during the global pandemic. This goal was met, as we had zero cases of COVID-19 in my classroom or in our school. I set up my classroom in a way that encouraged social distancing and surfaces and materials were sanitized multiple times throughout the day. Tensured that my students were diligent in wearing their masks, along with myself, and I was so proud of their response to all of the safety measures. By working together (staff and students) we were able to make our classroom and school a safe place. Ratings U Unsatisfactory) - Evidence doesnot support expectations, P (Proficient) Evidence conssemly meets or exceeds expecains. B (Basie) Evidence lacks consistency in meeting expectations. 1 (lonovaive) ~ Evidence demonstaes imagination and ereaivis to (Emergent) ~ Evidence demansraes postive growth and meets expectations, execedall expectations. cher Smmate Pefoance Assn nto 220, Pege Sof 11INSTRUCTION RATING 1, Communication to students on the purpose of the lesson, content, and directions are clear and accurate. (D3a) 2. Effectively facilitates purposeful discussions using a variety of higher-level questions while providing wait time for students to formulate answers and opinions. (D3) 3. Lessons are meaningful and relevant, and students are engaged in their learning. (D3c) eS 4, Variety of assessment strategies that include both formative and summative opportunities, with specific criteria known by students, (D3d) E 5. Provides descriptive and timely feedback. (D3d) 6. Teacher demonstrates flexibility and response to student questions and interests. (D3e) P 7. Uses a variety of instructional strategies, which responds to the needs of all learners and reflects in student performance. (De) P Evidene Katelyn’s direction and procedures are clear to students and contain an appropriate level of detail. She demonstrates a calmness which help set the tone to the effectiveness of communication. Hand gestures are | constantly used during discussions in the class. Katelyn uses the timer on the smart board to move students on a variety of activities. These techniques are effective in completing the math fact fluency. Katelyn is a fantastic and clear communicator who explains concepts clearly using examples and models expectations. Instructional groupings are fluid and based on need, Assessment and instruction are interconnected, and data is organized and readily available. She continues to embrace all school practises such as ‘words their way’ and | “math fact fluency’. Katelyn writes down the learning targets for each day on the board and the students and her go over them together. She breaks down instructions and communicates clear and effective directions. To help facilitate purposeful and meaningful discussions she will often activate each lesson with table talk, think pair and share or classroom discussion. Katelyn gives students a sufficient amount of wait time, and these enables students at this age to produce quality answers if given time to produce them. She understands that learning can happen if you’re flexible and students at this age can often connect to the content in a different way than you expect them to. She would often try to follow up with their questions and inquiries by developing exploration centers to help further explore specific topics. Students were engaged in their leaming as lessons were meaningful and well structured. She set timers to ensure students wouldn’t get bored or lose focus, she continuously changed seating positions and activities every 10-15 minutes, and activities were hands on using different manipulatives or technology (rarely paper- pencil). Her students were aware of the expectations as she would repeat our “I can statements” during each lesson a few times. Katelyn used an appropriate mixture of formative and summative opportunities for students to show what they know. She executed this through clipboard cruising, the use of anecdotal notes, photos of student work, exit slips, journal questions, and one on one interviews. Each week she would have two reading and one writing conference with each student where they would review their strengths and goals for that week- and she would follow up to see if they met their goal the following week. 1 (Casatistacior)— Evidence does ot support expectations. (Proficient) — Evidence consisemly meets or enseeds expectations. (Basic) Evidene lacks consistency in meting expen innovative) ~ Evidence demonstrates imagination and eealvity to (Emergent)~ Evidence demonstrates positive growth and mects expectations. exe all expan. Teche Somme Perforce Asean pdt och, 2020 Page bof 1Recommendations / Questions / Reflections : | Katelyn, we really appreciated your honesty when dealing with student's behaviours and parents. You had a proactive approach that will benefit you in the profession. Self-Evaluation / Connection to Growth Goals: An area of growth that I would like to continue to work towards is continuing to be flexible in my teaching and responses to students’ answers, questions and interests. As a teacher, | often feel the pressure to try to get everything in, when in fact learning can be more effective when one takes the time to tap into students” questions and interests. Ratings: 1 (Unstsictor)~ Evidence doesnt support expectations P (Proficient) Evidence conssemly meets or exceeds expctations. B (Basie) ~ Evidence lacks consistency’ ia meeting expectations. 1 (Innovative) ~ Evidence demonstrates imagination and creativity to (Emergent) Evidence demonstrates postive growth and meets expectations, exeeedall expositions Thacher Senne Proce Asestmant nt Mach 2020 Page PapPROFESSIONAL RESPONSIBILITIES RATING 1. Demonstrates, through actions and interactions, that all students are valued and respected for their leaming style, skills, knowledge, language proficiency, interest and cultural heritage. (Db) 2. Seeks out or is receptive to feedback from supervisors, colleagues, parents and students that will contribute to future success. (D4a/4e) 3. The teacher has an extensive system for monitoring accurate records of instructional results, progress, interests in both instructional and non-instructional items. (D4) 4, Demonstrates appropriate communication with students, parents, school staff, districv/department staff and the general public with effective written and oral skills. (Dc,e) 5. Teachers actively seeks out opportunities for PD and willingly provides information and feedback to others on staff to help develop overall school capacity. (Dae) 6. Demonstrates Professionalism as outlined in the District Code of Conduct (the highest standard of honesty, integrity, confidentiality and respect with colleagues, students and community members.) Evidence: Katelyn is a willing teacher and leamer. Suggestions are accepted readily, and she is always focused on student learning. She works well within the team and has always shown a willingness to contribute. She has demonstrated on numerous occasions to help organize and lead different activities — such as Literacy day. Katelyn has quickly established a regular contribution with the K\ PLC team. She has grown professionally every week and has foster positive relationships with all staff members. Katelyn would seek out feedback from her colleagues and students to help me become a better teacher. She ‘was receptive to any form of feedback, and was able to communicate with my supervisors, colleagues, parents, and students throughout the year. She tracked her student and parent communications through a contact log and had many systems for monitoring accurate records of instructional results, progress and interests (math running records, math improvement excel documents, running records, literacy tracking sheets, anecdotal notes, and behaviour tracking logs). Katelyn communicated with parents through email, Fresh Grade and through student communication books. Many parents appreciated seeing what the students were doing in the classroom when she would post different photos and videos to Fresh Grade. Katelyn has participated in professional learning and shared information on the math fact flueney to other schools. She has worked with subject coordinator on math improvement and assessment. Katelyn is keen to complete all task and demonstrates a professional attitude that is exceptional fora young teacher. She seeks out positive influences and has help to create an overall optimistic atmosphere to ensure staff felt uplifted and positive. 'U (Uasatsaeory)~ Bvidene des ot suppon expectations. P (Proficient) ~ Evidence consistently meets or execds expectations. B (Basie) ~ Evidence lack consistency in meting expen ovate) ~ Evdenes demoasalss imagination and eat (Emergent) ~ Evidence demonstrates positive growth and mects expectations. exced all expectations. Teacher Seman Poformance semen! Usted tr 42020, Page of 11Recommendations / Questions / Reflections: I would encourage you did continue to get involved in committees at the school level. You should also continue to pursue different professional learning opportunities. ‘Self-Evaluation / Connection to Growth Goals: I would like to continue to be receptive to feedback from others and challenge myself to actively seek out more feedback from supervisors, district, colleagues, parents and students. I believe that communication between all parties is essential for a child’s growth. Another area of growth that I would like to continue to work on is seeking out more PL sessions and resources to help further my learning as a teaching professional. Ratings: { (Casatstacior) ~ Evidence does ot support expectations (Proficient) — Evidence consstenly meets or exceeds expectations ' (Basic) Evidence lacks consistency in ecingexpections. [ (ovatve)~ Evdenes demonstates imagination and ecaity 1 (Emergent) Evidence demonsrates positive growth and mets expectations, eeeed all expectations Teasher Sema Performa Asean! Updated March 6,220 Page 90511‘Additional Background Information (optional): Katelyn has been a real asset to Andover Elementary School. She came here on 0.5 D contract and worked like she was doing 1.0 job. She handled a very difficult and challenging year with case and professionalism that was exceptional. She is a diligent, passionate, and dedicated worker. Her positive attitude was a great addition to her team and staff at AES. Katelyn is a true professional and is a credit to the teaching profession. “Teacher Comments: Teacher's Signature: —Kotelajpn Cualtsestdevan ___ Date: ume. gat Set Ss Administrator's Signature: > Son, Date: x ws S)e) Do you recommend for a B-Contract? Yes] Not at this time |_] Director of Schools’ Signatur Date: Forward completed Performance Review to the Director of Schools for signature. ‘The completed form will be forwarded to Human Resources Officer and placed in the Personnel File. Ratines { (asatsoetor) - Evidence does not suppot expectations. P (Proficien B (Basie) Evidence lacks consistency in meeting expen E (Emergent) ~ Evidence demonsvates positive grow and mets expectations. videnceconsiteny meets or exceeds expectations | ianovaive) ~ Evidence demonstrates imagination and eeaiviy exceed all expectations. Teaser Summa Performance Asem ptt staro 2020 Page 100g thTeacher Summative Performance Assessment — Appendix A Questions to consider when using the ratings. Is this automatic and consistent practice (pervasive, routine, part of the class culture)? ‘Would the ratings remain the same if the teaching assignment changed? Does the teacher show comprehensive knowledge (understands prerequisites, can interpret discrepancies, intervene, etc.)? ‘What data and artifacts are considered in reflection? Can the teacher be flexible and fluid to accommodate various situations? Would the teacher be able to explain/speak to this practice? Is this an intentional practice (even ifit is automatic)? Could the teacher contribute professionally in this domain? no 000 ooo 1 Cnsatisfatory)- Evidenee doesnot suppor expectations (Proficient) - Evidence consistently mets or exeseds expectations B (Basic) Evidence lacks consistency in meeting expen I (insovatve) —Evidenee demonstatesisinaon and eeatvity 1 E (Emergent) Evidence demonstrates postive growth and mets expectations, exceed expesttions. Tosher Seman Herrman sessment Updated March 200 Page Hof