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    28 views29 pages

    Year End Review - Official 2021

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    © All Rights Reserved
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    of 29
    The Teacher Growth & Supervision Year End Report Redeemer cammouic scHoo1s Name of School: The Centre For Learning@HOME - [Teacher Name: Samantha Gauthier Principal Name: Paul Byrne [Evaluator’s Name: Paul Byme, Lana Clark Date: 2020-12-18 [Teacher Assignment |Social Studies 8, Language Arts 9, English 20-1 [Exemplary |The teacher regularly models highly elective practice, demonsirating superior knowiedge, skils and attitudes forthe ldomain. [Proficient |The teacher consistently demonstrates effective understanding and practice in the domain, [Limited [The teacher requires continued growth in this domain to further moet expectations [Unacceptable| The teacher does nt meet the minimum requirements expected inthis domain, NA Not Applicable |. Treats students and others with respect and dignity; seeking reconciliation end responding with chatty ‘Seeks personal spintual and faith growth through prayer, study, acts of generosity and ‘commitment to evangelization. }. Understands Catholic teachings and doctrine |. Brings a Catholic perspective to learning and life Permeates faith during the school day through prayer, rituals, fath displays and routines Witnesses life of faith in words and actions; in the school, parish and community Fosters relationships among students and staff to buld bust and belonging Recognizes and affirms the giftedness of al students Builds relationships between school, home, and parish [Review and Reflection: The Excellent Catholic Teacher, COSSA Review and Reflection: Handbook - Permeation from Eximonton Catholic document to be referenced. Comments [Samantha is a registered member of St. Patrick's Parish in Calgary . Samantha attends weekly mass to maintain her faith formation but ‘also to provide structure and guidance in her faith joumey as she continues to grow in her understanding and practice of the Catholic faith. [Samantha's strong Catholic faith permeates throughout her teaching; capitalizing on both formal and informal opportunites to lead her class in prayer and conduct herself as a role model ofthe Catholic faith to her students. For example, Samantha alvays begins class witha prayer and often cals on student volunteers to lead the class prayer. This is a simple but powerul opportunity to call students to thie faith [and provides an opportunity for involvement and leadership in faith-based activities. Sarantha shares, “| am thankful for opportunities to [further develop my fath daily by praying with students and staff, Fath Days provided me with a wonderful oppoxtunity to reflect on where | Jam at in my fath joumey and how | can move forward" Teacher Growth & Supervision Year End Report 4. The teacher represents thelr profession, including the, School Act, ATA code of conduct and acherence to Christ the Redeemer’s expectations, pdlcies, regulations and professional duties 2. The teacher directs concerns to appropriate personnel and respects the confidentiality of others. 3. The teacher consistently strives to improve ther professional practice through appropriate professional development. 44, The teacher responds positively to coaching and mentorship. 5. Tho teacher arrives punctually, makes him or herseif appropriately available outside of Instructional hours and attends scheduled meetings. 66. The teacher creates relationships based on feiss, respect and integrity with students, staf, and parents and represents their school and schoo! division in a postive manner. 7. The teacher supports the vision, mission and fundamental beliefs of the Division in word and action. ‘8. The teacher enhances their understanding of Fist Nations, Metis and Inuit worklviews, cultural bolls, languages and values. ‘9. The teacher maintains an awareness of emerging technologies to enhance knowledge and inform practice. 1. The physical arrangement ofthe room creatss an effective learning environment. 2. The dassroom environment Is organized, neat and includes exemplars of student work and reference materials. ‘3, The classroom is decorated in a manner that promotes and enkindles faith. 4. The dassroom environment supports the mission and vision ofthe school and schoo! division. ‘5. The physical environment of the classroom should be reviewed, maintalned and updated regularly, 1. The teacher demonstrates commitment, accountabilty and walingness to participate during school| Exemplary based and divisional team meetings and professional development. 2. The teacher shows respect forthe time and commitment of others by attending meetings punctual, participating productively and folowing up on action items. 3, The teacher cooperates with colleagues, administration and committees. 4. Teacher professionally participates in the decision making process and then supports the ‘consensus of team decisions. 1. The teacher communicates with the home regarding issues or concems and works collaboratively | Proficient to resolve the issue; e.g. uses face to face interviews, telephone calls and writen communication ‘appropriately to deal with issues. 2. The teacher frequently communicates successes with parents. 3, The eacerconmuncates progress of eases an keeps make carr, 4. The teacher |The teacher leads or participates in a variety of extra-curricular activities. [Proficient |The teacher regularly attends, organizes and contributes to school and parish events as organized by the school. Christ The Teacher Growth & Supervision Year End Report Redeemer CATHOLIC SCHOOLS Comments General: [Samantha is up-to-date and practicing the policies outined in the Education Act as well as the competencies outined in the Teacher |Quaity Standard publication, Samantha consistently maintains professional conduct and acts in accordance with these practices when in the presence of colleagues, students and parents. | Samantha has sought out professional opportunities to improve her professional practice this year. She is an active participant in school- [based professional development days, CLCs, Team Meetings, and the ATA Teachers Convention. Throughout the evaluation process, | Samantha has always been accepting of constructive feedback from her evaluetor.Ithes been my experiance that Samantha incorporates suggestions into her teaching practices immediately. For example, suggestions from this evaluator for incorporating formative assessment practices into daily lessons have been made a part of ongoing lesson planning and evaluation, | Samantha regularly makes herself avaiable to students for further help or follow up instruction. Samantha effectively uses extra help [sessions and Academic Support sessions for student improvement. She has created a classroom culture based on faimess, respect and integrity with students, Samantha maintains a balance of direct instruction folowed with student-centered learning opportunities which foster postive relationships among her students. ‘Samantha has demonstrated growth in her understanding of First Nations, Matis and Inuit cultures by attending and engaging in FNMI PD ‘opportunities. She has incorporated teaching practices learned through professional development into her classroom in a nice variety of ways. For example, Samantha highlights authentic Indigenous perspectives, uses quotes from FNMI authors, and draws connections between the experiences of the Indigenous peoples of Canada ard those of other cultures where appropriate. Physical Environment: [An oniine teaching environment requires innovative planning and superb organization skils to support student learning... Samantha has lffectively demonstrated these skis through the following techniques: lessons are posted one week in advance in an orderty fashion, sufficient time for assignments and tests are clearly articulated in weekly calendars for all core subject areas, exemplars of student work land reference materials are posted well in advance to support stucient learning and success, marking of student work remains up-to-date |with grades posted in Canvas and Power Teacher for parents to view. |Colaboration with Colleagues: [Samantha has effectively formed strong relationships among colleagues. Throughout the year, Samantha as sought guidance from veteran teachers to support instruction and expectations forthe various grade levels and subject areas she teaches. Samantha discusses and [plans with her colleagues regularly regarding course delivery and assessment practies. Ths is done at the grade level as well asthe ‘department vel. n the English department, she has collaborated with teachers to create a scope and sequence, which has proven to be lbenefcial her assessment practices. During both CLC meetings and Social department meetings, Sam has contributed to the compilation lof an extensive list of FNMI resources to further teacher foundational understanding of FNMI understandings and reconciliation, |Communication with Parents: | Samantha is pro-active in communicating posite news about student learning and contributions to parents. For strugging students, | Samantha makes an extra effort to effectively communicate to parents about concerns and progress of their child. Samantha maintains laccurate communication logs of all telephone and email correspondence. |Contributions of School Life: | Samantha is an active and valued member ofthe school. Samantha participated in extra-curricular opportunites in extra-curricular ‘opportunities this year by hosting a Bob Ross Art Club as wel as March Madness 1, Students are aware of and adhere to expectations including: rues, routines, transitions, Proficient ‘minimizing distractions; and maximizing learning, because the teacher gives clear, specific, and

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