Post-Observation Conference Score & Feedback Review (Teacher) for THOMPSON, DESTINY

Date Printed: 06/01/2023

The evaluator will provide overall strengths, areas of growth, and overall comments and will click share for the teacher to view
the Observation ratings and comments. The teacher will click new to complete the Teacher Acknowledgement form and will
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Post-Observation Conference
Please note that the Finalize activity button will not appear until all required fields are completed, saved and shared.
1.
Score
Unannounced Observation 3.57

Unannounced Observation Display

Observation summary for: Thompson, Destiny for Assessment : Teacher
Effectiveness Measure (TEM) revised 2017
By Activity Name
A Cotton, Shannon E Unannounced Observation (Evaluator)

Level 1 - Significantly Level 2 - Below Level 3 - Meeting Level 4 - Above Level 5 - Significantly
Teach Domain
Below Expectations Expectations Expectations Expectations Above Expectations
Indicator 1 - Objective
A
Driven Lessons

Performed Evidence (Required)

by

A Cotton, [11/30/2022 2:56 PM]: t demonstrated on the board how to draw the shapes and encouraged them to do their
Shannon E best. t handed a group a paper and asked them to draw suns and stars, but instructed them to draw fewer
12/04/2022 suns than stars.
11:30 PM
[11/30/2022 2:47 PM]: t checked with c. t stopped the class. OK repeat after me. I can describe the
measureable attributes of an object IOT demonstrate understanding of measureable attributes of an object.
K.MD. A.1 t circulated tables asking groups what fewer mean. (did not define academic vocabulary or explain
the objective)

[11/30/2022 2:46 PM]: t now, for my first... I need to count the objects and circle the group that has fewer. Go
ahead and do that first. Only do the ladybugs and the leaves.

Indicator 2 - Explain
A
Content

Performed Evidence (Required)

by

A Cotton, [11/30/2022 2:50 PM]: t alright, now that so many of my friends have circled the number of objects that have
Shannon E fewer, let's... t called on a s to explain what fewer meant. s not as much. t yes. t Now it says to draw the same
12/04/2022 number of ladybugs as leaves. What shape are the ladybugs? s a sphere! t a sphere! yes. So if you can't draw a
11:29 PM ladybug, just draw a sphere or a circle. Scaffolded with a s. How many leaves do you have already? s
responded. t so how many ladybugs do you need to draw? s responded. t good.

Page 1 of 8
Indicator 3 - Appropriately
A
Challenging Work

Performed Evidence (Required)

by

A Cotton, [11/30/2022 2:52 PM]: t OK, now to the next one. I need your eyes.... went through the expectations.
Shannon E Complimented the orange table. t read the next problem. And circle the fruit that had less. 95% compliance. t
12/04/2022 now, like your ladybugs,... TA attended to a s who was disrupting a group.
11:30 PM
[11/30/2022 2:50 PM]: t alright, now that so many of my friends have circled the number of objects that have
fewer, let's... t called on a s to explain what fewer meant. s not as much. t yes. t Now it says to draw the same
number of ladybugs as leaves. What shape are the ladybugs? s a sphere! t a sphere! yes. So if you can't draw a
ladybug, just draw a sphere or a circle. Scaffolded with a s. How many leaves do you have already? s
responded. t so how many ladybugs do you need to draw? s responded. t good.

[11/30/2022 2:46 PM]: t now, for my first... I need to count the objects and circle the group that has fewer. Go
ahead and do that first. Only do the ladybugs and the leaves.

[11/30/2022 2:32 PM]: t now you all have some bears and you all have some cubes. t let's count how many
cubes you have? c got loud. t let me count down. Counted 3,2,1. I like the way Z is sitting with her hands in her
lap. t let's count again. c complied. t now how many bears do you have? Let's count. c complied. t now take one
of your bears and hide him. He likes to play hide and seek. t when your bear is hidden, raise your hand. c
complied. Showed excitement. t now let's count our bears that aren't hidden. c counted and said 4. t now let's
count our cubes. c counted. t now what do we notice? s a bear is hiding. t ok and what do we notice about the
bears and cubes? c no response. t What do you notice about bears and cubes? c there are fewer bears. t gave
the c an assignment and asked them to discuss with their table. t circulated the room as the TA worked with a
group and then an individual. TA called him over because he was not participating.

[11/30/2022 2:24 PM]: t alright, I'm gonna call friends. When I call you, I want you to count with me. t called
students and told them to line up. Walked and pointed to the students and asked the c to count. c counted 6. t
asked the 6 volunteers to sit where they were. t I have 5 markers and I wanna know if I have enough for all my
friends. Handed 5 markers out. c you forgot K!!!! t yes. I have 5 but I need 6 markers. That means I have "LESS"
markers than I "NEED." t so what will I need to do to ensure everyone gets a marker? c give one to K!!! t asked a
s to give K a marker. Referred back to the board. If I have 6 kids and 6 markers, that means I have ENOUGH
markers. Repeat after me, ENOUGH. c repeated. Moved to the next group of volunteers. I am going to hand
out markers again and I want you to tell me if I have fewer MARKERs or fewer FRIENDS. t held up a marker.
Think on it first. c I have fewer friends. t yes. How many markers do I have? c counted the markers, including
the one in her hand. t now how many friends do I have? c five. t which number is bigger? 6!!! so that means I
have fewer what? c friends. t called on another group. t let me know if I haven't called you yet. called the
remaining students. Repeated the activity. Asked the class to count the markers then the number of friends. c
remained engaged and counting as the volunteers stood. t now let's make it so that I have the same number of
friends as markers? c you need 2! t now let's see how many markers and friends I have. c counted. t if.. and..
then how many markers and friends do I have.

Indicator 4 - Content
A
Engagement

Page 2 of 8
 Performed Evidence (Required)
by

A Cotton, [11/30/2022 2:57 PM]: t alright, for my friends who are done, I'm gonna give you a smelly sticker! t circulated.
Shannon E
12/04/2022
11:31 PM [11/30/2022 2:50 PM]: t alright, now that so many of my friends have circled the number of objects that have
fewer, let's... t called on a s to explain what fewer meant. s not as much. t yes. t Now it says to draw the same
number of ladybugs as leaves. What shape are the ladybugs? s a sphere! t a sphere! yes. So if you can't draw a
ladybug, just draw a sphere or a circle. Scaffolded with a s. How many leaves do you have already? s
responded. t so how many ladybugs do you need to draw? s responded. t good.

[11/30/2022 2:43 PM]: t now. Stopped. Oh I'll wait. Asked students what she was waiting on? s waiting for us to
be quiet. t and what are we doing with their eyes? s looking at the board. t and what do I do with my ears. ... t I
keep forgetting what to do first. c write your name? t should I write Ms. Craft? c no! t why not? c cause that's not
your name. t good. I am going to write my name. Wrote on the board. t I am going to hand out your papers. t
complemented the orange group. s was moving around. t asked what do I need to do again? s responded. t
laughed. That's right. t walked to a s. If your hand is on your paper, I need you to raise your hand. s moved from
his area. t redirected him to the TA. s complied. t thanked a s for complying. I am going to give out some points!
A ding could be heard on Class Dojo.

[11/30/2022 2:32 PM]: t now you all have some bears and you all have some cubes. t let's count how many
cubes you have? c got loud. t let me count down. Counted 3,2,1. I like the way Z is sitting with her hands in her
lap. t let's count again. c complied. t now how many bears do you have? Let's count. c complied. t now take one
of your bears and hide him. He likes to play hide and seek. t when your bear is hidden, raise your hand. c
complied. Showed excitement. t now let's count our bears that aren't hidden. c counted and said 4. t now let's
count our cubes. c counted. t now what do we notice? s a bear is hiding. t ok and what do we notice about the
bears and cubes? c no response. t What do you notice about bears and cubes? c there are fewer bears. t gave
the c an assignment and asked them to discuss with their table. t circulated the room as the TA worked with a
group and then an individual. TA called him over because he was not participating.

[11/30/2022 2:24 PM]: t alright, I'm gonna call friends. When I call you, I want you to count with me. t called
students and told them to line up. Walked and pointed to the students and asked the c to count. c counted 6. t
asked the 6 volunteers to sit where they were. t I have 5 markers and I wanna know if I have enough for all my
friends. Handed 5 markers out. c you forgot K!!!! t yes. I have 5 but I need 6 markers. That means I have "LESS"
markers than I "NEED." t so what will I need to do to ensure everyone gets a marker? c give one to K!!! t asked a
s to give K a marker. Referred back to the board. If I have 6 kids and 6 markers, that means I have ENOUGH
markers. Repeat after me, ENOUGH. c repeated. Moved to the next group of volunteers. I am going to hand
out markers again and I want you to tell me if I have fewer MARKERs or fewer FRIENDS. t held up a marker.
Think on it first. c I have fewer friends. t yes. How many markers do I have? c counted the markers, including
the one in her hand. t now how many friends do I have? c five. t which number is bigger? 6!!! so that means I
have fewer what? c friends. t called on another group. t let me know if I haven't called you yet. called the
remaining students. Repeated the activity. Asked the class to count the markers then the number of friends. c
remained engaged and counting as the volunteers stood. t now let's make it so that I have the same number of
friends as markers? c you need 2! t now let's see how many markers and friends I have. c counted. t if.. and..
then how many markers and friends do I have.

[11/30/2022 2:21 PM]: t stopped when the video ended. t asked them to stop. t pulled up 3-D shapes. s that's
my favorite!!! c yay!! c sang and identified the sphere, cylinder, cone, etc. 2/3 sang along as the singer sang in a
deep voice. 100% joined in when the singer sang higher. No students sang about the details of the cylinder.
They paused until the chorus. When the chorus returned with all shapes, 100% began to sing again. t pointed
as they sang the names of each shape. t questioned c about shapes. c responded. Video showed birthday hats,
and other items. t asked what shape they were. c cylinders!!! t right. t good job guys. Intercom interrupted and
asked for a s to be dismissed. T instructed the s and returned to the c

[11/30/2022 2:18 PM]: t played Jack Hartman I Can Count video. 99% counted, sang and clapped as the
numbers appeared on the video. t redirected 2 students who were turned towards observer. c complied and
continued to participate. TA sat cubes and bears at each table while teacher observed and sang along. 22
students were present. 95% participated as the numbers entered the 60s. All yelled out 100!!! when the video
ended at 100.

Indicator 5 - Higher-Level
A
Thinking Skills

Page 3 of 8
 Performed Evidence (Required)
by

A Cotton, [11/30/2022 2:46 PM]: t now, for my first... I need to count the objects and circle the group that has fewer. Go
Shannon E ahead and do that first. Only do the ladybugs and the leaves.
12/04/2022
11:27 PM
[11/30/2022 2:37 PM]: t alright, now we are ready to learn. Our hands are in our laps, our voices are quiet
and... t called a s who was not in compliance. c quieted. t now, I want you to show me the same number of
cubes and the same number of bears. t circulated. Did another activity. t you know we can check to see if we
have the same number of bears and cubes. C put a bear on top of every bear. s I did that too! t good job. t now
please make a tower with your cubes. Ms. Craft is gonna come around and grab your cubes and I will grab
your bears. t told the c good job as they put their bears and cubes in the tubs. c sang and talked as the bears
and cubes were collected. One table of students had visible behavior issues. TA worked with them. They played
with the bears and cubes. t collected from them.

[11/30/2022 2:32 PM]: t now you all have some bears and you all have some cubes. t let's count how many
cubes you have? c got loud. t let me count down. Counted 3,2,1. I like the way Z is sitting with her hands in her
lap. t let's count again. c complied. t now how many bears do you have? Let's count. c complied. t now take one
of your bears and hide him. He likes to play hide and seek. t when your bear is hidden, raise your hand. c
complied. Showed excitement. t now let's count our bears that aren't hidden. c counted and said 4. t now let's
count our cubes. c counted. t now what do we notice? s a bear is hiding. t ok and what do we notice about the
bears and cubes? c no response. t What do you notice about bears and cubes? c there are fewer bears. t gave
the c an assignment and asked them to discuss with their table. t circulated the room as the TA worked with a
group and then an individual. TA called him over because he was not participating.

Indicator 6 - Check for

A
Understanding

Performed Evidence (Required)

by

A Cotton, [11/30/2022 2:52 PM]: t OK, now to the next one. I need your eyes.... went through the expectations.
Shannon E Complimented the orange table. t read the next problem. And circle the fruit that had less. 95% compliance. t
12/04/2022 now, like your ladybugs,... TA attended to a s who was disrupting a group.
11:30 PM
[11/30/2022 2:50 PM]: t alright, now that so many of my friends have circled the number of objects that have
fewer, let's... t called on a s to explain what fewer meant. s not as much. t yes. t Now it says to draw the same
number of ladybugs as leaves. What shape are the ladybugs? s a sphere! t a sphere! yes. So if you can't draw a
ladybug, just draw a sphere or a circle. Scaffolded with a s. How many leaves do you have already? s
responded. t so how many ladybugs do you need to draw? s responded. t good.

[11/30/2022 2:43 PM]: t now. Stopped. Oh I'll wait. Asked students what she was waiting on? s waiting for us to
be quiet. t and what are we doing with their eyes? s looking at the board. t and what do I do with my ears. ... t I
keep forgetting what to do first. c write your name? t should I write Ms. Craft? c no! t why not? c cause that's not
your name. t good. I am going to write my name. Wrote on the board. t I am going to hand out your papers. t
complemented the orange group. s was moving around. t asked what do I need to do again? s responded. t
laughed. That's right. t walked to a s. If your hand is on your paper, I need you to raise your hand. s moved from
his area. t redirected him to the TA. s complied. t thanked a s for complying. I am going to give out some points!
A ding could be heard on Class Dojo.

[11/30/2022 2:37 PM]: t alright, now we are ready to learn. Our hands are in our laps, our voices are quiet
and... t called a s who was not in compliance. c quieted. t now, I want you to show me the same number of
cubes and the same number of bears. t circulated. Did another activity. t you know we can check to see if we
have the same number of bears and cubes. C put a bear on top of every bear. s I did that too! t good job. t now
please make a tower with your cubes. Ms. Craft is gonna come around and grab your cubes and I will grab
your bears. t told the c good job as they put their bears and cubes in the tubs. c sang and talked as the bears
and cubes were collected. One table of students had visible behavior issues. TA worked with them. They played
with the bears and cubes. t collected from them.

[11/30/2022 2:32 PM]: t now you all have some bears and you all have some cubes. t let's count how many
cubes you have? c got loud. t let me count down. Counted 3,2,1. I like the way Z is sitting with her hands in her
lap. t let's count again. c complied. t now how many bears do you have? Let's count. c complied. t now take one
of your bears and hide him. He likes to play hide and seek. t when your bear is hidden, raise your hand. c
complied. Showed excitement. t now let's count our bears that aren't hidden. c counted and said 4. t now let's
Page 4 of 8
 count our cubes. c counted. t now what do we notice? s a bear is hiding. t ok and what do we notice about the
bears and cubes? c no response. t What do you notice about bears and cubes? c there are fewer bears. t gave
the c an assignment and asked them to discuss with their table. t circulated the room as the TA worked with a
group and then an individual. TA called him over because he was not participating.

[11/30/2022 2:24 PM]: t alright, I'm gonna call friends. When I call you, I want you to count with me. t called
students and told them to line up. Walked and pointed to the students and asked the c to count. c counted 6. t
asked the 6 volunteers to sit where they were. t I have 5 markers and I wanna know if I have enough for all my
friends. Handed 5 markers out. c you forgot K!!!! t yes. I have 5 but I need 6 markers. That means I have "LESS"
markers than I "NEED." t so what will I need to do to ensure everyone gets a marker? c give one to K!!! t asked a
s to give K a marker. Referred back to the board. If I have 6 kids and 6 markers, that means I have ENOUGH
markers. Repeat after me, ENOUGH. c repeated. Moved to the next group of volunteers. I am going to hand
out markers again and I want you to tell me if I have fewer MARKERs or fewer FRIENDS. t held up a marker.
Think on it first. c I have fewer friends. t yes. How many markers do I have? c counted the markers, including
the one in her hand. t now how many friends do I have? c five. t which number is bigger? 6!!! so that means I
have fewer what? c friends. t called on another group. t let me know if I haven't called you yet. called the
remaining students. Repeated the activity. Asked the class to count the markers then the number of friends. c
remained engaged and counting as the volunteers stood. t now let's make it so that I have the same number of
friends as markers? c you need 2! t now let's see how many markers and friends I have. c counted. t if.. and..
then how many markers and friends do I have.

[11/30/2022 2:21 PM]: t stopped when the video ended. t asked them to stop. t pulled up 3-D shapes. s that's
my favorite!!! c yay!! c sang and identified the sphere, cylinder, cone, etc. 2/3 sang along as the singer sang in a
deep voice. 100% joined in when the singer sang higher. No students sang about the details of the cylinder.
They paused until the chorus. When the chorus returned with all shapes, 100% began to sing again. t pointed
as they sang the names of each shape. t questioned c about shapes. c responded. Video showed birthday hats,
and other items. t asked what shape they were. c cylinders!!! t right. t good job guys. Intercom interrupted and
asked for a s to be dismissed. T instructed the s and returned to the c

Indicator 7 - Instructional
A
Time

Page 5 of 8
 Performed Evidence (Required)
by

A Cotton, [11/30/2022 3:14 PM]: t called the c to the carrpet for a story.
Shannon E
12/04/2022
11:14 PM [11/30/2022 3:01 PM]: t OK. now I am coming around to see which tables are quiet and everything put away. t
handed out folders.

[11/30/2022 2:57 PM]: t alright, for my friends who are done, I'm gonna give you a smelly sticker! t circulated.

[11/30/2022 2:56 PM]: t demonstrated on the board how to draw the shapes and encouraged them to do their
best. t handed a group a paper and asked them to draw suns and stars, but instructed them to draw fewer
suns than stars.

[11/30/2022 2:52 PM]: t OK, now to the next one. I need your eyes.... went through the expectations.
Complimented the orange table. t read the next problem. And circle the fruit that had less. 95% compliance. t
now, like your ladybugs,... TA attended to a s who was disrupting a group.

[11/30/2022 2:47 PM]: t checked with c. t stopped the class. OK repeat after me. I can describe the
measureable attributes of an object IOT demonstrate understanding of measureable attributes of an object.
K.MD. A.1 t circulated tables asking groups what fewer mean. (did not define academic vocabulary or explain
the objective)

[11/30/2022 2:43 PM]: t now. Stopped. Oh I'll wait. Asked students what she was waiting on? s waiting for us to
be quiet. t and what are we doing with their eyes? s looking at the board. t and what do I do with my ears. ... t I
keep forgetting what to do first. c write your name? t should I write Ms. Craft? c no! t why not? c cause that's not
your name. t good. I am going to write my name. Wrote on the board. t I am going to hand out your papers. t
complemented the orange group. s was moving around. t asked what do I need to do again? s responded. t
laughed. That's right. t walked to a s. If your hand is on your paper, I need you to raise your hand. s moved from
his area. t redirected him to the TA. s complied. t thanked a s for complying. I am going to give out some points!
A ding could be heard on Class Dojo.

[11/30/2022 2:37 PM]: t alright, now we are ready to learn. Our hands are in our laps, our voices are quiet
and... t called a s who was not in compliance. c quieted. t now, I want you to show me the same number of
cubes and the same number of bears. t circulated. Did another activity. t you know we can check to see if we
have the same number of bears and cubes. C put a bear on top of every bear. s I did that too! t good job. t now
please make a tower with your cubes. Ms. Craft is gonna come around and grab your cubes and I will grab
your bears. t told the c good job as they put their bears and cubes in the tubs. c sang and talked as the bears
and cubes were collected. One table of students had visible behavior issues. TA worked with them. They played
with the bears and cubes. t collected from them.

[11/30/2022 2:31 PM]: t if you are standing up here, please go to your table, but do not touch anything. Put your
hands in your lap. t asked the c to repeat where their hands would go as she called the others to tables. c in
your lap. TA sat next to a s.

[11/30/2022 2:21 PM]: t stopped when the video ended. t asked them to stop. t pulled up 3-D shapes. s that's
my favorite!!! c yay!! c sang and identified the sphere, cylinder, cone, etc. 2/3 sang along as the singer sang in a
deep voice. 100% joined in when the singer sang higher. No students sang about the details of the cylinder.
They paused until the chorus. When the chorus returned with all shapes, 100% began to sing again. t pointed
as they sang the names of each shape. t questioned c about shapes. c responded. Video showed birthday hats,
and other items. t asked what shape they were. c cylinders!!! t right. t good job guys. Intercom interrupted and
asked for a s to be dismissed. T instructed the s and returned to the c

[11/30/2022 2:18 PM]: t played Jack Hartman I Can Count video. 99% counted, sang and clapped as the
numbers appeared on the video. t redirected 2 students who were turned towards observer. c complied and
continued to participate. TA sat cubes and bears at each table while teacher observed and sang along. 22
students were present. 95% participated as the numbers entered the 60s. All yelled out 100!!! when the video
ended at 100.

Page 6 of 8
Area of Strength
TEACH 4: Content Engagement
Area of Improvement
TEACH 1: Objective-Â ​Driven Lessons

Level in which the Descriptor for Improvement is found

Level 3

Descriptor for Improvement

Descriptor 5

Additional Area of Strength (not required)

--Select One--

Additional Area of Improvement (not required)

TEACH 3: Appropriately Challenging Work

Precise Praise
Ms. Thompson's engagement strategies and transition techniques were evident and effective throughout the lesson.
Students visibly enjoyed the videos, student-centered demonstrations and choice of manipulatives (colorful bears
and cubes). Appropriate language was used as the lesson unfolded and students were encouraged to use the math
vocabulary in relationship to their responses.

Your strategies seemed well-planned and it is evident you have a heart for teaching and learning.

Specific Development Area

There were two specific areas I would like you to focus on: Teacher 1: Objective-Driven Lessons, and Teach 3:
Appropriately Challenging Work.

The lesson objective was introduced later in the lesson. as you know, Objective-Driven Lessons is an important
focus for our district. Instructional Practice 1 deals solely with unpacking the standards so students learn academic
language and also perform at higher-level tasks associated with the standard. We have provided many PD
opportunities and supports around teaching objectives. According to the data collected during our safe practice, you
implemented the directives on how to unpack the PBOs. Please refer back to the One-Pager that outlines the teacher
moves and student moves when unpacking the PBO. I am confident that you can correct this misstep quickly and
efficiently.

We are a blended learning district and are required to implement stations and small group instruction. Teach 3 of
the K-2 Addendum also requires K-2 teachers to:

1. Teacher develops differentiated instructional lessons for students based on student performance data.
2. Teachers utilize Bloom's Taxonomy to differentiate student assignments.
3. Teachers develop instructional lessons that are geared towards the student's instructional and independent needs.

The goal, as listed in the Addendum is for students to:

1. Complete tasks that are differentiated through content, process, or product.

2. Independently complete tasks that require them to respond to questions at different levels of Bloom's Taxonomy

Action Steps (connected to anticipated student learning outcomes)

Going forward, please follow the steps to unpacking the PBOs, listed on the attached One-Pager.

During collaborative planning, please be sure to bring your student data (from Universal Screeners, Mastery Connect
data for CFA#1 and CFA #2, weekly tests, etc.) to the planning meeting so you and your admin lead can plan for
differentiated instruction. This information should be listed in the meeting minutes for support and follow-up
Page 7 of 8
 purposes.

I will return to see these two moves in action following the Winter Break. Please reach out to your Admin Lead, Mrs.
Bethea, or your mentor teacher, Ms. Arguin, if you have additional questions or concerns. We will also schedule a
peer observation with Arguin and Rubin.

You are a natural teacher. I look forward to seeing you and your students grow.
Attachment

 Holmes Road One-Pagers.docx

12/6/2022 4:33 PM by Cotton, Shannon E

Teacher Acknowledgement

1. Sign-Off Options
Understand and Agree

Comments for Evaluator

Thank you!

Signatures
Destiny Thompson on 12/07/2022 9:18 AM Accepted

Page 8 of 8