Tier I

Evaluation Portfolio
__
Bryce Sinn
Year 1
Year 1-Observation 1
Pre-Observation: 12.1.21 Date: 12.1.21

Date/Time of Observation: Grade Level/Curriculum Area Observed:

Briefly describe the students in this class, including those with special needs.

Dylan Young is a student of concern. Sinn plans to chat with him 1:1 to determine if he needs an alternative
setting to complete the presentation component.
Toby Dearstone may have attention difficulties during the presentations.

How will your students grow in their faith as a result of this lesson?

Students will develop a strong sense of community among peers present in their small group.

If all goes as planned, what should I see?

Students will facilitate the learning tomorrow as they review content; this is the latter part of the unit and students
will guide conversations within their small group. Mr. Sinn’s role will serve as a facilitator of the learning.
Prior to this activity Sinn walked students through the expectations; he anticipates students will demonstrate a
clear understanding of the directions upon entering this activity.
Each student is required to complete two peer evaluations and they will be submitted with their final product at
the end of the class.
Sinn grouped kids by mixed abilities--groups are intentionally designed.
Pre-Observation Continued Date:

What do you want students to learn?

With 29 students, it would take too much time to present individually; thus, he turned to small group presentations
to be efficient while also creating an intimate setting for students to practice presentational speaking. He
diversified the unit assessment by designing two parts with a presentation and essay. The unit assessment
design consisted of a PPT that serves as the first step helping students to formulate and organize ideas that are
then synthesized in an essay.

How will you know if they’ve learned it?

Emphasize the peer assessments to determine whether individual students understand the content contained in
their PPT. Additionally, the essay will be the telling determinant of their comprehension.

What will you do if they don’t learn it?

Sinn clearly communicated the timeline of this unit assessment; students who may not have a grasp of the
content when the essay is due are expected to meet with Sinn to conference and make corrections.

What will you do if they already know it?

For students who demonstrate high comprehension, Sinn scaffolded the questions to allow students to choose
the depth to which they respond and that allows TG students to exercise their advanced presence in relation to
the content.
Observation Notes: Government_12.2.21_slide 1 of 3

Mr. Sinn runs an effective and efficient start to class as he takes attendance aligned with a questions (9:45-9:48)

Mr. Sinn conducts a transition wherein students who have not completed their presentation in preparation for
today’s class (7/32 students) were removed from the room to complete the work while the other 25 students were
divided into groups of 3-4 to present to their small groups. The transition and instructions were delivered
within 5 minutes--this is impressive! Sinn moved 32 students to their destination and clearly conveyed
instructions through the medium of visually displaying the tasks and expectations as well as verbal delivery of the
objectives--Sinn appeals to both visual and auditory learners.
All students demonstrate an understanding of the presentation task and expectations. Sinn asks if there are any
questions prior to starting the groups and he moves at a pace that is both accessible for students and also
efficient to keep the momentum of the class moving forward.
Sinn circulates through the room and primarily exists at the center of the classroom to remain equally distances
between all student groups. He rarely exists in a corner of the classroom. It isn’t clear if his effective use of
the space is intentional or intuitive.

Class Culture: Has students sing happy birthday to Carson--the culture you have cultivated in this classroom is
incredible; it is as if you have been working with these students all year. You have a true talent with rapport and
engaging leadership as a result of your relationships and trust established with students.
Observation Notes: Government_12.2.21_page 2 of 3

Presentations begin at 9:57 a.m.

The engagement at each group is impressive. As you can see in the attached photos, students are nonverbally engaged at
their respective small group station. Eyes are on the presenter and they are engaged in the peer feedback form--this is a
GREAT layer of this process that increases engagement for the listeners. Often teachers struggle to determine a method to
foster the development of active listening. Your addition of the peer assessment facilitates this skill and it is highly effective
within each small group of students in the classroom.

Sinn sets a timer for 10 minutes per presentation and runs on a uniformed pace wherein each group uses the time for the
presentation and peer questions. Then, he sets the timer for a 3 minute transition time between presenters so peer
feedback forms can be completed. Sinn has a great pulse of the classroom as he circulates through the space and
determines students are prepared to move on at 44 seconds remaining. Thus, he transitions to the next present. The fact
that the students did not “use” the entire 3 minutes of down time between presentations speaks volumes to the culture he
has established--students WANT to be productive, they WANT to move forward with the class tasks. The urgency to do
well is a reflection of the high expectations Sinn has communicated to students.

All students are engaged in the task at hand the entire class period. All conversations within small groups are focused on
the presentation of cases and students are openly asking clarifying questions beyond the requirement of one question
p/group. Sinn has established an environment where students desire to go beyond the minimal expectations to truly
engage in the activity based on their desire to learn more about the presented cases. This level of personal investment
demonstrated by students (some who are not traditionally motivated learners) is truly moving. Sinn’s skillset is visible in the
respect and engagement his presence commands. Students WANT to make him proud of their work. He is a true leader.
Gradual Release Model of Instruction
Observation Notes: Government_12.2.21_slide 3 of 3

The respectful disagreement that occurred between students as they discussed the presented cases was also representative of the
strong culture that was established in the classroom.

Question for consideration: In the event that you were in your own classroom without the assistance from Mr. Smith, how would
you facilitate the split classroom dynamic with those who were not prepared to present? I think it would be useful to consider how to
exist in two spaces through the class (classroom and hallway?)

10:45-10:50 restroom break

10:50
All students are present in the classroom and Sinn guides them through final steps--staple peer feedback to their personal rubric
and hand to him directly. The personal touch of asking students to hand in the rubric directly to him increases accountability and
provides Sinn with a visual of how many have been submitted. Throughout his practice in the classroom, he is intentional about his
personal touch to the relationships he forms through conversations with students to determine who they are beyond students in his
classroom.

Of the 70 minute class, only 10 minutes were spent outside the focus of the day’s task. 90% of the class was spent engaged in
instruction.

Affirmation: “I just want to say I appreciate the hard work you put into this project. Next week, the essays are due. I am giving you
30 minutes in class next week--that is not enough time to complete the essay in that time. You will need to work on this outside of
class. I will only send 2 students to the library to print at one time. Plan ahead. Any questions about what we did today? Next week
moving forward? Alright, the rest of the time is yours.”

*Let’s talk more about the printing requirements you stated at the end of class. What is the purpose of the 2 students at a
time? Is the tone to build urgency? Do you desire to establish respect through your assertive approach?
Post Observation Date:

*Please bring student work samples or data that demonstrate both success and/or struggle as a result of your
work:

Reflect on the lesson and consider what you thought went well and what needs more time and attention:

Based on the videos of the lesson, he was bothered by the talking taking place while he instructed.

What do you believe is in most need of improvement right now?

Post Observation Continued Date:

What would be an appropriate SMART goal, that if met, would help achieve success in this area?
(SMART goal criteria: Specific, Measureable, Attainable, Results-based, and Time-bound)

What strategy will help meet the SMART goal?

How can I support you with your SMART goal?

(Observation-Feedback, Planning, Modeling, Analyzing Data, Practicing)
Iowa Standards and
Supporting Evidence
1 . DEMONSTRATES ABILITY TO ENHANCE ACADEMIC PERFORMANCE
AND SUPPORT FOR AND IMPLEMENTATION OF THE SCHOOL’S STUDENT ACHIEVEMENT GOALS.

The teacher: Evidence to support attainment of or failure to meet standard:

a. Provides evidence of student learning to students,
families, and staff.
b. Implements strategies supporting student, building,
and school 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.
2. DEMONSTRATES COMPETENCE IN CONTENT KNOWLEDGE APPROPRIATE TO THE TEACHING POSITION.

The teacher: Evidence to support attainment of or failure to meet standard:

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.
3. DEMONSTRATES COMPETENCE IN PLANNING AND PREPARING FOR INSTRUCTION.

The teacher: Evidence to support attainment of or failure to meet standard:

a. Uses student achievement data, local standards and
the school curriculum in planning for instruction.
b. Sets and communicates high expectations for social,
behavioral, and academic success of all students.
c. Uses student developmental 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.
4. USES STRATEGIES TO DELIVER INSTRUCTION THAT MEETS THE MULTIPLE LEARNING NEEDS OF STUDENTS.

The teacher: Evidence to support attainment of or failure to meet standard:

a. Aligns classroom instruction with local standards
and school 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.
5. USES A VARIETY OF METHODS TO MONITOR STUDENT LEARNING.

The teacher: Evidence to support attainment of or failure to meet standard:

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 school
leadership in analysis of student progress.
6. DEMONSTRATES COMPETENCE IN CLASSROOM MANAGEMENT.

The teacher: Evidence to support attainment of or failure to meet standard:

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.
7. ENGAGES IN PROFESSIONAL GROWTH.

The teacher: Evidence to support attainment of or failure to meet standard:

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
school/building student achievement goals.
8. FULFILLS PROFESSIONAL RESPONSIBILITIES ESTABLISHED BY THE SCHOOL.

The teacher: Evidence to support attainment of or failure to meet standard:

a. Adheres to board policies, school procedures, and
contractual obligations.
b. Demonstrates professional and ethical conduct as
defined by state law and individual school policy.
c. Contributes to efforts to achieve school 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.
 Catholic Dimension
Component 5a: Priestly, Prophetic, Politic: Catholic Identity Evidence to support attainment of or failure to meet standard:
a. Philosophy of Catholic education
b. Faith Development - recognizes the journey of
faith and its transformative nature
c. Service
d. Social Justice - economically poor, socially
responsible
e. Prayer and liturgy - conscious awareness of God’s
presence through sacramental ritual and symbol
f. Curriculum articulation
 Catholic Dimension
Component 5c: Catechetical Methods Evidence to support attainment of or failure to meet standard:
a. Development of students
b. Transmits knowledge of faith
c. Knowledge of worship and liturgy
d. Formation of ethics and social awareness
e. Provides developmentally appropriate service
opportunities
 Catholic Dimension
Component 5d: Creating Sacred Ground: Classroom Evidence to support attainment of or failure to meet standard:
Environment
a. Organizing physical and sacred space
b. Schools as community: respect and rapport
c. Classroom management
d. Prayer
 Catholic Dimension
Component 5b: Adult Formation and Professional Evidence to support attainment of or failure to meet standard:
Development Opportunities
a. Scripture
b. Theology
c. Spirituality
d. Catechetical methods and formation
e. Social teachings of the church