Observation Summary (following 45 minute observation) Summative Annual Appraisal (end-of-year summative conference)

Transcription

1 /7/2012 9:45 10:0 Domain I: Active, Successful Student Participation in the Learning Process Domain II: Learner-Centered Instruction 1. Engaged in learning 1. Goals and objectives 2. Successful in learning 2. Learner-centered. Critical thinking/ problem solving. Critical thinking and problem solving 4. Self-directed 4. Motivational strategies 5. Connects learning : 20 to 25 Expectations 12 to 19 4 to 11 Expectations 0 to Motion Geometry video connected geometric shapes, slides, transitions, and reflections to dragons, movies, etc. 5. Alignment 6. Pacing/sequencing 7. Value and importance 8. Appropriate questioning and inquiry 9. Use of technology Love the video and how it connected the math the the magic of movies! : 7 to 45 Expectations 2 to 6 7 to 22 Expectations 0 to 6 After video, turn and talk with neighbor about new vocabulary you heard in video. Mrs. Farrar used sticks to call on students to asnwer questions. Good use of turn and talk, starboard for examples and connecting new and old terms flip/reflection, slide/translation, rotation/turn 1

2 /7/2012 9:45 10:0 Domain III: Evaluation and Feedback on Student Progress 1. Monitored and assessed 2. Assessment and instruction are aligned. Appropriate assessment 4. Learning reinforced 5. Constructive feedback 6. Relearning and re-evaluation : 25 to 0 Expectations 15 to 24 5 to 14 Expectations 0 to 4 Students moved into work stations and Mrs. Farrar worked with a small group while other groups worked in groups Domain IV: Management of Student Discipline, Instructional Strategies, Time, and Materials 1. Discipline procedures 2. Self-discipline and self-directed learning. Equitable teacherstudent interaction 4. Expectations for behavior 5. Redirects disruptive behavior 6. Reinforces desired behavior 7. Equitable and varied characteristics 8. Manages time and materials : 4 to 40 Expectations 20 to 6 to 19 Expectations 0 to 5 Students were able to work independently and knew routines and procedures. All small group activities were ties to TEKS. Good job walking around at the end of group time and rewarding those who were on task and working hard. Rewards for students who were on task. Great switching of groups without problems. Students were able to transition quickly and effectively. 2

3 /7/2012 9:45 10:0 Domain V: Professional Communication Domain VI: Professional Development 1. Written with students 1. Campus/district goals 2. Verbal/non-verbal with students. Reluctant students 2. Student needs. Prior performance appraisal 4. Written with parents, staff, community members, and other professionals 5. Verbal/non-verbal with parents, staff, community members, and other professionals 4. Improvement of student performance : 16 to 20 Expectations 9 to 15 to 8 Expectations 0 to 2 6. Supportive, courteous : 25 to 0 Expectations 15 to 24 5 to 14 Expectations 0 to 4 Mrs. Farrar has great rapport with students, parents, and staff.

4 /7/2012 9:45 10:0 Domain VII: Compliance With Policies, Operating Procedures, and Requirements 1. Policies, procedures, and legal requirements 2. Verbal/written directives. Environment : 1 to 15 Expectations 9 to 12 to 8 Expectations 0 to 2 4

5 /7/2012 9:45 10:0 Domain VIII: Improvement of Academic Performance Of All Students on the Campus 1. Aligns instruction 2. Analyzes TAKS data. Appropriate sequence 4. Appropriate materials 5. Monitors student performance 6. Monitors attendance 7. Students in at-risk situations 8. Appropriate plans for intervention 9. Modifies and adapts The campus performance rating consists of three factors, including: (a) student performance on the TAKS), (b) student attendance, and (c) dropout rates. All teachers make contributions toward this overall performance rating of the school, and, therefore this isincluded among the criteria for discussion regarding improved campus academic excellence. A. Campus Performance Rating of: Exemplary Recognized Academically Acceptable Academically Unacceptable B. Adequate Yearly Progress Meets AYP Needs Improvement Participation Performance Graduation Rate/Attend Participation & Performance : 7 to 45 Expectations 2 to 6 7 to 22 Expectations 0 to 6 Signature of My appraiser has given me a copy of this Observation Summary Report. Signature of Teacher: Observation Summary Signature of My appraiser and I have discussed this Summative Annual Appraisal Report. Signature of Teacher: Summative Annual Appraisal 5

6 /7/2012 9:45 10:0 AYP Needs Improvement Indicators Reading Performance and/or Participation 1a. Performance Only 1b. Participation Only 1c. Performance and Participation Reading Performance and/or Participation 2a. Performance Only 2b. Participation Only 2c. Performance and Participation Graduation Rate Attendance Reading and Mathematics 5a. Reading Performance Only and Math Performance Only 5b. Reading Performance Only and Math Participation Only 5c. Reading Performance Only and Math Performance and Participation 5d. Reading Participation Only and Math Participation Only 5e. Reading Participation Only and Math Performance and Participation Reading Performance Only and Graduation Rate Reading, Mathematics, and Graduation Rate 7a. Reading/Performance, Math/Performance and Graduation Rate 7b. Reading/Performance, Math/Participation and Graduation Rate 7c. Reading/Performance, Math/Performance/Participation and Graduation Rate Mathematics and Graduation Rate 8a. Mathematics/Performance and Graduation Rate 8b. Mathematics/Participation and Graduation Rate 8c. Mathematics Performance/Participation and Graduation Rate 6