Final Evaluation Comments"The teacher continually demonstrates extensive knowledge of the curriculum, subject content, best practices, and the needs of her students. The application of this knowledge to her planning and instruction provides her students with strong, meaningful learning experiences. The teacher serves as a role model to others through her work with the Math-Science Partnership, school committees, and collaborative planning."
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Final Evaluation Comments"You continue to provide an appropriate instructional level to meet the needs of the learners in your classroom through planning differentiating activities."
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Final Evaluation Comments"You provide your students with a supportive, and institutionally focused learning environment. You utilize a variety of research-based, highly-effective learning strategies to meet the varied needs of your students."
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TKES
Comments From Administrators
1. Professional Knowledge"The teacher demonstrated strong understanding of the curriculum, math content and her students' needs. The lesson was planned to align all these and make learning fractions during the lesson not only effective but also fun for students."
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2. Instructional Planning"The teacher plans weekly using state standards, pacing guides and unit plans. The lesson observed was well-planned and prepared for with numerous effective activities for students to learn about fractions. The teacher worked with three different groups and, although all were working with the same standard, the three lesson looked very differently based on the needs of the students in the group."
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3. Instructional Strategies"Students were engaged throughout the review of daily work. Students were eager to respond and confident in their responses. The teacher asked questions throughout the lesson that probed for greater understanding and connected current to previous learning."
"The lesson was structured as guided math groups. Each group was engaged in high quality tasks that were focused on standards. Students worked in a variety of groupings - partners, small independent groups, small group with the teacher, and individually. The teacher used strong strategies with her small groups that included models, manipulatives, linking to previous learning, probing questions, higher order thinking, and having students explain/defend answers to each other. Students demonstrated a strong understanding of fractions, which demonstrates effective previous instruction." |
4. Differentiated Instruction"Students were working in guided math groups based on recent data on performance. The tasks in the groups were appropriately differentiated to target student needs. Although all groups were working on similar concepts, the instruction varied to provide more support to those who needed this. Differentiation was also provided for students in the independent centers with varying levels of difficult for one of the games students could choose. Although tasks in the teacher center and independent centers were differentiated, high expectations were maintained for all students."
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5. Assessment Strategies"Students were engaged in monitoring and checking their own work. The teacher reinforced to students to check and see if they had the correct response. Students took responsibility for actively checking and monitoring their learning."
"The teacher uses a variety of formal and informal assessment strategies to assess student growth and performance. She asked many probing questions throughout the lesson to get students to think more critically and to determine levels of understanding." |
6. Assessment Uses"Students were placed in guided math groups based on current performance levels. The teacher uses data consistently and effectively to group students, tailor instruction to meet needs, and provide differentiated tasks to students."
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7. Positive Learning Environment"The classroom climate is conducive to learning. Students were engaged, on-task, and well-behaved throughout the lesson. The teacher was encouraging, positive, and responsive with students."
"Although students were engaged in a variety of learning activities and changed groups three times, the classroom was always well-managed and orderly. The climate of the class is warm, inviting, supportive, and cooperative. Students worked together well and displayed respect toward each other." |
8. Academically Challenging Environment"Students were very self-directed in the independent centers. Students were aware of processes, procedures and expectations so all aspects of the classroom and transitions were smooth, which helped to maximize instructional time. Although tasks were differentiated for students based on their performance levels, all were rigorous and required students to think deeply and critically."
"Students were engaged throughout the reading of the story and the development of a "thick" question about the chapter. The teacher encouraged students to develop rigorous questions by comparing "thick" and "thin" questions. Students then had opportunities to work with their elbow partners or table members to discuss and write an example of a thick question." |
9. Professionalism"The teacher is committed to the mission of the school and her own professional growth and performance. She is in her second year of the math-science partnership and has shared information and resources gather from this experience with staff in a variety of ways. She has also implemented ideas from MSP as well as conferences attended in her own classroom."
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10. Communication"The teacher communicates positively and effectively with stakeholders. Communication is timely and varied and includes newsletter, website, phone calls, conferences, notes home, email, and attendance at and participation in meetings."
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