Developme Enild Burd HILD DEVELOPMENT SERVICES OF OTTAWA COUNTY, INC. LIVE UNITED United EY ey Greater Ottawa County Services & Lakeshore [-{ead Start EHS/HEAD START TEACHER Performance Evaluation [© First 90 day Review Spring Review Name: __Jessica Caudil Date: Job Title: _Teacher, Center:__Maplewood__ Supervisor Instructions: «There are 3 categories, 1. |nstructional Planning, 2. Instruction, 3. Professional Respons! items for each performance level. © Assess which level provides the best overall description of the teacher within each line item and check the appropriate box. Consider and list evidence gathered throughout the period being assessed during pre-observation conference, the observation, the post-observation conference, and classroom walkthroughs as applicable. in each competency there are 1-5 line Performance Levels Ineffective: Well below expected performance level; immediate improvement needed, employment at risk | Developing: Some areas lack the expected performance level | Proficient: Meets expected performance level Accomplished: Exceeds expected performance level; models to other staff and shares knowledge iz Effective 8/1/13 Updated 9/2015 Page 1 of 411. INSTRUCTIONAL PLANNING I Ineffective Developing Proficient Accomplished i teacher does not demonstrate ear focus for chilven’s learning. Learning objectives are toa general to guide lesson planning and are inappropriate forthe chien, ancy do not reference schoo! readiness goals a ‘The teacher communicate a focus measureable, o ‘The teacher demonstrates a focus lude messurabie gools for ning ligne with school ceadiness. The teacher demonstrates the importance of the goal and its eppropriateness for pre-school age children, a ‘The teacher establishes challenging and measureable goes for childeen's learning that aligns with school reatiness goals and reflects the developmental abilty of each child. The teacher demonstrates haw the goals fit into the brosder scope of school readiness, FOCUS FOR LEARNING e Sources of Evidence: s Lesson Plans Individualiztions “Jessie submis lesson plane om time “working on individvaizations “lessie actively participates in (CIT meetin Effective 8/3/13 Updated 8/2025 Page 2 of 11inetecive Developing Frofcent Recarplned a tT 3 a 2 & | Theteschershows limited orno | Theteachershows vomeregerd | The teacher acknowledges The teacher encourages ci 2 | tewatorcncrspersecne, | forces prspecie ‘hdres pespetve pevpecie | Tessie’s CLASS score was In the high é | eee 3 7 a @ tr KNOWLEDGE OF CHILOREN | The teacher demonstrates a lack of | The teacher demonstrates some ‘The teacher demonstrates ‘The teacher demonstrates an Sources of Evidence: CLASS: ‘Mental Health Classroom = Observation form children’s Background background knowledge and hes sale no attempt to find this information, beckground knowledge and is able ta descrite one procedure used to ‘his Information, escribes multiple procedures ‘sed to obtain this information, value of esting about children’s ‘background knowledge and describes multiple procedures use to.obsin this information. Lesson Plans Case Management EVIDENCE “Positive mental health observations in “interactions and relationships” ~esesaments are completed on tine Lesson Plans . a ‘The teacher's plan for instruction does not demonstrate an understanding of children's development and/or backgrounds a upon a ‘The teachers esson plan draws davelopment, readiness for learning, or background information, anor the plan Is alysis of children’s scaffolded to meet the needs of children or groups of a “The teacher's lesson plans re consistently scaffolded to reeds of groups of chileren EVIDENCE children [Jessie's CLASS score was in the low range in the area of Quality of Feedback. Con’ to werk on scaffolding all activities to meet the needs of Effective 8/1/13 Updated 9/2015, Page 3of 1sequence instruction, ineffective Developing ecient z oc 2 Theteachermakesanatemptto | The teacher makes lear and ze connect he iesson to chiden's | coherent connections with contrbuvons of famiies, calles 3 F | Mrowiedgeorehe eachermay eve | prior hrowiedge, to previous | chidrer’sprarinowledgeand__| snd eter profersonals £ E | anesplanatn that isilogeator | lessons future learing but is__| future leoming bth exp ing each ch BE | Ineccurateastonowtne content | not completely svcasta children ané within the lessen. | knowledge and suppor 2 | connects to peviousane fue | development | teeming Tessie CLASS score was the . low range inthe aren of Concept gy Development. Continue to sk a oven enced questions and offer 5 spportniis fr sadents Brainstorm a a as a a The teacher does not plan and | The teachermakesan attempt | The teacher plansznd sequences | The teacher pens and sequences to plavandsequence Instruction 0 Include the portant content and concepts L prionconrenr | 5 & | amare the portant contents, KNOWLEDGE / SEQUENCE / | = 2 concepts and curriculum priorities CONNECTIONS - as well as multiple pathways for 2 leering depending on chren's ‘Sources of Evidence: ae Lesson Plans CLASS ¥ yo a z § 5} the teacher doesnot use The teacher makes an attempt. | The teecher uses reorientation and 3 E| reorientation and summarizing | touse revientaton and summaring statements. Summarog statements £5 | stetements summariing statements consisten Tess ASE sare wasn midrange inthe sre of g Instruction Leeming Forms, : Effective 8/1/13 Updated 9/2015 Page 4of 1a2. INSTRUCTION eect hae z 2 ie ener wereeaes | The teacher fails to address: ‘The teacher attempts to employ ‘The teacher employs effective and | The teacher develops understar CLASS: 12 2 | children’s confusion or frustration | purposeful questioning purposeful questioning through effective uses of varied ES ST anddoes not use effective techniques. techniques. levels of questioning KS 8 | questioning techniques during the Effective 8/1/13 Updated 9/2015 Page S of 11T Ineffective Developing Proficient ‘Recomplished a a oc 2 | Theteacher does notattemptio | The teacher rales ons single ‘The teacher matches strategies and | matethelessonchatengngtor | strategy or set of materals 0 materials io children’s inva 3 fren, or atempts are | make the ston challenging to B | developmentayinaporoprat,or | mostehidren though some make leering challenging B | materelsarenat secesble ehleren may not be abl a access 7 certain parts of the lesson and/or é some may not be challenges. esses CLASS score was nthe midrange inthe area of Insrotona teeming Formats dbtervations inthe ares of “student partciption” INDIMIDUALZATION Sourees of Evidence Cassroom walkthroughs Mental Health Classroom | Observation form 8 2 c1ass & Effective 8/1/13 Updated 9/2015 Page 6 of 12ineffecth Developing Profident ‘Aecomplshed a a a a “| Trereisitte orno-evidenceata | Theteacherisfsrinthe treatment | The eather hes postive rapport | The eacher has positive rapport © | Peetwerapportbetween the | ofetldren ancestablshos abasic | with ciiren and demonstates en and demonstrates E | feoenerancstudens, For example, | rapport them. Forexarple, | respect for andinterestin al and interest iin BE | treteocter moyrespond aE ee ceratdee | caren forsromole te teacher | cides expences, though, BB | disrespectful to children or ignore} questions, of comments but does makes eye contact and connects | and opinions. For example, the © | theiequestions or comments not inquire about ther overal h individual children 3 wwelebeing 1 “esses CLASS ore wos nthe 8 rig high range inthe aea of | 2 Positive Climate. 3 ~Poshve meatal bealth a oteervations inthe area of "intecaetions and reoltionsips” a a a 1 Frere no evidenteoutines or | Rovtines and procedures arein_| Routines anc procedures run ag_| srocesures;sudents seem undear Smooth tzoughout the lesson, | orderly and children ST Erave B | abou what iny shold be danger and childeen assure age responsi forthe cussrosiviaouaer| 2 [ee Sporopritelvelsof esponsibiity | operation ofthe assroom Sources of Evidence | ae ‘Classroom walkthroughs: Jessie's CLASS score wasinthe | Mental Health Classroom - ini range inthe area of | Observation form y Producti cass g a o 2 ‘Trenstons are efficient ang occur | Transition are seamess the 8 isevidenceof | teacher effectively maximizes 2 | Lessons progres too siovtyor | losessome nstrusonl time in strotional te. E | auctysoentorenaretrecuenty | ue proces. sengazed | ‘The mental health observat showed that tansions are 8 affecive Effective 8/1/13 Updated 9/2035, Page7 of 11Ineffective Developing Proficient ‘Accomplished T ‘The teacher creates a learning environment that allows for ite oF ‘communication or engagement Family Communication o “The teacher welcomes rom families and support children lerning. 7 ‘The teacher engages in twasway, ongoing communication wi armies that results inactive volunteer, community, nd family partnerships which controute to siudent learning and develooment. Jessie's newsletter are dear and Concise. She sends homelinks hhome each week with age ‘2pproprate activities fr families to complete. 7 Expectations for behavior are not established or are inapprepri expectations are unclear address the needs of individual thildren. The tea inconsistently monitors behavior. ‘Aclessroom management system has been implemented that fesponsive 10 needs of children. Clear expectations for student behavior are evident, (Monitoring of children’s behavior Isconsistent, appropriate, and eective a Aclassroom menagement system has been designed, and adjusted and is appropriate for ssfoom and individual ren’s needs. ch actively encouraged! to take responsiblity fr their behavior. The teacher uses PBS strategies to | and/or no monitor | occurs. The teacher responds ta | misbehavior inappropriate E g Jesse's CLASS score wasin the high range in the ares of Behavior ‘Management. Anumber of children in he afternoon class oquite high levels of reditection, Effective 8/1/13 Updated 9/2015 Page 8 of 113. PROFESSIONAL RESPONSIBILITIES ineffective Developing Proficient a a z a “The teacher fllsto commu The teacher uses variety of | The teacher uses effective Tha teacher communicates 5 iy ith cilcen af strategies to communicate with | communication strategies with | effectively with chien fa § | cotaorate effectively with ren and fares and and colleagues. The teacher S| collegues. colsborate with colleagues, but Collaborates with colleagues to a these approaches may not always | examine problem of practice, | improve personel and tearm E be appropriate fora partcular | analyze chiliren's work, and practices. 8 situation or achieve the intends | identity targeted stateles outcome “esis communicator the parents PROFESSIONAL conferences, She sends home RESPONSIBILITIES s | ‘weekly newsletters. She 2 completes her assessments in Sources of Evidence: 3 manner and shares the Development Plan/Goal | = sults with parents and pertinent Seti | staff members. Daily Interactions with | Classes/Trainings Attended ! io = a = a <= Licensing Regul | Thetescherdoss nat colsborate | The teacher oetasonaly The teacher eolaboretes withthe | The teacher consistently maintains 3 st Performance Standards | © x | withthe teacher assitant or assign | collaborates with and assigns | teacher assistant and works strong eam with the teacher employee Handbooks | 2 $ ful meecingiul workto the teacher | togetner effectively on such things | assistant. They work together on policies and procedures | © & sesstant se classroom mana esro0m 32 and family inc Tersie and har tacher assistant ‘sansitied communication and mutual respact as their strengths asa teaching team curing 4 feflections after witer 8 observations Effective 8/1/13 Updated 9/2015, Page 9 of 11Regulations and Policies a a 7 The teacher understands and | The teacher meets et The teacher meets ethical and respons professional responsibilities and and honesty help colleagues access regulations models 2nd upholds CDS policies and Head Start and sate of Michigan licensing regulations and polices and understands their implications inthe classroom, EVIDENCE understanding of CDS policies. Continue toatl questions and Personal Goat Setting a Te teacher fas to demonstrate idence ofan ability ta accurately seltassess performance and to appropriately identify arees for professional growth, a The teacher professional growth, ies strengths and areas for growth to develop and implement targeted goals for a “The teacher sets data-based professional goal and takes action to moet these goal, a The teacher sets and regularly ‘modifies professional goals based consel-assessment and analysis of dren's learning evidence Tessie se professional goals g October a a o a a 2 | Theteserertas tate accountable | Theteschertakessomestepeto | Theteacherisaccountbiie. | The eacherisahuaye accountable 3 | athisMersts.te shows eckot | beaccountabesthsfher ste, ie, | shows respectos/herteam | forifher actions, Ha/ahe shows | respectiormembers ofthe team, | showing some respect for | members cltis infouton time, | respect tothe cor members pul § | rotelectingnfoutensime ete.” | membersof the team, cecasinaly | ete hiner or share ofthe workdond, 2 not clocking in/out on time, ete. ‘and is always on time, etc. Teste dadir a and out ontina Shehasa postive apport with her ands an ase to our team ae Maplewood. z Effective 8/1/13 Updated 9/2035 Page 10 of 12OVERALL APPRAISAL OF EMPLOYEE PERFORMANCE BASED ON THE EVIDENCE STRENGTHS: Collaboration with teaching partner. Classroom management and relationships with students. AREAS FOR IMPROVEMENT: Increase self and parallel talk in the classroom and incorporate more vocabulary to increase CLASS scores. RECOMMENDATIONS FOR PROFESSIONAL DEVELOPMENT Continue to learn CDS policies and Head Start Performance Standards Employee's Signature*: i ee Date! \ \v Supervisors Signsturel MAA LO fete ic Human Resource Manager's Review: Date: (Ensure goals and career development plan, if applicable, ae attached.) ‘employee. Same signature doss not indicate agreement/aisagreement with contents “Employees signature verifies that this feview has been discussed ile COPY to employee/supervisor Distribute signed review as follows: ORIGINAL to personni Effective 8/1/13 Updated 9/2015 Page 11of 11