Professional Documents
Culture Documents
Deleted 15 Eval
Deleted 15 Eval
User Information
Name: Robyn McPherson (20665) Title: Regular Classroom Teacher
Building: (Elem) Mullanphy ILC Department: None
Grade: None Evaluation Type: Teacher
Assigned Administrator: Marrocco, Tonya Evaluation Cycle: 08/01/2016 - 06/01/2017
Submitted By: Marrocco, Tonya Date Submitted: 12/02/2016 2:36 pm CST
Acknowledged By: McPherson, Robyn Date Acknowledged: 01/05/2017 12:19 pm CST
Finalized By: Marrocco, Tonya Date Finalized : 01/05/2017 12:55 pm CST
Date: 12/2/2016
Learning Objective:
N/A
Posted:
Stated/Referenced
Learning Objective
Criteria Mastery (4) Proficient (3) Progressing (2) Continued Support (1)
Classrooms within Excellent Learning objective is posted and Learning objective is posted and Learning objective is posted; Students are confused about the
Schools have clear verbalized by teacher and verbalized by teacher. Teacher however, students are unclear learning objective and/or
objectives aligned to the students. Teacher and students can connect the task to the about what they are learning learning objective is not posted.
standards that are relevant can connect the task to the larger scope of learning and how it connects to the larger Learning objective and observed
and rigorous larger scope of learning (relevance). Learning objective scope of learning (relevance). instruction does not align to the
(relevance). Learning objective and observed instruction aligns Learning objective and observed appropriate level of rigor for
and observed instruction aligns to the appropriate level of rigor instruction does not align to the that specific standard.
to the appropriate level of for that specific standard. appropriate level of rigor for
rigor/DOK for that specific that specific standard.
standard.
Criteria Mastery (4) Proficient (3) Progressing (2) Continued Support (1)
Classrooms within Excellent Delivery of lesson is structured Delivery of lesson is fully Delivery of lesson is partially Delivery of lesson is not
Schools develop lessons to include a gradual release of structured to include a gradual structured to include a gradual structured to include a gradual
that focus on mastery of the responsibility to students. Entire release of responsibility to release of responsibility to release of responsibility to
standard through lesson utilizes engaging students. Most of the lesson students. Some of the lesson students. Lesson does not utilize
appropriate materials, activities and high-quality, utilizes engaging activities and utilizes engaging activities and engaging activities and high-
engaging activities, gradual appropriate materials (including high-quality, appropriate high-quality, appropriate quality, appropriate materials
release of responsibility to appropriate integration of materials that reinforce mastery materials that reinforce mastery that reinforce mastery of the
maximize learning technology) that reinforce of the standard. Teacher and of the standard. Teacher spends standard. Time allocations
mastery of the standard and students sometimes work with a too much or too little time on appear unplanned and not
allows for differentiation as sense of urgency and one part of the lesson, resulting purposeful, operating without a
needed. Teacher and students strategically adjust the lesson to in inconsistent learning results sense of urgency for learning
always work with a sense of maximize the learning time. for students
urgency and strategically
adjust the lesson to maximize
the learning time.
Formative Assessment
Criteria Mastery (4) Proficient (3) Progressing (2) Continued Support (1)
Classrooms within Excellent Lesson always allows students Lesson sometimes allows Lesson seldom allows students Lesson does not allow students
Schools create challenging to wrestle with challenging students to wrestle with to wrestle with challenging to wrestle with challenging
learning situations and questions, scenarios, and challenging questions, scenarios, questions, scenarios, and questions, scenarios, and
gather data on students problems that have multiple and problems that have multiple problems that have multiple problems that have multiple
formatively in order to correct solutions or pathways to correct solutions or pathways to correct solutions or pathways to correct solutions or pathways to
impact future instruction the solution. Teacher gathers the solution. Teacher gathers the solution. Teacher gathers the solution. Teacher does not
data on individual student data on individual student data on individual student gather data on individual student
understanding throughout the understanding throughout the understanding throughout the understanding throughout the
lesson, allowing teacher to lesson, allowing teacher to lesson, but does not differentiate lesson.
differentiate or reteach as differentiate or reteach as or reteach as needed.
needed. needed.
Classrooms within Excellent Teacher and students hold high- Teacher and students hold high- Teacher and student Teacher has low expectations
Schools have a strong expectations for themselves and expectations for themselves and expectations are sometimes for student behaviors. Routines
culture and hold everyone others in the classroom, others in the classroom, misaligned, resulting in lost and procedures are not
to high expectations resulting in a safe, joyful, and resulting in meaningful work instructional time. A few predictable, regular, or
respectful culture. Students and most of the time. Most students students assume responsibility effective. Instructional time is
teachers engage in meaningful assume responsibility for their for their learning and an orderly lost due to lack of routine and
work 100% of the time. learning and environment, and safe environment, requiring time spent on student
Students assume responsibility requiring little support from the a lot of support from the misbehaviors.
for their learning and classroom teacher. teacher.
culture/environment, requiring
no support from the teacher.
Criteria Mastery (4) Proficient (3) Progressing (2) Continued Support (1)
Classrooms within Excellent Classroom has a well- Classroom has an established Classroom has an established Classroom does not appear to
Schools have well- established management system management system allowing management system allowing have an established
established classroom that allows the teacher to be little loss of instructional time. little loss of instructional time. management system. Teacher
management systems with minimally invasive and Teacher rarely highlights Teacher sometimes highlights disproportionately highlights
clear student expectations maximize instructional time. misbehavior in an inappropriate misbehavior in an inappropriate misbehavior in an inappropriate
that maximize instructional Teacher always provides precise manner. Most students correct manner. Some students correct manner. Few students correct
time directions that are specific, misbehavior immediately misbehavior immediately misbehavior following teacher
concrete, sequential, and following teacher redirection. following teacher redirection. redirection. Teacher does not
measurable, resulting in 100% Teacher usually provides precise Teacher sometimes provides provide specific, concrete,
of students meeting directions that are specific, precise directions that are sequential, and/or measurable
expectations. concrete, sequential, and specific, concrete, sequential, directions, resulting in most
measurable, resulting in a and measurable, resulting in students being off task or
majority of students meeting some students feeling unclear of unclear of expectations.
expectations. expectations.