Professional Documents
Culture Documents
Erika Mcfarlane Evaluation March 22
Erika Mcfarlane Evaluation March 22
Erika Mcfarlane Evaluation March 22
A teacher builds positive and productive relationships with students, parents/guardians, peers and
others in the school and local community to support student learning. Achievement of this
competency is demonstrated by indicators such as:
A teacher engages in career-long professional learning and ongoing critical reflection to improve
teaching and learning. Achievement of this competency is demonstrated by indicators such as:
A teacher applies a current and comprehensive repertoire of effective planning, instruction and
assessment practices to meet the learning needs of every student. Achievement of this competency is
demonstrated by indicators such as:
Indicators: Strength Proficient Growth Not Comments /
Observed Reflections
(a) Planning and designing learning activities Alberta’s
that: Kindergarten
Program
Statement forms
Address the learning outcomes in the Program of the basis for all of
Studies Ms. McFarlane’s
long-range plans.
Reflect short medium and long-range teacher Her year plans and
planning theme plans are
kept in Google
Drive. They are
Incorporate a range of instructional strategies, well developed
including the appropriate use of digital technology, and aligned with
according to the context, content, desired outcomes the Kindergarten
and the learning needs of students. Program
Statement. Ms.
McFarlane
Ensure that all students continuously develop skills in demonstrated
literacy and numeracy herself to be an
outstanding
teacher. The
Communicate high expectations for all students execution of her
lesson plans
demonstrated a
Foster student understanding of the link between the mastery level of
activity and the intended learning outcomes teaching. Students
were highly
engaged, on-task,
Consider relevant local, provincial, national and and were able to
international contexts and issues demonstrate
competence
through formative
Are varied, engaging and relevant to students
assessment. After
the first lesson
Build student capacity for collaboration activity, the
educational
assistant went with
Incorporate digital technology and resources as students to the
appropriate, to build student capacity for: play area while
• Acquiring, applying and creating new knowledge Ms. McFarlane
supported students
• Communicating and collaborating with others, who needed more
• Critical thinking and time. It is
• Accessing interpreting and evaluating important to note
information from diverse sources that instead of
leaving students
isolated at their
Consider student variables, including: Demographics tables Ms.
such as age, gender, ethnicity, religion, Social and McFarlane
economic factors, Maturity, Relationships amongst gathered students
students, Prior knowledge and learning, Cultural and together, so they
linguistic background, Second language learning, were at one table
Health and well-being, Emotional and mental health, and didn’t feel
alone.
Physical, social, cognitive ability
Indicators: Strength Proficient Growth Not Comments /
Observed Reflections
(b) using instructional strategies to engage Good use of
students in meaningful learning activities technology with
based on: YouTube video in
the social play
Specialized knowledge of the subject areas they teach area which directs
activity Dance
dodge, jump,
An understanding of students’ backgrounds, prior wiggle, jump.
knowledge and experiences tiptoe, crawl. Not
only did this allow
students to be
A knowledge of how students develop as learners active it also
supported
numeracy
allowing students
to accompany the
robot in
counting down
(5,4,3,2,1)
Indicators: Strength Proficient Growth Not Comments /
Observed Reflections
A teacher establishes, promotes and sustains inclusive learning environments where diversity is
embraced and every student is welcomed, cared for, respected and safe. Achievement of this
competency is demonstrated by indicators such as:
A teacher develops and applies foundational knowledge about First Nations, Metis and Inuit for the
benefit of all students. Achievement of this competency is demonstrated by indicators such as:
Recommendations: The principal identified this competency as an Standard Met Standard Not
area of professional growth for the school and Ms. McFarlane Met
identified it as a specific area of growth for her professionally.
TEACHING QUALITY STANDARD
6. Adhering to Legal Frameworks and Policies
• Proactively completes assigned tasks and • Completes tasks and • Completes forms, • Records,
responsibilities such as producing forms, responsibilities in a timely records, reports, and plans. reports, and plans are
records, reports, plans that serve as models to manner. incomplete or late
others. • Establishes basic • Classroom
• Creates an active, collaborative, respectful, • Develops learning activities classroom expectations environment is
and caring learning environment. where students demonstrate and procedures. negative and/or
respectful and caring students are
engagement. • Addresses disrespectful.
• Addresses professional conflict immediately professional conflict • Unresolved
using appropriate channels. • Resolves professional issues. professional conflict.
• Models confidentiality. conflict appropriately. • Maintains •
• Understands and follows confidentiality. • Confidentiality
• Maintains high standard of safety. confidentiality protocols. • Addresses safety not maintained.
• Follows safety codes and expectations. • Safety
expectations. unaddressed
Recommendations: None Standard Met Standard Not
Met
DSA: Ray Battochio
Teacher: Erika McFarlane
School: Destiny Christian School
Date: March 22, 2022
This report is based upon data collected through the teacher’s self-assessment, a current school-based
evaluation conducted by the principal, an examination of the teacher’s professional growth plan, an
examination of planning and organizational materials, as well as observations of teaching.
I take note that your Interim Professional Certificate is valid through August 31, 2022. Your statement of days
taught to qualify to be recommended for a Permanent Professional Certificate indicates that you will be eligible
for permanent certification immediately. Your recommendation will be sent to Alberta Education via TWINS
immediately when you become eligible. You will then receive an email from our office notifying you that it is
submitted and asking you to go online to pay your fee directly to Alberta Education. Your certificate will then
be mailed to you. The form I give you today will serve as proof of your recommendation for Permanent
Certification until you receive your Permanent Professional Certificate.
Based on my evaluation, I heartily recommend you for Permanent Professional Certification in the Province of
Alberta. You meet and exceed the Teaching Quality Standard. You are an excellent teacher! Your lessons are
well-articulated to the Kindergarten Program Statement. Your teaching is highly engaging, and your students
exhibit a high degree of on-task behaviour. Most importantly, the laughter and joy you bring to the classroom
are reflected by the joy of learning displayed by your students.
You will note that I have signed a copy of this report. Please sign this digital copy of the report which indicates
that you have read it and have had an opportunity to comment on any or all areas described. Please keep a copy
of the report with both signatures. Please email back a signed copy for my records. It will be held at the
AISCA office until you receive your Permanent Professional Certificate and then will be shredded.
You will receive an emailed request for an evaluation of my services as a DSA. You are asked to
complete it soon and return it to the AISCA office. (office@aisca.ab.ca).
Thank you for your hospitality on Tuesday and for your diligence in completing the work assigned preliminary
to the classroom observations.
This report has been reviewed and discussed with the teacher who also had an opportunity to respond in
writing on the following page.
Teacher Comments: