Raymond Hayward 2012-2013 Teacher Evaluation

Performance Document - RTA 2012-2013
Manager Evaluation
Raymond Hayward, Tchr-Elem 1-3 RTA 2012-2013, 07/01/2012 - 06/30/2013
Author: Mary Ash-Jones Status: Available for Review Approval: Not Required Employee Data Empl ID : Department : Location : Plan/Grade : Role: Manager Due Date: 06/30/2013
2007998 11202 #12 - James P B Duffy - ES 112 School 12 RTA A
The status of this evaluation is Available for Review. In this status, you may enter comments in the Employee Comments section, if applicable. At any time you can save any entries you make on the evaluation by selecting the Save button.
Employee Tenure Status

Employee Tenure Status Summary
Rating: Tenured
Employee Career Level

Employee Career Level Summary
Rating: 3-Professional
Professional Development Incentive

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Goal Setting: Domain 1 - Planning & Preparation

After reviewing the rubric in the Teacher Evaluation Guide, determine the area/areas that will enhance your practice and that will guide your professional learning for the year. Per your goal setting meeting with your Administrator, a goal may be added to this section.Link to Rubric
Domain 1 - Planning and Preparation

Domain 1A
Description Demonstrating Knowledge of Content and Pedagogy Rating: L3-Effective Mr. Hayward displays solid knowledge of the important concepts in the discipline and how these relate to one another. His plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts. His plans and practice reflect familiarity Comments: with a wide range of effective pedagogical approaches in the discipline. Evidence: Grade Level Collegial Circle On ELA Modules - Breaking down the modules to gain a better understanding of material.
Grade Level Collegial Circle On ELA Modules - Modifying curriculum to meet the needs of a wide variety of learners. Grade Level Collegial Circle On ELA Modules - Created SMARTBoard Lessons / Word documents/ found alternative text/ and supplemental text to help enrich to individual lessons. Clear and accurate classroom explanations were monitored through the data collection and analysis of student understanding. Correct student homework, bell work, and classwork daily and then meet with students to help address student's misconception on the various topics. Students are given a pre-test prior to each math unit. Data is then used to help plan core instruction. During intervention block when pulling literature teacher selects cross-curriculum content to then have students pull the main ideas and details. Pre-teach content to help build students background knowledge.
Created By : Last Modified By : Template Mary Ash-Jones 05/14/2013 8:39AM 05/22/2013 10:29AM
Domain 1B
Description Demonstrating Knowledge of Students Rating: L4-Highly Effective Mr. Hayward actively seeks knowledge of students' levels of development and their backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources. This information is acquired for individual students. Evidence: Administer Running Reading Records to assess student's skill level in order to inform students of their level for independent reading, drive instruction, create guided reading groups. Use of AIMSWeb reports to group students based off their instructional level during core instruction. Use of AIMSWeb progress monitoring to monitor students mathematical fluency in addition, subtraction, and multiplication. Comments: Use of AIMSWeb progress monitoring to monitor students reading fluency, and comprehension. SRI is given to receive students independent Lexile score to help plan instruction during intervention block when selected text from readworks.com Bellwork chosen to review previously taught math content. Teacher grades bellwork and addresses any misconceptions with individual students. Bellwork modified to meet individual student's needs. Participation in social studies night to learn about our students and then share with school community Based off student data brought student to intervention team to help get extra support.
Domain 1C
Description Setting Instructional Outcomes Rating: L4-Highly Effective All outcomes represent rigorous and important learning in the discipline. The outcomes are clear, written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent Comments: opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students. Evidence: Students are introduced to the learning targets at the beginning of each lesson using
SMARTBoard. I have students mark down using red, yellow, or green on a chart they have in journal. This allows me to know if students understand the learning targets for the lesson. Then I can modify groups accordingly. Students are given a task at the end of the each lesson to see if they can do the new learning target independently. I modify following lessons using results from individual task. In math students are given both pre and post assessments for every unit. In math students complete a task using skills taught in mini-lesson. In math teacher asks students a closing question at the end of every lesson. In Modules units' students' complete assessment using several learning targets from previous lessons. I have students answer a variety of questions from text based to inferential thinking questions.
Domain 1D
Description Demonstrating Knowledge of Resources Rating: L4-Highly Effective Mr. Hayward's knowledge of resources for classroom use, for expanding one's own knowledge, and for students is extensive, including those available through the school or district, in the community, through professional organizations and universities, and on the Internet. Evidence: Class library is leveled, and then students complete a Running Reading Record 3 to 4 times Comments: yearly to know their level to help in the selection of books. Took a professional PD on understanding the new Common Core in Math. Took a professional PD on types of interventions to use within the classroom. I use district site and EngageNY site to find new curriculum. I then modify district and state modules to work with the specific learning needs of my classroom.
Domain 1E
Description Designing Coherent Instruction Rating: L3-Effective Mr. Hayward coordinates knowledge of content, of students, and of resources, to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students. The lesson or unit has a clear structure with appropriate and varied use of instructional groups. Evidence: Comments: Lessons plans show differentiating during each lesson. ELA curriculum connects with both science and social studies curriculum. Intervention tasks are chosen to connect to both science and social studies curriculum. I create plans that connect previous lesson learning targets to that day's lesson. I had in my lessons to have principal check to make sure I have all necessary requirements I work with co-teacher on writing lesson plans. Teacher uses electronic plan book to create lesson plans and send to supervisor.
Domain 1F
Description Designing Student Assessments Rating: L3-Effective Mr. Hayward's plan for student assessment is aligned with the instructional outcomes; assessment methodologies may have been adapted for groups of students. Assessment criteria and standards are clear. He has a well-developed strategy for using formative assessment and has designed particular approaches to be used with intentions to use assessment results to plan for future instruction for groups of students. Evidence: Comments: Lessons plans show differentiating during each lesson. ELA curriculum connects with both science and social studies curriculum. Intervention tasks are chosen to connect to both science and social studies curriculum. I create plans that connect previous lesson learning targets to that day's lesson. I had in my lessons to have principal check to make sure I have all necessary requirements I work with co-teacher on writing lesson plans. Teacher uses electronic plan book to create lesson plans and send to supervisor.
Goal Setting: Domain 2 - Classroom Environment

Domain 2 - Classroom Environment

Domain 2A
Description Creating an Environment of Respect and Rapport Rating: L4-Highly Effective Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students.as individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class. The net result of interactions is that of connections with students as individuals. Evidence: When students enter the room they bring their behavior chart up to me every day. At this time I ask students about if they had a good night, or weekend. Comments: Students receive positive checks to help earn prizes for their positive behavior. Students can earn class reports for positive behavior done by whole class. Students encourage each other during tasks Students help remind each other about the school and classroom rules and procedures. Students are given a chance to share their feelings when upset during the school day. I greet students when they enter the room. I kneel next to students when talking to them about their work or behavior. I redirect students in an appropriate manner when they become off-task.
Domain 2B
Description Establishing a Culture for Learning Rating: L4-Highly Effective The classroom culture is a cognitively vibrant place, characterized by a shared belief in the importance of learning. Mr. Hayward conveys high expectations for learning by all students and insists on hard work; students assume responsibility for high quality by initiating improvements, making revisions, adding detail and/or helping peers. Evidence: Students work with partners, groups, or whole class on activities. Comments: Students ask one another questions about text to check for understanding of text. Students are able to work independently when asked after receiving explicit directions. Students feel comfortable asking teacher for help during the school day. Students are able to work with one another and help keep one another on task during the lesson. Students feel comfortable asking for help on homework assignments if they have difficulties the previous night well doing it.
Domain 2C
Description Managing Classroom Procedures Rating: L4-Highly Effective Instructional time is maximized due to efficient classroom routines and procedures. Students contribute to the management of instructional groups, transitions, and/or the handling of materials and supplies. Routines are well understood and may be initiated by students. Evidence: Classroom procedures taught and modeled at start of school year. Comments: Classroom procedures revised throughout school year when necessary. Classroom procedures set up to make smooth transition from subject to subject. Detailed procedures set up for movement around the classroom during a lesson. Students receive positive rewards as individuals, teams, and whole class when modeling the correct procedures in the classroom. Detailed procedures in place and followed when students enter in the morning.
Domain 2D
Description Managing Student Behavior Rating: L4-Highly Effective Student behavior is entirely appropriate. Students take an active role in monitoring their own behavior and that of other students against standards of conduct. Mr. Hayward's' monitoring of student behavior is subtle and preventive. His response to student misbehavior is sensitive to individual student needs, and respects students. Evidence: Individual behavior chart for each student. Individual reward system for each student. Students can earn a prize after receiving 10 Comments: positive checks. Student created classroom rules. Student created classroom goals. I use proximity to students to control talking during lessons. I speak privately to students when students are not following classroom rules or behaviors. Students remind one another about talking in the hallway, and during the lesson. I clap my hands and then raise my hand to grab student's attention when making transitions in
the classroom. I walk around during lesson work period to monitor student performance and behavior. I refer to rules and procedures when trying to redirect student behavior in the classroom.
Domain 2E
Description Organizing Physical Space Rating: L4-Highly Effective The classroom is safe, and learning is accessible to all students including those with special needs. He makes effective use of physical resources, including computer technology. Mr. Hayward ensures that the physical arrangement is appropriate to the learning activities. Students contribute to the use or adaptation of the physical environment to advance learning. Evidnece: Rugs set up on floor to show students where to gather in the classroom when asked to sit on the floor. Comments: Student's desks are arranged so they can easily work with a partner. Student's desks are arranged so they can easily walk around the room. Areas are setup so teachers can work with small groups around the classroom. Students have sections of the classroom dedicated to each subject. Examples: Reader's Workshop area, ELA Module area, Writing area, Math area. Computer center set up for students to work on LEXIA or First-In-Math. Students are given the opportunity to move if location is not ideal for their learning. Students must ask and not move to new location on their own.
Goal Setting: Domain 3 - Instruction

Communicating With Students

Description I will improve my communication of lesson goals, expectations, and directions to my students by identifying learning targets or goals, giving clear directions and explanations, and modeling procedures that are specific to lesson activities, so that the purpose of the lesson is clear and students will know how to proceed on assignments during work time. I will collect and analyze student responses as they assess their own levels of understanding after I communicate the lesson goals, expectations, and directions. I will meet this goal by June, 2013.
Created By : Raymond Hayward 05/14/2013 8:39AM
Domain 3 - Instruction
Domain 3A
Description Communicating With Students Rating: L4-Highly Effective Comments: Mr. Hayward links the instructional purpose of the lesson to student interests; the directions
and procedures are clear and anticipate possible student misunderstanding. His explanation of content is thorough and clear, developing conceptual understanding through artful scaffolding and connecting with students' interests. Students contribute to extending the content, and in explaining concepts to their classmates. His spoken and written language is expressive, and the teacher finds opportunities to extend students' vocabularies. Evidence: I introduce learning targets or objectives at the start of every lesson. This allows students to know what they are expected to learn during the lesson. I stop throughout lesson to give students time to share examples to check for understanding. I use SMARTBoard to present lessons. This allows students to get out of their seat and interact during the mini lesson. I display directions on SMARTBoard so students know what to do during the work period. I display a timer on the SMARTBoard so students know how much time they will have to complete a task. Students are used a peer helpers when acceptable. I give students time to share their results from partner assignments, or individual assignments.
Domain 3B
Description Using Questioning and Discussion Techniques Rating: L4-Highly Effective Mr. Hayward uses a variety or series of questions or prompts to challenge students cognitively, advance high level thinking and discourse, and promote meta-cognition. Students formulate many questions, initiate topics and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion Evidence:. I allow students to share their thoughts when solving math problems. I do not make them think my way is the best way to solve it. This allows students to learn different ways to solve math problems from their classmate. Comments: Students work partners throughout the school day. This allows the opportunity for students to question each other when doing classwork. This also makes them support their thoughts or ways when have these discussions. I question students during read aloud to quickly check for understanding, and focus. Students are also given chances to write their response independently on a given set of questions. I give students questions that require them to answer using their thoughts and opinions, not just questions that can be found in a book.
Domain 3C
Description Engaging Students in Learning Rating: L4-Highly Effective Virtually all students are intellectually engaged in challenging content, through well-designed learning tasks, and suitable scaffolding by Mr. Hayward, and fully aligned with the instructional outcomes. In addition, there is evidence of some student initiation of inquiry, and student Comments: contributions to the exploration of important content. The pacing of the lesson provides students the time needed to intellectually engage with and reflect upon their learning, and to consolidate their understanding. Students may have some choice in how they complete tasks and may serve as resources for one another.
Evidence: I teach every lesson with an Opening, Mini-lesson, Work Period, than Closing. After students complete independent work task, they are then given a chance to share out. I use the SMARTBoard to help with visuals during the lesson. I use the SMARTBoard to help with student interaction during the lesson. I use the SMARTBoard to help get students out of their seat and become active during the lesson. I use SMART Response clickers. This allows each student to be an active participant in the lesson. It also allows instant results, which allows me to know if the students understand the material a lot. Students work in small groups allowing each individual to fully participate in the lesson. Students will answer ticket out the door questions to show their understand of the content. Groups and partnerships are switched up throughout the school day, and year based off of indivdual needs.
Domain 3D
Description Using Assessment in Instruction Rating: L4-Highly Effective Assessment is fully integrated into instruction, through extensive use of formative assessment. Students appear to be aware of, and there is some evidence that they have contributed to, the assessment criteria. Students self-assess and monitor their progress. A variety of feedback, from both the teacher and peers, is accurate, specific, and advances learning. Questions / prompts / assessments are used regularly to diagnose evidence of learning by individual students. Evidence: Students are shown a rubric that their writing will be assessed with prior to starting their writing. I use Popsicle sticks to randomly select students when asking questions about lesson material. Comments: I use closing questions to check for understanding at the end of every lesson. Students peer edit one another's writing pieces. I model what the expectations for their work should look like. I show whole class samples of classmate's work that is meeting required guidelines. I use SMART Response Clickers to give students immediate feedback on how they do on their assessments. I will modify lessons based of the results of informal or formal assessments. Students can explain what is required when answering text-based questions, prior to starting their work. I have revisited material previously taught in math, when I noticed students lacking understanding the material.
Domain 3E
Description Demonstrating Flexibility and Responsiveness Rating: L4-Highly Effective Mr. Hayward seizes an opportunity to enhance learning, building on a spontaneous event or student interests or successfully adjusts and differentiates instruction to address individual Comments: student misunderstandings. He persists in seeking effective approaches for students who need help, using an extensive repertoire of instructional strategies and soliciting additional resources from the school or community.
Evidence: I will stop lesson when I notice that students are lacking background knowledge. I will then try to give them as much background knowledge when possible. I will modify structure of lesson when I notice students are having difficulties. For example I may turn the work period into whole group work period if a majority of students working independently or with a partner do not understand the task. I have broken up lessons in both math and ELA into several days when concepts are difficult for students to learn. I allow students to share how they solve their problems with their classmates. This allows students to learn there can be several ways to solve the same problem. I will stop lessons to answer student's questions about topic when ever possible.
Goal Setting: Dom 4-Professional Responsibilities

Domain 4 - Professional Responsibilities

Domain 4A
Description Reflecting on Teaching Rating: L4-Highly Effective Mr. Hayward makes a thoughtful and accurate assessment of a lesson's effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoire of skills, teacher offers specific alternative actions, complete with the probable success of different courses of action. Evidence: After completing lessons I talk with my co-teacher about how things went and what worked Comments: well and what we should change to make the lesson better. I talk to other grade level teachers to see what worked best when teacher certain lessons in their classroom. I review my groups I put my students in to see how well they worked or if they need to change before I have them work in partners again. I look at assessment results to see if there are areas I should have focused on more. I use classwork to see if I need to focus on particular aspects of lessons.
Domain 4B
Description Maintaining Accurate Records Rating: L4-Highly Effective Mr. Hayward's system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records, is fully effective. Students contribute information and participate in maintaining the records. Comments: Evidence: I use AIMSWeb to progress monitor my students in both ELA and Math. I use Power Teacher to record student's homework.
I use Power Teacher to record project, quiz, test, assessment, or class work scores. This also allows parents to check to see how their child is doing in the classroom. I have a student contact log that tracks all phone calls, letters, or e-mails sent to parents and what it was about. I have created Excel spreadsheets to keep track of reading program, field trip forms, if report cards are returned, etc. I created a data wall for the entire school that helps show teachers the tiers their students in their classroom are in.
Domain 4C
Description Communicating with Families Rating: L4-Highly Effective Mr. Hayward's communication with families is frequent and sensitive to cultural traditions, with students contributing to the communication. Response to family concerns is handled with professional and cultural sensitivity. His efforts to engage families in the instructional program are frequent and successful. Evidence: I send home a behavior chart everyday with every student that must be signed by each student's parent. This allows their parents to know how their child is doing in my classroom. Comments: Teacher sends letters to parents to notify parents of their child's attendance concerns. Open house night Curriculum night When dealing with each student, and each family I modify assignments, homework, and communication to work best for each individual family. I give parents my e-mail so they can contact me after school hours when necessary. Held parent teacher conferences to allow parents to know how their students are doing academically and behaviorally.
Domain 4D
Description Participating in a Professional Community Rating: L4-Highly Effective Relationships with colleagues are characterized by mutual support and cooperation, with the teacher taking initiative in assuming leadership among the faculty. Mr. Hayward takes a leadership role in promoting a culture of professional inquiry. He volunteers to participate in school events and district projects, making a substantial contribution, and assuming a leadership role in at least one aspect of school or district life. Evidence: Organized signing up administration, fellow teachers, and teacher assistants for an electronic plan book programs. Comments: Taught teachers how to use electronic plan book program. Help teachers with technology problems they are having with the SMARTBoard or computer. Have taken several SMARTBoard PD's to further my knowledge in that area. Part of the school data team. The purpose of data team is to analyze student data and help summarize what tiers students, and classes fall into. Part of the school intervention team. The team meets to discuss Tier 3 students with the classroom teacher and helps the teacher come up with interventions to help their students. Part of an ELA Common Core Module PLC at my grade. At the PLC we discuss lessons and share materials that we each created for the lessons.
Share SMARTBoard lessons created with other teachers at my grade level.

Domain 4E
Description Growing and Developing Professionally Rating: L4-Highly Effective Mr. Hayward seeks out opportunities for professional development and makes a systematic effort to conduct action research. He seeks out feedback on teaching from both supervisors and colleagues. He initiates important activities to contribute to the profession. Evidence: I attend summer PD on Rigor to learn how to increase rigor in my classroom. I attended a PD on Common Core in math during the summer to understand the changes Comments: coming with the new standards. Involved in a PLC at my great level to help with the understanding of the new New York State ELA Modules. I seek feedback from my co-teacher to see how I can improve my lessons. When to SMARTBoard PD's to learn how to use all features associated with the software. This allows me to use all features of the software when creating lessons.
Domain 4F
Description Showing Professionalism Rating: L4-Highly Effective Mr. Hayward can be counted on to hold the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues. He is highly proactive in serving students, seeking out resources when needed. He makes a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally underserved, are honored in the school. He takes a leadership role in team or departmental decision-making and helps ensure that such decisions are based on the highest professional standards. He complies fully with school and district regulations, taking a leadership role with colleagues. Evidence: I am involved in intervention team. The team hears confidential information on students and Comments: helps the teacher come up with interventions to help make the student successful in the classroom. I am active participant in grade level meetings, and PLC groups. When a student tells me about a problem they are having at home or in school I take the necessary and appropriate steps to help the students. I follow school and classroom rules and procedures that my students are expected to follow. am part of the data team. The data team organizes data based on several different test results. I use Power Teacher grade book. This allows my students parents to go online at any time to check and see how their child is doing in my classroom.
Overall Summary
Comments: Mr. Hayward clearly explains the lesson objectives and learning tasks providing for definition of concepts. He communicates directions and models the required activities giving input when needed. He displays sound practice that he models and shares with colleagues, school teams throughout the entire school community.
Recommendation for Continued Employment

Recommendation for Continued Employment Summary
Rating: N/A-Tenured
Recommendation for Tenure

For employees completing their Probationary Period</p</p>
Recommendation for Tenure Summary

Rating: N/A
Manager Comments
Comments:
Employee Comments/Rebuttal
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Employee Comments/Rebuttal Summary

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Audit History Created By: Last Updated By: Transferred From: Transferred To: Transferred By: Mary Ash-Jones Mary Ash-Jones Michele Liguori-Alampi Mary Ash-Jones Michele Liguori-Alampi 05/14/2013 8:39:20AM 05/30/2013 6:33:36PM
10/01/2012 1:17:26PM

Raymond Hayward 2012-2013 Teacher Evaluation

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Raymond Hayward 2012-2013 Teacher Evaluation

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Performance Document - RTA 2012-2013

2007998 11202 #12 - James P B Duffy - ES 112 School 12 RTA A

Employee Tenure Status

Employee Career Level

Professional Development Incentive

Goal Setting: Domain 1 - Planning & Preparation

Domain 1 - Planning and Preparation

Goal Setting: Domain 2 - Classroom Environment

Domain 2 - Classroom Environment

Goal Setting: Domain 3 - Instruction

Communicating With Students

Goal Setting: Dom 4-Professional Responsibilities

Domain 4 - Professional Responsibilities

Share SMARTBoard lessons created with other teachers at my grade level.

Recommendation for Continued Employment

Recommendation for Tenure

Recommendation for Tenure Summary

Employee Comments/Rebuttal Summary

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