2014 Summative

Teacher Summative Performance Report - Non-Tested
User Information
Name: MICHAEL WOMACK (3002)
Title: Teacher
Building: Lawrence High School
Department: English/Language Arts 7-12
Grades: Grade 09,Grade 10,Grade 11,Grade 12
Evaluation Type: Tenured Teachers (Non-Tested Grades)
Assigned Administrator: DAUBER, JONATHAN
Evaluation Cycle: 09/01/2013 - 06/30/2014
Submitted By: DAUBER, JONATHAN
Date Submitted: 05/02/2014 1:21 pm EDT
Acknowledged By: WOMACK, MICHAEL
Date Acknowledged: 05/02/2014 1:31 pm EDT
Finalized By: DAUBER, JONATHAN
Date Finalized : 05/20/2014 10:30 am EDT
Date:
4/26/2014
Position of Evaluator /
Administrator:
Jon Dauber
Position of Teacher:
English
Documentation Reviewed:
Teacher Artifact Review
Observation Forms
Goal Setting Form
Other:
Domain 1 Artifacts
Name
Type
Category
Post Observation
Response
Rubric Alignment
Criteria Alignment
Date Uploaded
Domain 1: Planning and

Preparation
1b: Demonstrating
knowledge of students
3/17/2014
Domain 1 Rubric Report

Proficient
Distinguished
1a:
Demonstrating
knowledge of
content and
pedagogy
Criteria
Teachers plans and practice

display little knowledge of the
content, prerequisite
relationships between different
aspects of the content, or of the
instructional practices specific to
that discipline.
0 of 4 (0%)
Unsatisfactory

reflect some awareness of the
important concepts in the
discipline, prerequisite relations
between them and of the
instructional practices specific to
that discipline.
0 of 4 (0%)
Basic

reflect solid knowledge of the
content, prerequisite relations
between important concepts and
of the instructional practices
specific to that discipline.
2 of 4 (50%)
Teachers plans and practice reflect

extensive knowledge of the content and of
the structure of the discipline. Teacher
actively builds on knowledge of
prerequisites and misconceptions when
describing instruction or seeking causes for
student misunderstanding.
0 of 4 (0%)
1b:
Demonstrating
knowledge of
students
Teacher demonstrates little or

no knowledge of students
backgrounds, cultures, skills,
language proficiency, interests,
and special needs, and does not
seek such understanding.
0 of 4 (0%)
Teacher indicates the importance

of understanding students
and special needs, and attains this
knowledge for the class as a
whole.
0 of 4 (0%)
Teacher actively seeks

and special needs, and attains
this knowledge for groups of
students.
2 of 4 (50%)
Teacher actively seeks knowledge of

students backgrounds, cultures, skills,
language proficiency, interests, and special
needs from a variety of sources, and
attains this knowledge for individual
students.
0 of 4 (0%)
1c: Setting
Instructional
Outcomes
Instructional outcomes are

unsuitable for students,
represent trivial or low-level
learning, or are stated only as
activities. They do not permit
viable methods of assessment.
0 of 4 (0%)
Instructional outcomes are of

moderate rigor and are suitable
for some students, but consist of
a combination of activities and
goals, some of which permit
viable methods of assessment.
They reflect more than one type
of learning, but teacher makes no
attempt at coordination or
integration.
0 of 4 (0%)

stated as goals reflecting highlevel learning and curriculum
standards. They are suitable for
most students in the class,
represent different types of
learning, and are capable of
assessment. The outcomes
reflect opportunities for
coordination.
2 of 4 (50%)
Instructional outcomes are stated as goals

that can be assessed, reflecting rigorous
learning and curriculum standards. They
represent different types of content, offer
opportunities for both coordination and
integration, and take account of the needs
of individual students.
1 of 4 (25%)
1d:
Demonstrating
knowledge of
resources
Teacher demonstrates little or

no familiarity with resources to
enhance own knowledge, to use
in teaching, or for students who
need them. Teacher does not
seek such knowledge
0 of 4 (0%)
Teacher demonstrates some

familiarity with resources
available through the school or
district to enhance own
knowledge, to use in teaching, or
for students who need them.
Teacher does not seek to extend
such knowledge
0 of 4 (0%)
Teacher is fully aware of the

resources available through the
school or district to enhance own
knowledge, to use in teaching,
or for students who need them.
0 of 4 (0%)
Teacher seeks out resources in and beyond

the school or district in professional
organizations, on the Internet, and in the
community to enhance own knowledge, to
use in teaching, and for students who need
them.
1 of 4 (25%)
1e: Desingning
The series of learning
The series of learning experiences
Teacher coordinates knowledge
Teacher coordinates knowledge of content,
Coherent
Instruction
experiences are poorly aligned

with the instructional outcomes
and do not represent a coherent
structure. They are suitable for
only some students.
0 of 4 (0%)
demonstrates partial alignment

with instructional outcomes, some
of which are likely to engage
students in significant learning.
The lesson or unit has a
recognizable structure and
reflects partial knowledge of
students and resources.
0 of 4 (0%)
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 lesson or unit has a clear
structure and is likely to engage
students in significant learning.
2 of 4 (50%)
of students, and of resources, to design a

series of learning experiences aligned to
instructional outcomes, differentiated where
appropriate to make them suitable to all
students and likely to engage them in
significant learning. The lesson or units
structure is clear and allows for different
pathways according to student needs.
0 of 4 (0%)
1f: Designing
Student
Assessment
Teachers plan for assessing

student learning contains no
clear criteria or standards, is
poorly aligned with the
instructional outcomes, or is
inappropriate to many students.
The results of assessment have
minimal impact on the design of
future instruction.
0 of 4 (0%)
Teachers plan for student

assessment is partially aligned
with the instructional outcomes,
without clear criteria, and
inappropriate for at least some
students. Teacher intends to use
assessment results to plan for
future instruction for the class as
a whole.
0 of 4 (0%)

assessment is aligned with the
instructional outcomes, using
clear criteria, is appropriate to
the needs of students. Teacher
intends to use assessment
results to plan for future
instruction for groups of
students.
1 of 4 (25%)
Teachers plan for student assessment is

fully aligned with the instructional
outcomes, with clear criteria and standards
that show evidence of student contribution
to their development. Assessment
methodologies may have been adapted for
individuals, and the teacher intends to use
assessment results to plan future
instruction for individual students.
0 of 4 (0%)
Totals
0 of 24 (0%)
0 of 24 (0%)
9 of 24 (37.5%)
2 of 24 (8.3%)
Domain 1: Planning and Preparation Summative

Criteria
Unsatisfactory
Basic
Proficient
Distinguished
1a: Demonstrating
knowledge of content
and pedagogy
Teachers plans and

practice display little
knowledge of the content,
prerequisite relationships
between different aspects
of the content, or of the
instructional practices
Teachers plans and

practice reflect some
awareness of the
important concepts in the
discipline, prerequisite
relations between them
and of the instructional
practices specific to that
discipline.
Teachers plans and

practice reflect solid
knowledge of the content,
prerequisite relations
between important
concepts and of the
instructional practices
Teachers plans and

practice reflect extensive
knowledge of the content
and of the structure of the
discipline. Teacher actively
builds on knowledge of
prerequisites and
misconceptions when
describing instruction or
seeking causes for student
misunderstanding.
1b: Demonstrating
Teacher demonstrates
little or no knowledge of
students backgrounds,
cultures, skills, language
proficiency, interests, and
special needs, and does
not seek such
understanding.
Teacher indicates the

importance of
understanding students
backgrounds, cultures,
skills, language
special needs, and attains
this knowledge for the
class as a whole.

skills, language
special needs, and attains
this knowledge for groups
of students.

skills, language
special needs from a
variety of sources, and
attains this knowledge for
individual students.
1c: Setting
Instructional Outcomes

unsuitable for students,
represent trivial or lowlevel learning, or are
stated only as activities.
They do not permit viable
methods of assessment.

of moderate rigor and are
suitable for some
students, but consist of a
combination of activities
and goals, some of which
permit viable methods of
assessment. They reflect
more than one type of
learning, but teacher
makes no attempt at
coordination or
integration.

stated as goals reflecting
high-level learning and
curriculum standards.
They are suitable for most
students in the class,
represent different types
of learning, and are
capable of assessment.
The outcomes reflect
opportunities for
coordination.

stated as goals that can be
assessed, reflecting
rigorous learning and
curriculum standards.
They represent different
types of content, offer
opportunities for both
coordination and
integration, and take
account of the needs of
1d: Demonstrating
knowledge of
resources
little or no familiarity with
resources to enhance own
knowledge, to use in
teaching, or for students
who need them. Teacher
does not seek such
knowledge
some familiarity with
resources available
through the school or
who need them. Teacher
does not seek to extend
such knowledge
Teacher is fully aware of

the resources available
through the school or
who need them.
Teacher seeks out

resources in and beyond
the school or district in
professional organizations,
on the Internet, and in the
community to enhance
own knowledge, to use in
teaching, and for students
who need them.
1e: Desingning
Coherent Instruction

experiences are poorly
aligned with the
do not represent a
coherent structure. They
are suitable for only some
students.

experiences demonstrates
partial alignment with
instructional outcomes,
some of which are likely to
engage students in
significant learning. The
lesson or unit has a
recognizable structure and
reflects partial knowledge
of students and
resources.
Teacher coordinates
knowledge of content, of
students, and of
resources, to design a
series of learning
experiences aligned to
suitable to groups of
students. The lesson or
unit has a clear structure
and is likely to engage
students in significant
learning.
Teacher coordinates
knowledge of content, of
students, and of
resources, to design a
series of learning
experiences aligned to
differentiated where
appropriate to make them
suitable to all students and
likely to engage them in
significant learning. The
lesson or units structure is
clear and allows for
different pathways
according to student
needs.
1f: Designing Student

Assessment
Teachers plan for

assessing student learning
contains no clear criteria
or standards, is poorly
aligned with the
instructional outcomes, or
is inappropriate to many
students. The results of
assessment have minimal

assessment is partially
aligned with the
without clear criteria, and
inappropriate for at least
some students. Teacher

assessment is aligned with
the instructional outcomes,
using clear criteria, is
appropriate to the needs
of students. Teacher
instruction for groups of

assessment is fully aligned
with the instructional
outcomes, with clear
criteria and standards that
show evidence of student
contribution to their
development. Assessment
methodologies may have
Not Observered
impact on the design of

future instruction.
instruction for the class as

a whole.
students.
been adapted for

individuals, and the
teacher intends to use
assessment results to plan
future instruction for
Rubric Score: 19/24

Domain 2 Artifacts
Name
Type
Category
Rubric Alignment
Criteria Alignment
Date Uploaded

Unsatisfactory
Basic
Proficient
2a: Creating an
environment of
respect and
rapport
Criteria
Classroom interactions, both

between the teacher and
students and among students,
are negative, inappropriate, or
insensitive to students cultural
backgrounds, and characterized
by sarcasm, put-downs, or
conflict.
0 of 4 (0%)
Classroom interactions, both between

the teacher and students and among
students, are generally appropriate
and free from conflict but may be
characterized by occasional displays
of insensitivity or lack of
responsiveness to cultural or
developmental differences among
students.
0 of 4 (0%)
Classroom interactions, between

teacher and students and among
students are polite and
respectful, reflecting general
warmth and caring, and are
appropriate to the cultural and
developmental differences
among groups of students.
2 of 4 (50%)
Classroom interactions among the

teacher and individual students are
highly respectful, reflecting genuine
warmth and caring and sensitivity to
students cultures and levels of
development. Students themselves
ensure high levels of civility among
members of the class.
0 of 4 (0%)
2b:Establishing a
culture for
learning
The classroom environment

conveys a negative culture for
learning, characterized by low
teacher commitment to the
subject, low expectations for
student achievement, and little
or no student pride in work.
0 of 4 (0%)
Teachers attempt to create a culture

for learning are partially successful,
with little teacher commitment to the
subject, modest expectations for
student achievement, and little
student pride in work. Both teacher
and students appear to be only going
through the motions.
0 of 4 (0%)
The classroom culture is

characterized by high
expectations for most students,
genuine commitment to the
subject by both teacher and
students, with students
demonstrating pride in their
work.
3 of 4 (75%)
High levels of student energy and

teacher passion for the subject create
a culture for learning in which
everyone shares a belief in the
importance of the subject, and all
students hold themselves to high
standards of performance, for example
by initiating improvements to their
work.
0 of 4 (0%)
2c: Managing
classroom
procedures
Much instructional time is lost

due to inefficient classroom
routines and procedures, for
transitions, handling of
supplies, and performance of
non-instructional duties.
0 of 4 (0%)
Some instructional time is lost due to

only partially effective classroom
routines and procedures, for
transitions, handling of supplies, and
performance of non-instructional
duties.
0 of 4 (0%)
Little instructional time is lost due

to classroom routines and
procedures, for transitions,
handling of supplies, and
performance of non-instructional
duties, which occur smoothly.
1 of 4 (25%)
Students contribute to the seamless

operation of classroom routines and
procedures, for transitions, handling of
supplies, and performance of noninstructional duties.
2 of 4 (50%)
2d: Managing
student behavior
There is no evidence that

standards of conduct have been
established, and little or no
teacher monitoring of student
behavior. Response to student
misbehavior is repressive, or
disrespectful of student dignity.
0 of 4 (0%)
It appears that the teacher has made

an effort to establish standards of
conduct for students. Teacher tries,
with uneven results, to monitor
student behavior and respond to
student misbehavior.
0 of 4 (0%)
Standards of conduct appear to

be clear to students, and the
teacher monitors student
behavior against those
standards. Teacher response to
student misbehavior is
appropriate and respects the
students dignity.
3 of 4 (75%)
Standards of conduct are clear, with

evidence of student participation in
setting them. Teachers monitoring of
student behavior is subtle and
preventive, and teachers response to
student misbehavior is sensitive to
individual student needs. Students take
an active role in monitoring the
standards of behavior.
0 of 4 (0%)
2e: Organizing
physical space
The physical environment is

unsafe, or some students dont
have access to learning. There
is poor alignment between the
physical arrangement and the
lesson activities.
0 of 4 (0%)
The classroom is safe, and essential

learning is accessible to most
students, and the teachers use of
physical resources, including
computer technology, is moderately
effective. Teacher may attempt to
modify the physical arrangement to
suit learning activities, with partial
success.
0 of 4 (0%)
The classroom is safe, and

learning is accessible to all
students; teacher ensures that
the physical arrangement is
appropriate to the learning
activities. Teacher makes
effective use of physical
resources, including computer
technology.
1 of 4 (25%)
The classroom is safe, and the physical

environment ensures the learning of all
students, including those with special
needs. Students contribute to the use
or adaptation of the physical
environment to advance learning.
Technology is used skillfully, as
appropriate to the lesson.
1 of 4 (25%)
Totals
0 of 20 (0%)
0 of 20 (0%)
Distinguished
10 of 20 (50%)
3 of 20 (15%)
Domain 2: The Classroom Environment Summative

Criteria
Unsatisfactory
Basic
Proficient
Distinguished
2a: Creating an
environment of respect
and rapport
Classroom interactions,
both between the teacher
and students and among
students, are negative,
inappropriate, or
insensitive to students
cultural backgrounds, and
characterized by sarcasm,
put-downs, or conflict.
both between the teacher
and students and among
students, are generally
appropriate and free from
conflict but may be
characterized by
occasional displays of
insensitivity or lack of
responsiveness to cultural
or developmental
differences among
students.
between teacher and
students and among
students are polite and
respectful, reflecting
general warmth and
caring, and are
appropriate to the cultural
and developmental
differences among groups
of students.
Classroom interactions
among the teacher and
individual students are
highly respectful,
reflecting genuine warmth
and caring and sensitivity
to students cultures and
levels of development.
Students themselves
ensure high levels of
civility among members of
the class.
2b:Establishing a
culture for learning
The classroom
environment conveys a
negative culture for
learning, characterized by
low teacher commitment
to the subject, low
expectations for student
achievement, and little or
no student pride in work.
Teachers attempt to
create a culture for
learning are partially
successful, with little
teacher commitment to
the subject, modest
expectations for student
achievement, and little
student pride in work.
Both teacher and students
The classroom culture is

characterized by high
expectations for most
students, genuine
commitment to the subject
by both teacher and
students, with students
demonstrating pride in
their work.
High levels of student

energy and teacher
passion for the subject
create a culture for
learning in which everyone
shares a belief in the
importance of the subject,
and all students hold
themselves to high
standards of performance,
Not Observed
appear to be only going

through the motions.
for example by initiating

improvements to their
work.
2c: Managing
classroom procedures
Much instructional time is

lost due to inefficient
classroom routines and
procedures, for
supplies, and performance
of non-instructional
duties.
Some instructional time is

lost due to only partially
effective classroom
routines and procedures,
for transitions, handling of
duties.
Little instructional time is

lost due to classroom
routines and procedures,
for transitions, handling of
of non-instructional duties,
which occur smoothly.
Students contribute to the

seamless operation of
classroom routines and
procedures, for
duties.
2d: Managing student

behavior
There is no evidence that

standards of conduct have
been established, and little
or no teacher monitoring
of student behavior.
Response to student
misbehavior is repressive,
or disrespectful of student
dignity.
It appears that the teacher

has made an effort to
establish standards of
conduct for students.
Teacher tries, with uneven
results, to monitor student
behavior and respond to
student misbehavior.
Standards of conduct
appear to be clear to
students, and the teacher
monitors student behavior
against those standards.
Teacher response to
student misbehavior is
appropriate and respects
the students dignity.
Standards of conduct are

clear, with evidence of
student participation in
setting them. Teachers
monitoring of student
behavior is subtle and
preventive, and teachers
response to student
misbehavior is sensitive to
individual student needs.
Students take an active
role in monitoring the
standards of behavior.
2e: Organizing physical

space
The physical environment

is unsafe, or some
students dont have access
to learning. There is poor
alignment between the
physical arrangement and
the lesson activities.

essential learning is
accessible to most
students, and the
teachers use of physical
resources, including
computer technology, is
moderately effective.
Teacher may attempt to
modify the physical
arrangement to suit
learning activities, with
partial success.

learning is accessible to all
students; teacher ensures
that the physical
arrangement is
appropriate to the learning
activities. Teacher makes
effective use of physical
resources, including
computer technology.

the physical environment
ensures the learning of all
students, including those
with special needs.
Students contribute to the
use or adaptation of the
physical environment to
advance learning.
Technology is used
skillfully, as appropriate to
the lesson.
Rubric Score: 17/20

Domain 3 Artifacts
Name
Type
Category
Rubric Alignment
Criteria Alignment
Date Uploaded

Unsatisfactory
Basic
Proficient
Distinguished
3a:Communicating
with students
Criteria
Expectations for learning,

directions and procedures, and
explanations of content are
unclear or confusing to students.
Teachers use of language
contains errors or is
inappropriate to students
cultures or levels of
development.
0 of 4 (0%)

directions and procedures, and
explanations of content are
clarified after initial confusion;
teachers use of language is
correct but may not be completely
appropriate to students cultures
or levels of development.
0 of 4 (0%)
Expectations for learning, directions

and procedures, and explanations
of content are clear to students.
Communications are appropriate to
development
3 of 4 (75%)
Expectations for learning, directions

and procedures, and explanations of
content are clear to students.
Teachers oral and written
communication is clear and
expressive, appropriate to students
cultures and levels of development,
and anticipates possible student
misconceptions.
0 of 4 (0%)
3b: Using
questioning and
discussion
techniques
Teachers questions are lowlevel or inappropriate, eliciting

limited student participation, and
recitation rather than discussion.
0 of 4 (0%)
Some of the teachers questions

elicit a thoughtful response, but
most are low-level, posed in rapid
succession. Teacher attempts to
engage all students in the
discussion are only partially
successful.
0 of 4 (0%)
Most of the teachers questions

elicit a thoughtful response, and the
teacher allows sufficient time for
students to answer. All students
participate in the discussion, with
the teacher stepping aside when
appropriate.
1 of 4 (25%)
Questions reflect high expectations

and are culturally and
developmentally appropriate.
Students formulate many of the high
-level questions and ensure that all
voices are heard.
1 of 4 (25%)
3c:Engaging
students in learning
Activities and assignments,

materials, and groupings of
students are inappropriate to
the instructional outcomes, or
students cultures or levels of
understanding, resulting in little
intellectual engagement. The
lesson has no structure or is
poorly paced.
0 of 4 (0%)

students are partially appropriate
to the instructional outcomes, or
students cultures or levels of
understanding, resulting in
moderate intellectual
engagement. The lesson has a
recognizable structure but is not
fully maintained.
0 of 4 (0%)

students are fully appropriate to the
instructional outcomes, and
understanding. All students are
engaged in work of a high level of
rigor. The lessons structure is
coherent, with appropriate pace.
2 of 4 (50%)
Students are highly intellectually

engaged throughout the lesson in
significant learning, and make
material contributions to the
activities, student groupings, and
materials. The lesson is adapted as
needed to the needs of individuals,
and the structure and pacing allow
for student reflection and closure.
1 of 4 (25%)
3d:Using
Assessment in
Instruction
Assessment is not used in

instruction, either through
students awareness of the
assessment criteria, monitoring
of progress by teacher or
students, or through feedback to
students.
0 of 4 (0%)
Assessment is occasionally used

in instruction, through some
monitoring of progress of learning
by teacher and/or students.
Feedback to students is uneven,
and students are aware of only
some of the assessment criteria
used to evaluate their work.
0 of 4 (0%)
Assessment is regularly used in

instruction, through selfassessment by students, monitoring
of progress of learning by teacher
and/or students, and through high
quality feedback to students.
Students are fully aware of the
assessment criteria used to
evaluate their work.
3 of 4 (75%)
Assessment is used in a
sophisticated manner in instruction,
through student involvement in
establishing the assessment criteria,
self-assessment by students and
monitoring of progress by both
students and teachers, and high
quality feedback to students from a
variety of sources.
0 of 4 (0%)
3e:Demonstrating
flexibility and
responsiveness
Teacher adheres to the

instruction plan, even when a
change would improve the
lesson or of students lack of
interest. Teacher brushes aside
Teacher attempts to modify the

lesson when needed and to
respond to student questions, with
moderate success. Teacher
accepts responsibility for student
Teacher promotes the successful

learning of all students, making
adjustments as needed to
instruction plans and
accommodating student questions,
Teacher seizes an opportunity to

enhance learning, building on a
spontaneous event or student
interests. Teacher ensures the
success of all students, using an
student questions; when

students experience difficulty,
the teacher blames the students
or their home environment.
0 of 4 (0%)
Totals
0 of 20 (0%)
success, but has only a limited

repertoire of strategies to draw
upon.
0 of 4 (0%)
needs and interests.

0 of 4 (0%)
0 of 20 (0%)
extensive repertoire of instructional

strategies.
0 of 4 (0%)
9 of 20 (45%)
2 of 20 (10%)
Domain 3: Instruction Summative

Criteria
Unsatisfactory
Basic
Proficient
Distinguished
3a:Communicating with
students

directions and procedures,
and explanations of
content are unclear or
confusing to students.
Teachers use of language
contains errors or is
inappropriate to students
development.

and explanations of
content are clarified after
initial confusion; teachers
use of language is correct
but may not be completely
appropriate to students
development.

and explanations of
content are clear to
students. Communications
are appropriate to
students cultures and
levels of development

and explanations of
content are clear to
students. Teachers oral
and written communication
is clear and expressive,
appropriate to students
cultures and levels of
development, and
anticipates possible
student misconceptions.
3b: Using questioning

and discussion
techniques
Teachers questions are

low-level or inappropriate,
eliciting limited student
participation, and
recitation rather than
discussion.
Some of the teachers

questions elicit a
thoughtful response, but
most are low-level, posed
in rapid succession.
Teacher attempts to
engage all students in the
discussion are only
partially successful.
Most of the teachers

questions elicit a
thoughtful response, and
the teacher allows
sufficient time for students
to answer. All students
participate in the
discussion, with the
teacher stepping aside
when appropriate.
Questions reflect high

expectations and are
culturally and
developmentally
appropriate. Students
formulate many of the
high-level questions and
ensure that all voices are
heard.
3c:Engaging students
in learning
Activities and
assignments, materials,
and groupings of students
are inappropriate to the
instructional outcomes, or
students cultures or levels
of understanding, resulting
in little intellectual
engagement. The lesson
has no structure or is
poorly paced.
Activities and
are partially appropriate to
the instructional outcomes,
or students cultures or
levels of understanding,
resulting in moderate
intellectual engagement.
The lesson has a
recognizable structure but
is not fully maintained.
Activities and
are fully appropriate to the
and students cultures and
levels of understanding.
All students are engaged
in work of a high level of
rigor. The lessons
structure is coherent, with
appropriate pace.
Students are highly

intellectually engaged
throughout the lesson in
significant learning, and
make material
contributions to the
activities, student
groupings, and materials.
The lesson is adapted as
needed to the needs of
individuals, and the
structure and pacing allow
for student reflection and
closure.
3d:Using Assessment in
Instruction
Assessment is not used in

instruction, either through
students awareness of the
assessment criteria,
monitoring of progress by
teacher or students, or
through feedback to
students.
Assessment is occasionally
used in instruction,
through some monitoring
of progress of learning by
teacher and/or students.
Feedback to students is
uneven, and students are
aware of only some of the
assessment criteria used
to evaluate their work.
Assessment is regularly
used in instruction,
through self-assessment
by students, monitoring of
progress of learning by
teacher and/or students,
and through high quality
feedback to students.
Students are fully aware
of the assessment criteria
used to evaluate their
work.
Assessment is used in a
sophisticated manner in
instruction, through
student involvement in
establishing the
assessment criteria, selfassessment by students
and monitoring of
progress by both students
and teachers, and high
quality feedback to
students from a variety of
sources.
3e:Demonstrating
flexibility and
responsiveness
Teacher adheres to the

instruction plan, even
when a change would
improve the lesson or of
students lack of interest.
Teacher brushes aside
student questions; when
students experience
difficulty, the teacher
blames the students or
their home environment.
Teacher attempts to
modify the lesson when
needed and to respond to
student questions, with
moderate success.
Teacher accepts
responsibility for student
success, but has only a
limited repertoire of
strategies to draw upon.
Teacher promotes the

successful learning of all
students, making
adjustments as needed to
instruction plans and
accommodating student
questions, needs and
interests.
Teacher seizes an
opportunity to enhance
learning, building on a
spontaneous event or
student interests. Teacher
ensures the success of all
students, using an
extensive repertoire of
instructional strategies.
Rubric Score: 13/16

Domain 4 Artifacts
Name
Rubric Alignment
Criteria Alignment
Date Uploaded
Baseline
Assessment
Domain 4: Professional
Responsibilities
4b: Maintaining Accurate

Records
4e: Growing and
Developing Profesionally
12/9/2013
Email to English Dept.
Responsibilities
4f: Demonstrating
Professionalism
3/17/2014
Email to Parent
Responsibilities
4c: Communicating with

Families
3/17/2014
Responsibilities
4e: Growing and

9/18/2013
Post-obs form
Responsibilities
4a:Reflecting on
Teaching
1/17/2014
Proposed English
4d: Contributing to the
4/16/2014
GCN Training
Type
Category
Not Observed
Class Electives
Responsibilities
School and District

4f: Demonstrating
Professionalism
Remind101
messages
Responsibilities
4b: Maintaining Accurate

Records
Families
4f: Demonstrating
Professionalism
4/16/2014
Student Teacher
email reflection
Responsibilities
4a:Reflecting on
Teaching
4e: Growing and
4/16/2014
Teacher Jeopardy
Responsibilities

School and District
3/17/2014
Teachers as
Scholars Email
Responsibilities
4e: Growing and

3/17/2014

Criteria
Unsatisfactory
Basic
Proficient
Distinguished
4a:Reflecting on
Teaching
Teachers reflection on the

lesson does not provide an
accurate or objective
description of the event of
the lesson.
0 of 4 (0%)
Teachers reflection provides a

partially accurate and objective
description of the lesson, but does not
cite specific positive and negative
characteristics. Teacher makes global
suggestions as to how the lesson
might be improved.
0 of 4 (0%)
Teachers reflection provides an

accurate and objective description
of the lesson, and cites specific
positive and negative
characteristics. Teacher makes
some specific suggestions as to how
the lesson might be improved.
3 of 4 (75%)
Teachers reflection on the lesson is

highly accurate and perceptive, and
cites specific examples that were not
fully successful, for at least some
students. Teacher draws on an
extensive repertoire to suggest
alternative strategies.
1 of 4 (25%)
4b: Maintaining
Accurate Records
Teacher has no system for

maintaining accurate records,
resulting in errors and
confusion.
0 of 4 (0%)
Teachers system for maintaining

accurate records is rudimentary and
only partially effective.
0 of 4 (0%)

accurate records is efficient and
effective.
2 of 4 (50%)

accurate records is efficient and
effective, and students contribute to
its maintenance.
0 of 4 (0%)
4c:
Communicating
with Families
Teacher provides little or no

information to families and
makes no attempt to engage
them in the instructional
program.
0 of 4 (0%)
Teacher complies with school

procedures for communicating with
families and makes an effort to
engage families in the instructional
program, but communications are not
always appropriate to the cultures of
those families.
0 of 4 (0%)
Teacher communicates frequently

with families and successfully
engages them in the instructional
program. They convey information
to families about individual students
in a culturally appropriate manner.
1 of 4 (25%)
Teacher communicates frequently and

sensitively with families and responds
to the individual and cultural needs of
families. Teacher successfully engages
families in the instructional program;
students participate in communicating
with families.
0 of 4 (0%)
4d: Contributing to
the School and
District
Teachers relationships with

colleagues are negative or
self-serving, and teacher
avoids being involved in
school and district events and
projects.
0 of 4 (0%)
Teachers relationships with

colleagues are cordial, and teacher
participates in school and district
events and projects when specifically
requested.
0 of 4 (0%)
Teacher participates actively in

school and district events and
projects, and maintains positive and
productive relationships with
colleagues.
1 of 4 (25%)
Teacher makes a substantial

contribution to school and district
events and projects, and assumes
leadership with colleagues.
0 of 4 (0%)
4e: Growing and

Developing
Profesionally
Teacher does not participate

in professional development
activities, even when such
activities are clearly needed
for the development of
teaching skills.
0 of 4 (0%)
Teachers participation in professional

development activities is limited to
those that are convenient or are
required.
0 of 4 (0%)
Teacher seeks out opportunities for

professional development based on
an individual assessment of need.
0 of 4 (0%)
Teacher actively pursues professional

development opportunities, and
makes a substantial contribution to the
profession through such activities as
action research and mentoring new
teachers.
1 of 4 (25%)
4f: Demonstrating
Professionalism
Teachers sense of
professionalism is low, and
teacher contributes to
practices that are selfserving or harmful to
students.
0 of 4 (0%)
Teachers attempts to serve students

are genuine but limited.
0 of 4 (0%)
Teacher makes genuine and

successful efforts to ensure that all
students are well served by the
school.
1 of 4 (25%)
Teacher assumes a leadership role in

ensuring that school practices and
procedures ensure that all students,
particularly those traditionally
underserved, are honored in the
school.
0 of 4 (0%)
Totals
0 of 24 (0%)
0 of 24 (0%)
8 of 24 (33.3%)
2 of 24 (8.3%)
Domain 4: Professional Responsibilities Summative

Unsatisfactory
Basic
4a:Reflecting on
Teaching
Criteria

lesson does not provide an
accurate or objective
description of the event of
the lesson.
Teachers reflection
provides a partially
accurate and objective
description of the lesson,
but does not cite specific
positive and negative
characteristics. Teacher
makes global suggestions
as to how the lesson might
be improved.
Teachers reflection
provides an accurate and
objective description of
the lesson, and cites
specific positive and
negative characteristics.
Teacher makes some
specific suggestions as to
how the lesson might be
improved.
Proficient

lesson is highly accurate
and perceptive, and cites
specific examples that
were not fully successful,
for at least some students.
Teacher draws on an
extensive repertoire to
suggest alternative
strategies.
Distinguished
4b: Maintaining
Accurate Records
Teacher has no system for

maintaining accurate
records, resulting in errors
and confusion.
Teachers system for

records is rudimentary
and only partially
effective.
Teachers system for

records is efficient and
effective.
Teachers system for

records is efficient and
effective, and students
contribute to its
maintenance.

Families
Teacher provides little or

no information to families
and makes no attempt to
engage them in the
Teacher complies with

school procedures for
communicating with
families and makes an
Teacher communicates
frequently with families
and successfully engages
them in the instructional
Teacher communicates
frequently and sensitively
with families and responds
to the individual and
Not Observed
instructional program.
effort to engage families in

the instructional program,
but communications are
not always appropriate to
the cultures of those
families.
program. They convey

information to families
about individual students
in a culturally appropriate
manner.
cultural needs of families.

Teacher successfully
engages families in the
instructional program;
students participate in
communicating with
families.

School and District
Teachers relationships
with colleagues are
negative or self-serving,
and teacher avoids being
involved in school and
district events and
projects.
Teachers relationships
with colleagues are
cordial, and teacher
participates in school and
district events and
projects when specifically
requested.
Teacher participates
actively in school and
district events and
projects, and maintains
positive and productive
relationships with
colleagues.
Teacher makes a
substantial contribution to
school and district events
and projects, and assumes
leadership with
colleagues.
4e: Growing and

Developing
Profesionally
Teacher does not

participate in professional
development activities,
even when such activities
are clearly needed for the
development of teaching
skills.
Teachers participation in
professional development
activities is limited to
those that are convenient
or are required.
Teacher seeks out

opportunities for
based on an individual
assessment of need.
Teacher actively pursues

opportunities, and makes
a substantial contribution
to the profession through
such activities as action
research and mentoring
new teachers.
4f: Demonstrating
Professionalism
Teachers sense of
professionalism is low, and
teacher contributes to
practices that are selfserving or harmful to
students.
Teachers attempts to
serve students are
genuine but limited.
Teacher makes genuine

and successful efforts to
ensure that all students
are well served by the
school.
Teacher assumes a
leadership role in ensuring
that school practices and
procedures ensure that all
students, particularly
those traditionally
underserved, are honored
in the school.
Rubric Score: 19/24
Commendations:
Mr. Womack is completing his fourth year as a member of the English Department at Lawrence High School. Mr. Womack successfully bring solid
lessons to his students as well as a strong sense of passion for literature. He works well with staff as well as students and is interested in growing as a
professional. I am pleased to recommend the renewal of his contract for the upcoming 2014-15 school year.
Recommendations:
Mr. Womack should emphasize supporting the growth and development of at-risk students whom he teaches at Lawrence High School. Connections
with parents and families are also critical to establish and develop if student growth is to take place. Make sure to communicate effectively in the
upcoming school year with parents/guardians in order to support the learning and development of at-risk students.
2014-2015 PDP Proposals:
Focusing on AP-related instruction and professional development. Mr. Womack also plans to take on a student-teacher next year.
NJ Score Report - Non-Tested

Domain 1
Rubric
Progress
Score
Max
Criteria
Avg
Last Completed
Domain 1: Planning and Preparation Summative
1 of 1
1 of 1
19
24
3.167
05/02/2014
19
24
3.167
TOTAL:
Domain 1: Weighted 20%
0.73
Domain 2
Rubric
Progress
Score
Max
Criteria
Avg
Last Completed
Domain 2: The Classroom Environment Summative
1 of 1
1 of 1
17
20
3.4
05/02/2014
17
20
3.4
TOTAL:
Domain 2: Weighted
22.5%
0.92
Domain 3
Rubric
Progress
Score
Max
Criteria
Avg
Last Completed
Domain 3: Instruction Summative
1 of 1
1 of 1
13
16
3.25
05/02/2014
13
16
3.25
TOTAL:
Domain 3: Weighted
22.5%
0.88
Domain 4
Rubric
Progress
Score
Max
Criteria
Avg
Last Completed
Domain 4: Professional Responsibilities Summative
1 of 1
1 of 1
19
24
3.167
05/02/2014
19
24
3.167
TOTAL:
Domain 4: Weighted 20%
0.73
Calculations
Domains 1-4 Total
3.26
SGO Scores
Rubric
Progress
Score
Max
Criteria
Avg
Last Completed
SGO Proposal
2 of 2
2 of 2
N/A
TOTAL:
Rating
Score
Proficient
3.22
Summative Rating
Teacher Practice (2.771/3.4)
SGO Average (0.45/0.6)
Distinguished
3.5 - 4
Proficient
2.65 - 3.49
Basic
1.85 - 2.64
Unsatisfactory
1 - 1.84
Evaluation Summary
Recommend renewal of contract
ACKNOWLEDGEMENT
Please write the appropriate statement below in a comment box indicating whether you do plan or do not plan to return to Lawrence Township School District during the
2014-2015 school year. Please feel free to make additional comments.
I do plan to return for the 2014-2015 school year
I do not plan to return for the 2014-2015 school year
Please note that by acknowledging this document you verify that you have read this report. Your acknowledgement does not signify that you
agree entirely with the contents of this report.
Comments (1)
I do plan to return for the 2014-2015 school year
MICHAEL WOMACK May 2 2014 1:30PM EDT

2014 Summative

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2014 Summative

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Teacher Summative Performance Report - Non-Tested

Building: Lawrence High School

Department: English/Language Arts 7-12

Grades: Grade 09,Grade 10,Grade 11,Grade 12

Evaluation Type: Tenured Teachers (Non-Tested Grades)

Assigned Administrator: DAUBER, JONATHAN

Evaluation Cycle: 09/01/2013 - 06/30/2014

Submitted By: DAUBER, JONATHAN

Date Submitted: 05/02/2014 1:21 pm EDT

Acknowledged By: WOMACK, MICHAEL

Date Acknowledged: 05/02/2014 1:31 pm EDT

Finalized By: DAUBER, JONATHAN

Date Finalized : 05/20/2014 10:30 am EDT

Domain 1: Planning and

Domain 1 Rubric Report

Teachers plans and practice

Teachers plans and practice

Teachers plans and practice

Teachers plans and practice reflect

Teacher demonstrates little or

Teacher indicates the importance

Teacher actively seeks

Teacher actively seeks knowledge of

Instructional outcomes are

Instructional outcomes are of

Instructional outcomes are

Instructional outcomes are stated as goals

Teacher demonstrates little or

Teacher demonstrates some

Teacher is fully aware of the

Teacher seeks out resources in and beyond

The series of learning

The series of learning experiences

Teacher coordinates knowledge

Teacher coordinates knowledge of content,

experiences are poorly aligned

demonstrates partial alignment

of content, of students, and of

of students, and of resources, to design a

Teachers plan for assessing

Teachers plan for student

Teachers plan for student

Teachers plan for student assessment is

Domain 1: Planning and Preparation Summative

Teachers plans and

Teachers plans and

Teachers plans and

Teachers plans and

Teacher indicates the

Teacher actively seeks

Teacher actively seeks

Instructional outcomes are

Instructional outcomes are

Instructional outcomes are

Instructional outcomes are

Teacher is fully aware of

Teacher seeks out

The series of learning

The series of learning

1f: Designing Student

Teachers plan for

Teachers plan for student