Summative Evaluation

Teacher's Name: Cassandra Kurz

School: St. Thomas More

Grade: Three

Observer's Name: Peter MacKav

Date: Wednesdav 23 Februarv 2011

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UNSATISFACTORY - Teacher does not yet appear to understand the

concepts underlying the componenl.
BASIC - Teacher appears to understand the concepts underlying the
component and attempts to implement its elements. lmplementation is
sporadic, intermittent or otherwise not entirely successful.
PROFICIENT - Teacher clearly understands the concepts underlying the
component and implements it well.
DISTINGUISHED - Teachers at this level are master teachers and make a
contribution to the field, both in and outside their school. Their classrooms
operate at a qualitatively different level, consisting of a community of learners,
with students highly motivated and engaged and assuming considerable
responsibility for their own learning.

Domain f : Planninq and Preparation

1a: Demonstrating Knowledge of Content And Pedagogy
Knowledge of Content

Knowledge of Prerequisite Relationships

Knowledge of ContentRelated Pedagogy

Comments

1a: Cassie has taken the time to learn her program of

studies, review resources, and consult colleagues
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content.

1b: Demonstratinq Knowledqe of Students

Knowledge of Characteristics of Age Group

Knowledge of Students'Varied Approaches to

Learnino
Knowledge of Students' Skills and Knowledge

Knowledge of Students' lnterests and Cultural

Heritaqe

'1b: Cassie adapts her teaching to the skills and

capacities of her students. She has made guided
reading, in smallskill-selected groups, a prominent
and important feature of her literacy program.

x
x

1c: Selectinq lnstructional Goals

Value
Claritv
Suitability for Diverse Students

Balance

x
1c: Cassie is purposeful in selecting instructional
goals, taking into account the demands of the
program of studies along with the capacities of her
students.

x
x
x

1d: Demonstratinq Knowledqe of Resources

Resources for Teaching

Resources for Students

1d: Cassie has taken the time to become familiar with

a wide variety of quality teaching resources.

1e: Desiqninq Coherent lnstruction

Learning Activities

lnstructional Materials and Resources

lnstructional Groups
Lesson and Unit Structure

x
x

1e. As a first year teacher, Cassie continues to refine

her planning. However, she is already an effective
and well-prepared instructionaldesigner, and I have
every expectation she will continue to improve.

1f: Assessing Student Learninq

Conqruence with instructional Goals

Criteria and Standards

Use for Planninq

x
14

1 f: Cassie regularlyandcompr.ehensively assesses

student learning (formative and summative
assessments) and uses this data in instructional

planning.

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t-lttSnftSfeCfORY - Teacher does not yet appear to understand the

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Domain 3: lnstruction

concepts underlying the component.

BASIC - Teacher appears to understand the concepts underlying the
component and attempts to implement its elements. lmplementation is
sporadic, intermittent or otherwise not entirely successful.
PROFICIENT - Teacher clearly understands the concepts underlying the
component and implements it well.
DISTINGUISHED - Teachers at this level are master teachers and make a
contribution to the field, both in and outside their school. Their classrooms
operate at a qualitatively different level, consisting of a community of learners,
with students highly motivated and engaged and assuming considerable
responsibility for their own learning.

Comments

3a: Communicating Glearly and Accu rately

Directions and Procedures

3a: Cassie's communication in class is positive, clear,

and age appropriate.

Quality of Questions

Discussion Techniques

Student Participation

3b: Cassie's use of questioning techniques is in line

with the best practice of "scheduled review"; she uses
a question and answer period at the beginning of each
class to review prior materialand activate student
interest. Her pupils respond with enthusiasm.

3c: Enqaqinq Students in Learning

Representation of Content

3c: Cassie's classroom is marked by a wide variety of

student work proudly and prominently displayed on
the walls. She is committed to having students
display their learning in a variety of settings
(individually and in varied groups) and by diverse
means (written, spoken, artistic, etc.). This allows her
to customize her instruction to meet the needs of
students.

3d: Providing Feedback to Students

Quality: Accurate, Substantive,
Constructive, and Specific

Timelines

3d: Cassie gives clear feedback to students. She

does not permit confusion to compromise enthusiasm.

Student lnteraction
Oral and Written Lanquage

3b: Usinq Questioning and Discussion Techniques

Activities and Assignments

Grouping of Students

lnstructional Materials and Resources

Structure and Pacing

3e: Demonstrating Flexibility and Responsiveness

Lesson Adjustment
x
Response to Students

Persistence

3e: Like all first year teachers, Cassie has come to

realize that instructional plans must serve the reality in
the class (and that reality stubbornly refuses to match
the plan). As such, she sees her planning as
preparation to adapt, as needed.

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UNSATISFACTORY - Teacher does not yet appear to understand the

concepts underlying the component.
BASIC - Teacher appears to understand the concepts underlying the
component and attempts to implement its elements. lmplementation is
sporadic, intermittent or otherwise not entirely successful.
PROFICIENT - Teacher clearly understands the concepts underlying the
component and implements it well.
DISTINGUISHED - Teachers at this level are master teachers and make a
contribution to the field, both in and outside their school. Their classrooms
operate at a qualitatively different level, consisting of a community of learners,
with students highly motivated and engaged and assuming considerable
responsibility for their own learning.

Domain 5: Faith Development

Gomments
5a. Accesses District and School
activities that promote faith
development (morning prayer, District
Faith Development days, School
Celebrations)
5b. Participates in activities that
demonstrate personal faith
developmenUcomm itment.
5c. Models Christian values in their
davto-dav activities.
5d. Promote the uniqueness /
distinctiveness of Catholic Education
throuqhout our District.
5e. Assist in the planning, preparation
and support of school celebrations
and other faith activities.
5f. lnvolved in their local parish and
parish activities.
59. Openly shares and discusses
their faith with their students in class.
5h. Permeates lessons with Catholic
components (provide examples).

5: Cassie's commitment to her faith is unquestionable.

She models Christian values daily, and is ever-mindful
that she may be "the only face of Jesus" that her
students may see in a given day. They benefit from
her generosity of spirit.

x
x

Cassie also showed leadership as a staff member in

taking on one of the "district faith days" to organize a
school wide "Run for a Friend" which yielded over
$2000 to be used by those in need in our school
community. As a first year teacher her ability to take a
leadership role with her colleagues is especially
impressive.

x
x
x
x

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18

Glassroom Observation Record / Pre & Post Gonference Data Gollection

School: St. Thomas More

Name: Cassandra Kurz

Grade Level: Three

Subject:

Health

Date: Wednesday 23 February 2011

Position:

Observer Name: Peter Mac

Component 1a: Knowledge of Content and Pedagogy

Component 4a: Reflecting on Teaching

The lesson displays sound knowledge of content and pedagogy.

Post-Iesson discussion reveals clear reflection on what was/was not effective.

Component lb: Demonstrating Knowledge of Students

Component 4b: Maintaining Accurate Records

Names are used constantly. Students in need of monitoring and

refocusing are given greater attention and (when needed) greater
proximity to the teacher.

Record keeping appears to be accurate and professional.

Component 1c: Selecting Instructional Goals

Component 4c: Communicating with Families

The lesson is appropriate and in line with curriculum.

Communication with families is evident by multiple means (website,

newsletter, agenda, phone calls home, etc.).

Component ld: Demonstrating Knowledge of Resources

Component 4d: Contributing to the School and District

Cassie made

full

use of available resources, both physical

(material Cassie has made a full contribution to the school and district, including
helping to organize the "Run for a Friend" district service project.

in the school) and collegial (advice from other teachers) in making

this lesson.
Component 1e: Designing Coherent Instruction

Component 4e: Growing and Developing Professionally

Instructional design is a strength; the lesson was well-planned.

Cassie takes a commitment to growth as a teacher.

Component

lf:

Assessing Student Learning

Assessment is varied and frequent. Assessment guides instruction.

Component 4f: Showing Professionalism

Cassie is a very professional and conscientious teacher.

/e/br-

2/ frlt^'z >at/

Classroom Observation Record / Grande Prairie & District Gatholic Schools Data Gollection

School: St. Thomas More

Name: Cassandra Kurz

Grade Level: Three
Observer Name: Peter MacKay

Subject: Health

Date: Wednesday 23 February 2011

Position: Principal

Component2a: Creating an Environment of Respect and Rapport

Component 3a: Communicating Clearly and Accurately

The class begins with an insistence on order (5(please sit down"). Once all are
seated and attentive, instruction starts.

Students are told that they are beginning health classl practical
questions ('do we need pencils") are dealt with efficiently.

Component 2b: Establishing a Culture for Learning

Component 3b: Using Questioning and Discussion Techniques

Once students are attentive, instruction starts with some routine "scheduled
review" of prior lessons. Students are on task and focused.

Use of questioning

Component 2c: Managing Classroom Procedures

Component 3c: Engaging Students in Learning

((what have we been talking about?") appears

routine and comfortable. Students are enthusiastic to answer,
and their answers clearly show they are fully engaged.

Students appear to be well versed in classroom procedures. There are no issues Students are enthused and eager to take part in the lesson.

Component 2d: Managing Student Behavior

Component 3d: Providing Feedback to Students

No serious behavioral issues emerge. Small matters ("hands up please"r "take

your seat please" are dealt with efficiently, without compromising the
instructional purpose of the lesson.

Students are constantly given feedback on their contributions.

Greater specificity in feedback and the use of follow up questions
would provide even greater instructional value.

Component 2e: Or ganizing Physical Space

Component 3e: Demonstrating Flexibility and Responsiveness

The physical space is open (suitable for discussion) and well organized.

Student questions are fully dealt with before proceeding to the

activity.

7/ frbrry btr