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Evaluation Cycle

BRIAN ERICSON
CHANDLER PARK
ACADEMY

Evaluation Tool

Evaluation Tool

Context
First year Mathematics

teacher
Algebra I
8% proficiency in
mathematics
Lesson on power
functions in comparison
to other functions
3rd observation

Classroom environment Professionalism +

Pre Observation Conference


Curriculum alignment
ACT Identify characteristics of graphs based on a
set of conditions or on a general equation such as
y = ax2 + c

College Readiness F.IF.5


Sequence of Learning
Covered linear, quadratic, cubic
Inherent review of prior knowledge
Students
35 - 20 with D/F
Behavior issues procedures
10 special education students push in
Outcomes
Differentiate - linear, quadratic, cubic, and power
Relate power functions to cubic and quadratic
Translate between tables, graphs, and equations
with fluency

Pre Observation Conference Cont.

Engagement
Groups with varying abilities
Technology
TI-Smartview
TI graphing calculators
Differentiated instruction
Visual representations
Questions of varying ability
Assessment
Students present answers to question 1
student per group
Special Attention
Lack of student focus

Domain 1

Effective

Domain 1: Content and Pedagogy


Definite understanding of important concepts

within Algebra I and the interconnectedness


between different functions
Multiple pedagogical strategies used

Group work
Technology integration
Student presentations

Reviewed process of substitution, evaluating

exponents, and plotting points during


examples.

Launching this review in the bellwork would have


fostered more of a guided practice and less of a lecture
during the examples.

Domain 1: Knowledge of students


Ninth grade students are not

educated best through a fiftyfive minute lecture.


Mixed grouping to assist
special needs students and
students who are not passing
the course due to deficiencies.

Note guides could assist them in


gaining a deeper understanding and
subsequently help them play a larger
role in their group.

Domain 1: Instructional Outcomes


Rigorous material aligned to both the Common Core

State Standards and the ACT College Readiness


Standards
DOK levels 2 & 3 - predicting, analyzing patterns,
comparing functions, and differentiating between
various functions
The lesson outcomes reflected several types of learning

factual knowledge
procedural knowledge
reasoning skills
communication skills

Domain 1: Knowledge of Resources


Smart board and TI-

Smartview programs

Utilizing the Internet to


find side-by-side
comparisons of the
different functions
-clear representation of
the similarities in an
organized manner

Domain 1: Assessments
Fully aligned to the instructional outcomes.
Clear directions for group work
Group presentation and problems did not yield fruitful

data
The formative assessment only provided an indication
that one member of the group was successful on one
select concept.

Individual exit ticket to hold all students accountable


Randomly selecting one group member to keep them on their toes.
Either would provide more detailed information on misconceptions
that could be addressed in the next days bellwork.

Domain 2

Minimally Effective

Domain 2: Environment of Respect


Students collaborated respectfully
Students did not display respect for authority or

classroom rules

Domain 2: Classroom Procedures


Noticeable lack of structure

lack of clear procedures.

No bellwork or a task to complete


at start which led to talking and
moving around the room for the
first ten minutes
Resulted in a lack of order within
the classroom and made for a
difficult transition into the lesson.
The transition to the group work
was relatively smooth, as students
were aware of their groups and
where to find materials.

Domain 2: Managing Student Behavior


Standards for conduct were unclear and

were not accepted by the students.

Students talked over you during the examples


Student blurted out, which made it difficult to
focus on the concepts being presented.

Attempts to quiet the class were

unsuccessful.

There needs to be a greater focus on student


discipline.
During their group guided practice the level of
noise in the classroom made it difficult to focus.

Pandora was played in the background

Contributed to the student lack of seriousness.

Domain 3

Minimally Effective

Domain 3: Communication with students


Objectives for the day were clearly

presented to the students


The connection to prior knowledge was
stressed.
The explanation of the content was a bit
unclear.

Multiple steps within the examples that were


glossed over. Given the high percentage of
students failing the course, it is essential that all
components of the problem be clearly addressed.

Explanation of the content seemed rushed.

Reviewing prerequisite knowledge in the bellwork


could greatly assist in reviewing concepts and
saving time.

Domain 3: Questioning and Discussions


During the examples there were posed a

number of questions to the students.

Many of the questions were higher order questions and


were either a depth of knowledge level two or three.

One of the issues with the format of the

discussion was the engagement of all students.

Of the 27 questions posed to the class during the


examples, only 4 were directed at specific students.
The majority of the questions are posed to the class and
student blurted out the answers.
Without requiring specific students to participate it is
difficult to have a discussion serve as a fruitful
formative assessment.

Domain 3: Engaging Students


Many of the students in the classroom

were engaged by the lesson.

The infusion of technology was effective


The implementation of instructional groups
assisted.

Aspects that detracted from student

engagement

Students need to respect the classroom


policies and be quiet when the teacher is
explaining content.
The use of Pandora radio. This does not
promote engagement, as it encourages
students to sing and dance.

Domain 3: Using Assessments


Students were aware of the

importance of the assessment


they completed in groups.
While the students were
working in groups the teacher
made a concerted effort to
circulate the room.

Teacher checked progress,


provided timely feedback, and
ensured that there were no glaring
misconceptions from the examples.

Domain 4

Effective

Domain 4: Reflecting on Teaching


Teacher understands the strengths

and weakness of the lesson.

+ Planning
- Classroom environment
Teacher suggested that behavior logs, a
review of the rules, and attention-getters
can be implemented to control talking.
Teacher also suggested that having a
daily bellwork would promote a review
of prior knowledge.
Striving to be highly effective by
reflecting

Domain 4: Accurate Records


Good maintenance of accurate records
Assignments are entered daily
Grades are posted in the classroom & sent to Edline.
Teacher keeps track of which students are performing

below their ability and provides interventions.

Letters
Phone calls

Domain 4: Professional Community Member


Strong participation in a

profession community.

Creates lesson plans, pacing, and


common assessments with one
teacher for each of two subjects.
Regular attendance at PLCs
Presence at the Carnegie Learning
Saturday seminar demonstrate your
dedication to promoting
relationships with stakeholders.

Domain 5

Effective

Domain 5: Measure student growth


The goal for student growth of 10% was achieved

using the data from Common Assessments.

All students demonstrated growth between 1 percent and 15


percent.

Domain 5: Enhance student growth through professional


practice
Throughout the year utilized data from common assessments to

drive instruction.

Item analyses were used to identify students misconceptions and readdress


the corresponding concepts through test corrections and mini-lessons.

Collaborated with colleagues at professional developments to

identify practices to achieve student growth.


Involvement in the mathematics action plan, which was hinged
upon standardized test data.
To further students growth teacher should:

Include the students in the assessment process. Students assess their


homework problems occasionally, but broadening the process to test
reviews and quizzes could engage the students in their progress, and make
them aware of their deficiencies.

Post Observation Conference


How successful was the lesson? How do you know?
The lesson was successful.
Students are learning the content as demonstrated by their presentations of the
problems completed in their groups.
The class correctly answered the majority of the questions posed during the examples.
What do samples of student work reveal about those students

level of engagement and understanding?

This group definitely understood the differences between exponential growth function,
exponential decay functions, and quadratic functions.
Demonstrates that all of these group members were engaged during the lesson and are
prepared for future content.

Comment on classroom procedures, student conduct.


Enforcing procedures and promoting appropriate behavior is a struggle
Students will not be quiet throughout the lesson. I have called home, issued referrals,
and am at a loss for what to do.

Post Observation Conference


Did you depart from your plan?
I did depart from the plan. My timing was a bit off. The lesson began later than
I anticipated and the examples were not as in-depth as I wanted
Comment on effectiveness of different aspects of your

instructional delivery.

Use of the Smartboard and Smatview with the examples was very helpful to the
students.
Grouping was successful. The advanced students were placed with some of the
struggling students intentionally.

If you had a chance to teach this lesson again what would

you do differently?

Start more promptly. It was very hard to rein the students.


Spend a bit more time on the examples.
More active circulation the room to ensure students were taking notes during the
examples. Perhaps this would have led to a quieter and more engaged class.