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  • Sloan Observation

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    23 vues11 pages

    Sloan Observation

    Transféré par

    api-247215754

    Droits d'auteur :

    © All Rights Reserved
    Téléchargez comme PDF ou lisez en ligne sur Scribd
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    Rubric for Evaluating Teachers (Required for Seif Assessment and Observation) ‘This form should be used for the teacher self-assessment, classroom observation, and the summary evaluation conference: Note: AY inthe fst column (Obsarvation) means tht tho evaluator shouldbe abe ta obsorve the ms in that row during Toutine classroom observations Name: Jacquelyn Sloan Date: Tue Oct 27 2015, School: Universal Academy District; Hamadeh Educotional Services Evaluator: Lamya Beydoun Title: Coordinator of Curriculum, Instruction & Tite 1 Start Time: 11:00 AM nd Time: 12:00 PM Standard I: Teachers demonstrate leaders! [av Teachers lead fn thelr classrooms. Tusuhon downstate leadership by lakjag responaliy for the progress of al students to ensure that they graduate fiom high school. are globally competitive for work and postsecondary education. Bilan ce erie eer tein le 9G nung Waster saints usc ca ieak suloh Ua esuneryotdels | Sotcoes Wis onetion, ln tid ook gous tat et tbe ens of Ux lnaial student and the ase teocerse © eras oe carte Cen ierG onal ueceger emrmuad ance ate & eter anc arang ocr ey ents eal ovdery anevonmen aul rete @ calle inl empower balou 2 | tstorsbenasers Ualinn ane 8 Not Demonstrated Developing Proficient Accomplished | Distinguished | fot Demonstrated, rtesresponstty | communcatesto [EY nnurages students Secon | iteeoran” | atom ist ot [7 rcs TSactoesotieg | sudent ice | Serpecaice™ | iitrace mateo” | Ektagemes | BARS Roms eoumsret | Seas Sidoataeatie date | eos saben Fapencinge | wescue ate Soochituesar ister Eefcslnet | Rome mooms mace! usher a ae She ¥ Bl stiches ste and| 6] crests cisroom {C1 empowers sna Semyaancen "1 Soe ‘clare enon Sipowerssndentsto| Socronteand Store Sr on Bape Sedna Sze ee fb Teachers demonstrate leadership in the school, Teachers work (ollsbarativaly wilh school pannel ls Greatea isfessional Jearniog community. They snaiyze and use local, state, and nation! data to develop goals and strategies in thu school improvement plan tat enhanc student laarning and teacher working conditions, Teachers provide input ia determining the schoo, budget and in the selection of professional development that meets the aceds of students and ther wn professional growth, They participate in ths hing process and collaborate with their colleagues to mentot aad Support leachers-to inprust the effectiveness oftheir departments or grade levels. _ ‘nd and and Atvands professional |] Partictpates in 5) Assumes a leadership [0 Collaborsins with Tearninglcommuaity | professional leering |~ cole in professional” | colle to prove rmaetings oman, learning commanty. | the quality oflesrang inthe school 1 Dicplags awareness of |B Participates in 02 Coutborates with | Assumes aJoadersip the goats oftheschoo}| developing lor School persoaual on | role implementing lprovement plan. implementing te Echosl improvement. | School improvement plan Entaing See ees plan throughout ts Teacher Evaluation Rubric 5 | ross isa stag saeco aT [establishment of positive working conditions in their school. They actively. ‘participate in and advocate for decision-making & |Serecovesin stacy an goverment tat ake advnttage tie expert of cones Teachers hemos poesia & [arourtior au saute and Golabo uta wih thaw cauabonse totapiees be plot = BY] devetoning Proficient ‘Accomplished wished | Alot Demonstrated = wa = El resmowtedoeo¢ |ontibnes tobe: 16) promaespostne [CY sects pprtntests Senta ne [El tmrovomencorte | corunerdeaune | iano eSerpciati [7 ieecieiacage | eagle? | Sat acete aee Font atsteyarts | flotsacalsece. | geottentes | Sectors Scthehcaneechpo|gg Ecetusemetee | folubasicn sae wie Estlsineat eee Bl sSchoatsdotion Seay aes ws mea Gis aed Gea ae ecin sion los Tey pat cpa tt an salen at inluaies to teen the Sa a SON co vol oe Kons abotthe [8 supports postive 159 rercignesia IC) see pacts cee ttuces | Sawin l Reece ices | [7 Soames Bernd | anime deen oe Pons stay os Eientiaming’ | Snpeeoatedet | Fopentng lace ee Phepindcntos or abe aoe Siete aa nop Ea SECS TS SC freeride or ars : ae md od we 1 ndersaasthe [ED Demonstrates aca | YK and ups EV ots etic tmporancs inca | pons Sicawadma® | Meneeana renee Sette ches to es (Comments a f ce Sloan hs asked to participate inthe school improvement plan asa team leader though al ther tama are led by pdmnitators Me sloan sens opportunites and zctiely participates in actiites to tmprove student learning through meataring and collaborative pleasing. Promotes colsboration during teacher meetings, PD and grad love /Advocoesforher students former ond prosene Teacher Evaluation Rubric Examples of Artifacts for Standard I: 1 Lesson plans 11 class rules and procedures C1 Discipino records 1 Journets 1 Participation in Professional Learning CI School Improvetent Team Ty Student handbooks Commtmity membership GF shident work 1 Memborship in professional g 1] Setoo! improvement planning organizations a Cl Service on commitions (Formal and informal mentoring =) Tl Relevant data I surveys a Gi National Boacd Certification a Standard Il: Teachers establish a respectful environment for a diverse population of students & |x teachers provide an onvironinont in which cach cid has\a pasithe wuaturing Falalonship wah Gang & | fulta Teachers encourage ay eusronsent Gat is iniling.cesporthi suportive, Incisive, and Genes sot 5 B| developing Proficient Accomplished | Distinguished | (Not Demonstrated Ss wd a wd | ssoreitceard JEN stabtanoson LB Matra postive |} Encourages nd teerstindsthe need | loving, respect, | ad marta Saar ther Sees acwong | tus, fine snd | essing ersten | pode gaarng sisvorahipn Soporte arms Sop semi eeveonment fenvironmost fr al Sdents [br feachere subvace divelsity in the sehool Ehat counteract storcoiypes and inoseporato hist rare, ofliniity. ender. religion, and ollier aspec hip histacy of divorso cultures and their role a shaping Ol) Issues They actively select materiale and develop lessons fo understand haw 9 sdents cultite td bacharound say idence bis oer schoo perforce, Teachers consider ‘Comunity and ia the world: Toachors comoncirale Gielr mowledge of fories and contributions of oll cultures. Teachers recoguize the lnlluenee af cis of cilture on a stdem’s devolopinont and personahty. Teachers strive ‘uhure ona sbudent's Alevelopenent aa and Tocorporale diferent polnis of view th dels mstiuction and oa ane ¥ |G sctnowsadges thot |B visptays nowiedge [CI Uses materia or |] Promotss a deep fivers caares Gerse cultures, ter | lessons that Undorstanding ot limpact the word Hisoree, and thelr” | countaract taltares through tbe ‘alas in shapog Stereotypes and Integration ot thobel sues, ‘acenowtednes Catrall sense cnnzabutions of | materials and ideas cules frroushout te urscthu, [PA demonstrates 6 Acknowiedges te 62 Consisteniy 1 capatizes on warones of the ‘neh of race, ‘meorporates citerent | diversity as ast Giverstyotstacente | ethnics, gender point of in Inthe elaseroom, {nthe caseroam. Feligion soci ‘etmiction, ceonomicy and 6. Teachers treat students as individuals, ieaming environment by building positive, pon ieathers apsialain high Oxpeclauions, teluding qrudgation Hom high School for students of all backgrounds. Teachors appreciate the differences and yaluo fhe cantnbuluons of each student isthe - roprisla relationships : ay and Holds hgh ED communicates bigh fexpecatins of expectations fr all students ‘cont. an an 22 encourages end |) Hetps students nol Tralvescosirbotions | high expectations for ‘fen, hemeolves and thelr egardless of peers. Dackaround or ability Teacher Evaluation Rubric & |e Teachers adapt thelr leaching for the bencit of students with Special needs: Teachots pollahorato sain the & [ane ot sinoortspecishsts to lp moet the special reeds of al tudonts. Through inclusion and othor models of fective | uncure wachors engogo sudnts tonsre ta the needs afe wet Not Demonstrated | cevetopina Proficient Accomptishea | Distinguished | jot Demonstrated a oa on |B Recognises nae |B catabocetee wen |E Understancs the roles |] Anite tho sides haves Secs wtocaa | otandcallaoesae | anvque leering needs Sanetyotteaming | sappor'thespecial | withthe ul'range of | of tudonts and von {eanmny reais of ‘Sppoc spacial to | Sots asistance Suen ielpmoct to special | from within and feeds ofall students. | — outsice tw achnalta WC |B sicwwtedgeatio or |TA Provdes uniqve |B Enetvelyenaoaes |B Adopts instruction for titre patios for |" learning Sect needs the beret sf SStasnte th special | pporttes, euch ae | sents loaning | Sbidents wih pes soe itenstn and Setioies nd ensures | noses and hee ‘savor based Sraruniquelanring | colsaquos coche esti proces, foc] needa ate met seme forthe Sines ith speci siden. "Teachora work collaboratively with the families and significant adults bu the lives of tholr stadentar Toachins Teovgnize that eakcating ehildcen se shared sasonaisity; mvolving tho Sabou pawns quaeians, andthe community: Teachers improve communication ond collaboration between the school and the Rome «nd community ia order ic promita trust and understandixg ane build partnorships with all sogioohis ofthe seliol vorumunlty Teachers spe olutions to overcome cultual aad economic obstacles thet may-stand i the Woy of effective family-and community nvolvomant in the efucatoF ther seudonte: nd end ay Responds to fansty |B Communicates and {EB Recognises abmacas |B) Promoze trast and fd comenaatty allaborates wi tho tcersanding| concen Some and eommsty Throughout i choot fori benad ct common sent Eontetionsy soaks en [Comments | as, Sloan provided feedback on former students to the coordinator: She provided information on their personalities, best | Teaming environment, buddies tbey eon beter wore on, ee Na 'sloan helped now tozchors with seating charts, a= wel as ccoperative group setup based on prior experience with the students. Llcsons toc cultural diversity as well as diferentiation strategie. Sets up goss with her stidets from beginning of the year Ma, sloan created ditecontatoa packots for stidents that came in with 2oro Engish and shered those with her grade aves, | as wel as her iffecontinted lesen plans tnt she ass delim the Caseroom. | Examples of Artifacts for Standard 1: 5 Cooperation with ESL teachers Ci Communications with parente/ 11 student surveys, 1 Lesson plans that integrate comununity q international content 1 Professional development on cultural C] Lesson plans that support attitudes ancl awareness a ‘modifications included in student IEPs ( Use of technology to incorporate Documentation of referral data and cultural awaronoss into lossons. o tase of IEPs, 1 Student profiles Teacher Evaluation Ru ubric Standard I: Teachers know the content they teach ~_ [m Teachers align their Inatraction with the state slandarsie” to ordes to enhance te tate andaida achat 5 [investigate tne conten standards developed by professionel organizations in their specialty area, They develop and aprly & | steategies o make the earriculom rigors and relevant for at students and provide a balanced curticuluin that subances | etic) stals, Elementary teachers Have expla and thoraigh preparation ia lkeraey istration, Middle and high shea! | teachers incorporate literacy instruction within toe content ares oF aisripline, i 8 aoe Not Demonstrated O} Developing Proficient ‘Accomplished Distinguished | ot Demonstrated, aaa ad “ad y |B vemonstatesan | Understands the state | Devetors and applies |B assists cotegues in arenes of he Standards usesthem | stntegisbased an | appiying suet Satestandarasand | inyepartion of Testatestandseds | ieatogine in their Totorencos thom in | lesson plans soe tnd standards ‘assrooma, fee oorous aad rolevent. | Srganiatons to make the cursestum Balanced rigorous nd relevent elementary negins | ementary Ea ztemen BD mtementany: Mates Inuageateireracy instruction in alec lessons ¥ | seconaany Recognizes tio tmmportance af Integeateg tteraey ‘Strategie witsin the trough the C1 seconatany io Tecarporates a wide vanoty of iteracy Sells within content y alates and reiccts ‘pon the tfertivonest Seconay: Evaluates fd rolcts upon the ‘acter snocnsary changes Intructional pactie toimprove sient Tearaiag, IC Secondary: Matas rocesary changes to Istuctlonal pret toimprove stideat learning br Teachers know the directing stadents’ nati fdbdorstanding to thot elassroams by lmawing t ral cuflosity ita an bteres + hvlearniig, Pete Content appropriate 16 Wiel teaching specially. Teachers brings Helmess and denih nk holr subjects bayond the content they are expected to toaca and by aly Leschers have broad kemwledge across aiseiplings Middle school and hugh school teachers havo depth in ono or more spacific content areas oF disciplines, |B Domonstetee baste level of content nowt inthe teaching spacaly to shiek aesigned, ond Ea Domonszatec an appropriate level of ‘content knowledge in the eeachingspocaly tvench asigned ‘nd Aplioskreslodge of fttject beyond the ontoat trassigred teaching special. Mtents stocente to ‘nvestigata the ‘pad th Kowiedge and sary the oben! coro a TD estonds knowiodge of subfect beyond ‘conte in thelr teaching specialty and Sparks students rosy fr laraing yond the roared Teacher Evaluation Rubric 5 ee & | sliguient ot the grade or subject they teach. Teachors understand how the content they teacit felates to athar disciplines 7 Teens dita rasa Decrt en ced onset Cornea br emis eater gece nenalavareees cand ie § [itary eames cee : foe 2] developing [ Proficient ‘Accomplished | Dlatinguished | Not Demonstrated, oa wi wa AV [OF Understands the tnks 1B Demonstrates Demonstrates CO cotteborates tn svcon grado! Kesowledye ortinks | knowledge af the achers fom other Subject ond the state | between grade! Tks and versal srades or subject Sandan Sotiecs andthe state | sianment of the Ssreasto ectabish ‘andar fradecorsufyort area | inks howween Sind the sete Aiscipins ara Standard. Relates | infuenes schoolwide ‘content to other ccunicolum and ‘scipines. {eaching practice, Displays glabal | ET Promotes glohs! | tmtegratas global |) Promates gla relevance to the throught lesson relevesce to all Shes plinsnd classroom | fsexlty members, ‘cere and tecehing practios Mroughont tho school far Teachers make inatruction relevanl to siudenia: Teacher incorporate 21s) conta lis ssll @alberaele Stesiesicaly, and broadly ito their teaching, These skils inchide leadership, ethies, ceonntabiity, adaptability personel froguctiviy, porsotal tspansibily, people sks,

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