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FULL EVALUATION WORKSHEET 2016-2017

TEACHER __ZOE BLATT_________________________________


CATEGORY_BEGINNER EXPERIENCED______________
TEAM __FOX, GREEN, TROCANO______________________
CRITERIA OF TEACHER CATEGORIES
THE FULL EVALUATION PROVIDES EXAMPLES OF HOW THE TEACHER MEETS THE
CRITERIA OF HIS/HER CATEGORY. THE FINAL NARRATIVE DESCRIBES THE TEACHERS
PERFORMANCE IN HIS/HER CATEGORY AND OFFERS DIRECTIONS FOR GROWTH.
Beginning Teacher B.A. or B.S. degree
demonstrates classroom management skills
motivates and stimulates students
communicates effectively with parents
exhibits friendship, integrity, respect, scholarship, and trust
serves as an effective advisor to students
shows a willingness to learn and a spirit of cooperation
fulfills all curricular and extra curricular responsibilities
promotes a tone and atmosphere which reflects support, loyalty, and agreement with The
Haverford School mission and vision
Experienced Teacher (min 4 yrs)
in addition to all the qualities listed above
has effective communication skills
has positive relations with students and colleagues
displays a commitment to the teaching profession
is an active participant in the life of the school
makes efforts to improve his/her teaching
varies instructional techniques to accommodate a variety of learning styles
demonstrates sensitivity to needs of wider School constituencies
TEACHER __BLATT_______________
TEAM-- FOX, GREEN, TROCANO______________
The proficiency is based on the teachers category: Beginning Teacher, Experienced Teacher,
Master Teacher, Faculty Leader
TEACHER: Please submit completed worksheet to Division Head by December 5.
Proficiency
P
Proficient, having or marked by an advanced degree of competence (understands and
consistently demonstrates standard)
D
Distinguished- (demonstrates superior skill, leader in this area--beyond an
advanced degree of competence)
W Working towards proficiency (recognizing and working towards proficiency)
I
Improvement needed - (does not meet Haverfords expectation)
I. Planning and Preparation
The Haverford School, 450 Lancaster Avenue, Haverford, PA 19041

FULL EVALUATION WORKSHEET 2016-2017


Competency
Contributes to publicly available
departmental curricular document, such as
Rubicon Atlas maps, Google Drive, Canvas,
etc
Develops curriculum both to meet the needs
of the students and the expectations of the
school
Displays knowledge of subject matter.
Uses time, materials, and resources
appropriately.
Understands age-appropriate pedagogy for
teaching boys.
Uses assessments in unit design
Plans lessons with differentiated learning
strategies
Uses clear + effective visuals: Bulletin
board, handouts, rubrics, exemplary models,
etc.
NOTES:

Proficiency
Teacher Team
P

Examples

P
D
P
P
D
P
P

On a regular basis, I share with students my knowledge of art history, contemporary art, and art
making techniques. I am able to do this on the fly without knowing ahead of time what a student may
need to be shown, or what another artist has created that is relevant to a students idea or question.
Having my own paintings in progress in the classroom models for students my knowledge of technique
and my passion for making.
In designing units, I assess students on a regular basis. All assessments, such as reflective blog posts,
self-assessments on rubrics, verbal feedback, and formal written feedback, is intended not only see
what a student knows or share with them their standing in the course, but to deepen their
understanding of their own process and product. Assessment is one of the stronger areas of my
teaching.
II. Classroom Environment
Competency
Creates an environment of respect.
Establishes a tone and atmosphere that is
conducive to learning
Organizes the classroom for effective
instruction; teacher manages good use of
physical space.
Manages transitions effectively.
Demonstrates classroom management skills;
Sets and maintains appropriate standards for
student behavior.

Proficiency
Teacher Team
W

Examples

P
P
W

The Haverford School, 450 Lancaster Avenue, Haverford, PA 19041

FULL EVALUATION WORKSHEET 2016-2017


Maintains positive and healthy relationships
and rapport with students.

NOTES:
My classroom environment is the area I struggle with most. It varies widely from class to class, with a
respectful and well managed class in 2D Design, Video, and Foundations, but an at times unruly and
disrespectful atmosphere in Senior Thesis. Students working in many different mediums, at all
different abilities and most notably different levels of interest, is very challenging. I have been unable
to prevent the rowdier seniors from distracting the committed group of seniors during class, which
brings down the quality of the committed groups work. I put too much of my energy on maintaining
order with the rowdy group, taking away my focus from the development of our most committed
students. This is very frustrating, but the full evaluation process has been invaluable in helping me see
different issues in the class, as well as come up with possible ways to improve the senior thesis
atmosphere. I have spent a significant amount of time reflecting on the classroom environment in that
course, and believe that while the students respect me as a teacher, the root of the problem is that my
expectations for students at the 12th grade level is not in harmony with their abilities, level of
commitment to the course, and the overall school culture. I am in the process of adjusting my
expectations and design for the course so as to make it a more inclusive environment for all seniors
regardless of their level of interest, hopefully creating a more positive classroom atmosphere. This is
an area I will continue to focus on, and I am grateful for the many ideas my evaluation team has
offered as I deal with this great challenge.
III. Student Instruction
Competency
Clarifies aim of the lesson.
Articulates clearly and concisely. Uses
effective and clear diction
Engages students in learning.
Varies instructional strategies.
Challenges all students academically.
Supports and/or accommodates students who
are struggling.
Uses assessments effectively (formative and
summative) to guide instruction
Monitors student progress and
understanding.
Demonstrates flexibility and responsiveness.
[Adjusts pacing and content appropriately.]
Effectively incorporates varied use of
technology into classroom lessons.

Proficiency
Teacher Team
P
P

Examples

P
P
P
P
D
D
D
D

NOTES:
I feel that my greatest strength as a teacher lies in student instruction in terms of assessment,
monitoring student understanding, responding to student needs, using technology to further learning,
and creating a scaffolded curriculum geared toward the learning of adolescent boys. I am constantly
responding to the needs of students, whether with time allocated to a concept or assignment or
The Haverford School, 450 Lancaster Avenue, Haverford, PA 19041

FULL EVALUATION WORKSHEET 2016-2017


expectations of the quality or quantity of work being produced. At times blog posts indicate where a
student is with their thinking more than the work itself, and is very helpful in using assessment to guide
instruction. I incorporate technology into class on a regular basis, using it as a tool to help students
communicate their thinking, self-assess, share ideas with one another, and of course as part of the artmaking process itself.

IV.b. Professional Responsibilities. SELF REPORT + SUPERVISOR.


Both teacher and supervisor comment on the following when above or below P.
P

Proficient, having or marked by an advanced degree of competence (understands and


consistently demonstrates category)
D
Distinguished-(demonstrates superior skill, leader in this area, clearly separates from an
advanced
degree of competence)
W Working towards proficiency (recognizing and working towards proficiency)
I
Improvement needed - (does not meet Haverfords expectation)
Please write a comment supporting your rating if you feel you are Distinguished
Teacher Supervisor Is punctual and prepared.
7:20What time do you typically arrive to school? ______
30am
3:30What time do you typically leave school?__ ____
4pm
D
Do you arrive early enough to be prepared for the day and ready for students as
they arrive at 8:00 am?
P
Are you consistently on time for meetings and duties?
Comments:
I am always in the studio at least a half hour before students arrive at 8am, making sure the space is
clean and ready to be worked in.
Teacher Supervisor Fulfills assignments and responsibilities. [Meetings and duties.]
P
Do you consistently follow deadlines and complete necessary paperwork?
W
Do you consistently record classroom attendance?
P
Do you attend all faculty meetings, department meetings and other required
school meetings?
Comments:
While I generally record attendance on a regular basis, I occasionally miss a class or two if I do not
have my computer out in the studio.
Teacher Supervisor Demonstrates self as an effective and reliable supervisor.
[Welfare and safety of students.]
P
Do you actively supervise (look for potential problems) while on duty?
The Haverford School, 450 Lancaster Avenue, Haverford, PA 19041

FULL EVALUATION WORKSHEET 2016-2017


P
P
Comments:

Do you take an active role in preventing student conflicts or discipline problems


during unstructured times?
Do you properly report and record student misbehavior?.

Teacher Supervisor Maintains professional openness and demeanor


P
Do you receive advice, direction, and/or constructive criticism well?
P
Are you thoughtful and professional when interacting with students and families?
P
Are you thoughtful and professional when interacting with professional
colleagues?
P
Do you maintain your composure even when under pressures of fatigue,
professional stress, or personal problems?
Comments:
Teacher Supervisor Dresses professionally.
P
Do you maintain a neat and clean appearance, and dress in attire that is
appropriate and accepted as professional? Yes.
Comments:
TEACHER ______________________ TEAM
_____________________________________________________
Teacher Supervisor Communicates with students, parents, and colleagues.
P
Do you communicate effectively and accurately with students? Yes
P
Do you communicate effectively and accurately with parents? Are you proactive
in informing them of problems and/or plans for their son? Do you correspond
within 24 hours?
P
Do you communicate effectively and accurately with your colleagues?
Comments:

Teacher Supervisor Communicates with supervisor(s). [Particularly when advice and support
is needed.]
P
Do you notify the Division Head and appropriate supervisor when there is an
academic, emotional, or behavioral concern among your students?
P
Do you notify the Division Head and appropriate supervisor when there is a
significant concern among the faculty?
P
Do you notify the Division Head and appropriate supervisor if something
interferes with your ability to perform tasks appropriately?
Comments:

Teacher Supervisor Acts and speaks with respect and empathy towards all members of the
community.
The Haverford School, 450 Lancaster Avenue, Haverford, PA 19041

FULL EVALUATION WORKSHEET 2016-2017


P
P
D

Do you build cooperative relationships with students, parents, staff, colleagues


and administrators?
Are your relationships with students, parents, staff, colleagues and administrators
professional and appropriate?
Do you engage and support your colleagues at Haverford?

Comments:
I have been working with other teachers on incorporating the arts/pbl into their classes. I feel that in
my second year, I am showing colleagues that my door is always open for collaboration, and I am thrilled
to have had the opportunity thus far to work with teachers in several other disciplines. I have worked
closely with Tim Lengel on the yearbook, and we are very in tune with one anothers needs and
collaborate wonderfully. In the art department, we all strive to engage and support each other. We
send students to one anothers classes for help on specific issues, such as photographing and editing
images for a college portfolio (me), building a frame for a painting (Greg), or with a question on the
complex science of color theory (Chris). Chris and I have started to develop a special flexibility in our
studios, where we constantly go in and out of each others classrooms, give students feedback, chime in
with a related idea, and even model for students how to have disagreements about an idea! I am eager
to continue to break down boundaries of the various art studios, showing students the power of
collaboration in the creative process.

Teacher Supervisor Handles disagreements in a professional, thoughtful, and supportive


manner.
P
Are you open and direct with colleagues, working toward a productive and civil
resolution, when problems and/or issues arise?
P
Do you seek to understand the point of view of a colleague or supervisor with
whom you disagree?
Comments:

Teacher Supervisor Models leadership skills.


D
Do you find solutions to problems, bringing colleagues together to solve
problems?
D
Do your actions support the welfare, safety, and interest of the boys and mission
of Haverford School?
P
Do you actively support the policies and procedures of The Haverford School?
Comments:
In the art department, I regularly bring ideas to Chris and Greg regarding improving our programming
and deepening student engagement with our curriculum. I actively strive to begin and sustain these
discussions with members of my department. I have the students well-being and learning, as well as
the policies of The Haverford School, as my top concerns no matter what issue is being discussed.

The Haverford School, 450 Lancaster Avenue, Haverford, PA 19041

FULL EVALUATION WORKSHEET 2016-2017


IV.a. Professional Responsibilities. SELF REPORT. On an attached sheet, please list or write
concrete examples where possible:
1. Provides timely and useful feedback. [How quickly do you return papers, quizzes, tests, etc?]
I return all grades for work submitted on time within 2 days. For example, blog posts that are
submitted on time are graded that evening or the next morning. For major projects, students first
complete a self-evaluation, and I then give written and/or private verbal feedback. Feedback includes
questions, suggestions for further research, examples, and evaluations of aesthetic considerations.
2. Pursues opportunities to learn professionally. [A willingness to learn. What deliberate ways
do you take to grow professionally? Include professional development activities of past two
years as well as visitations to classes at Haverford and service on an evaluation team.]
I am constantly striving to grow as an artist and educator. I am always reading current educational
research and engaging in conversations with teachers that I spent time with in graduate school. Chris
and I are constantly engaged in discussions, moving between big picture and smaller problems of
practice as we strive to improve the work that we do. This past summer, I did a SIGHTS sponsored
artist residency in Greece for my artistic development, and I am currently doing the SEED program. I
spend time visiting the classes of other art teachers, and during my evaluation period I visited
Chemistry, English IV, Art Portfolio, and spent three classes in Algebra II with Stephen
Patrylak. Being a part of both the honors/standard committee and the interdisciplinary committee has
challenged me to think about my teaching in new ways.
3. Models the Principles of Community. [Cite examples]
In the art studio, I strive to create an environment of inclusivity by offering courses at many
different levels that cater to students with a variety of needs and interests. I encourage students to
constantly share ideas with a variety of peers and engage in honest and open peer/group constructive
critique. We look at art from all over the world, created by many different types of people, developing
an understanding of the power of art to connect people across time and place. In yearbook, I
encourage all students to join, even if they cannot commit to attending each meeting. I try to offer
different ways for students to be involved regardless of their level of expertise, with opportunities to
engage in a variety of roles like taking pictures, organizing, or doing layout/design.
Beyond yearbook and the art studio, I have been working with teachers from other disciplines
on bringing the arts into their courses. I have had the opportunity to work with Davis, Sataloff, Kenna,
and Long. I am eager to continue to work with colleagues in creating exciting interdisciplinary
projects, modeling for students a sense of productive collaboration and experimentation.
In educating the boys for life, I strive to be real with my students, engaging in conversations
about whatever is on their mind, and considering each conversation as an opportunity for students to
get to know themselves better and develop respect and compassion for the world around them. My
goal is that through daily interactions with students, I can model for them an openness to new ideas, a
desire to explore and grow, and the importance of discovering and following ones passion.
4. Promotes The Haverford School mission and vision.

The Haverford School, 450 Lancaster Avenue, Haverford, PA 19041

FULL EVALUATION WORKSHEET 2016-2017


I strive to support others with dependability, take initiative when needed, am dedicated to teaching,
and possess a desire to learn and improve in all that I do. I model for students a sense of
perseverance, desire to take calculated risks and try new things, and a passion for learning, creating,
and exploring. I strive to bring out the full potential in all students as creative problem solvers,
regardless of their natural artistic skill.
5. Participates in the life of the school [Cite examples]
I am working hard this year to create more energy surrounding the visual arts, including bringing in
visiting artists, organizing evening informal critiques, student exhibitions, field trips, and a spring
program with MuralArts. Beyond the art studios, I have found my niche in student publications. I
have had the opportunity to work with many different students on the yearbook. I also help get images
together for Pegasus, and this year I will be working with Susan Mitchell on the layout for the math
magazine. As the year goes on, I hope to work more closely with Dan and Tom on improving the
visual design of Pegasus and the school newspaper.
6. Considers student feedback. (How do you get the students perspective on their learning?
Please attach feedback form or description.)
Student feedback drives my curriculum. I seek out regular informal feedback from students, and the
blog posts provide the boys with a forum to express how they are feeling about the course and
demonstrate their level of engagement with the material. From student feedback on blogs, I have
tweaked many projects (sometimes on the fly), changing deadlines, offering examples, simplifying, or
even introducing an extra challenge. At the end of each course, I ask for written feedback from
students (see attached form). Last spring, several of my seniors explained that regarding the thesis,
they would have liked more help coming up with a thesis topic. This year, we spent the first few weeks
of school looking at art, talking about what makes something good art, and engaging in
brainstorming activities. As a result, this years thesis ideas are much more complex. Currently, I am
receiving feedback from seniors that they are no longer interested in their thesis, and would like to try
something different. This spring, I will allow for deviation from the thesis if it offers students a chance
to experiment and more authentically engage in the art making process. Flexibility with the
curriculum based on student feedback allows me to accommodate the great diversity of student needs,
goals, and interests in the art courses.
7. Integrates or promotes the following initiatives in teaching:
a. Diversity
d. Character Education
b. Decision Education
e. Global readiness
c. Service Learning
f. Leadership
A.
Diversity: In my lectures, I show students contemporary artists from different ethnicities,
socio-economic statuses, genders, sexual orientations, etc, hoping that each student feels that the work
I am sharing with them represents them in some way. Additionally, many assignments provide
students the space to explore their own identity in relation to others, hopefully encouraging them to
understand who they are in relation to the world. I am currently participating in SEED, and I am
eager to explore new ways to bring diversity into the art studio.
B.
Decision Education: Through blogging, students are constantly stepping back from their work
to break down and evaluate the effectiveness of decisions that they have made during the process of
The Haverford School, 450 Lancaster Avenue, Haverford, PA 19041

FULL EVALUATION WORKSHEET 2016-2017


creating. I walk students through a step-by-step thinking process over and over again, hoping that this
process of making decisions in art-making transfers over to other academic disciplines or areas of life.
My goal is that in guiding students through this process in the lower level courses, by the time they
reach upper level courses they are more fluent in the creative process and able to engage in an
effective decision making process without external guidance.
C.
Service Learning: I show students examples of ways in which they can get involved with arts
service learning opportunities in the Philadelphia area, such as with the Mural Arts program. We
have regular discussions on how the arts can bring together communities and ignite social change. I
am currently working with Chris and Bill Brady on developing a program in collaboration with Mural
Arts. I expect to devote a significant amount of energy to this program, both in and out of the
classroom.
D.
Character Education: In my classes, students come to realize that with persistence,
perseverance, focus, dedication to improvement, and self-reflection, they can produce artwork that
exceeds their expectations and makes them proud. In their blog posts, they reflect on the relationship
between hard work and improvement (or sometimes lack of focus and weak results). Through regular
discussions, I relate this idea to any work that students might do, whether in their science class or on
the tennis court.
E.
Global Readiness: My courses promote global readiness by increasing awareness of the self in
relation to others. In almost all project, students explore their own identity and come to understand
artwork that expresses qualities of the other, becoming more culturally aware and culturally
sensitive. Through project challenges and studio discussions, students develop a tolerance for ideas
that are different from their own and a deeper understanding of the interconnectedness of the human
experience.
F.
Leadership: In my courses, students continuously engage in metacognitive thinking about their
creative process and strengths and weaknesses. They come to understand the power of informed risk
taking, thinking outside the box, and the ability to take an initial idea and develop it into a final
product. Taking calculated risks, being open to thinking in new ways, having insight into their own
strengths and weaknesses, and managing projects effectively are all traits conducive to good
leadership.
8. List the three classes you visited this cycle and feel free to comment on the experience.
Patrylak (x3)- Algebra II
Trocano- Chemistry* lab
Stambaugh- English IV
Fox- Art Portfolio*
Patrylak: Algebra II, 3 consecutive classes. Observations, Quotes, and Questions

Looking at alternatives: different ways to solve problems. Loved this!


o Graphing vs solving an equation-- which is easiest? Which is best for you?

Constantly looking forward and looking backwardintentionally making connections.


o this is a build-up for our next lesson
o Remember when we looked at this?
o This is an extension of
o You will explore this further in Calculus
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FULL EVALUATION WORKSHEET 2016-2017


o reiterating vocabulary.
o What do we know about functions-- maybe have students come up with that list?

Reasoning/the struggle
o Addressing why something would not work
o I care about the reasoning more than the answer.
o following directions vs figuring it out/playing/trying different things what is your
philosophy?
o on exams, do you have student explain their reasoning for taking steps? Why they
solved something a certain way--graph vs equation, etc.?

Computer use during class


o computers vs notebooks? Drawing graphs? Does computer solve for them and limit
understanding of what they're actually doing? How do they show the work?
o philosophy on monitoring screen use?
o What determines full credit on a web-assign homework assignment?

Student participation: what about the quiet kids?


o how do you assess participation/classroom engagement?
o cold calling on easy questions to make sure paying attention
o having students help each otherwonderful!
o how are you making sure that quiet kids understand before an assessment, if theyre
getting homework answers in class?
o solving in pairs and presenting to class-- all students engaged in problem solving
during this activity

The Haverford School, 450 Lancaster Avenue, Haverford, PA 19041

FULL EVALUATION WORKSHEET 2016-2017

Spring Evaluation for Ms Blatts Art Class


Course:
1.

Do you feel that your technical art skills improved in this course?

a.
b.
c.

Yes
Maybe
No

Explain your answer.

2.

Do you feel that you are better able to express a personal idea more clearly in your artwork
after taking this course?

a.
b.
c.

Yes
Maybe
No

Explain your answer.

3.
Do you feel that you have improved in your ability to use art vocabulary to talk about your
work and the work of others?
a.
b.
c.

Yes
Maybe
No

Explain your answer.

The Haverford School, 450 Lancaster Avenue, Haverford, PA 19041

FULL EVALUATION WORKSHEET 2016-2017


4.
Do you feel that you received enough feedback, critique, and guidance from Ms Blatt? If not,
what type of feedback would you have liked to receive more often?

5.
Do you feel that you were challenged appropriately in this course? Would you have liked to be
less challenged? More challenged?

6.
Do you feel that you received an appropriate amount of homework in this course? How much
time per week did you spend on homework outside of class?

7.

What was your favorite project in this class? Why?

8.

What was your least favorite project in this class? Why?

9.

What could Ms. Blatt do to improve the class atmosphere?

10.

What could students do to improve the atmosphere and productivity of the class?

11.

What do you wish you had done in this class that you didnt get the chance to do?

The Haverford School, 450 Lancaster Avenue, Haverford, PA 19041

FULL EVALUATION WORKSHEET 2016-2017

12.

Which project/lecture/activity was most helpful to helping you grow as an artist? Why?

13.

Which project/lecture/activity was least helpful to helping you grow as an artist? Why?

14.

Is there anything else you would like Ms Blatt to know?

The Haverford School, 450 Lancaster Avenue, Haverford, PA 19041