Te a che r Pe rforma nce Asse ssme nt

Ma ri sa Ba uer

Criteria Highly Competent-= 2 Does not meet

Effective= 3 standards = 1
Instructional Strategies Student learning Student learning targets and Student learning targets and
Designing instructional goals and targets and outcomes align with the outcomes are either not
outcomes, clear objective, uses multiple outcomes align with Iowa Core, are clear, and clear or not stated at all.
levels of questions, integrates the use of the Iowa Core, are outline high expectations Learning activities are not
technology when possible, varies clear, and outline for students. All of the suitable to the targets or
teaching strategies to promote learning. high expectations activities align to targets students.
for students. and student need. Comment [WU1]: The writers workshop lesson
Students have had Teaching/learning methods aligned with the common core ELA standards
participation in support 21st learning skills. (writing, listening and speaking standards). During
setting individual Teacher and student use of the mini-lesson I used the workshop vocabulary
learning targets and technology when Today I am going to teach you _____- this set the
a plan for their appropriate. purpose for the lesson so students knew their
learning goal.
learning. All of the
activities align to Comment [WU2]: Writing goals are set during
targets and student student conferences. Right now, our class writing
need. goal is to add to our words and add to our pictures.
Teaching/learning
methods support
21 st learning skills.
Teacher and student Comment [WU3]: So far I have not integrated
use of technology technology into my workshop lessons. I do believe
when appropriate. there is a time and place for technology, but we are
not there yet. Once my students are writing more
stories and books, I would like to introduce them to
Classroom Environment Teacher creates a Teacher is fair and Teacher is fair and story creator apps.
Establishes a classroom culture and climate of respect, respectful towards students respectful to most students
environment conducive to student caring, and fairness and builds positive student with little to none student
learning, efficient routines, effective to all students. relationships. relationships.
transitions, consistent classroom rules Teacher establishes Teacher clearly Teacher tries to or does not
and consequences. and communicates communicates and teach consistent student
direct, specific, and consistently enforces routines that are
consistent classroom expectations. unmanaged. Comment [WU5]: I would score myself a 2
classroom because not all students were completely engaged
expectations. with the mini-lesson.

Instructional Planning
Engages all students in their learning
process, developmentally-appropriate,
demonstrates accurate content
knowledge
Use of Assessment for Learning
Use of valid assessments, monitors
student learning, provides feedback,
assessment criteria (rubric, checklist,
etc.), student self- assessment
Teacher designs Teacher designs relevant Teacher designs lessons Comment [WU4]: The culture and environment
highly relevant lessons that will motivate with very little relevance of my classroom is vital to my students learning.
lessons that will and engage most students with little to none student Every year as I build new relationships with my
motivate and in active learning. engagement. students I think of this powerful quote Students
dont care how much you know until they know how
engage all students Teacher has basic content Teacher has little to none
much you care. While teaching this lesson,
in active learning. knowledge in the subject familiarity with the content students knew the routines and procedures of
Teacher has area and is beginning to use knowledge and few ideas writers workshop. They joined me at the carpet for
extensive content research based strategies on on how to teach it and how the whole group mini-lesson, then began their
knowledge in the how students learn and students learn. independent writing time back at their table spots.
subject area and We have practiced and modeled, practiced and
uses many research modeled, this routine many times. I feel like there
based strategies on are still some areas of improvement that I could
work on during my workshop mini-lessons because I
how students learn
noticed some students who were beginning to get
and child wiggly, and one student was even turned around for
development. about 5-6 seconds, that I did not even notice while
Teacher uses a Teacher uses assessments Teacher does not use teaching until I watched it back on video.
variety of to monitor student learning. assessments to monitor
Comment [WU6]: The mini-lesson framework is
assessments to Teacher provides timely, student learning. Teacher
explicit- direct instruction with minimal student
monitor student feedback to students. gives poor quality feedback talking. When first beginning workshop, this was
learning. Teacher Teacher posts clear to students not in a timely very hard for me because it is so different than how
provides timely, assessment criteria. manner. Students are I teach!! There is an active engagement part of the
high quality Students are aware of the unaware of the assessment mini-lesson which did have students turning and
feedback to assessment criteria in which criteria in which their work talking with their neighbor.
 Te a che r Pe rforma nce Asse ssme nt
Ma ri sa Ba uer

students. Teacher their work will be evaluated will be evaluated. Students

posts and reviews (rubric, checklist, exemplars, do not self-assess their work
clear criteria in etc.). Students are or learning.
which students beginning to take ownership
work will be and responsibility in their
evaluated. Students work and learning through
have contributed to self-assessment.
the development of
the assessment
criteria (rubric,
checklist,
exemplars, etc.).
Students
continuously take
ownership and
responsibility in
their work and
learning through
self-assessment. Comment [WU7]: Informal observations are
Professional Responsibilities Teacher works with Teacher works with Teacher has little to no what help me to guide my next mini-lessons. If I
Teacher reflection and commitment to colleagues to reflect colleagues to reflect on reflection on lesson or unit notice many students doing the same thing, then we
continuous improvement, communicates on lesson or unit to lesson or unit to improve with colleagues. Teacher have a mini-lesson on it. Feedback is also given
effectively with colleagues, maintains continuously instruction. Teacher occasionally or frequently during student conferring. Throughout the mini-
confidentiality, punctual. improve instruction. demonstrates professional acts in an unprofessional lessons, we as a class have developed anchor charts
that are used to support students writing so they
Teacher is a positive demeanor and maintains manner and/or violates know the expectation. At this time of year, students
member and leader appropriate boundaries. boundaries. are just beginning to take ownership in their writing.
of the school.
Teacher is always
professional and
always maintains
appropriate
boundaries. Comment [WU8]: After each workshop lesson,
our grade level team meets to discuss what went
well or what we would change next time for our
mini-lesson. Our team also meets weekly with our
building instructional coach and our AEA workshop
coach for weekly observations, planning, and
coaching.

Total: 13/15