Observation Conference - Teacher

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MINI OBSERVATION CONFERENCE

FULL OBSERVATION CONFERENCE
MID-YEAR CONFERENCE
JEFFERSON COUNTY PUBLIC SCHOOLS
PERFORMANCE EVALUATION OBSERVATION / CONFERENCE SUMMARY

NAME: Felisha Jackson SCHOOL / LOCATION: Blake Elementary/149

ID#: 136557 JOB ASSIGNMENT: Classroom Teacher

DATE OF OBSERVATIONS(S): 2/12/2016 DATE OF CONFERENCE:

A conference was held to discuss job performance expectations and/or observation(s) of job performance. The expectations
and/or the observation(s) and the conference are summarized below.

I-Ineffective; D-Developing; A-Accomplished; E-Exemplary; N/R-Not Rated

Domain 1: Planning and Preparation
1A: Demonstrating Knowledge of Content and Pedagogy
1B: Demonstrating Knowledge of Students
1C: Setting Instructional Outcomes I D A E N/R
1D: Demonstrating Knowledge of Resources
1E: Designing Coherent Instruction
1F: Designing Student Assessment
Feedback and Reflection (Narrative):
Not Applicable at this time.

Domain 2: Classroom Environment

2A: Creating an Environment of Respect and Rapport
2B: Establishing a Culture for Learning
I D A E N/R
2C: Managing Classroom Procedures
2D: Managing Student Behavior
2E: Organizing Physical Space
Feedback and Reflection (Narrative):
2a: Interactions between Ms. Jackson and students demonstrates caring. They are respectful, reflect genuine warmth,
and sensitivity to all students. No disrespectful behavior was observed between students. As they worked in their
small-groups, students exhibited respectful rapport and helped each other. One team was working independently, with
little interaction, but Ms. Jackson intervened and provided prompts to get them to work with each other. (4)
2b: The classroom was cognitively busy as students worked together in small-groups to accomplish the task. Students
were expending good effort to put the pieces of hearts back together using their knowledge of equivalent fractions.
They were genuinely excited about the activity and were using strategies already learned to accomplish the task. (4)
2c: Classroom procedures function smoothly and efficiently. Students were able to grab clipboards/pencils as
requested, without misbehavior, even though Ms. Jackson stated that the first five students back to the carpet with
supplies would receive Dojo points. She allowed students to form their own small-groups and they were able to do so
with very little assistance. Ms. Jackson stated expectations prior to each transition. She used a bell/Freeze, along
with a visual timer, to transition students during Scoot activity. (4)
2d: Student behavior is entirely appropriate. As students worked to put the pieces of the heart together, Ms. Jackson
moved around the room to each group. Ms. Jackson complimented students on their behavior, praising their teamwork.
(4)
2e: The room is arranged so that students can easily move from their desks to the carpet and vice versa. Ms. Jackson
is able to move around the room easily. Anchor charts/vocabulary appears to be organized by content area. (4)
Notable Strengths: respectful rapport with students; classroom procedures/expectations; managing student behavior;
creating a culture for learning
Expectations for Growth: no specific expectations at this time

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 Observation Conference - Teacher
Domain 3: Instruction
3A: Communicating with Students
3B: Questioning and Discussion Techniques I D A E N/R
3C: Engaging Students in Learning
3D: Using Assessment in Instruction
3E: Demonstrating Flexibility and Responsiveness
Feedback and Reflection (Narrative):
3a: Reviewing a learning target was not observed, but they are posted. As they worked in their small-groups, some
students were extending the content and helping explain concepts to their classmates. Students were intellectually
engaged. As Ms. Jackson travelled from group to group, she was prompt students when help was needed. She
communicated the content clearly and with accuracy. The directions and procedures were clear. Ms. Jackson
encouraged students to use each other and review the anchor charts available. The instructional purpose of the lesson
was linked to student interest (students were putting the pieces of the heart back together). (3)
3b: Ms. Jackson creates a genuine discussion among students during Scoot. As a group struggled to work together,
Ms. Jackson intervened by taking the fractions two students pieced together, and asked the other two students in the
group if they agreed with their teammates fractions. One student stated, I think this is wrong. Ms. Jackson asked,
Why do you think it is wrong? She proceeded to work with the group as they discussed why the fractions werent
equivalent. (3)
3c: The activity was aligned with instructional outcomes and designed to challenge student thinking. They were
applying their knowledge of equivalent fractions to solve a problem. The pacing of the lesson was appropriate as
students were given enough time to complete the puzzle before transitioning to the next center. Students were able to
use each other as resources within their small-group. (3.5)
3d: Ms. Jackson was able to formatively assess student proficiency as she moved from one group to the next. If
misconceptions existed, or students struggled, she was able to engage them immediately. She is able to give general
feedback to students. Students had the opportunity to monitor their progress as they worked on the puzzle. (3)
3e: Ms. Jackson demonstrated flexibility as she waited for Mrs. Johnsons guidance lesson to begin. She knew
students were excited about their friendship party for Valentines Day and was able to incorporate a math review into an
interactive activity. Ms. Jackson responded to students who were struggling and prompted them to try another strategy.
(4)
Notable Strengths: communicating with students; engaging students in the learning process; demonstrating flexibility
and responsiveness
Expectations for Growth: This particular activity did not necessarily demonstrate Ms. Jacksons use of
questioning/discussion techniques or formal assessment. Students could have spent two minutes solving and then one
to two minutes discussing their strategies, reflecting on their learning, and/or consolidating their understanding.

Domain 4: Professional Responsibilities

4A: Reflecting on Teaching
4B: Maintaining Accurate Records
4C: Communicating with Families I D A E N/R
4D: Participating in a School Community
4E: Growing and Developing Professionally
4F: Demonstrating Professionalism
Feedback and Reflection (Narrative):
Not applicable at this time.

Evidence to support ratings attached (optional)

DATE EVALUATOR DATE EMPLOYEE

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