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Name: Melissa Checco (3065363) Title: Teacher
Building: Olney Charter High School Department: None
Grade: None Evaluation Type: Teacher
Assigned Administrator: LaSalle, Daniel Evaluation Cycle: 09/01/2018 - 08/01/2019
Submitted By: LaSalle, Daniel Date Submitted: 02/19/2019 1:25 pm EST
Acknowledged By: N/A Date Acknowledged: Unacknowledged
Finalized By: LaSalle, Daniel Date Finalized : 02/21/2019 8:35 am EST
1a Demonstrating In planning and practice, the teacher The teacher is familiar with the The teacher displays solid knowledge The teacher displays extensive
Knowledge of Content and makes content errors or does not important concepts in the discipline but of the important concepts in the knowledge of the important concepts
Pedagogy correct errors made by students. The displays a lack of awareness of how discipline and how these relate to one in the discipline and how these relate
teacher displays little understanding of these concepts relate to one another. another. The teacher demonstrates both to one another and to other
Indicators: prerequisite knowledge important to The teacher indicates some awareness accurate understanding of prerequisite disciplines. The teacher demonstrates
1. Lesson and unit plans that student learning of the content. The of prerequisite learning, although such relationships among topics. The understanding of prerequisite
reflect important concepts teacher displays little or no knowledge may be inaccurate or teacher's plans and practice reflect relationships among topics and
in the discipline understanding of the range of incomplete. The teacher's plans and familiarity with a wide range of concepts and understands the link to
2. Lesson and unit plans that pedagogical approaches suitable to practice reflect a limited range of effective pedagogical approaches in necessary cognitive structures that
accommodate prerequisite student learning of the content. pedagogical approaches to the the subject. ensure student understanding. The
relationships among discipline or to the students. teacher's plans and practice reflect
concepts and skills Critical Attributes: Critical Attributes: familiarity with a wide range of
3. Clear and accurate 1. The teacher makes content errors. Critical Attributes: 1. The teacher can identify important effective pedagogical approaches in
classroom explanations 2. The teacher does not consider 1. The teacher's understanding of the concepts of the discipline and their the discipline and the ability to
4. Accurate answers to prerequisite relationships when discipline is rudimentary. relationships to one another. anticipate student misconceptions.
students' questions planning. 2. The teacher's knowledge of 2. The teacher provides clear
5. Feedback to students that 3. The teacher's plans use prerequisite relationships is inaccurate explanations of the content. Critical Attributes:
furthers learning inappropriate strategies for the or incomplete. 3. The teacher answers students' 1. The teacher cites intra- and
6. Interdisciplinary discipline. 3. Lesson and unit plans use limited questions accurately and provides interdisciplinary content relationships.
connections in plans and instructional strategies, and some are feedback that furthers their learning. 2. The teacher's plans demonstrate
practice not suitable to the content. 4. Instructional strategies in unit and awareness of possible student
lesson plans are entirely suitable to the misconceptions and how they can be
content. addressed.
3. The teacher's plans reflect recent
developments in content-related
pedagogy.
1c Setting Instructional The outcomes represent low Outcomes represent moderately high Most outcomes represent rigorous and All outcomes represent high-level
Outcomes expectations for students and lack of expectations and rigor. Some reflect important learning in the discipline and learning in the discipline. They are
rigor, and not all of these outcomes important learning in the discipline and are clear, are written in the form of clear, are written in the form of
Indicators: reflect important learning in the consist of a combination of outcomes student learning, and suggest viable student learning, and permit viable
1. Outcomes of a challenging discipline. They are stated as student and activities. Outcomes reflect methods of assessment. Outcomes methods of assessment. Outcomes
cognitive level activities, rather than as outcomes for several types of learning, but the reflect several different types of reflect several different types of
2. Statements of student learning. Outcomes reflect only one teacher has made no effort at learning and opportunities for learning and, where appropriate,
learning, not student type of learning and only one discipline coordination or integration. Outcomes, coordination, and they are represent both coordination and
activity or strand and are suitable for only based on global assessments of differentiated, in whatever way is integration. Outcomes are
3. Outcomes central to the some students. student learning, are suitable for most needed, for different groups of differentiated, in whatever way is
discipline and related to of the students in the class. students. needed, for individual students.
those in other disciplines Critical Attributes:
4. Outcomes permitting 1. Outcomes lack rigor. Critical Attributes: Critical Attributes: Critical Attributes:
assessment of student 2. Outcomes do not represent 1. Outcomes represent a mixture of 1. Outcomes represent high 1. The teacher's plans reference
attainment important learning in the discipline. low expectations and rigor. expectations and rigor. curricular frameworks or blueprints to
5. Outcomes differentiated 3. Outcomes are not clear or are 2. Some outcomes reflect important 2. Outcomes are related to "big ideas" ensure accurate sequencing.
for students of varied ability stated as activities. learning in the discipline. of the discipline. 2. The teacher connects outcomes to
4. Outcomes are not suitable for many 3. Outcomes are suitable for most of 3. Outcomes are written in terms of previous and future learning.
students in the class. the class. what students will learn rather than 3. Outcomes are differentiated to
do. encourage individual students to take
4. Outcomes represent a range of educational risks.
types: factual knowledge, conceptual
understanding, reasoning, social
interaction, management, and
communication.
5. Outcomes, differentiated where
necessary, are suitable to groups of
students in the class.
1d Demonstrating The teacher is unaware of resources The teacher displays some awareness The teacher displays awareness of The teacher's knowledge of resources
Knowledge Resources to assist student learning beyond of resources beyond those provided resources beyond those provided by for classroom use and for extending
materials provided by the school or by the school or district for classroom the school or district, including those one's professional skill is extensive,
Indicators: district, nor is the teacher aware of use and for extending one's on the Internet, for classroom use and including those available through the
1. Materials provided by the resources for expanding one's own professional skill but does not seek to for extending one's professional skill, school or district, in the community,
district professional skill. expand this knowledge. and seeks out such resources. through professional organizations and
2. Materials provided by universities, and on the Internet.
professional organizations Critical Attributes: Critical Attributes: Critical Attributes:
3. A range of texts 1. The teacher uses only district- 1. The teacher uses materials in the 1. Texts are at varied levels. Critical Attributes:
4. Internet resources provided materials, even when more school library but does not search 2. Texts are supplemented by guest 1. Texts are matched to student skill
5. Community resources variety would assist some students. beyond the school for resources. speakers and field experiences. level.
6. Ongoing participation by 2. The teacher does not seek out 2. The teacher participates in content- 3. The teacher facilitates the use of 2. The teacher has ongoing
the teacher in professional resources available to expand her own area workshops offered by the school Internet resources. relationships with colleges and
education courses or skill. but does not pursue other professional 4. Resources are multidisciplinary. universities that support student
professional groups 3. Although the teacher is aware of development. 5. The teacher expands her knowledge learning.
7. Guest speakers some student needs, he does not 3. The teacher locates materials and through professional learning groups 3. The teacher maintains a log of
inquire about possible resources. resources for students that are and organizations. resources for student reference.
available through the school but does 6. The teacher pursues options 4. The teacher pursues
not pursue any other avenues. offered by universities. apprenticeships to increase discipline
7. The teacher provides lists of knowledge.
resources outside the classroom for 5. The teacher facilitates student
students to draw on. contact with resources outside the
classroom.
Notes and Evidence:
02/12/2019 12:41 pm: Teachers puts students in orange zone and reminds students who to complete the Treasure Hunt..identify state
coordinates, graph each source's locations, decide on location of treasure, prove it.
02/12/2019 12:46 pm: Teacher is sitting with two students and explaining real-world relevance...how archeologists do math this way to
unearth artifacts
02/12/2019 01:07 pm: 1:06: 14/14 studnets on task. Teacher is circulating and offering markers or help on the questions. Teacher is giving
laptop Teacher students who are ready for the Imagine Math
02/12/2019 01:19 pm: 14/14 students are continuing to work. Students were able to correctly explain how, in a geographic application, that
equations equate to "sources" and points the points lead to lines, whether solid or dotted based on the inequality.
Rubric Score: 3/4
1e Designing Coherent Learning activities are poorly aligned Some of the learning activities and Most of the learning activities are The sequence of learning activities
Instruction with the instructional outcomes, do not materials are aligned with the aligned with the instructional outcomes follows a coherent sequence, is aligned
follow an organized progression, are instructional outcomes and represent and follow an organized progression to instructional goals, and is designed
Indicators: not designed to engage students in moderate cognitive challenge, but with suitable to groups of students. The to engage students in highlevel
1. Lessons that support active intellectual activity, and have no differentiation for different learning activities have reasonable cognitive activity. These are
instructional outcomes and unrealistic time allocations. students. Instructional groups partially time allocations; they represent appropriately differentiated for
reflect important concepts Instructional groups are not suitable to support the activities, with some significant cognitive challenge, with individual learners. Instructional
2. Instructional maps that the activities and offer no variety. variety. The lesson or unit has a some differentiation for different groups are varied appropriately, with
indicate relationships to recognizable structure; but the groups of students and varied use of some opportunity for student choice.
prior learning Critical Attributes: progression of activities is uneven, instructional groups.
3. Activities that represent 1. Learning activities are boring and/or with only some reasonable time Critical Attributes:
high-level thinking not well aligned to the instructional allocations. Critical Attributes: 1. Activities permit student choice.
4. Opportunities for student goals. 1. Learning activities are matched to 2. Learning experiences connect to
choice 2. Materials are not engaging or do not Critical Attributes: instructional outcomes. other disciplines.
5. Use of varied resources meet instructional outcomes. 1. Learning activities are moderately 2. Activities provide opportunity for 3. The teacher provides a variety of
6. Thoughtfully planned 3. Instructional groups do not support challenging. higher-level thinking. appropriately challenging resources
learning groups learning. 2. Learning resources are suitable, but 3. The teacher provides a variety of that are differentiated for students in
7. Structured lesson plans 4. Lesson plans are not structured or there is limited variety. appropriately challenging materials and the class.
sequenced and are unrealistic in their 3. Instructional groups are random, or resources. 4. Lesson plans differentiate for
expectations. they only partially support objectives. 4. Instructional student groups are individual student needs.
4. Lesson structure is uneven or may organized thoughtfully to maximize
be unrealistic about time learning and build on students'
expectations. strengths.
5. The plan for the lesson or unit is well
structured, with reasonable time
allocations.
1f Designing Student Assessment procedures are not Assessment procedures are partially All the instructional outcomes may be All the instructional outcomes may be
Assessments congruent with instructional outcomes congruent with instructional outcomes. assessed by the proposed assessment assessed by the proposed assessment
and lack criteria by which student Assessment criteria and standards plan; assessment methodologies may plan, with clear criteria for assessing
Indicators: performance will be assessed. The have been developed, but they are have been adapted for groups of student work. The plan contains
1. Lesson plans indicating teacher has no plan to incorporate not clear. The teacher's approach to students. Assessment criteria and evidence of student contribution to its
correspondence between formative assessment in the lesson or using formative assessment is standards are clear. The teacher has a development. Assessment
assessments and unit. rudimentary, including only some of welldeveloped strategy for using methodologies have been adapted for
instructional outcomes the instructional outcomes. formative assessment and has individual students as the need has
2. Assessment types Critical Attributes: designed particular approaches to be arisen. The approach to using
suitable to the style of 1. Assessments do not match Critical Attributes: used. formative assessment is well designed
outcome instructional outcomes. 1. Only some of the instructional and includes student as well as teacher
3. Variety of performance 2. Assessments lack criteria. outcomes are addressed in the Critical Attributes: use of the assessment information.
opportunities for students 3. No formative assessments have planned assessments. 1. All the learning outcomes have a
4. Modified assessments been designed. 2. Assessment criteria are vague. method for assessment. Critical Attributes:
available for individual 4. Assessment results do not affect 3. Plans refer to the use of formative 2. Assessment types match learning 1. Assessments provide opportunities
students as needed future plans. assessments, but they are not fully expectations. for student choice.
5. Expectations clearly developed. 3. Plans indicate modified assessments 2. Students participate in designing
written with descriptors for 4. Assessment results are used to when they are necessary for some assessments for their own work.
each level of performance design lesson plans for the whole students. 3. Teacher-designed assessments are
6. Formative assessments class, not individual students. 4. Assessment criteria are clearly authentic, with real-world application
designed to inform minute- written. as appropriate.
to-minute decision making 5. Plans include formative assessments 4. Students develop rubrics according
by the teacher during to use during instruction. to teacher-specified learning
instruction 6. Lesson plans indicate possible objectives.
adjustments based on formative 5. Students are actively involved in
assessment data. collecting information from formative
assessments and provide input.
2d Managing Student There appear to be no Standards of conduct appear to Student behavior is generally Student behavior is entirely
Behavior established standards of have been established, but their appropriate. The teacher appropriate. Students take an
conduct, or students challenge implementation is inconsistent. monitors student behavior active role in monitoring their
Indicators: them. There is little or no The teacher tries, with uneven against established standards of own behavior and/or that of
1. Clear standards of teacher monitoring of student results, to monitor student conduct. Teacher response to other students against standards
conduct, possibly posted, behavior, and response to behavior and respond to student student misbehavior is of conduct. Teacher monitoring
and possibly referred to students' misbehavior is misbehavior. consistent, proportionate, and of student behavior is subtle and
during a lesson repressive or disrespectful of respectful to students and is preventive. The teacher's
2. Absence of acrimony student dignity. Critical Attributes: effective. response to student misbehavior
between teacher and 1. The teacher attempts to maintain is sensitive to individual student
students concerning Critical Attributes: order in the classroom, referring to Critical Attributes: needs and respects students'
behavior 1. The classroom environment is classroom rules, but with uneven 1. Standards of conduct appear to dignity.
3. Teacher awareness of chaotic, with no standards of conduct success. have been established and
student conduct evident. 2. The teacher attempts to keep track implemented successfully. Critical Attributes:
4. Preventive action when 2. The teacher does not monitor of student behavior, but with no 2. Overall, student behavior is 1. Student behavior is entirely
needed by the teacher student behavior. generally appropriate. appropriate; any student misbehavior
apparent system.
5. Absence of misbehavior 3. Some students disrupt the 3. The teacher frequently monitors is very minor and swiftly handled.
3. The teacher's response to student
6. Reinforcement of positive 2. The teacher silently and subtly
classroom, without apparent teacher misbehavior is inconsistent: sometimes student behavior.
behavior monitors student behavior.
awareness or with an ineffective harsh, other times lenient. 4. The teacher's response to student
response. misbehavior is effective. 3. Students respectfully intervene
with classmates at appropriate
moments to ensure compliance with
standards of conduct.
Domain 3: Instruction
FfT 2013 (PA Levels 0-3) - Component 3a
Component Unsatisfactory Basic Proficient Distinguished
3a Communicating with The instructional purpose of the The teacher's attempt to explain The instructional purpose of the The teacher links the
Students lesson is unclear to students, the instructional purpose has lesson is clearly communicated instructional purpose of the
and the directions and only limited success, and/or to students, including where it is lesson to the larger curriculum;
Indicators: procedures are confusing. The directions and procedures must situated within broader learning; the directions and procedures
1. Clarity of lesson purpose teacher's explanation of the be clarified after initial student directions and procedures are are clear and anticipate possible
2. Clear directions and content contains major errors confusion. The teacher's explained clearly and may be student misunderstanding. The
procedures specific to the and does not include any explanation of the content may modeled. The teacher's teacher's explanation of content
lesson activities explanation of strategies contain minor errors; some explanation of content is is thorough and clear,
3. Absence of content errors students might use. The portions are clear, others scaffolded, clear, and accurate developing conceptual
and clear explanations of teacher's spoken or written difficult to follow. The teacher's and connects with students' understanding through clear
concepts and strategies language contains errors of explanation does not invite knowledge and experience. scaffolding and connecting with
4. Correct and imaginative grammar or syntax. The students to engage intellectually During the explanation of students' interests. Students
use of language teacher's academic vocabulary or to understand strategies they content, the teacher focuses, as contribute to extending the
is inappropriate, vague, or used might use when working appropriate, on strategies content by explaining concepts
incorrectly, leaving students independently. The teacher's students can use when working to their classmates and
confused. spoken language is correct but independently and invites suggesting strategies that might
uses vocabulary that is either student intellectual engagement. be used. The teacher's spoken
Critical Attributes: limited or not fully appropriate The teacher's spoken and and written language is
1. At no time during the lesson does to the students' ages or written language is clear and expressive, and the teacher
the teacher convey to students what backgrounds. The teacher rarely correct and is suitable to finds opportunities to extend
they will be learning. takes opportunities to explain students' ages and interests. students' vocabularies, both
2. Students indicate through body academic vocabulary. The teacher's use of academic within the discipline and for
language or questions that they don't vocabulary is precise and serves more general use. Students
understand the content being Critical Attributes: to extend student contribute to the correct use of
1. The teacher provides little understanding. academic vocabulary.
presented.
elaboration or explanation about what
3. The teacher makes a serious
the students will be learning. Critical Attributes: Critical Attributes:
content error that will affect students' 1. The teacher states clearly, at some 1. If asked, students are able to
2. The teacher's explanation of the
understanding of the lesson. point during the lesson, what the explain what they are learning and
content consists of a monologue, with
4. Students indicate through their students will be learning. where it fits into the larger curriculum
minimal participation or intellectual
questions that they are confused 2. The teacher's explanation of context.
engagement by students.
about the learning task. content is clear and invites student 2. The teacher explains content
3. The teacher makes no serious
5. The teacher's communications participation and thinking. clearly and imaginatively, using
content errors but may make minor
include errors of vocabulary or usage 3. The teacher makes no content metaphors and analogies to bring
ones.
or imprecise use of academic errors. content to life.
4. The teacher's explanations of
language. 4. The teacher describes specific 3. The teacher points out possible
content are purely procedural, with no
6. The teacher's vocabulary is strategies students might use, inviting areas for misunderstanding.
indication of how students can think
inappropriate to the age or culture of students to interpret them in the 4. The teacher invites students to
strategically.
the students. context of what they're learning. explain the content to their classmates.
5. The teacher must clarify the
learning task so students can complete 5. Students engage with the learning 5. Students suggest other strategies
it. task, indicating that they understand they might use in approaching a
6. The teacher's vocabulary and what they are to do. challenge or analysis.
usage are correct but unimaginative. 6. If appropriate, the teacher models 6. The teacher uses rich language,
7. When the teacher attempts to the process to be followed in the task. offering brief vocabulary lessons
explain academic vocabulary, it is only 7. The teacher's vocabulary and where appropriate, both for general
partially successful. usage are correct and entirely suited vocabulary and for the discipline.
8. The teacher's vocabulary is too to the lesson, including, where 7. Students use academic language
advanced, or too juvenile, for appropriate, explanations of academic correctly.
students. vocabulary.
8. The teacher's vocabulary is
appropriate to students' ages and
levels of development.
3d Using Assessment in Students do not appear to be aware of Students appear to be only partially Students appear to be aware of the Assessment is fully integrated into
Instruction the assessment criteria, and there is aware of the assessment criteria, and assessment criteria, and the teacher instruction, through extensive use of
little or no monitoring of student the teacher monitors student learning monitors student learning for groups of formative assessment. Students
Indicators: learning; feedback is absent or of poor for the class as a whole. Questions students. Questions and assessments appear to be aware of, and there is
1. The teacher paying close quality. Students do not engage in self and assessments are rarely used to are regularly used to diagnose some evidence that they have
attention to evidence of - or peer assessment. diagnose evidence of learning. evidence of learning. Teacher contributed to, the assessment
student understanding Feedback to students is general, and feedback to groups of students is criteria. Questions and assessments
2. The teacher posing Critical Attributes: few students assess their own work. accurate and specific; some students are used regularly to diagnose
specifically created 1. The teacher gives no indication of engage in self assessment. evidence of learning by individual
questions to elicit evidence what high-quality work looks like. Critical Attributes: students. A variety of forms of
of student understanding 2. The teacher makes no effort to 1. There is little evidence that the Critical Attributes: feedback, from both teacher and
3. The teacher circulating to determine whether students students understand how their work 1. The teacher makes the standards of peers, is accurate and specific and
monitor student learning understand the lesson. will be evaluated. high-quality work clear to students. advances learning. Students self-
and to offer feedback 3. Students receive no feedback, or 2. The teacher monitors understanding 2. The teacher elicits evidence of assess and monitor their own
4. Students assessing their feedback is global or directed to only through a single method, or without student understanding. progress. The teacher successfully
own work against one student. eliciting evidence of understanding 3. Students are invited to assess their differentiates instruction to address
established criteria 4. The teacher does not ask students from students. own work and make improvements; individual students' misunderstandings.
to evaluate their own or classmates' 3. Feedback to students is vague and most of them do so.
work. not oriented toward future 4. Feedback includes specific and Critical Attributes:
improvement of work. timely guidance, at least for groups of 1. Students indicate that they clearly
4. The teacher makes only minor students. understand the characteristics of high-
attempts to engage students in self- or quality work, and there is evidence
peer assessment. that students have helped establish
the evaluation criteria.
2. The teacher is constantly "taking
the pulse" of the class; monitoring of
student understanding is sophisticated
and continuous and makes use of
strategies to elicit information about
individual student understanding.
3. Students monitor their own
understanding, either on their own
initiative or as a result of tasks set by
the teacher.
4. High-quality feedback comes from
many sources, including students; it is
specific and focused on improvement.
4a Reflecting on Teaching The teacher does not know The teacher has a generally The teacher makes an accurate The teacher makes a thoughtful
whether a lesson was effective accurate impression of a assessment of a lesson's and accurate assessment of a
Indicators: or achieved its instructional lesson's effectiveness and the effectiveness and the extent to lesson's effectiveness and the
1. Accurate reflections on a outcomes, or the teacher extent to which instructional which it achieved its instructional extent to which it achieved its
lesson profoundly misjudges the outcomes were met. The outcomes and can cite general instructional outcomes, citing
2. Citation of adjustments to success of a lesson. The teacher teacher makes general references to support the many specific examples from
practice that draw on a has no suggestions for how a suggestions about how a lesson judgment. The teacher makes a the lesson and weighing the
repertoire of strategies lesson could be improved. could be improved. few specific suggestions of what relative strengths of each.
could be tried another time the Drawing on an extensive
Critical Attributes: Critical Attributes: lesson is taught. repertoire of skills, the teacher
1. The teacher considers the lesson 1. The teacher has a general sense of offers specific alternative
but draws incorrect conclusions about whether or not instructional practices Critical Attributes: actions, complete with the
its effectiveness. were effective. 1. The teacher accurately assesses probable success of different
2. The teacher makes no suggestions 2. The teacher offers general the effectiveness of instructional courses of action.
for improvement. modifications for future instruction. activities used.
2. The teacher identifies specific Critical Attributes:
ways in which a lesson might be 1. The teacher's assessment of the
improved lesson is thoughtful and includes
specific indicators of effectiveness.
2. The teacher's suggestions for
improvement draw on an extensive
repertoire.
Areas of Strength:
2a Creating an Environment of Respect and Rapport
Ms. Checco maintained 100% compliance and engagement throughout the entire of the lesson. This was, in no small part, due to the amount of
differentiation and scaffold the teacher provided. Students had access to laptops for Imagine Math, the ability to work with peers to finish the lab, and
explained right and wrong answers for the Do Now
Additional Comments:
Summary
Observation Average