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Based on both the portfolio and the observation, write the score for each component in the boxes below using the
following performance rating scale:
4 = Excels. The teacher who 3 = Highly Effective. The 2 = Meets Expectations. The 1 = Needs Improving/Ineffective.
performs at this level consistently teacher consistently meets teacher’s performance adequately The teacher consistently performs below
surpasses established standards for school goals and standards for meets the established standards for the established standards for teaching in
teaching and maintains high levels of teaching in a manner that is teaching in a manner that is consistent a manner that is inconsistent with the
accomplishment and performance. above average. with the school mission and goals. school mission and goals.
I entered the room at 2:01 (the class began at 2:05). No students were in the room, and the
teacher stepped in shortly afterwards.
At 2:05 the class began. Students spent the time getting settled into their desks.
At 2:06 the teacher referenced the video the students had to watch, asking the class if there
were any questions; there were none. He then posted the correction of the practice
problems from the video on the board.
At 2:09 the teacher again asked if there were any questions from the class. Again, there were
none.
At 2:10 the teacher instructed the class to go on to Edmodo so they can start working on a
worksheet (part one). During this time the teacher floated from table group to table group,
checking on student progress and answering any questions they had.
o By 2:15 all students were either logged in to Edmodo, or were sharing computers with
those who were.
At 2:21 the teacher reviewed Part One of the worksheet, and then instructed the class to
continue on to Part Two.
At 2:25 the teacher spent a longer time working with a student who appeared to be
struggling.
At 2:32 the teacher asked a student about his inappropriate pants (they looked like track
pants). He appeared satisfied with the answer.
At 2:35 the class moved on to the next section of the worksheet, moving to the whiteboards
to work out the answers in larger groups. The students seemed aware of which groups they
belonged to, without prompting.
At 2:39 the teacher reminded a group of the need to speak in English.
At 2:55 the class was instructed to move back to their seats.
At 2:56 the teacher went over a question he noted was a common challenge for all groups.
At 2:58 the teacher closed the lesson.
Commendations:
To begin, I like that you held the students accountable for their uniform. They were all
tucking in their shirts, so it is clear that you have established expectations for this.
In terms of procedures, the way that your class is designed seems to be clearly understood as
well. The students moved smoothly from iteration to iteration, including going to the boards
as a group to work on the later problems. On that note I think the progression made sense in
context. Normally the pattern is to move from larger to smaller groups, and eventually the
individual level. However, because the nature of the work became more public (the
whiteboards) in time, it makes sense for the groups to get larger, so that students can
support each other and check each other’s work.
Your review of a question that the groups struggled with as a whole was a textbook way to
make an adjustment based on your formative assessment of the class’s progress. Doing this
in the moment, rather than waiting to the next meeting, also helps insure that the
information will be retained by the students. Very well done here.
Finally, I want to commend you on what was a very engaged group of students. I know that
we have talked about the struggles that this section has experienced, and while there are
some students that are still finding the material challenging, what was notable here is that
the noise and the interaction I heard was what I call “good noise”. The students were talking
with each other about the material, and largely working with each other to figure it out. This
was most apparent during the whiteboard activity. Let’s continue doing whatever it is that is
creating this level of audible engagement.
Recommendations:
Instead of asking the class verbally whether there were any questions I suggest an entry
activity that allows them to send them to you via Edmodo, or even write them down before
going over the material. There may even be a way to have students anonymously post their
questions on the screen in real time, so they can see what common struggles they are
having, without any one of them feeling like they are being called out.
o In order for something like this to work the program (e.g. Socrative) would need to
be on the screen and ready to go, with students instructed to log on immediately and
get to work.
When you asked if there were any questions from the students, there were no responses.
Another way to check for understanding is to have students paraphrase what the concept or
answer was. If two or three students are able to do this it is a good indication that the class
as a whole has a good grasp on the topic.
The largest recommendation (which you yourself noted) was that there needs to be a way to
curb the class’s overreliance on Thai. There were moments when boys were shouting at each
other across the room (it appeared that it was related to the work). This continued on to the
large group work on the boards; the students would switch to English when they were
prompted to do so by you, but would revert to Thai almost immediately after.
o Beyond a refocusing discussion on the importance of English in an international
context, there might need to be some penalty for continuing to speak in Thai after
they have been reminded not to. This should be a nominal amount only, merely
enough to send the message that they need to speak English as much as possible,
using Thai only when understanding of the concepts is otherwise inhibited.
Some sort of exit ticket, also on Edmodo would be useful for your future planning. It can be
along the lines of what they are still struggling with. If it takes place during the class it can
even be a review question that they need to answer individually. This can help you get a
more thorough sense of what the students are still working on without you having to
explicitly ask them.
Questions:
Is it allowed for students to discuss the work with each other and/or share computers when
they are working on the first part of the worksheets?
For kids who need more guidance, what is the way in which you find balance between letting
them figure it out on their own and making sure they have the information they need to not
go astray.
Observation Score:
Domain 1: 3.17 + Domain 2: 2.6 + Domain 3: 6.4 + Domain 4: ÷6= Observation Score
Portfolio Score:
Domain 1: + Domain 2: + Domain 3: + Domain 4: ÷6= Portfolio Score
Performance Level:
Observation Score: + Portfolio Score: ÷2 = Performance Level
By signing this document I acknowledge that its contents have been shared with me. If I do not meet expectations, I may
be asked to complete a formal program for improvement. After due consideration, I may choose voluntarily to resign
instead of continuing the program for improvement. However, if I do meet expectations, the contract will continue as
before.
Teacher: Date:
Deputy Director: Date:
Director: Date: