DELAWARE PERFORMANCE APPRAISAL SYSTEM II FORMATIVE FEEDBACK FORM FOR TEACHERS (Components One, Two, Three and Four)

Teacher: Madonna, Erin Elizabeth School: Kathleen H. Wilbur Elementary Grade: KN Observation Date: 12/06/2013 Observation Type: Announced Teacher Type: Experienced Evaluator: Howell, Elizabeth 12/06/2013 12:15 PM Date of Conference: End Time:

Subject Area: Mathematics Start Time: 11:35 AM

COMPONENT 1: PLANNING AND PREPARATION

Selecting Instructional Goals: Teacher selects instructional goals that are aligned with the Delaware content standards and the district or charter school's curricula. Goals are appropriate for the learners and reflect high expectations for all students, consistent with State Assessment levels of performance where applicable.

1a.

Criterion 1a. Performance: Proficient Evidence: Teachers goals represent valuable learning and are suitable for most students in the class; they reflect opportunities for integration and permit viable methods of assessment. Evidence: Ms. Madonna's lesson focused on several of the Kindergarten Common Core Standards. K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. The Unit Essential Question is: How do we use measurement to compare objects? Ms. Madonna identifies prerequisite skills and knowledge of the students and uses the information to plan to meet the individual needs of the students. At the pre-observation conference, it was discussed that students would have to understand what it means to compare objects, and be able to work collaboratively with a partner and in the whole group setting. Designing Coherent Instruction: Teacher plans for learning activities that align with the instructional goals and support student learning. Instructional planning shows a structure and selection of materials and activities that support student learning relative to the district or charter school's curricula.

1b.

Criterion 1b. Performance: Distinguished Evidence: All of the elements of the instructional design support the stated instructional goals, engage students in meaningful learning, and show evidence of student input. Teachers lesson or unit is highly coherent and has a clear structure. Evidence: Data Service Ms. Madonna planned a well thought She pulled ideas andCenter Page 1 of 10 on 02/08/2014 03:27 PMout lesson that built in numerous learning styles and activities. v. 8-2011 materials from numerous sources (including the Investigations curriculum and Engage NY materials) to ensure that she was giving her students the best learning experience possible. In the pre-observation conference, she discussed how she often

DELAWARE PERFORMANCE APPRAISAL SYSTEM II FORMATIVE FEEDBACK FORM FOR TEACHERS (Components One, Two, Three and Four)
Teacher: Madonna, Erin Elizabeth Evaluator: Howell, Elizabeth
Ms. Madonna planned a well thought out lesson that built in numerous learning styles and activities. She pulled ideas and materials from numerous sources (including the Investigations curriculum and Engage NY materials) to ensure that she was giving her students the best learning experience possible. In the pre-observation conference, she discussed how she often teaches through stories and planned to tie into previous information she had shared about her brother to set up the math problem that the students would be working with. This allowed for a high level of relevance. Center activities were planned to be hands-on and would develop the ideas in this lesson. Learning Focused strategies were built into the lesson to maximize engagement. This included: Extending Thinking Strategy: Compare/Contrast; Collaborative Pairs will discuss and create solutions during the vocabulary portion, the strategy formation portion, and the ordering of objects phase of the lesson; Students will complete a vocabulary concept web in the whole group discussion phase of the lesson; and students will use a sorting map to organize their thinking, as they practice comparing a set of objects. From the Pre-Observation form: I am utilizing a new strategy that I have been experimenting with. In one of our trainings (I believe the text based question session), we discussed how this generation of students, through their exposure to technology, is used to having a problem set in front of them and then working backwards to solve said problem. I have decided to start the lesson with a problem, and through their solutions, learn our important vocabulary and practice our skills of comparison. I try to utilize a responsive model, with a lot of discussion facilitated by the teacher, but student directed/energized. I also try to incorporate kinesthetic activities that keep my students fully engaged.

Demonstrating Knowledge of Content and Pedagogy: Teacher shows his or her knowledge of content and how to teach it to a variety of learners. The teacher's plans include natural connections among content areas that deepen student learning. The content that he or she teaches is aligned to the district or charter school's curricula.

1c.

Criterion 1c. Performance: Not Observed Evidence:

Demonstrating Knowledge of Students: Teacher shows his or her knowledge of student developmental characteristics; approaches to learning, knowledge, and skills; interests; cultural heritage; and, where applicable, State Assessment performance levels.

1d.

Criterion 1d. Performance: Proficient Evidence: Teacher demonstrates thorough knowledge of students backgrounds, skills, and interests and uses this knowledge to plan for groups of students. Evidence: The teacher uses her knowledge of child and adolescent development to plan lessons. The plans indicate how the teacher meets the needs of the general population of students. The plans include adaptations or modifications to meet the needs of individual learners in the class. The data set provided was a quick formative measure that had students comparing items as heavier or lighter. At the pre-conference, Ms. Madonna discussed that based on that information, she saw several major misconceptions. One that most students had was that if something is bigger, it must be heavier. Ms. Madonna discussed several of her students at the pre-conference and described how she would accommodate their needs. For instance, one student would need to be right beside her so that he would keep focused. Another struggles with verbal explanations so she planned to get him engaged in the discussion early in the lesson.

Designing Student Assessments: Teacher creates and/or selects assessments that are congruent with instructional goals, criteria, and standards. The teacher plans for the use of formative and summative assessments of the teachers students.

1e.

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DELAWARE PERFORMANCE APPRAISAL SYSTEM II FORMATIVE FEEDBACK FORM FOR TEACHERS (Components One, Two, Three and Four)
Teacher: Madonna, Erin Elizabeth
Criterion 1e. Performance: Proficient Evidence: Teachers plan for student assessment is aligned with the instructional outcomes, uses clear criteria, and is appropriate to the needs of the students. Teacher intends to use assessment results to plan for future instruction for groups of students. Evidence: Questions were planned to be used throughout the lesson to gauge student understanding. With a variety of whole group responses, as well as individual questioning, Ms. Madonna planned to assess who would need additional instruction. Numerous formative measures were planned. From the lesson plan: Sorting maps ( will quickly show me what the students are thinking about weight on a more individual basis) anecdotal evidence gleaned during discussion (I will be able to determine if they really understand what weight, heavy, and light mean and whether they are able to compare objects through my questioning) summary illustrations of the vocabulary used in the lesson (this will give me individual formative results that I can then use as a jumping off point for later discussion/instruction) End of unit 4 assessment measurement is the main focus of this assessment. Component 1 Summary 1c is not evaluated.

Evaluator:

Howell, Elizabeth

COMPONENT 2: CLASSROOM ENVIRONMENT

2a. Managing Classroom Procedures: Teacher has clearly defined procedures for managing learning time, transitions between learning events, and routines that maximize learning time. Criterion 2a. Performance: Proficient Evidence: Classroom routines and procedures have been established and function smoothly for the most part, with little loss of instruction time. Evidence: The calendar is on SMART board and the group discusses the date and which days are tomorrow, yesterday, etc. On the calendar are smiley faces for special days and students count how many days until the next special event. "Perimeter of the rug, fast." All students move around and are ready for the next activity. "And back to the rug in 10, 9, ..." Reminders of expectations were given throughout the lesson. "If we are on the rug, we need to be sitting criss cross; hands in your lap." "Bring it back in 5, 4, 3, 2 1." "Wiggle, giggle, jiggle" as teacher moves to another position. This provided for quick and easy transitions. The teacher assists students in developing the skills to effectively work in a group setting. 2b. Managing Student Behavior: Teacher establishes behavioral expectations and consequences and monitors student conduct. Teacher responds to student behavior in appropriate and effective ways to minimize disruptions. Criterion 2b. Performance: Proficient Evidence: Teacher is aware of student behavior, has established clear standards of conduct, and responds to student misbehavior in ways that are appropriate and respectful of the students. Page 3 of 10 on 02/08/2014 03:27 PM Evidence: Ms. Madonna uses preventive strategies to monitor student behavior. "Oh...my ears are hurting." v. 8-2011
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DELAWARE PERFORMANCE APPRAISAL SYSTEM II FORMATIVE FEEDBACK FORM FOR TEACHERS (Components One, Two, Three and Four)
Teacher: Madonna, Erin Elizabeth Evaluator: Howell, Elizabeth

Evidence: Ms. Madonna uses preventive strategies to monitor student behavior. "Oh...my ears are hurting." "I don't love the calling out, but that brain is awesome!" "Ava, I love your quiet hand." Teacher interactions with the student(s) are sensitive to the students individual needs. Non-verbals used to show expectations. "Eyes on me in 3, 2, 1." Expectations were reviewed as necessary. "We don't argue about spots on the rug. Thanks." "You're going to miss it if you are not listening." "Hold on, why is my face not happy?" "Show me awesome DoJo sitting." "Make a better choice." "You were not invited to put anything in. Sit back please." "I don't think Ricardo can see. Can you see? Help him out then."

2c. Creating an Environment to Support Learning: Teacher creates an atmosphere in which learning is valued. Teacherto-student and student-to-student interactions show rapport that is grounded in mutual respect. Criterion 2c. Performance: Distinguished Evidence: The classroom environment represents a genuine culture for learning, with commitment to the subject on the part of the teacher and students, high expectations for student achievement, and student pride in work. Teacher demonstrates a passionate commitment to the subject. Evidence: Ms. Madonna's interactions with students reflect genuine respect and caring for individual students and groups of students. "Everybody say way to go Jenna....good thinking through!" "High five! Kiss your brain." As needed, through the lesson, Ms. Madonna built in movement breaks. "Put your hand on your brain. Massage your brains. Stand up. Sit down." "Holy macaroni. Who's ready to move on?" "Everybody say 'time out'. Get your listening ears ready." "Synaia just said something that made my brain explode. Everybody listen." "Avery, you've been so quiet and you have an amazing brain. Give your idea." Word walls are around the room and are topical. The classroom is bright and colorful. Giant leaves come from the ceiling to form trees in different seasons, which directly ties to the science curriculum for Kindergarten. "Give her think time." "Pass it down to Jasi, Emory you keep doing your good thinking." "Do a happy dance around the room." Instructional goals, activities, and assignments convey high expectation for student learning. Ms. Madonna maintains an urgent pace while still providing time for students to process the information. 2d. Organizing Physical Space: Teacher organizes, allocates, and manages physical space to create a safe learning environment. Teacher uses physical resources to contribute to effective instruction and makes resources accessible to all students. Criterion 2d. Performance: Not Observed Evidence: Page 4 of 10 on 02/08/2014 03:27 PM v. 8-2011

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DELAWARE PERFORMANCE APPRAISAL SYSTEM II FORMATIVE FEEDBACK FORM FOR TEACHERS (Components One, Two, Three and Four)
Teacher: Madonna, Erin Elizabeth
Component 2 Summary 2d is not evaluated.

Evaluator:

Howell, Elizabeth

COMPONENT 3: INSTRUCTION
3a. Engaging Students in Learning: Content is appropriate, clear, and linked to student knowledge and experience. Content is aligned with the district or charter school's curricula. Activities and assignments engage all students. Instructional materials are suitable to the instructional goals. The instruction is coherent and paced appropriately for all students. Criterion 3a. Performance: Proficient Evidence: Students are intellectually engaged throughout the lesson with appropriate activities and materials, instructive representations of content and suitable structure, and pacing of the lesson. Evidence: Ms. Madonna moves from the SMART board to a math display board to sitting on the rug. This provided for multiple locations that students turned to through the lesson. Collaborative pairs and whole group responses are used regularly. "Let's count by 10s to 60." Ms. Madonna talks about her brother and sets up the math problem by letting students know that she had to mail him something. Hand signals and active learning was built into carpet time. "Everybody open up your science cupboard." Items are pulled out of a bag and discussed. "I thought I could send him foam because I was thinking about sinking and floating and thought he would like to teach about that." (sand, magnifying glass, rocks, ball) Ms. Madonna uses a graphic organizer to add words that students think of to describe heavy and light. "Show me throwing something light into the air." "Turn and tell your neighbor what the lightest thing is." She models how two objects compare and shows how a students hands separated based on the heavier item going down. Scale is shown and used to show the comparative weight of two items. "Put up your hands. What happened to the scale? Show it." "Find something small that is heavy around the room. " 3b. Demonstrating Flexibility and Responsiveness: Teacher has a repertoire of instructional strategies and makes use of them to make modifications to lessons as needed. Teacher differentiates instruction based on learner characteristics and achievement data. Criterion 3b. Performance: Proficient Evidence: Teacher seeks ways to ensure successful learning for all students, making adjustments as needed to instruction plans and responding to student interests and questions. Evidence: Throughout the lesson, Ms. Madonna purposefully used the No Opt Out strategy to circle back to students who may have struggled with an answer the first time. "What did Leila just tell me Ricardo?" Students vote on which word will go in the center of the first graphic organizer - heavy or light. "I see some wiggles. We're going to take a movement break." "Show me with your body what heavy means with a walk around the room." "I heard the word 'weight' again. Put that in the back of your brains for later." (Students mime putting something in brain.) Ms. Madonna engages Jeremiah directly as a partner and ensures that he is able to answer the question. Data Service Center Page of 10 on 02/08/2014 03:27 PM v. 8-2011 "You 5 can ask a friend to help if you are feeling stuck. Make sure you listen for the answer because I'll be coming back to you next.

DELAWARE PERFORMANCE APPRAISAL SYSTEM II FORMATIVE FEEDBACK FORM FOR TEACHERS (Components One, Two, Three and Four)
Teacher: Madonna, Erin Elizabeth Evaluator: Howell, Elizabeth
Ms. Madonna engages Jeremiah directly as a partner and ensures that he is able to answer the question. "You can ask a friend to help if you are feeling stuck. Make sure you listen for the answer because I'll be coming back to you next. 3c. Communicating Clearly and Accurately: Verbal and written communication is clear and appropriate to students' ages, backgrounds, and levels of understanding. Criterion 3c. Performance: Proficient Evidence: Teacher communicates clearly and accurately to students, both orally and in writing. Evidence: Ms. Madonna helps students make connections between lesson content and the real world. "I have a problem....say 'oh no'." Directions and vocabulary were clarified as necessary. "Can you use a different word than heavy?" "You just said 'smaller' that's a comparing word!" "Let's think back to the story we read the other day and look at the pictures to see if it could help us." "I heard a vocab word. Who else heard it?" In order to demonstrate the relative weight of one item vs. another, it is passed around the circle. 3d. Using Questioning and Discussion Techniques: Questions are appropriate to the content and level of students' understanding. Teacher encourages students to pose their own questions and is responsive to student questions. Teacher facilitates student led discussions. Criterion 3d. Performance: Distinguished Evidence: Teachers use of questioning and discussion techniques reflects high-level questions, true discussion, and full participation by all students. The teacher employs cognitive coaching in the questioning. Evidence: Ms. Madonna applies appropriate questioning techniques to deepen student understanding and the quality student responses. The No Opt Out questioning strategy is used consistently. The level of thinking represented by questions asked was at the Quad C and D levels much of the time. Especially for a kindergarten classroom, this was an example of how high rigor questioning can be successful. Questions included: Why am I adding a leaf today? Turn to a partner and tell them which number we were at yesterday. What does that 6 stand for in 64? If I have all these things and not a lot of money, how can I decide what to send my brother? Can you tell me what you are thinking about the word heavy? Leila, pick someone who doesn't agree with you. Ask him why. Is this lighter or heavier than the rock? What could we use to figure this out? Can you give me some details? Is it possible for something really little to be really heavy? Why?

3e. Using Assessment in Instruction: Teacher makes the criteria of the assessment known to the students, monitors the students progress, provides descriptive feedback, promotes student self-assessment, and uses data to plan future instruction. Criterion 3e.on Performance: Proficient Page 6 of 10 02/08/2014 03:27 PM v. 8-2011
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DELAWARE PERFORMANCE APPRAISAL SYSTEM II FORMATIVE FEEDBACK FORM FOR TEACHERS (Components One, Two, Three and Four)
Teacher: Madonna, Erin Elizabeth
Criterion 3e. Performance: Proficient Evidence: Assessment is regularly used during instruction through monitoring of progress of learning by teacher and/or students and through high quality feedback to students. Occasional formative assessment is used and students are aware of most summative assessment criteria. Evidence: At the post-observation conference, Ms. Madonna discussed the various ways that she assessed her students' performance. These included questioning throughout the lesson, participation in the sorting map and her center activities, which will be formative assessment. In one of these centers, students will be given a new bag of items and they will play a game where each person chooses an item they think is the heaviest, test the items and see who predicted correctly. The summative assessment will assess these concepts later in the unit as well. Component 3 Summary

Evaluator:

Howell, Elizabeth

COMPONENT 4: PROFESSIONAL RESPONSIBILITIES

4a. Communicating with Families: Teacher shares information about the school's educational program and expectations for student performance. Teacher develops a mechanism for two-way communication with families about student progress, behavior, and personal needs or concerns. Criterion 4a. Performance: Proficient Evidence: The teacher communicates frequently with families and successfully engages families in the instructional program. Evidence: Ms. Madonna noted many different ways that she communicates with parents and gets them involved in their child's education. These included: weekly Friday report with "what we learned" section, class website with regular updates on class activities and links to videos and websites that support what they are doing. She utilizes Remind101 to alert parents of updates, project based homework, review sheets explaining major concepts sent home for practice and a parent/teacher communication page in homework folder. 4b. Recording student data in a Student Record System: Teacher keeps records of attendance, disciplinary actions, emergency contact information, and personal information. Teacher shares relevant information with appropriate school personnel. Criterion 4b. Performance: Proficient Evidence: The teacher maintains and records accurate data in an efficient and effective manner. Evidence: At the post-observation conference, it was discussed that in addition to ensuring that data is input into I-Tracker and eSchool in a timely manner, she maintains her own skills matrix sheets on a clip board where she can record assessment data. She also maintains a data binder where she keeps all benchmark assessments and a folder for every student where she files any formative assessments she would like to keep to show progress. 4c. Growing and Developing Professionally: Teacher chooses and participates in professional development that is v. 8-2011
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DELAWARE PERFORMANCE APPRAISAL SYSTEM II FORMATIVE FEEDBACK FORM FOR TEACHERS (Components One, Two, Three and Four)
Teacher: Madonna, Erin Elizabeth
Criterion 4c. Performance: Distinguished Evidence: The teacher makes a substantial contribution to the profession through activities such as action research and mentoring new teachers and actively pursues professional development. Evidence: From Ms. Madonna's Professional Responsibilities form: PLCs: The PLC meetings I participate in with my wing team are extremely effective. We are constantly sharing ideas and brainstorming ways to do things more effectively. Math Dream Team: I believe my participation keeps my mind sharp in terms of what my mathematical focus should be for my students. Science Kit Trainings: As a new to kindergarten teacher, I am participating in science training. I get a lot of ideas from collaborating with my peers. Personally, I am always reading and searching out new ideas. I have joined twitter, recently, with the particular purpose of following educational leaders who have wonderful ideas. I have already picked up some great educational technology information. I write a blog for student teachers. I have found that I have a particular passion for mentoring new teachers, and I love being able to process through and expand upon ideas I have that may help someone as they are just starting out. Most of what I write about are hard learned lessons that have come with experience. 4d. Reflecting on Professional Practice: Teacher engages in reflective thinking as an individual, as a team participant, or as a school community member with the goal of improving instruction and learning for all students. Criterion 4d. Performance: Proficient Evidence: The teachers reflection on the lesson is accurate, citing general characteristics of the lesson, and the teacher provides specific suggestions about how the lesson may be improved. Evidence: At the post-observation conference, Ms. Madonna was critical of her lesson, while still noting that the goals were largely met. Particularly, she noted that the problem itself was a good starting point that gave relevance for the students. The whole group responses and conversations made it clear where some misconceptions lie that can be addressed in future lesson. The students were generally engaged throughout the lesson. When discussing what she would adjust if teaching the lesson again, it was discussed that she would have chunked the lesson differently and used her PowerPoint to guide her through the activities. She felt she got wrapped up in the conversation so didn't follow her plan exactly. She ultimately got to the goal of having the students discover the different between heavier and lighter, but felt that she lost some students because the conversation was too long. Ms. Madonna regularly uses reflection to improve future instruction and sets high goals for herself. From her Professional Responsibilities form: I am really working hard to transition away from a teacher directed room to a student directed learning environment. I am trying to transition to a model where the students have to grapple and search out their answers to learn a lesson's objectives, rather than front-loading with all the info they need to know and then asking them to create a summative project. I am trying to ask more questions and make less statements. In this process, I am trying to learn new technology tools to assist my students in taking more ownership of their learning. I have recently been experimenting with Aurasma, an augmented reality app, which allows me to embed hidden videos around my classroom for students to discover.

Evaluator:

Howell, Elizabeth

aligned with his or her professional needs and aligned with the needs of the school, district or charter school, or students.

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DELAWARE PERFORMANCE APPRAISAL SYSTEM II FORMATIVE FEEDBACK FORM FOR TEACHERS (Components One, Two, Three and Four)
Teacher: Madonna, Erin Elizabeth
Component 4 Summary

Evaluator:

Howell, Elizabeth

PERFORMANCE SUMMARY An Improvement Plan shall be developed if a teacher's overall performance during an observed lesson is unsatisfactory as a result of unsatisfactory performance in any one or more component areas. This unsatisfactory performance shall be noted by the evaluator on the Formative Feedback form by noting "PERFORMANCE IS UNSATISFACTORY" and initialing the statement.

Summary of Commendations:
When planning this lesson, you created a great balance of rigor and relevance for your kindergarten students. The lead-in to this problem solving situation hooked students in and allowed the highest level of engagement. With the questioning and activities, including word webs, that you planned, the rigor level was high enough to stretch learning, but you also balanced that by restating and repeating information in different ways to help all learners to understand the concepts. (1b; 3d)

Summary of Expectations:

Summary Recommended Area(s) of Growth:

As discussed at the post-observation conference, by chunking the lesson into smaller parts and varying the modality used, those students who tend to have shorter attention spans may have a higher level of engagement.

Additional Evaluator Feedback:

You used movement breaks and collaboration expertly through this lesson. You sensed when students needed a 'wiggle break' and built in clever breaks that tied into the curriculum and gave them a better sense of what the vocabulary words they were learning meant. You have created a learning environment that brings out the best in each learner and certainly makes them want to come to school!

SIGNATURES The teacher and evaluator shall sign the Formative feedback form to indicate that the lesson has been reviewed and discussed, not that the teacher necessarily agrees with the observation or comments on this form.

Teachers Signature Evaluators Signature

Date: Date:

If the teacher disagrees with any feedback on this form, the teacher may provide information in writing to the evaluator within fifteen (15) working days of the receipt of this form. The teacher may request a second conference
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DELAWARE PERFORMANCE APPRAISAL SYSTEM II FORMATIVE FEEDBACK FORM FOR TEACHERS (Components One, Two, Three and Four)
Teacher: Madonna, Erin Elizabeth Evaluator: Howell, Elizabeth
with the evaluator to discuss concerns. Any additional information will become part of the appraisal record. A teacher may challenge the conclusions of a lesson observation if PERFORMANCE IS UNSATISFACTORY is written on this form. This is accomplished by submitting additional information, specific to the point of disagreement, in writing within fifteen (15) working days of the teachers receipt of this form. The teacher submits the challenge and record to the supervisor of the evaluator unless the supervisor of the evaluator is also in the same building as the teacher. In this situation, the challenge, together with the record, is submitted to a designated district or charter school level credentialed evaluator. Any additional information will become part of the appraisal record.

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