EMPLOYEE NAME

SCHOOL YEAR

EVALUATION
ANNUAL

Robert Jones
EMPLOYEE ID NUMBER

2011/12
SCHOOL/SUBJECT/GRADE LEVEL

MIDYEAR

OTHER GENERAL

COMPREHENSIVE

Bradley Middle School

REFLECTIONS OF PROGRESS TOWARD GOAL(S) AND EVIDENCE REVIEW

Robert Jones Student Academic Achievement Goal To have students become more responsible and independent in achieving goals. Professional Learning Goal: To maximize the study skills classrooms ability to address IEP goals and student general education work. Reflection What I did, What I learned, What I will do next What I did How well did I achieve my goal(s)? What data/evidence did I collect that my show my efforts have had an impact on student learning? Did I complete all the actions that I planned to do? I took an important step in moving towards completely achieving my goals. The evidence I have collected is around the work students have done on their IEP goals. They have (imperfectly) recorded their working time, collaborated with the teacher to address the goals, and in some cases achieved goals in a short amount of time. The next step is to start this process earlier in the year, and put a greater emphasis on organization within the IEP work folder, as well as doing more small group instruction while providing practice work. What I learned What did I learn in carrying out my plan? Did anything unexpected get in the way of the implementation of my plan? How did my practice address equity/impact all of my students? I learned that students will respond very well to being able to take part in the planning process. They were able to tell me about their goal areas, and in some cases they told me exactly what they were doing to practice these skills. What was unexpected was how fast some students move through their work, and how quickly they ask for more practice work. For th students with IEP goals that were far below the 6 grade standard, I had them take their IEP work into their general education class as practice, but this will need more support and practice at the beginning of next year. What I will do next What did I learn in carrying out my plan? Did anything unexpected get in the way of the implementation of my plan? How did my practice address equity/impact all of my students? Next year, this process will begin right at the beginning of school. I will conference with each student about their IEP goals, and teach them how assessments are used to measure progress and show if a goal is met. I need to find a better system for having students store their folders, since time is wasted trying to find them in the shelves. Names where theyre supposed to go would work. This practice is the very definition of differentiated teaching since it is unique to each students needs. Using the assessments, I will be better able to put together work for a modified curriculum for teachers with these students.

PROGRESS TOWARD GOAL(S) AND EVIDENCE REVIEW Domain 1: Planning & Preparation
1a: Demonstrating Knowledge of Content/ Pedagogy 1b: Demonstrating Knowledge of Students 1c: Selecting Instructional Outcomes
INNOVATIVE PROFICIENT BASIC UNSATISFACTORY

1d: Demonstrating Knowledge of Resources 1e: Designing Coherent Instruction 1f: Designing Student Assessments

Evidence & Comments

Mr. Jones has a solid knowledge of the important concepts in the teaching of students with IEPs. He is able to draw connections for his students across multiple content areas and disciplines. His plans and practice reflect analysis of prior student achievement data to help set realistic, rigorous, and measurable goals to inform instructional practice. His plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts. His plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline. Mr. Jones displays knowledge of students backgrounds, cultures, skills, as well as an accurate understanding of the typical developmental characteristics of the age group, including exceptions to the general patterns. As an IEP teacher, one of his primary roles is to work with all adults in the building to help the teachers modify or make accommodations for students with IEPs. His knowledge of his students is thorough, accurate, and current. Mr. Jones is explicit in his planning

for and teaching students what their specific IEP goals are and teaches them skills to be independent of him when they are in their general education classes (8/8 students were able to tell me their specific IEP goals and what they were doing to accomplish their goal(s)). Mr. Jones recognizes the value of and understands students interests and cultural heritage. As an example, students are always reading a whole class book, which features different ethnicities. Mr. Jones consistently posts outcomes, which represent high expectations, rigor and different types of important learning. The outcomes are connected to a sequence of learning. All instructional outcomes are clear, written in the form of students learning, and suggest viable methods of assessment (student IEP Notebooks). Lessons and units have a clearly defined structure around which activities are organized, and progression is even, with reasonable time allocations. Time is evenly divided in the classroom and split between work time, IEP Goal Work, and Whole Class reading/activities. All learning activities are suitable to his students and to their IEP goals. Mr. Jones learning activities show significant cognitive challenge, with some differentiation for groups work, whole class, and oneon-one student conferences. Groups are appropriately varied. When students are in his Study Skills class, he appropriately applies whole class, small group, and one on one conferring. His classroom materials and resources are suitable to students, support the instructional outcomes, and are designed to engage students in meaningful learning. Mr. Jones is data driven and authentically collects, reflects, and acts on the data presented to him on students achievement. Instructional outcomes are assessed regularly, and the criteria are clear to his students. Mr. Jones has clearly communicated to the students their IEP goals, given them appropriate work which is aligned to their goals, and effectively progress monitors those goals adjusting planning/instructional practice when appropriate. He has clear systems in place to effectively progress monitor the students on his IEP case load and the students assigned to his th th classroom 5 and 6 periods. Mr. Jones is proficient approaching innovative in this domain. Other Pertinent Evidence and Artifacts: Classroom routines (Student Work, IEP Time, Whole class teaching/activity) Effective Use of High Leverage Teaching Moves CatWalks Student IEP Goals Student IEP Folders

Based upon observations, artifacts, and conferences, this performance is deemed to be proficient overall in this domain.

Domain 2: Classroom Environment

2a: Evidence of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures

INNOVATIVE

PROFICIENT

BASIC

UNSATISFACTORY

2d: Managing Student Behavior 2e: Organizing Physical Space

Evidence & Comments

Mr. Jones displays high standards of conduct and is responsive and proactive to student disengagement or misbehavior. His responses to inappropriate behavior are appropriate, successful, and respect the dignity of the student. It is evident that students are comfortable with Mr. Joness routines and respond to his instructional style and personality positively. His classroom features teacher-student interactions, which are friendly and demonstrate general caring and respect. He is constantly encouraging his students, Let me show you howyou can do this. I know you can. While in his classroom, students are polite, hard working, and respectful to each other and to him. Mr. Jones has a genuine enthusiasm and vested interest in his students being successful and independent while they are out in their general education classrooms. Instructional outcomes, activities, and assignments, convey high expectations for all students. Mr. Jones has established a learning centered classroom where students are expected to be working with purpose Students accept the teachers insistence on work of high quality and demonstrate pride in their work and are able to describe what they are doing and why to observers. Small group work is well organized and most students are productively engaged in learning. Mr. Jones constantly monitors his groups and changes, monitors, and adjusts his instruction accordingly. Transitions occur smoothly, with little loss of instructional times (you have three minutes! You have seven minutes to complete this before we move to IEP Folders.) Routines for handling materials and supplies occur smoothly, and there are efficient systems in place for performing non-instructional duties (notebooks at the front of the classroom). When IAs have been in the class he makes sure they are productive and independently engaged during the entire class with the students.

Mr. Jones displays high standards of conduct and is responsive and proactive to student disengagement or misbehavior. His responses to inappropriate behavior are appropriate, successful, and respect the dignity of the student. The classroom is safe and the furniture arrangements provide an effective learning environment. Other Pertinent Evidence and Artifacts: Classroom routines (Student Work, IEP Time, Whole class teaching/activity) Effective Use of High Leverage Teaching Moves CatWalks/Observations Student IEP Goals Student IEP Folders Based upon observations, artifacts, and conferences, this performance is deemed to be proficient overall in this domain.

Domain 3: Instruction
3a: Communicating with Students 3b: Using Questioning and Discussion Techniques 3c: Engaging Students in Learning

INNOVATIVE

PROFICIENT

BASIC

UNSATISFACTORY

3d: Using Assessment in Instruction 3e: Demonstrating Flexibility and Responsiveness

Evidence & Comments

Mr. Jones consistently posts teaching points and/or what students will be doing 5 and 6 periods. Both his verbal and written directions and procedures are clear to students. Explanation of content is appropriate and connects with students knowledge and experience. In five CatWalks this year Mr. Jones always had clearly posted teaching points. Most of Mr. Joness questions are of high quality, and adequate time is provided for students to respond. Whether working with students one-on-one or whole class, Mr. Jones consistently asks cognitively challenging questions and engages all students in those activities. Most activities and assignments are appropriate to the students, and almost all of them are cognitively engaged in exploring content. Instructional groups are productive and fully appropriate to the students. Materials and resources are suitable, the lesson has a clearly defined structure and pacing is appropriate (Student Work Time, IEP Folders, Circuit for Inference). Students are fully aware of the criteria and performance standards by which their work will be evaluated. Mr. Jones effectively monitors the progress of groups, and provides timely feedback. Students frequently assess and monitor the quality of their own work and determine how well they are doing in meeting/exceeding their IEP goals (IEP Student Folder). Mr. Jones uses specific strategies and makes instructional and planning adjustments to lessons based on individual students. He employs multiple strategies for students who maybe having difficulty learning. Other Pertinent Evidence and Artifacts: Classroom routines (1/3,1/3,1/3) Effective Use of High Leverage Teaching Moves (Public Records, Teaching Points) CatWalks, Observations Based upon observations, artifacts, and conferences, this performance is deemed to be proficient overall in this domain.
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Domain 4: Professional Responsibilities

4a: Reflecting on Teaching 4b: Maintaining Accurate Records 4c: Communicating with Families

INNOVATIVE

PROFICIENT

BASIC

UNSATISFACTORY

4d: Participating in a Professional Community 4e: Growing and Developing Professionally 4f: Showing Professionalism

Evidence & Comments

Mr. Jones is accurate in his assessment of his teaching. If anything, he is his own worst critic as he has extremely high expectations of himself to be able to meet ALL of the needs of his students and at the same time try to meet ALL of the needs of teachers. Mr. Jones is able to appropriately hit the reset button on his practice based on student performance (February mid-year goal check in, after MAP data indicated no/negative growth). He is able to accurately assess his teaching and those of his colleagues to help achieve specific instructional and learning outcomes. Mr. Joness system for maintaining information on student assignments and progress is effective. Mr. Jones has clear tracking systems for communicating students progress toward their IEP goals and communicates them effectively to students, parents, and teachers. He runs prepared, urgent, efficient IEP meetings. He is well respected by his colleagues both for his passion and professionalism as a teacher. Mr. Jones actively seeks out opportunities for professional development to enhance his content knowledge and practice (Grading/Evaluation Conference, IEP Online). He welcomes feedback from colleagues and administration and participates actively in PLCs (IEP Survey, Study Teams). Mr. Jones did a better job this year of navigating PLCs to fit what he needed to work on for his own professional development. It is expected he will be able to have multiple opportunities to join PLCs, which are committed to Standards Based Grading. Mr. Jones is a strong voice of reason for all students, but specifically students with IEPs and works to ensure all students receive a fair opportunity to access learning and succeed. He maintains an open mind in team and school decision-making and often is willing to lead discussions in staff meetings (IEP Service Delivery Model, Grading/Evaluation Staff Meeting). Mr. Jones is currently serving as an IEP teacher for 6 graders. He is in his third year of teaching at Bradley. He has many formal and informal leadership positions at the local and national level. This year he served as the sole IEP OnLine pilot teacher and IEP On-Line Trainer. He has also sought out and participated in the Grading/Evaluation ad Hoc Committee. In addition Mr. Jones co-authored a research article on bilingual education and co-presented at two National Bilingual Conferences in both Louisiana and California. Mr. Jones is committed to the full-inclusion model for students with IEPs. Other Pertinent Evidence and Artifacts: Study Team Staff Meetings IEP Meetings Study Team Leader Meetings Even though he is only in his third year of teaching, based on my observation, Mr. Jones is deemed proficient in this domain.
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Goals for the Following Year

Goals areas recommended for focus: - Become more familiar with the Framework for Teaching, which includes four Domains and 22 Components. It will also be essential that Mr. Jones become familiar with the rating descriptions contained at the component and element level for Innovative, Proficient, Basic, and Unsatisfactory. Continue to create systems for documenting and conferring with students for their reading logs. Continue to implement, monitor, and adjust student IEP documentation.

Mr. Jones is aware of and actively seeks out resources and support. For the coming year he will have the opportunity to work with Joan Helper, Bradley Literacy Coach to plan, execute, and reflect on lessons directly related to non-fiction reading strategies. As Bradley moves along in its pursuit of providing a quality education for each and every student, it will be essential for Bradley staff to continue their collective pursuit in providing accurate grades and evaluation, which truly reflects a students progress based on either Washington State Standards or National Common Core Standards. Staff for the 2011/12 school will be collectively reading A Repair Kit for Grading: 15 Fixes for Broken Grades by Ken OConnor. This book will allow staff to have a common framework from which to build a schoolwide policy on grading and evaluation.

Mr. Jones is a valued staff member at Bradley and I look forward to supporting him in both his Student and Professional Goals for the 2012/13 school year

Employee Comments

THE EVALUATION OF THIS EMPLOYEE FOR THE FOLLOWING SCHOOL YEAR SHALL BE:
General Evaluation Comprehensive Evaluation

RATIONALE FOR PLACEMENT ON COMPREHENSIVE EVALUATION

Mr. Jones will be in his 4 year of teaching. The collective bargaining contract calls for teachers with four years or less experience to be evaluated on the comprehensive cycle.
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During the evaluation period documented in this record, it is the evaluators judgment, based upon observation and conferences that the employees overall performance continues to meet the criteria contained in the domains listed in the table below at or above the Proficient level.

During the evaluation period documented in this record, it is the evaluators judgment, based upon observation and conferences that the employees overall performance is no longer proficient in one or more of the following criteria contained in the domains listed in the table below and the following actions will occur: Has dropped below Proficient but overall performance is Basic and requires a Support Plan in order to achieve a Proficient rating in all domains. Overall performance is unsatisfactory and requires a Performance Improvement Plan which may lead to probation.

Overall Satisfactory Performance is determined by meeting the appropriate performance schedule of the collective bargaining agreement between Seattle Education Association and Seattle Public Schools.