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Morris Elementary School; DMPS

CAREER PERFORMANCE REVIEW FORM A

Teacher: Andrea

Bravton Administrator:
Formative

T.

Martin

Date= 3t28t13

Summative

I
N/AX Yes[ No[ N/AX YesE NoE

Staff member is meeting the expectations of all eight lowa Teaching Standards: Staff member's Career Development Plan is current and up to date: Classroom observation was satisfactory: Career Evaluation: Administrator Semester 1, Eval 2 Teacher Adm lnitia

YesX NoI
Date

Date

3128113

t7a%

Tch tnitiat
a copy.

The signature of the teacher does not indicate that the teacher agrees with the content of the review, only that s/he received

Teacher/Observation Summary:
2t24t12 Ms. Lovig is a 4th grade teacher at Morris Elementary School, and is currently in her first year of service at DMPS. During the observation portion of the performance evaluation, she provided explicit instruction supporting students' depth of understanding for visually understanding and comparing proper fractions to mixed numbers in the content area of mathematics. Finally, the learning sessions included a variety of rehearsal strategies providing engaging opportunities for all students; thus affording every learner access to the essential learning concepts at their respected learning levels. 4t20t12 ln her second of three observations, Ms. Lovig taught a literacy lesson focused on utilizing details, within a text, to draw inferences. She utilized an engaging learning scenario (performance assessment) that students collaboratively worked on in demonstrating their understanding of the essential learning targets. 11t6t12 ln her third of three first year observations, Ms. Brayton offered students large group literacy instruction (reading) focusing on text details, picture clues, and background knowledge to make an inference about the character. 3t28t13 Ms. Brayton exposed students to instruction focused on proper and improper fractions. The student demonstrations included ordering sets of fractions by placing them on a number line to deepen their understanding for the essential concepts and skills (4.NF.1-equivalent fractions and 4.NF.2-comparing fractions with different denominators and numerators).

Ms. Lovig demonstrated proficiency in lowa Teaching Stand ard #1 through the manner in which she intentionally structured the learning environment. She successfully delivered large group instruction, as well as provided students individual in the essential learni

targets outlined in the lesson objective. Furthermore, during the formal observation, it was evident that Ms. Lovig takes pride in moving every child toward academic, emotional, behavioral, and social progress each and every day. Andrea ensures all students had access opportunities, differentiated to their preferred learning modalities in efforts to enhance the attainment of essential learning concepts. She achieved this through multiple large and small group, as well as individual, rehearsal opportunities accompanied by student feedback (1G); providing a sensitive and nurturing approach to struggling learners; by creating a culture that promotes a high level of learning (1D); carefully orchestrated use of positive reinforcement to motivate students; providing a fun and upbeat learning activities; and in her careful attention to student engagement in the classroom environment indicating that learning is active and not passive ('1 B, D, E & F). 4t20t12 ln addition, her use of technology demonstrates her aptitude for designing and creating a learning environmenUculture that supports genuine learning for all students (1D). Furthermore, it was evident that Andrea used technology (lnfinity and OnFocus) to enhance, through increased student engagement, the learning experience for her students (1B). 3t28t13 Ms. Brayton further substantiated lowa Teaching Standard #1 through her highly targeted instruction focused on the lowa Common Core Standards 4.NF.1 and 4.NF.2 clearly outlined in district curriculum ouides. This demonstrates her commitments to district and state expectations.

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Comments:
2t24t12 During the observation, Ms. Lovig demonstrated her competence in lowa Teaching Standard #2, addressing her students' variety of learning needs, through her use of highly intentional instructional strategies. Andrea exhibited pedagogical and content knowledge relative to student development through her highly organized and sequenced lesson activities that were differentiated to each student's as well as cohort group's identified needs. Examples include Andrea's use of student feedback strategies through open exchanges during the lesson delivery, the need for multiple rehearsals (more turns) in different modalities and from different perspectives; use of a variety of technology to enhance learning and student engagement; and use of strong inquiry to promote relevance and connectivity (increasing engagement) for the learner. These examples were coupled with great instructional practices including: direct modeling (group and individual), incorporating a sense of fun into the activity, and in her authentic attempts to provide all students access, through practice and active engagement, to the essential learning target (2 C & D). 4t20t12 Additional examples for Standard#2 proficiency included the entrance slip, twenty questions game (fun), and the cooperative group work with the posters (for group game). These examples were coupled with great instructional practices including: direct modeling (group and individual), incorporating a sense of fun into the activity, and in her authentic attempts to provide all students access, through practice and active engagement, to the essential learning tarqet(s) (2 C & D). 3. C'iiiii'petence in.gl*itrtlii.i&,.iiid,,otbparins for instruetion:,

Derno

Comments:
2t24t12 It was evident Ms. Lovig was highly prepared for instruction as she had all materials ready and at her fingertips during instructional delivery. She kept the lesson flowing demonstrating good lesson pace, sequencing, and flexibility throughout the learning session. Another strength came in the form of delivering clear and coherent expectations, as well as strong modeling, for her students before thev were dismissed to beqin quided group and independent work. Finally, Ms.

Lovig's time management was exemplar in respects to flexibly monitoring transitions, as well as reteaching as needed, before student became restless or lost interest in the exercise. On a related note, she set high expectations for student conduct, in terms of learning routines, as well as making conscious efforts to ensure success was had for all students. Some examples include guaranteeing every student had the opportunity to participate; valuing and validating students' comments and responses; posing higher level questions; and consistent reiteration of expectations as well as proactive coherence building for expected behaviors in relationship to essential learning targets. 4t20112 ln planning for the lesson, it was evident Ms. Lovig worked diligently to infuse technology into the curriculum makinq the learning process fun and engaging.

4.

,,:Uses

strategies to deliver itrstruction that meets the multiple learning needs of students. Comments:

2t24t12 Ms. Lovig provided observable proficiency evidence, in her use of multiple instructional approaches, meeting the variety of cognitive, behavioral, social, and emotional needs evident in her students. First and foremost, she exhibited a strong disposition/demeanor promoting relationship building, trust, and a sense of nurturing in the learning environment; thus leading to increased learning potentialfor her students. More formal examples of her pedagogical expertise include: relevance-connecting to life and the world beyond the walls of school (recipes and food labels), modeling, multiple rehearsal opportunities (Jo Robinson), strong questioning and response strategies, connectivity to background knowledge and prior learning, and in demonstrating her flexibility to adjust instruction, on the spot, to accommodate the cohort group as well as individual needs (4 B, C, D, E, & F). Finally, in terms of more turns, more turns, more turns, Jo Robinson discusses providing increased engagement by using think pair share, buddy up, choral response, and my turn your turn strategies for rehearsal opportunities in the classroom. Research indicates the more strategies where more kids are responding at any given point in the teaching/learning session results in increased achievement outcomes/results (more talking=more learning). Evidence of this type of rehearsal opportunities were evident in Ms. Lovig's delivery. She infused cooperative groups, think pair share, and excellent large group inquiry where multiple students had ample opportunity to engage throughout the instructional sequencing. Finally, she utilized the gradual release of learning holding students accountable for the work or the learning; thus allowing her learners to frame their educational experiences. 11t6t12 ln efforts to offer more students more turns, Ms. Brayton structured the learning session with multiple opportunities for students to share with partners. This allowed the capacity for 100% of the students to respond/rehearse at any given opportunity; hence the potentialfor 100% of her students to grow their understanding for the essential concepts. 3t28t13 Through the use of cooperative groups, multiple rehearsal opportunities to engage learners in the essential concepts and skills, strong instructional routines, and in her ability to deliver instruction in a highly targeted fashion, Andrea was able to develop higher mastery levels for fractions. Furthermore, she embeds a sense of fun into the lesson while still managing to keep curricular aim which enhanced the learninq experience. 5. Uses a varietv of methods to monitor student learninq. I
I

Comments:
2t24t12 Ms. Lovio utilized a varietv of formative/informal assessments during the observation segment of

her performance evaluation. The assessments included: teacher observation/student response (individually and in pods), signals (verbal and nonverbal cues), and questioning assessments to check for understanding. Furthermore, it was evident that Ms. Lovig takes pride in getting to know her students by building capacity and relationships with each child. This, undoubtedly, leads to increased connectivity, academic success, and provides a rich learning environment for all participants. 3t28t13 During the learning session, Andrea utilized teacher observation by navigating around the physical space. ln addition, she utilized this format to remediate, enrich, extend, and to develop wider spectrum of understanding among her students.

6. Dejiilih'6liates
Comments:

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2t24t12 During the formal observation, Ms. Lovig demonstrated proficiency engaging her students in her highly organized and sequential learning activities which were focused on comparing proper and mixed number fractions. She utilized modeling, hands on activities (fraction manipulatives), connecting the concept to real life (recipes), and by utilizing a cooperative group (pod) format to increase the efficacy of the teaching/learning process. These activities were coupled with inquiry, critical thinking questioning, signaling, response sheeUexpectations, and individual hands on approach to the lesson. Furthermore, Ms. Lovig maintained a positive disposition/demeanor throughout the delivery of instruction, when redirecting students who were off task, and in keeping her class excited and motivated during the experience. Finally, it was evident that a classroom management framework was in place as she utilized a routine to reinforce a selfmanagement system. 11t6t12 ln addition to the infusion of technology to enhance student engagement, Andrea utilized cooperative learning principles in pairing students together for the learning segment. Students were actively engaged, having fun, and growing their understanding for the essential learning targets established and coordinated by their teacher. Furthermore, Ms. Brayton navigated around the room to ensure all students' understood the task, offered assistance to further scaffold/differentiate learning, and in efforts to manage the learning atmosphere. 3t28t13 A strength of Mr. Brayton includes her ability to establish instructional routines to enhance the learning experiences for all. She is methodical in her approach which is consistency implemented for increased effectiveness. This undoubtedly leads to higher levels of mastery in all areas of academic focus. Z. Engacii$jn pfo&ssional grow.th. l,-. ,l*3

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Comments: (7A & B) Ms. Lovig engages in Professional Learning Communities, building and district professional development offerings, grade level/team meetings, and seeks out professional help from colleagues demonstrating her commitment to continuous inquiry and learning as well as her

'8.

collaboration commitments.

Fulfills;pdfessional,responsibilities,r6$tahlishCd bv the school district.,:, L Comments: (8C & E) Ms. Lovig honors her professional responsibilities substantiated by her full participation in PLCs, grade level/team meetings, and professional development meetings. Furthermore, she consistently displays a positive disposition/demeanor demonstrating her understanding of, and respect for, all learners, parents, and staff.

Areas of Focus for Professional Development:

2t24t12

Assessment Question(s): What were the results of your formative assessment? What methodology (process/instrument) did you utilize to collect the data? What analysis process did you follow? HowA//hen did you respond to the findings? Final Comment(s):
2t24t12 Ms. Lovig is progressing nicely as a first year teacher. She invites and accepts coaching from colleagues in efforts to increase her pedagogical skill sets. Furthermore, she displays a positive disposition/demeanor and strong character which is a valued attribute in today's schools. Please continue to strive for excellence by personally and professionally developing yourself as an excellent, compassionate, and collegial educator. Great Job Ms.

Lovig! Keep

up the good work.

4t20t12 Andrea has been a great addition to the 4th grade team and the Morris staff. She has had a very positive effect on our system. 11t6t12 Ms. Brayton has become a very integral part of the 4th Grade Team who contributes in a manner that is well beyond her years of experience. She understands and embodies the Morris Way mentality when it comes to building, fortifying, and sustaining a culture of academic excellence. 3t28t13 Your students are lucky to have you! Finish the year strong Andrea.