H:\HOME\FORMS\400 Series Employee Relations\469 Teacher Growth, Supervision and Evaluation October 2013 Page 1

Form 469


Summative Evaluation
Teachers Name Cassandra Kurz

School St. Kateri Grade One

Observers Name Shelley LaCroix Date 2013/2014

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UNSATISFACTORY - Teacher does not yet appear to understand the
concepts underlying the component.
BASIC - Teacher appears to understand the concepts underlying the
component and attempts to implement its elements. Implementation is
sporadic, intermittent or otherwise not entirely successful.
PROFICIENT - Teacher clearly understands the concepts underlying the
component and implements it well.
DISTINGUISHED - Teachers at this level are master teachers and make a
contribution to the field, both in and outside their school. Their classrooms
operate at a qualitatively different level, consisting of a community of learners,
with students highly motivated and engaged and assuming considerable
responsibility for their own learning.
Domain 1: Planning and Preparation
1a: Demonstrating Knowledge of Content And Pedagogy Comments
Knowledge of Content

X
Cassandra has a strong understanding of the grade
one outcomes and the expectations of this age group.
She has a strong grasp on her students as learners,
their strengths and their struggles. I have seen
evidence of Cassandra using student work and
observations to guide her instruction.


Cassandra first identifies her goal or learning outcome
and then creates student learning activities. Lessons
are student centered. Students are encouraged to
explore and discover as they are learning. Cassandra
is working hard to encourage creative thinking in her
students.

Cassandra utilizes a variety of assessment strategies
with her students. She includes questioning,
observation, Rubrics and conferences. She has
developed effective visuals which her students use to
self-assess their work.
Knowledge of Prerequisite Relationships

X
Knowledge of Content-Related Pedagogy

X
1b: Demonstrating Knowledge of Students
Knowledge of Characteristics of Age Group

X X
Knowledge of Students' Varied Approaches to
Learning
X X
Knowledge of Students' Skills and Knowledge X X
Knowledge of Students' Interests and Cultural
Heritage
X
1c: Selecting Instructional Goals

Value
X

Clarity
X
Suitability for Diverse Students

X X

Balance
X
1d: Demonstrating Knowledge of Resources
Resources for Teaching

X
Resources for Students

X
1e: Designing Coherent Instruction
Learning Activities

X
Instructional Materials and Resources

X
Instructional Groups

X
Lesson and Unit Structure

X
1f: Assessing Student Learning

Congruence with Instructional Goals
X

Criteria and Standards
X

Use for Planning
X


H:\HOME\FORMS\400 Series Employee Relations\469 Teacher Growth, Supervision and Evaluation October 2013 Page 2
Form 469


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UNSATISFACTORY - Teacher does not yet appear to understand the
concepts underlying the component.
BASIC - Teacher appears to understand the concepts underlying the
component and attempts to implement its elements. Implementation is
sporadic, intermittent or otherwise not entirely successful.
PROFICIENT - Teacher clearly understands the concepts underlying the
component and implements it well.
DISTINGUISHED - Teachers at this level are master teachers and make a
contribution to the field, both in and outside their school. Their classrooms
operate at a qualitatively different level, consisting of a community of learners,
with students highly motivated and engaged and assuming considerable
responsibility for their own learning.
Domain 2: The Classroom Environment
2a: Creating an Environment of Respect and Rapport Comments
Teacher Interaction with Students

X
Cassandras classroom is very calm and inviting. She
has established routines and expectations to ensure
that her daily plans run smoothly. Students are aware
of their jobs and expectations. During work time
students are given specific time limits and warnings
about time running out.

Cassandra clearly labels her daily outcomes on the
board and refers to them throughout the day. Student
work is beautifully displayed in the classroom and on
the hallway bulletin boards.

Cassandra confidently handles student behavior. She
uses quiet, individual, one on one reminders or she
gently reminds the class as a whole group. She uses
positive reinforcement and praise, but she will take
privileges away if she has to.
Student Interaction

X
2b: Establishing a Culture for Learning
Importance of the Content

X

Student Pride in Work
X
Expectations for Learning and Achievement X X
2c: Managing Classroom Procedures
Management of Instructional Groups

X
Management of Transitions

X
Management of Materials and Supplies X
Performance of Non-Instructional Duties X
Supervision of Volunteers and Paraprofessionals X
2d: Managing Student Behavior
Expectations

X
Monitoring of Student Behavior

X
Response to Student Misbehavior

X
2e: Organizing Physical Space
Safety and Arrangement of Furniture

X
Accessibility to Learning and Use of Physical
Resources
X


















H:\HOME\FORMS\400 Series Employee Relations\469 Teacher Growth, Supervision and Evaluation October 2013 Page 3
Form 469


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UNSATISFACTORY - Teacher does not yet appear to understand the
concepts underlying the component.
BASIC - Teacher appears to understand the concepts underlying the
component and attempts to implement its elements. Implementation is
sporadic, intermittent or otherwise not entirely successful.
PROFICIENT - Teacher clearly understands the concepts underlying the
component and implements it well.
DISTINGUISHED - Teachers at this level are master teachers and make a
contribution to the field, both in and outside their school. Their classrooms
operate at a qualitatively different level, consisting of a community of learners,
with students highly motivated and engaged and assuming considerable
responsibility for their own learning.
Domain 3: Instruction
3a: Communicating Clearly and Accurately Comments
Directions and Procedures

X
Cassandra clearly communicates instruction,
directions and questions. She gives examples and
ideas to ensure student understanding.

She begins her lessons with a review question or
review of content to engage her students. Then she
will move into the new content with a discussion or
through a brainstorming activity. After a student
activity, Cassandra will conclude the lesson with
student sharing of their learning.

Cassandra consistently provides feedback to her
students by praising them, encouraging them or
providing further instruction if they need it.

Cassandra has a few students in her room that
challenge her to be flexible and responsive to their
needs. Two students recently joined her room and
are academically struggling. Cassandra has modified
her lessons to accommodate for their learning needs.
Student Interaction
Oral and Written Language
X
3b: Using Questioning and Discussion Techniques
Quality of Questions

X
Discussion Techniques

X X
Student Participation X X
3c: Engaging Students in Learning
Representation of Content

X
Activities and Assignments

X
Grouping of Students

X
Instructional Materials and Resources

X
Structure and Pacing

X
3d: Providing Feedback to Students
Quality: Accurate, Substantive, Constructive, and
Specific
X
Timelines

X
3e: Demonstrating Flexibility and Responsiveness
Lesson Adjustment

X
Response to Students

X
Persistence

X









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Form 469

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UNSATISFACTORY - Teacher does not yet appear to understand the
concepts underlying the component.
BASIC - Teacher appears to understand the concepts underlying the
component and attempts to implement its elements. Implementation is
sporadic, intermittent or otherwise not entirely successful.
PROFICIENT - Teacher clearly understands the concepts underlying the
component and implements it well.
DISTINGUISHED - Teachers at this level are master teachers and make a
contribution to the field, both in and outside their school. Their classrooms
operate at a qualitatively different level, consisting of a community of learners,
with students highly motivated and engaged and assuming considerable
responsibility for their own learning.
Domain 4: Professional Responsibilities
4a: Reflecting on Teaching Comments
Accuracy

X
Cassandra is a reflective teacher. She reflects after a
lesson on whether she has achieved her teaching
goal and makes adjustments accordingly.

Cassandra has shown growth in her ability to
effectively communicate with parents. She
communicates with parents through a monthly
newsletter which informs parents of her curriculum
goals and the activities going on in her class. She
utilizes email to communicate with parents on an as
needed basis.

Cassandra is very quiet but is a willing volunteer when
approached with a task.

Use in Future Teaching

X
4b: Maintaining Accurate Records
Student Completion of Assignments

X
Non Instructional Records

X
4c: Communicating with Families
Information About the Instructional Program

X
Information About Individual Students

X
Engagement of Families in the Instructional
Program

X
4d: Contributing to the School and District
Relationship with Colleagues

X
Service to the School

X X
Participation in School and District Projects

X X
4e: Growing and Developing Professionally
Enhancement of Content Knowledge and
Pedagogical Skill

X
Service to the Profession

X
4f: Showing Professionalism
Service to Students

X
Advocacy

X
Decision Making

X
















H:\HOME\FORMS\400 Series Employee Relations\469 Teacher Growth, Supervision and Evaluation October 2013 Page 5
Form 469

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UNSATISFACTORY - Teacher does not yet appear to understand the
concepts underlying the component.
BASIC - Teacher appears to understand the concepts underlying the
component and attempts to implement its elements. Implementation is
sporadic, intermittent or otherwise not entirely successful.
PROFICIENT - Teacher clearly understands the concepts underlying the
component and implements it well.
DISTINGUISHED - Teachers at this level are master teachers and make a
contribution to the field, both in and outside their school. Their classrooms
operate at a qualitatively different level, consisting of a community of learners,
with students highly motivated and engaged and assuming considerable
responsibility for their own learning.

Domain 5: Faith Development
Comments
5a. Accesses District and School activities that
promote faith development (morning prayer,
District Faith Development days, School
Celebrations)


X
Cassandra demonstrated permeation
through various lessons. She reflects with
her students on different scripture readings
and has enjoyed the opportunity to talk with
her students about Jesus messages of love
throughout the day.

Cassandra has attended district and school
activities that promote faith development.
She demonstrates strong values through her
daily interactions with her students and
colleagues.
5b. Participates in activities that demonstrate
personal faith development/commitment.


X
5c. Models Christian values in their day-to-day
activities.


X
5d. Promote the uniqueness / distinctiveness of
Catholic Education throughout our District.


X
5e. Assist in the planning, preparation and support
of school celebrations and other faith activities.


X
5f. Involved in their local parish and parish
activities.


X
5g. Openly shares and discusses their faith with
their students in class.


X
5h. Permeates lessons with Catholic components
(provide examples).



X




Teachers Signature __________________ Principals Signature__________________

___________________________________ ____________________________________
Date Date