Summative Evaluation

Teacher's Name: Gassandra Kurz

School: St. Thomas More

Grade: Three

Observer's Name: Peter MacKav

Date: 6 Mav 2013

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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. lmplementation is
sporadic, intermittent or otherwise not entirely successful.
PROFICIENT - Teacher clearly understands the concepts underlying the
component and implements it well.
OISTINGUISHED - Teachers at this level are master teachers and make a
contribution to the Reld, 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: Planninq and Preparation

1a: Demonstrating Knowledge of Content And Pedagogy

Comments

Knowledge of Content

Knowledge of Prerequisite Relationships

Knowledge of Content-Related Pedagogy

1b: Demonstrating Knowledge of Studen ts

Knowledge of Characteristics of Age Group

Knowledge of Students'Varied Approaches to

Learninq
Knowledge of Students' Skills and Knowledge

Knowledge of Students' lnterests and Cultural

Heritaqe

x
x

1a: Ms. Kurz is a very well prepared teacher. She has

learned both the program of studies in detail, become
familiar with teaching resources, and consulted
colleagues regarding best practices regarding both
pupils and content.
1b: Ms. Kurz adapts her teaching to the skills and
capacities of her students. She has made guided
reading, in small skill-selected groups, a prominent
and important feature of her literacy program. She
knows her student's strengths and weaknesses very
well.

1c: Selecting lnstructional Goals

Value

Clarity
Suitability for Diverse Students

Balance

x
x

1d: Demonstrating Knowledqe of Resources

Resources for Teaching

Resources for Students

1e: Desiqninq Coherent lnstruction

1c: Ms. Kurz is purposeful in selecting instructional

goals, taking into account the demands of the
program of studies along with the capacities of her
students. She makes allowance for the varied skill
and knowledge level of her students, and does her
best to bring each of them to success.
1d: Ms. Kurz has taken the time to become familiar
with a wide variety of quality teaching resources. She
uses both print materials and online resources to
augment her teaching, always with a focus on
curricular outcomes.

Learning Activities

lnstructional Materials and Resources

lnstructional Groups

1e: ln her third year in grade three, Ms. Kurz has

shown increased confidence in class. She is very
comfortable in planning and implementing instruction,

Lesson and Unit Structure

are addressed.

Congruence with instructional Goals

Criteria and Standards

Use for Planninq

1f: Ms. Kurz regularly and comprehensively assesses

student learning (formative and summative
assessments) and uses this data in instructional
planning. She is focused on preparing her students
for the grade three PAT, and thev are readv.

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1f: Assessing Student Learning

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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. lmplementation 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: Creatinq an Environment of Respect and Rapport
Teacher lnteraction with Students
Student lnteraction

2b: Establishinq a Gulture for Learninq

lmportance of the Content

x
x

Student Pride in Work

Expectations for Learning and
Achievement

2c: Manaqinq Classroom Procedures

Management of lnstructional Groups

Management of Transitions

Management of Materials and

Suoolies
Performance of Non-lnstructional
Duties

Supervision of Volunteers and

Paraprofessionals

x
x

Expectations

Monitoring of Student Behavior

2e: Orqanizinq Physical Space

Safety and Arrangement of Furniture
Accessibllity to Learning and Use of
Physical Resources

2b: Ms. Kurz's classroom is a place of focused work

and learning. She insists on order ("hands up")
without stifling enthusiasm. Her students are familiar
with their roles and places within the class, routines
have been established. But the routines are flexible
and supportive of student learning needs.
2c: Ms. Kurz is a well-organized teacher. She is very
effective at the practical side of teaching: managing
materials and transitions, keeping students on task,
etc. She is also very professional and conscientious
regarding supervision and other non-instructional
duties. She is efficient and effective.
Ms. Kurz has made effective use of volunteers in her
classroom at several points during the year.

2d: Manaqinq Student Behavior

Response to Student Misbehavior

Gomments
2a: Ms. Kurz is very comfortable interacting with her
students, and is very proactive at addressing issues
among her pupils.

x
x

2d: Ms. Kurz makes her expectations clear to

students. She demands their attention, and responds
very effectively when their behavior needs to be
corrected. Most importantly, she does so with a clear
focus on instruction. When needed, Ms. Kurz does
not hesitate to involve administration. She is also
conscientious in informing administration about
pending issues.

ze. lvrs. Kurz s crassroom space ts open, ailowlng ror

interaction between students, and easy access to
resources.

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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. lmplementation 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 lo the field, both in and outside their school. Their classrooms
operate at a qualitatively ditferent level, consisting of a community of learners,
with students highly motivated and engaged and assuming considerable
responsibility for their own learning.

Domain 3: lnstruction
3a: Communicatinq Glearlv and Accuratelv
Directions and Procedures
Student lnteraction
Oral and Written Lanquaqe

Comments
x
x

3b: Usinq Questioninq and Discussion Techniques

Quality of Questions

Discussion Techniques

Student Participation

3c: Enqaqinq Students in Learninq

Representation of Content

Activities and Assignments

Grouping of Students

lnstructional Materials and Resources

Structure and Pacing

3d: Providinq Feedback to Students

Quality: Accurate, Substantive,
Constructive, and Specific
Timelines

3e: Demonstratinq Flexibilitv and Responsiveness

Lesson Adjustment
Response to Students

x
x
x
x
x
x

Persistence

3a: Ms. Kurz's communication in class is positive,

clear, and age appropriate. She makes use of
multiple media (oral instruction, visuals in the
classroom, and especially the SMART technology)
effectively.
3b: Ms, Kurz's use of questioning techniques is in line
with the best practice of "scheduled review"; she uses
a question and answer period at the beginning of each
class to review prior material and activate student

interest. Her pupils respond with enthusiasm.

3c: Ms. Kurz's classroom is marked by a wide variety
of student work proudly and prominently displayed on

the walls. She is committed to having students

display their learning in a variety of settings
(individually and in varied groups) and by diverse
means (written, spoken, artistic, etc.). This allows her
to customize her instruction to meet the needs of
students. This is all congruent with her commitment
to celebrate student achievement, whether by
displaying work, communicating with home, or other
means.
3d: Ms. Kurz gives clear feedback to students. She
does not permit confusion to compromise enthusiasm.
Her students are aware of her expectations, and they
are very willing to ask questions when needed.

3e: ln her third tour in grade three, Ms. Kurz has

become very confident and proactive in adjustlng
lessons and communication to meet student needs.
Those adjustments are made with a focus on
achieving outcomes. She is a hard-working and
persistent teacher.

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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. lmplementation 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 leachers 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
Accuracy

Comments
x

Use in Future Teaching

4b: Maintaininq Accurate Records

Student Completion of Assignments
Non lnstructional Records

x
x

4c: Communicating with Families

nformation About the I nstructional
I

Engagement of Families in the

lnstructional Program

4d: Contributinq to the School and D istrict

Relationship with Colleagues
Service to the School

Participation in School and District

Proiects

4e: Growinq and Developinq Profess ionally

Enhancement of Content Knowledge
and Pedaqoqical Skill
Service to the Profession
4f: Showing Professionalism
Service to Students
Advocacy
Decision Making

4b: Ms. Kurz consistently and contentiously maintains

records of student work and conduct. She is
consistently among the first staff to complete report
card work.

Proqram

lnformation About lndividual Students

4a: Ms. Kurz is a reflective and serious professional

teacher. She is aware of her professional
responsibilities and proactive in addressing those
tasks and roles.

x
x

4c: Ms. Kurz's communication home is excellent. She

uses a variety of means - class newsletters, class
website, email, phone calls, and face to face
communication - to ensure that families are made
part of each child's education. She makes
communication with home a priority.
4d: Ms. Kurz is a very engaged professional teacher.
She gives her best to the school, and is particularly
ear9ues

x
x

x
x

many issues that emerge in the classroom or on the

playground. She ensures that administration knows
about potentially difficult situations in a timely fashion.
She also helps out with our extracurricular program.
4e: Ms. Kurz takes professional development
seriously, and avails herself of every opportunity for
self-improvement. Her technical prowess has made
her the "aa tn

She has a bright future in education.

x
x

4f: Ms. Kurz is an exemplary and active professional

teacher. She gives her best to her students, and
advocates on their behalf. when necessarv. to receive
additional services and support

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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. lmplementation 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)
5b. Participates in activities that
demonstrate personal faith
developmenVcom mitment.
5c. Models Christian values in their
dav-to-dav activities.
5d. Promote the uniqueness /
distinctiveness of Catholic Education
throuqhout our District.
5e. Assist in the planning, preparation
and support of school celebrations
and other faith activities.
5f. Involved in their local parish and
parish activities.
59. Openly shares and discusses
their faith with their students in class.
5h. Permeates lessons with Catholic
components (provide examples).

Principal.

5: Ms. Kurz's commitment to her faith is

unquestionable. She models Christian values daily,
and is ever-mindful that she may be "the only face of
Jesus" that her students may see in a given day.
They benefit from her generosity of spirit.

x
x

Ms. Kurz took part in school and district faith-based

fundraising activities with enthusiasm, and
encouraged her students to do the same.

She availed herself of help from staff (including the

district religious education coordinator) regularly in
crafting the most effective religious education program
possible for her class.

Date:

Peter MacKay

Teacher:

Date:

Cassandra Kurz