West Hancock Community School District

Peer Review Observation Report

Staff Member: Susan Carlson (observed), Lisa Carlson (observer)

Building: High School
Date: March 21, 2014- 7th hour
Summary of observation and conference based on the Iowa Teaching Standards
Standard 1:

a.
b.
c.
d.
e.
f.
g.
Standard 2:
a.
b.
c.
d.
Standard 3:
a.
b.
c.
d.
e.
Standard 4:
a.
b.
c.
d.
e.
f.
Standard 5:
a.
b.
c.
d.
e.
f.

Standard 6:
a.
b.
c.
d.
e.

Demonstrates ability to enhance academic performance and support for implementation of the school districts
student achievement goals.
Provides multiple forms of evidence of student learning to students, families, and staff.
Implements strategies supporting student, building, and district goals.
Uses student performance data as a guide for decision making.
Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.
Creates an environment of mutual respect, rapport, and fairness.
Participates in and contributes to a school culture that focuses on improved student learning.
Communicates with students, families, colleagues, and communities effectively and accurately.
Demonstrates competence in content knowledge appropriate to the teaching position.
Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the
content area.
Uses knowledge of student development to make learning experiences in the content area meaningful and
accessible for every student.
Relates ideas and information within and across content area.
Understands and uses instructional strategies that are appropriate to the content area.
Demonstrates competence in planning and preparing for instruction.
Uses student achievement data, local standards, and the district curriculum in planning for instruction.
Sets and communicates high expectations for social, behavioral, and academic success of all students.
Uses students developmental needs, backgrounds, and interests in planning for instruction.
Selects strategies to engage all students in learning.
Uses available resources, including technologies, in the development and sequencing of instruction.
Uses strategies to deliver instruction that meets the multiple learning needs of students.
Aligns classroom instruction with local standards and district curriculum.
Uses research-based instructional strategies that address the full range of cognitive levels.
Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic
growth.
Connects students prior knowledge, life experiences, and interests in the instructional process.
Uses available resources, including technologies, in the delivery of instruction.
Uses a variety of methods to monitor student learning.
Aligns classroom assessment with instruction.
Communicates assessment criteria and standards to all students and parents.
Understands and uses the results of multiple assessments to guide planning and instruction.
Guides students in goal setting and assessing their own learning.
Provides substantive, timely, and constructive feedback to students and parents.
Works with other staff and building and district leadership in analysis of student progress.

Demonstrates competence in classroom management.

Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for
every student.
Establishes, communicates, models, and maintains standards of responsible student behavior.
Develops and implements classroom procedures and routines that support high expectations for student learning.
Uses instructional time effectively to maximize student achievement.
Creates a safe and purposeful learning environment.

Standard 7:
a.
b.
c.
d.
e.

Standard 8:
a.
b.
c.
d.
e.

Engages in professional growth.

Demonstrates habits and skills of continuous inquiry and learning.
Works collaboratively to improve professional practice and student learning.
Applies research, knowledge, and skills from professional development opportunities to improve practice.
Establishes and implements professional development plans based upon the teachers needs aligned to the Iowa
teaching standards and district/building student achievement goals.
Provides an analysis of student learning and growth based on teacher-created tests and authentic measures as well
as any standardized and district-wide tests.

Fulfills professional responsibilities established by the school district.

Adheres to board policies, district procedures, and contractual obligations.
Demonstrates professional and ethical conduct as defined by state law and district policy.
Contributes to efforts to achieve district and building goals.
Demonstrates an understanding of and respect for all learners and staff.
Collaborates with students, families, colleagues, and communities to enhance student learning.

Comments from peer reviewers: (one comment pertaining to each standard required)
Standard 1:

1b: Technology integration- overhead, smartboard

1c: Used how students were progressing on problems to decide what input they needed next, added a slide
during the presentation to meet students need for more information,

1d: Packet of materials given for Semester Test preparation

1e: Uses humor with kids to create an easy environment. Student personally thanked her for her help
which shows respect. Give student who was absent materials that were missed right away.
Standard 2:

2a: Had several methods for how students should approach solving a problem.

2d: Helpful Hints to guide students as they worked, FOIL method for checking for proper factoring
Standard 3:

3b: Gave frequent reminders for behavior, effort, etc. throughout class

3e: Use of Smartboard for notes/presentation at the beginning of a concept

Standard 4:

4c:While presenting- added a slide to further explain the process, did 1 to 1 work with each student during
the period

4e:Took time to communicate with students about current events- BB March Madness, allows BB game to
be on while they are working

4f: Use of overhead and Smartboard to present information

Standard 5:

5d: Goal set for a student to complete a certain number of problems during a certain time frame, individual 1
to 1 work with students, had students think aloud as they work through their problems

5e:Feedback verbally given as students worked through the problems, individual 1 to 1 work with students
Standard 6:

6a: Thanked by a student, 1 to 1 work with students, has cups for students to get drinks and they dont
have to leave the room

6b: Gives firm but fair responses to students questions and behaviors,

6c: At the start of class, an overview of expectations was given to all, 1 to 1 work with students

6d: Is able to have students working on multiple tasks, 1 to 1 work with students

6e:Uses humor, has cups for students to get drinks and they dont have to leave the room
Standard 7:

7b: Shares things she has tried in class, asks for input and guidance from other faculty
Standard 8:

8c: Works with MAP testing- planning, implementing, troubleshooting, data collecting

8d: Treats students and staff with respect. Is willing to work additional time with struggling students before
school, during preparation time and after school.

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(Teachers signature)

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(Date)

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(Peer reviewers signatures)

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(Date)