Ceres Unified School District CERTIFICATED SUMMARY EVALUATION REPORT Name: Jennifer Buck Site: Vieginia Parks Position/Subject/Grade Level: 64 Grade Date: 5/4/16 Time of Observation/s: 11:30am; 1:15pm to 12:30pm: 15pm. Date/s: 9/29/15:1/28/16. BX] Probationary D-Permanent O-Temporary Effective Requices Improvement Unsatisfactory A, Instructional Process /Organization and Planning a & Oo B.—Adherence to Cursicular Objectives Q oO Ios © Learning Bavizonment Q Oo Oo D. Meets Student Pesformance Objectives Q Te] Oo ‘Composite Evaluation from A-D above & =) Ley E and F below may not be used as the basis for an overall composite unsatisfactory evaluation. E. ‘School and District Assigned Duties & oO FE __ Professional Development w o oO Commendations/Recommendations : If additional comments/pages are attached, check here. Attendance: 162/164 days in attendance. A. Instructional Process, Organization & Planning: Jennifer is a 1st year 6th grade teacher at Virginia Packs Elementary School. Jennifer was formally observed on 9/29/15 and 1/28/16 and informally observed muliple times throughout the school year. For Mrs. Buck’s observations she chose an ELA ‘and a math lesson. Lesson design components were attempted during formal observations. ‘These were multiple smooth transitions and appropriate use of feequent checks for understanding. Time management is monitored and students ate fully ‘engaged in the lesson, In regards to lesson planning, Jennifer submitted an effective lesson plan following the direct instruction format. Jennifer has ‘worked diligently with staf to create an effective lesson using the lesson design components. ‘This isan azea that Jennifer needs to work with her instructional leaders on to clearly understand the components of each portion of the lesson. (Concept, skill ‘nd guided practice). It is also important that during rotation teaching (Science) that this process is followed as well. Jennifer is very animated and friendly which helps to keep the students engaged in the lesson. When in concept and first time learning, the teacher should be doing the teaching and the students doing the learning. In skill the students would shaze their learning and understanding of the concept and prove they have mastered what has been taught. Jennifer is very receptive to feedback and is ‘working to improve her craft in this area daily ‘Mrs Buck’s use of visuals for an instructional tool to teach concept is a strong component that helps students visualize and ‘make connections to seal life experiences for what is introduced. Infusing frequent checks for understanding allows her to know if more time is needed to teach the concept and if students are mastering the concept. (On informal visits to the classroom, Jennifer has exhibited strong classroom management skills andl consistent attempts of lesson design implementation. The instructional norms are in place daily and this has become a more natural implementation for Jennifer over the past yeas. Rules for respectful behavior ate posted and zeviewed when lesson begins, It is important for Jenaifer to monitor ALL students learning, making sure all stadents have needed materials and are held accountable for their learning,B. Adherence to Curricuham Objectives: ‘Mrs. Buck adhered to the following 6th Grade Common Core standards using the district Language Atts and math adoption. G.NS4 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of ‘two whole numbers less than or equal to 12. Use the distsbutive property to express a sum of two whole numbers 1-100 with a common factor as a muliple of a sum of two whole numbers with no common factor. L6AC Determine or claify the meaning of unknown and rultiple-meaning words or phrases based on grade 6 reading and content, choosing flexibility from a range of strategies. GRI4.1 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings © —_Leatning Environment Jennifer's classroom envizonment is positive and reflects standards based insteuction. Her classroom walls and bulletin boards reflect 6th grade objectives and student work reflecting theie progression towasdls mecting standards. ‘The posted wating the students have produced has shown the mastery of the writing genzes. All writing has individual voices and exceeds expectations. Jennifer is developing an understanding of how to teach waiting Students know the process and mechanics of writing at the Sth grade level. The room is organized and clear of excess material, allowing easy mobility. Jennifer has a calm and positive demeanor towards her students and has shown growth in the area of classroom control. Jennifer has built solid relationships with her students and they trust hes. They will take risks in their learning due to the environment she has created for them, 6th grade does rotations and Jennifer has the advantage to teach all students at the 6th grade level. When students from other classrooms are being taught, its important to hold them to the same standacd as her students in her classroom. Its critical to make suce all students have needed materials and information and are not left off the hook for their learning. D. Meets Student Performance: Students made growth towards mastery on all objective, (See attached goals) F. __ School and District Assigned Duties: ‘Mrs, Buck has performed all of her responsibilities in timely and professional manner. She has followed site and district proceduses and guidelines. She has great attendance and is akways punctual. In SST and parent meetings she is always professional and can articulate the levels of each and every one of her students. Jennifer has volunteered at our PTC events and Took forward to hee joining site committees as she moves into her 2nd year ass teacher. Jennifer has been an active participant in her credential program and has worked closely with her mentor F __ Professional Development: ‘Mrs. Buck attends district professional development opportunities. She incorporates technology into her lessons. She looks into every opportunity to further her knowledge and skills Recommendations/Commendations: (Mrs. Buck is commended for: : irs. Buck has made conscious effozts to focus on the lesson design components in her planning and in instruction, Students have clear expectations and know the instzuctional norms and engage in them naturally and consistently. : You are commended for your use of appropriate checks for understanding. Students used their multiple ways to show you they understood the material presented. CFU's were frequent and used at strategic times throughout the lesson. +” The objective was cleanly stated and read alond chorall. ‘The objective was zefersed back to throughout the lesson. . Students have clear partners and know how to speak with their partner. The question is posed first and asked to go to their think tank for think time. A sentence frame was used to assist students that struggled. Both students in each partner showed respect for one another as well as made sure each spoke in the given time, : You are commended for you work on having students speak in clear complete sentences, Students are standing ‘without being reminded to, "They students showed confidence in theie speaking and responses. They used appropriate voice ‘volume You supported the students that struggled with sentences frames or additional unpacking prompts to help them if they seuggled. You made chen feel comfortable while responding You ate commended for your positive relationship with your students. You are so calm and students were on task and engaged throughout the lesson. Students are friendly with each other and you have created a safe learning environment. : You are commended for your use and student use of technology in the classroom.Recommendations: : Continue to implement the district and school norms. : ‘As Mrs. Buck is planning and creating her direct instruction lessons, itis extical for her to have an understanding of ‘what each portion entails. In lesson desiga the “Concept” postion is where students ate leacaing and being expliily tught, be ‘cautious not to mix skill and guided practice when you are teaching the concept. During the lesson when in concept, stadent responses were asked to be recorded on W/B's and they gave their understanding of the pictures and video clips shown. In the “Do” poction, ths is where the teacher should be modeling her thinking and complete this section as a model. It is acceptable for students to interact and engage in this section, but having them sespond before modeling oceuss could lead to student ‘misconceptions. Ta the “We Do” portion, this is whese each step is done together and with each example, the level of support should be scaffolded. Working with the district instructional conch will assist Jennifer with this process. . Continue to collaborate with grade level (PLC model) and site based peers on concept building and consistency with your grade level members. Setting up visits for each of you to observe etch other’ lessons and teaching will support the collaborative expectation of your team, . Tris recommended that you explore CCDI certifiation for the 16-17 school year, OVERALL COMPOSITE EVALUATION A-F: (J Effecive [] Requires improvement [] Unsatstictory 1 Composite evaluation is less than effective, a Action Plan must be completed Evaluated by: Name/Title Date T certify that this report has been discussed with me. I understand my signature does not necessaily indicate agreement. The cvaluatee may, within ten (10) workdays, write a rebuttal or comment and have it attached to the observation or evaluation, Salto ‘Name/Title ‘Bvaluatee Signhture Date Reviewed by: Signatuze ‘Asst Supt Personnel Date DISTRIBUTION: One copy to: Evaluator One copy to: Evaluatee Approved10/03CUTAY/ Distt