Teacher: LEIFER, KATHERINE Scheduled on: Observation date: Submitted by: BACHTELL, KRISTI Date Confirmed: Focus: Additional

instructions:

Title: Observation Two Apr 22, 2013 - 9:51 AM Apr 22, 2013 - 9:52 AM Apr 22, 2013 - 3:35 PM Apr 22, 2013 - 3:46 PM

Subject: N/A

Grade: N/A

Scores and Evidence

1a: Demonstrating Knowledge of Content and Pedagogy BACHTELL, KRISTI Evidence Plans were written in a 2+3 format where the following Math Common Core Standards were listed: Major~ 4.0a.3 solve multi-step word problems and 4.0A.2 Mulitply and divide word problems as well as three minors~ 4.NBT.4 Fluently add and subtract multi-digit whole numbers, 4.NBT.5 Multiply a whole number up to four digits by one digit, 4.NBT.6 Find whole number quotiants and remainders Critical Attributes Proficient - The teacher can identify important concepts of the discipline and their relationships to one another. Proficient - The teacher provides clear explanations of the content. Proficient - The teacher answers students questions accurately and provides feedback that furthers their learning. Proficient - Instructional strategies in unit and lesson plans are entirely suitable to the content.

Score: 3

1b: Demonstrating Knowledge of Students BACHTELL, KRISTI Evidence The Annapolis Planning Tool Guide was differentaited based on the needs of the students in class. One packet had more scaffodling and assisting steps to guide student understanding. Critical Attributes Proficient - The teacher knows, for groups of students, their levels of cognitive development.
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Score: 3

Proficient - The teacher has a good idea of the range of interests of students in the class. Proficient - The teacher has identified "high", "medium", and "low" groups of students within the class. Proficient - The teacher is aware of the special needs represented by students in the class. Distinguished - The teacher uses ongoing methods to assess students' skill levels and designs instruction accordingly.

1c: Setting Instructional Outcomes BACHTELL, KRISTI Evidence Math Practice #1: Make sense of the problem and perserve through it was listed in the plans. However, math practices were not referred to or discussed with students before, during, or after the lesson. Plans were written in a 2+3 format where the following Math Common Core Standards were listed: Major~ 4.0a.3 solve multi-step word problems and 4.0A.2 Mulitply and divide word problems as well as three minors~ 4.NBT.4 Fluently add and subtract multi-digit whole numbers, 4.NBT.5 Multiply a whole number up to four digits by one digit, 4.NBT.6 Find whole number quotiants and remainders Math objectives were listed on the objective chart~ What: TSW solve multi-step word problems posed with whole numbers using the 4 operations; How: Annapolis field trip planning packet; Why: To determine which operations to use in order to solve real world math situations. Critical Attributes Proficient - Outcomes represent high expectations and rigor. Proficient - Outcomes are related to big ideas of the discipline. Proficient - Outcomes are written in terms of what students will learn rather than do. Proficient - Outcomes represent a range of types: factual knowledge, conceptual understanding, reasoning, social interaction, management, and communication. Proficient - Outcomes, differentiated where necessary, are suitable to groups of students in the class. Distinguished - The teacher connects outcomes to previous and future learning. Distinguished - Outcomes are differentiated to encourage individual students to take educational risks. Summary Although a math practice was listed in the written plans, it is important that those practices are consistently reviewed and connections are made with students on their application. The teacher did a nice job consistently focusing on the Common Core Standards and focus quesiton with students throughout the lesson.

Score: 3

1d: Demonstrating Knowledge of Resources BACHTELL, KRISTI Evidence

Score: 3

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As this Planning Guide was designed, the teacher utilized information from the BOE on transportation costs, Annapolis activity costs, travel distances... to encorportae into the design of the learning experience. The teacher purposefully planned to utilize the teaching assistant to gather data on student understanding of the Common Core standards through the use of anecdotal record keeping and student quesitoning. Critical Attributes Proficient - Texts are at varied levels. Proficient - Texts are supplemented by guest speakers and field experiences. Proficient - The teacher facilitates the use of Internet resources. Proficient - Resources are multidisciplinary. Proficient - The teacher expands her knowledge through professional learning groups and organizations. Proficient - The teacher provides lists of resources outside the classroom for students to draw on. Distinguished - Texts are matched to student skill level. Distinguished - The teacher facilitates student contact with resources outside the classroom.

1e: Designing Coherent Instruction BACHTELL, KRISTI Evidence Plans were written in a 2+3 format where the following Math Common Core Standards were listed: Major~ 4.0a.3 solve multi-step word problems and 4.0A.2 Mulitply and divide word problems as well as three minors~ 4.NBT.4 Fluently add and subtract multi-digit whole numbers, 4.NBT.5 Multiply a whole number up to four digits by one digit, 4.NBT.6 Find whole number quotiants and remainders The Annapolis Planning Tool Guide was differentaited based on the needs of the students in class. One packet had more scaffodling and assisting steps to guide student understanding. Critical Attributes Proficient - Learning activities are matched to instructional outcomes. Proficient - Activities provide opportunity for higher-level thinking. Proficient - The teacher provides a variety of appropriately challenging materials and resources. Proficient - Instructional student groups are organized thoughtfully to maximize learning and build on students strengths. Proficient - The plan for the lesson or unit is well structured, with reasonable time allocations. Distinguished - Activities permit student choice. Distinguished - Learning experiences connect to other disciplines. Distinguished - The teacher provides a variety of appropriately challenging resources that are differentiated for students in the class. Summary The teacher has embraced the concept of 2+3 planning for learning experiences, which has allowed her to make many connections within and across content areas. Lessons are built from concrete to abstract and closely connected to real life math.
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Score: 3

1f: Designing Student Assessments BACHTELL, KRISTI Evidence A pre-planned anecdotal check-list was utilized on a clipboard that included: Can students: Mulitply two numbers; Solve using pictures,numbers, words; solve with division; identify key words Non-negotiable writing expectations were posted for students to refer to throughout all subject areas. Meets and exceeds are included in the Annapolis Packet for students to self-assess their understanding. However, the meets and exceeds were not utilized during this lesson by the students. Critical Attributes Proficient - All the learning outcomes have a method for assessment. Proficient - Assessment types match learning expectations. Proficient - Plans indicate modified assessments when they are necessary for some students. Proficient - Assessment criteria are clearly written. Proficient - Plans include formative assessments to use during instruction. Distinguished - Teacher-designed assessments are authentic, with real-world application as appropriate. Distinguished - Students develop rubrics according to teacher-specified learning objectives.

Score: 3

2a: Creating an Environment of Respect and Rapport BACHTELL, KRISTI Evidence One student told her partner, "Don't give up. What do you need help with? I will help you. What do you need?" As students re-entered the room, the teacher said, "My friends, you can re-enter the room quietly" The teacher writes positive referrals to highlight great things students are doing academically or behaviorally with administration and parents. Critical Attributes Proficient - The teacher successfully responds to disrespectful behavior among students. Proficient - The teacher makes general connections with individual students. Proficient - Students exhibit respect for the teacher. Distinguished - The teacher demonstrates knowledge and caring about individual students lives beyond the class and school. Distinguished - When necessary, students respectfully correct one another. Distinguished - Students participate without fear of put-downs or ridicule from either the teacher or other students. Distinguished - The teacher respects and encourages students efforts.

Score: 3

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2b: Establishing a Culture for Learning BACHTELL, KRISTI Evidence As you are responding, make sure you are using your writing non-negotiables. We are focusing on looking at all of these steps to come to an answer/solution. It is a lot of work to plan a field trip. For the next few minutes we want you to go back with your partner and recheck your work on your field trip planning sheets. We know it is a lot of work but you need to know as teachers, Mr. Sandell and I went back and rechecked our work, then triple checked our work to make sure it was accurate so we had enough room to take all of our students, not mess up and just be able to take half of you because we didn't solve and plan correctly. I like the way you just pulled out important key words from this problem. A high five was given to the student. No evidence of student learning/work was posted throughout the room. All process charts and reference materials were teacher made. One student told her partner, "Don't give up. What do you need help with? I will help you. What do you need?" Help her figure out miles from Hagerstown to Annapolis, just one way to get her caught up. Do you see how going back over is making a big difference with the task results? You have to pay close attention to details? The teacher writes positive referrals to highlight great things students are doing academically or behaviorally with administration and parents. The teacher assisted in the design of student "diplomas" and frequently utilizes them when her students have academic milestones. Critical Attributes Proficient - The teacher communicates the importance of the content and the conviction that with hard work all students can master the material. Proficient - The teacher demonstrates a high regard for students abilities. Proficient - The teacher conveys an expectation of high levels of student effort. Proficient - Students expend good effort to complete work of high quality. Proficient - The teacher insists on precise use of language by students. Distinguished - Students assist their classmates in understanding the content.

Score: 3

2c: Managing Classroom Procedures BACHTELL, KRISTI Evidence As students entered the math class, the teacher asked them to look at the focus question and begin thinking about it by jotting notes in their math journals. Annapolis Packets were handed back to students as the teacher was waiting for the remainder of the students
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Score: 3

to arrive. If you can hear me stomp once, If you can hear me stomp twice... student appropriately responded. You have about 15 seconds left As they are working, are they talking about how nice it is out today or what they would rather be doing instead of math? No... they are talking about their work on this field trip planning task. Students were able to get calculators or iPads as math tools to assist them with their work when/if they needed them. I am going to give you about four more minutes, will that work? In ten seconds I want you to bring your materials and meet me at the back carpet. The teacher counted down from four. As students re-entered the room, the teacher said, "My friends, you can re-enter the room quietly" Critical Attributes Proficient - Students are productively engaged during small-group or independent work. Proficient - Transitions between large- and small-group activities are smooth. Proficient - Routines for distribution and collection of materials and supplies work efficiently. Proficient - Classroom routines function smoothly. Proficient - Volunteers and paraprofessionals work with minimal supervision.

2d: Managing Student Behavior BACHTELL, KRISTI Evidence Two students had been separated due to behavior in a prior lesson and they were asked to join together for this task. One student did not engage much in the task. He sat and watched two other students and played on the iPod. When confronted by the teacher, he said all his work is in his head. She coached him through the process and how that would never work if he was truly plannig the trip... documentation needed to happen. It looks like you need to be at the back table with me. You did not use your time wisely. It is my fault also for not checking on you. During another time in the day, any free time you may have, you need to work on this. Does that sound fair? I want you to self-evaluate yourself. Closed fist if you didn't use your time wisely... one for doing a pretty good job and fixing errors, two for using the math skills listed and really focusing on your tasks for the day. Critical Attributes Proficient - Standards of conduct appear to have been established and implemented successfully. Proficient - Overall, student behavior is generally appropriate. Proficient - The teacher frequently monitors student behavior. Proficient - The teachers response to student misbehavior is effective.

Score: 3

2e: Organizing Physical Space

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BACHTELL, KRISTI Evidence

Score: 3

A focus question is posted on the front board: How are math skills used to plan real world events such as our field trip to Annapolis? Students were asked to get with their partner and find a spot in the room where they would be able to work well together. No evidence of student learning/work was posted throughout the room. All process charts and reference materials were teacher made. Students were able to get calculators or iPads as math tools to assist them with their work when/if they needed them. A kidney shaped table at the side of the room was used to work with small groups of students. Critical Attributes Proficient - The classroom is safe, and all students are able to see and hear the teacher or see the board. Proficient - The classroom is arranged to support the instructional goals and learning activities. Proficient - The teacher makes appropriate use of available technology. Summary As the teacher continues to reflect upon Under Resourced Learners and the voice of students as represented on the walls of the classroom, more current student work should visible, not just teacher created materials.

3a: Communicating with Students BACHTELL, KRISTI Evidence A focus question is posted on the front board: How are math skills used to plan real world events such as our field trip to Annapolis? Students entered the room from Encore class, quickly gathered their math materials and went to their appropriate classroom for differentiated instruction. As you are responding, make sure you are using your writing non-negotiables. It is important to look for those key words in real life because they won't tell you to add your total up to see if you have enough money. We are focusing on looking at all of these steps to come to an answer/solution. It is a lot of work to plan a field trip. For the next few minutes we want you to go back with your partner and recheck your work on your field trip planning sheets. We know it is a lot of work but you need to know as teachers, Mr. Sandell and I went back and rechecked our work, then triple checked our work to make sure it was accurate so we had enough room to take all of our students, not mess up and just be able to take half of you because we didn't solve and plan correctly. As they are working, are they talking about how nice it is out today or what they would rather be doing instead
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Score: 3

of math? No... they are talking about their work on this field trip planning task. Non-negotiable writing expectations were posted for students to refer to throughout all subject areas. Math Practice #1: Make sense of the problem and perserve through it was listed in the plans. However, math practices were not referred to or discussed with students before, during, or after the lesson. I like the way you just pulled out important key words from this problem. A high five was given to the student. Don't forget your decimals... you need to pay attention to those details. It would look like the bus driver was being paid $1,000. Math objectives were listed on the objective chart~ What: TSW solve multi-step word problems posed with whole numbers using the 4 operations; How: Annapolis field trip planning packet; Why: To determine which operations to use in order to solve real world math situations. Can I do this with you because we are wasting a lot of time looking it up with the iPad. It should be a little task. Ask your partner about the total miles. Help her figure out miles from Hagerstown to Annapolis, just one way to get her caught up. As one student was writing the check out to the Board of Education, the teaching assistant asked how she would know what amount the number represented because something was missing from the written check. Tomorrow we will be working on the task of elapsed time as we will continue to plan our real trip to Annapolis that is this Friday. Critical Attributes Proficient - The teacher states clearly, at some point during the lesson, what the students will be learning. Proficient - The teacher's explanation of content is clear and invites student participation and thinking. Proficient - The teacher makes no content errors. Proficient - The teacher describes specific strategies students might use, inviting students to interpret them in the context of what theyre learning. Proficient - Students engage with the learning task, indicating that they understand what they are to do. Proficient - The teacher's vocabulary and usage are correct and entirely suited to the lesson, including, where appropriate, explanations of academic vocabulary. Proficient - The teacher's vocabulary is appropriate to students ages and levels of development. Distinguished - If asked, students are able to explain what they are learning and where it fits into the larger curriculum context. Distinguished - The teacher points out possible areas for misunderstanding. Distinguished - The teacher invites students to explain the content to their classmates. Distinguished - Students use academic language correctly.

3b: Using Questioning and Discussion Techniques BACHTELL, KRISTI Evidence Students shared out what math skills they would need with ideas such as; how many lunches, adding money to spend, budgeting... and the teacher wrote student responses under the posted focus question Tell your partner... name two different types of operations and what key words you would need to know to use those operations. What is a really important thing we need to look for or notice when we are working with money?
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Score: 3

The following question was written on the board: The bus drivers charge $1.25 per mile. How much money would we have to pay the driver to go to Annapolis and back? The teacher told students to dissect it and look for really important parts of the question. Students shared out and the teacher recorded their thoughts, dissecting the question on the board and requiring students to explain their thinking. How do you know how to find that total milage? What skills are you going to need to solve this problem? The teaching assitant monitored student understanding, took anecdotal records, and questioned students to help them understand the multi-step problems they were solving as they planned the field trip. Now does that change some of your answers/results? FIgure that out. One student told his partner, "You just needed a decimal, that's all" What place value is that after the decimal? Does you answer change? The teacher walked around the room monitoring student work ethic, understanding of mulit-step problems, and questioning those that needed guidance. Did it help you to go back and look over this again? How did it help? So how does planning a trip like this in real life depend on being accurate and re-checking your work? Critical Attributes Proficient - The teacher uses open-ended questions, inviting students to think and/or offer multiple possible answers. Proficient - The teacher makes effective use of wait time. Proficient - Discussions enable students to talk to one another without ongoing mediation by teacher. Proficient - Many students actively engage in the discussion. Proficient - The teacher asks students to justify their reasoning, and most attempt to do so. Distinguished - The teacher builds on and uses student responses to questions in order to deepen student understanding.

3c: Engaging Students in Learning BACHTELL, KRISTI Evidence As the remainder of the students entered, they were asked to finish thinking about the focus question, take notes, and share their thinking with a partner. Now turn and talk to your partners about math you will need to plan this field trip... what real life math skills are you going to need? When you share out, you may share what you said or what your partner said. The teacher told students that she looked over the tasks that were completed and noticed a few things students were struggling with so far. She asked students to talk with a partner about why specifc parts of the tasks would be difficult. The following question was written on the board: The bus drivers charge $1.25 per mile. How much money would we have to pay the driver to go to Annapolis and back? The teacher told students to dissect it and look for really important parts of the question. Students shared out and the teacher recorded their thoughts, dissecting the question on the board and requiring students to explain their thinking. One student got an iPad to help him solve a milage question that dealt with mulitplication. A small guided group of four students was pulled to the back table with the teacher where extra support and
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Score: 3

scaffolding was given to help them work with the mulit-step problems. As we were walking around, I noticed that a lot of you needed to make some changes. Turn and talk to your partner about how those changes affected the tasks we are working on. How did that change your numbers? Students shared out ways that checking their work and reviewing the math skills help them or change their task. Critical Attributes Proficient - Most students are intellectually engaged in the lesson. Proficient - Students are invited to explain their thinking as part of completing tasks. Proficient - Materials and resources support the learning goals and require intellectual engagement, as appropriate. Proficient - The pacing of the lesson provides students the time needed to be intellectually engaged. Proficient - The teacher uses groupings that are suitable to the lesson activities. Distinguished - Lesson activities require high-level student thinking and explanations of their thinking.

3d: Using Assessment in Instruction BACHTELL, KRISTI Evidence As the remainder of the students entered, they were asked to finish thinking about the focus question, take notes, and share their thinking with a partner. The teacher told students that she looked over the tasks that were completed and noticed a few things students were struggling with so far. She asked students to talk with a partner about why specifc parts of the tasks would be difficult. The assisting teacher walked around during the lesson with a clipboard taking anecdotal records. For the next few minutes we want you to go back with your partner and recheck your work on your field trip planning sheets. We know it is a lot of work but you need to know as teachers, Mr. Sandell and I went back and rechecked our work, then triple checked our work to make sure it was accurate so we had enough room to take all of our students, not mess up and just be able to take half of you because we didn't solve and plan correctly. The teaching assitant monitored student understanding, took anecdotal records, and questioned students to help them understand the multi-step problems they were solving as they planned the field trip. A pre-planned anecdotal check-list was utilized on a clipboard that included: Can students: Mulitply two numbers; Solve using pictures,numbers, words; solve with division; identify key words Non-negotiable writing expectations were posted for students to refer to throughout all subject areas. Meets and exceeds are included in the Annapolis Packet for students to self-assess their understanding. However, the meets and exceeds were not utilized during this lesson by the students. I like the way you just pulled out important key words from this problem. A high five was given to the student. Don't forget your decimals... you need to pay attention to those details. It would look like the bus driver was being paid $1,000. The teacher walked around the room monitoring student work ethic, understanding of mulit-step problems, and questioning those that needed guidance. As we were walking around, I noticed that a lot of you needed to make some changes. Turn and talk to your
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Score: 3

partner about how those changes affected the tasks we are working on. How did that change your numbers? Students shared out ways that checking their work and reviewing the math skills help them or change their task. I want you to self-evaluate yourself. Closed fist if you didn't use your time wisely... one for doing a pretty good job and fixing errors, two for using the math skills listed and really focusing on your tasks for the day. Critical Attributes Proficient - The teacher makes the standards of high-quality work clear to students. Proficient - The teacher elicits evidence of student understanding. Proficient - Students are invited to assess their own work and make improvements; most of them do so. Proficient - Feedback includes specific and timely guidance, at least for groups of students. Summary Although there are meets and exceeds within the Annapolis Packet, these were not dicussed with students during this lesson, or utilized by the teacher or students. It is necessary for students to conitnuously monitor their understanding to become independent learners. This was an excellent addition to the packet, however the meets and exceeds were not utilized.

3e: Demonstrating Flexibility and Responsiveness BACHTELL, KRISTI Evidence One student did not have their packet so the teacher gave him another packet until he brings his tomorrow. Students flexed in and out of the small guided math group as needed. Can I do this with you because we are wasting a lot of time looking it up with the iPad. It should be a little task. Ask your partner about the total miles. Critical Attributes Proficient - The teacher incorporates students interests and questions into the heart of the lesson. Proficient - In reflecting on practice, the teacher cites multiple approaches undertaken to reach students having difficulty. Proficient - When improvising becomes necessary, the teacher makes adjustments to the lesson. Distinguished - The teacher seizes on a teachable moment to enhance a lesson. Distinguished - The teacher's adjustments to the lesson, when they are needed, are designed to assist individual students.

Score: 3

4a: Reflecting on Teaching BACHTELL, KRISTI Evidence

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Score: 3

The teacher reflects with administration, her fourth grade team, and Lead Teachers to improve her practice and plan lesson that meet the needs of her students. After walk-throughs by administration, the teacher reflects on the feedback and makes appropriate changes as needed, or dialogs with administration for additional ideas to improve student learning. At the end of lessons, the teacher evaluates the success of student learning and plans ways to reteach or readdress content if students did not master the objective or outcome. The teacher utilized the Framework for Teaching self-assessment tool to reflect upon the observed lesson and brought it to the post conference for reflection and feedback. Critical Attributes Proficient - The teacher accurately assesses the effectiveness of instructional activities used. Proficient - The teacher identifies specific ways in which a lesson might be improved.

4b: Maintaining Accurate Records BACHTELL, KRISTI Evidence The teacher accurately records lunch count and attendance daily with the help of students. When the teacher conferences with parents/guardians, she documents the conversations that occured and follows up with families as needed. Anecdotal records, as well as other formal and informal data is collected and recorded for planning purposes. Field trip permission slips are collected and taken along on field trips in an effort to have up to date emergency contact information if needed. Phone call to those parents that did not return field trip permission slips take place by the teacher. Electronic grade books are kept by the teacher and that information is utilized during parent conferences. Critical Attributes Proficient - The teacher's process for recording completion of student work is efficient and effective; students have access to information about completed and/or missing assignments. Proficient - The teacher has an efficient and effective process for recording student attainment of learning goals; students are able to see how theyre progressing. Proficient - The teacher's process for recording noninstructional information is both efficient and effective. Distinguished - Students contribute to and maintain records indicating completed and outstanding work assignments. Distinguished - Students contribute to maintaining noninstructional records for the class.

Score: 4

4c: Communicating with Families BACHTELL, KRISTI

Score: 3

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Evidence When the teacher conferences with parents/guardians, she documents the conversations that occured and follows up with families as needed. Field trip permission slips are collected and taken along on field trips in an effort to have up to date emergency contact information if needed. Phone call to those parents that did not return field trip permission slips take place by the teacher. Electronic grade books are kept by the teacher and that information is utilized during parent conferences. The teacher held parent conferences in November to communicate strengths and areas of concern for individual students. The teacher was available at the Open House to answer parent questions about the classroom and the fourth grade curriculum. The teacher cooperatively creates monthly newsletters to keep parents informed of upcoming events and instructional content that will be covered, giving parents ways to support their child's learning at home. The teacher has created a webpage for students and parents to access in an effort to keep them informed. Communication occurs nightly through the use of student planners. Homework is recorded by students and the teacher also uses this communication notebook to notify parents of any issues or celebrations. The teacher writes positive referrals to highlight great things students are doing academically or behaviorally with administration and parents. The teacher assisted in the design of student "diplomas" and frequently utilizes them when her students have academic milestones. The teacher comminicates with familes via email, phone calls, and conferences as needed. Critical Attributes Basic - School- or district-created materials about the instructional program are sent home. Proficient - The teacher regularly sends home information about student progress. Proficient - Most of the teacher's communications are appropriate to families cultural norms. Distinguished - All of the teacher's communications are highly sensitive to families cultural norms.

4d: Participating in the Professional Community BACHTELL, KRISTI Evidence The teacher participates in weekly team planning, organizes field trips, and leads discussions on student improvement. The teacher collaborates/plans with the fourth grade team to discuss best practices that will improve student academic success. The teacher participates in the fourth grade CFIP meetings on a weekly basis and has valuable contributions to the discussions held, following up with her team as needed for reflection. The teacher participates in school-wide evening activities to promote the vision and mission of Bester Elementary. Critical Attributes Proficient - The teacher has supportive and collaborative relationships with colleagues. Proficient - The teacher regularly participates in activities related to professional inquiry.
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Score: 3

Proficient - The teacher frequently volunteers to participate in school events and school district and community projects.

4e: Growing and Developing Professionally BACHTELL, KRISTI Critical Attributes Proficient - The teacher seeks regular opportunities for continued professional development. Proficient - The teacher welcomes colleagues and supervisors into the classroom for the purposes of gaining insight from their feedback. Proficient - The teacher actively participates in organizations designed to contribute to the profession. Summary The teacher actively participates in CFIP meetings where professional development occurs. The teacher actively participates in Under Resourced Learners PD throughout the 2012-2013 school year in an effort to understand the impact poverty plays on learning. She implements new learning immediately into her lessons and classroom environment. The teacher participates in Common Core professional development sessions that are offered. The teacher participates in The Framework for Teaching (Charlotte Danielson) professional development sessions that are offered. The teacher participates in MAPS professional development and utilizes the data/information to plan and drive instruction. The teacher is very reflective when she receives feedback from administration or lead teachers and make changes to her instruction based on the information she receives.

Score: 3

4f: Showing Professionalism BACHTELL, KRISTI Evidence The teacher acts with integrity and honesty when making decisions or dealing with confidential information. The teacher has built trust among her colleagues and helps them reflect upon their practices in an effort to enhance their teaching and improve student learning. The teacher always puts student needs first and reminds colleagues that students are the highest priority. The teacher consistently remains positive and makes an effort to change negative attitudes she may encounter, seeking feedback and advice when necessary. The teacher serves as a cheerleader for her students and for the fourth grade t The teacher is willing to implement new things as she embraces the Common Core and keeps an open mind as she is learning many new things (Common Core, MAPS, The Framework for Teaching, a new evaluation tool) The teacher adheres to the policies and procedures of Bester Elementary and WCPS. Critical Attributes Proficient - The teacher is honest and known for having high standards of integrity.
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Score: 3

Proficient - The teacher actively addresses student needs. Proficient - The teacher actively works to provide opportunities for student success. Proficient - The teacher willingly participates in team and departmental decision making. Proficient - The teacher complies completely with district regulations. Distinguished - The teacher is considered a leader in terms of honesty, integrity, and confidentiality.

BACHTELL, KRISTI
Areas of Strength: Areas for Growth: Recommendations: Additional Comments: Report exported on Jun 06, 2013 - 8:48 PM

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