Formative Teacher Evaluation Report Northern Lights School Division #69 Teacher:

Philip Bailey

Teaching Assignment:

Grade 7 Social Studies/Language Arts

School: Principal: Evaluator/Position: Date of Report:

Dr. Swift Middle School

Rob Wicker

Walaid Zahra Assistant Principal

November 30, 2013

Purpose of Evaluation:

q First formative report for Interim/Probationary teachers as described in Board Policy. The report provides the teacher with formative feedback on areas of strength and recommendations for continued areas of growth. The report provides reasoned judgement with respect to teacher performance related to the Teaching Quality Standard. q Second formative report for Interim/Probationary teachers as described in Board Policy. The report provides the teacher with formative feedback on areas of strength and recommendations for continued areas of growth. The report provides reasoned judgement with respect to teacher performance related to the Teaching Quality Standard.

Teachers who hold an Interim Professional Certificate must possess the knowledge, skills and attributes of the Teaching Quality Standard and Teacher Job Expectations as described in NLSD #69 Administrative Procedure 410, applying them appropriately toward student learning. During their first two years of teaching, teachers should use the Interim KSAs to guide their teaching; reflect on their practice, and direct their professional development in collaboration with their supervisors and evaluators. Reasoned judgement must be used to determine whether the Teaching Quality Standard is being met in a given context. All indicators would not necessarily be observed in any single evaluation cycle.

Note: In the case of a rating "Does Not Meet Expectation", the attached "Classroom Observation and Feedback Forms" must clearly document observations and resulting conclusions that support the judgement.

TEACHING QUALITY STANDARD

1. Teachers'; application of pedagogical knowledge and abilities is, based in their ongoing analysis of contextual variables.
Understand that contextual variables affect teaching and learning. Know how to analyze many variables at one time, and how to respond by making reasoned decisions about teaching practice and students' learning. a. Student variables - demographics, maturation, abilities and talents, relationships between students, prior learning, socioeconomics, culture, native language, emotional and mental states b. School variables - teaching assignment, class size, resources, physical plant, collegial/administrator support c. Teacher variables - teaching experience, teacher training d. Regulatory variables - acts, regulations, policies, procedures e. Parent and societal variables - parent involvement, socio-economic, community support, cultural pluralism, inter-agency collaboration, provincial-national-global influences.
Indicators:

Accommodates learning exceptionalities including gifted and talented and special education needs in the classroom U Accommodates different learning styles and a variety of individual learning needs q Recognizes and accommodates social-economic variables

Accommodates for a range of abilities and talents, tailoring learning experiences for individuals when needed

Accommodates cultural diversity needs in the classroom

Evidence:
0 Classroom Observation

0 Assessment 0 Planning Records 0 Student Work

Teaching Resources q PLC's / Learning Teams q Notes / Handouts q Other

Reference Resources: - Appendix B: Ministerial Order 016/97

(Teaching Quality Standard) - NLSD PEP - pp. 68-72, 267-272

Effectively contributes to professional learning teams and engages in or organizes/facilitates professional development to refine skills that inform instructional decisions in light of contextual variables. Classroom variables, understood and interpreted by the teacher, are used to provide students with differentiated learning opportunities, tailored to individual needs. Collaborates with all stakeholders to regularly review and revise individual program plans for special needs students.

Collaborates with learning teams and engages in professional development to acquire skills that inform instructional decisions in lights of contextual variables. Demonstrates good knowledge of classroom variables, using this knowledge to differentiate planning for groups of students. Collaboratively completes and implements individual program plans for special needs students,

Works with others developing skills to inform instructional decisions in light of contextual variables. Demonstrates partial knowledge of classroom variables, using this knowledge to occasionally differentiate planning for groups of students. Maintains individual program plans for special needs students.

Does not or seldom considers classroom variables and circumstances as part of the teaching process. Teaches to one class as a whole.

Comments: Philip, you demonstrate the ability to appropriately and quickly respond to the expected and unexpected contextual variables of your classroom. From my observations, you were able to think quickly on your feet and were able to anticipate student inquiries in your classroom.

TEACHING QUALITY STANDARD 2. Teachers understand the legislated, moral and ethical frameworks within which they work. Use the Guide to Education and Programs of Study.
Teachers function within a policy-based and results oriented education system authorized under the School Act and other legislation. Teachers also function within policy frameworks established by school authorities. This includes policies which require: a commitment to teaching practices that meet their school authority's teaching quality standard(s). Teachers know how to use the Guide to Education and programs of study to inform and direct their planning, instruction and assessment of student progress. Teachers recognize they are bound by standards of conduct expected of a caring, knowledgeable and reasonable adult who is entrusted with the custody, care or education of students or children. Teachers recognize their actions are bound in moral, ethical and legal considerations regarding their obligations to students, parents, administrators, school authorities, communities and society at large. Teachers acknowledge these obligations and act accordingly.
Indicators:

Understands teacher evaluation policy Follows school policies q Uses three year plan to guide teaching
* * Attends regularly and punctually, teaching scheduled classes for allocated times * Follows the Alberta Guide to Education and Programs of Study to guide planning and set instruction objectives

* Follows ATA Code of Professional Conduct q Understands and follows the School Act * Follows school division policies, roles and responsibilities Fully participates in staff meetings and staff professional development events * Develops an encouraging environment of caring, empathy, and respect Reference Resources: - ivww.nlsd.ab.ca
- School Act
-Policy 2.1.5 - Accountability in Education - Teacher Growth. Supervision and Evaluation

Evidence:
*

Classroom Observation Assessment

q Planning Records q Student Work

q Teaching Resources q PLC's / Learning Teams q Notes / Handouts * Other

-A TA code ofprofessional conduct - Alberta Learning - NLSD 3 Year Plan - School Web Sites - A TA - NLSD PEP - pp. 56-59

Collaborates with and serves as a resource to professional learning teams and/or pd activities imparting knowledge of policy, procedure, regulation and curriculum. Adheres to and enhances Programs of Study content, demonstrating enthusiasm for the subject. Proactively completes assigned tasks and responsibilities producing forms, records, reports, plans that serve as models to others. Creates an active, collaborative, respectful, and caring learning environment. Resolves professional conflict immediately using appropriate channels. Models confidentiality. Maintains high standard of safety.

Engages in professional development and collaborates with professional learning teams acquiring skills and knowledge of policy, procedure, regulation, and curriculum. Adheres to Programs of Study. Completes tasks and responsibilities in a timely manner. Develops stimulating activities where students demonstrate respectful and caring engagement. Resolves professional conflict appropriately. Understands and follows confidentiality protocols. Follows safety codes and expectations.

Engages in professional development and collegial discussions developing knowledge of policy, procedure and regulation. Uses Programs of Study to guide instruction, Completes forms, records, reports, and plans. Establishes basic classroom expectations and procedures Addresses professional conflict issues. Maintains confidentiality. Addresses safety expectations.

Does not adhere to policy, procedure and regulation.

Does not follow prescribed curriculum outcomes. Incomplete or late records, reports, and plans. Classroom environment is negative and/or students are disrespectful. Unresolved professional conflict. Confidentiality not maintained. Safety unaddressed

Comments:

Within your classroom and around the building I have recognized your efforts in your work. You demonstrate a sincere interest in delivering the program of study effectively.

TEACHING QUALITY STANDARD 3. Teachers understand the subject disciplines they teach.
Teachers understand the knowledge, concepts, methodologies and assumptions of the subject disciplines they teach. This includes an understanding of how knowledge in each discipline is created and organized, and that subject disciplines are more than bodies of static facts and techniques - they are complex and evolving. Teachers understand that students typically bring preconceptions and understandings to a subject. They know strategies and materials that are of assistance in furthering students' understanding.

Displays current content knowledge of the subjects taught Designs lessons and learning activities with clear subject objectives and outcomes Recognizes linkages among subject disciplines and between curricular grade levels Evidence:

Understands and plans for student preconceptions and prerequisite knowledge Understands and uses methodologies / pedagogical strategies of the subjects taught q Selects fully appropriate materials and resources for the subjects

a Classroom Observation q Assessment

a Planning Records

a Student Work

Teaching Resources q PLC's / Learning Teams q Notes / Handouts q Other 3

Reference Resources: - Alberta Curriculum

- Alberta Assessment Consortium - Telus 2Learn

- Learning Resource Center - Alberta Online References Center - NLSD PEP -pp. 66-68

Effectively contributes to professional learning teams and engages in or occasionally organizes/facilitates professional development, exhibiting a deep and full understanding of content, concepts and strategies. Has extensive knowledge of content and corresponding pedagogy. Directs and extends learning activities congruent with curricular pedagogical expectations.

Collaborates with professional learning teams and engages in professional developments to further acquisition of content, concepts and strategies. Has good knowledge of content and pedagogy. Occasionally extends learning activities congruent with pedagogical curricular
expectations.

Engages in professional development and collegial discussions to further acquisition of content, concepts and strategies. Directs learning
activities congruent

Displays superficial understanding of content, concepts and associated pedagogy. Learning activities not always correlated to curriculum and pedagogical expectations. Limited use of available resources.

with pedagogical curricular expectations.

Is fully aware of instructional materials and resources related to outcomes, actively seeking resources both internally and externally in order to enhance instruction. Seeks expertise and professional resources in a continuing search for improved practice. Comments:

Is aware of instructional materials and resources related to outcomes, actively seeking further resources.

Is aware of instructional materials and resources available in the school and school division.

It is evident that you have made efforts collaborating with your colleagues and you yourself have researched your subject discipline. Implementing a variety of lesson strategies to translate that into curriculum instruction.

TEACHING QUALITY STANDARD 4. Teachers know there are many approaches to teaching and learning.
Teachers know how (including when and how to engage others) to identify students' different learning styles and ways students learn, accommodating these differences in individuals and groups of students including students with special learning needs. Teachers appreciate individual differences and believe all students can learn, albeit at different rates and in different ways. Teachers understand the fluidity of teaching and learning. They constantly monitor the effectiveness and appropriateness of their practices and students' activities, and change them as needed.

Indicators:
q Understands, evaluates, selects from and uses an extensive repertoire of methodologies and best practices specific to the subjects tau ht q Uses a variety of instructional groups / strategies to encourage critical and creative thinking, problem solving and intellectual interaction q Seeks resources to assist in serving students with special needs q Applies a variety of roles as teacher (i.e. instructor, facilitator, coach, audience) q Actively engages students in the learning activities

q Identifies and accommodates a variety of learning styles

Evidence:

Classroom Observation Assessment q Planning Records Student Work

Al 0 q

Teaching Resources q ^ PLC's / Learning Teams q Notes / Handouts q Other

Reference Resources: - Instructional Intelligence

Barrie Bennett - Models of Teaching - Bruce Joyce - Instruction Strateev Rubrics

- Picture Word Inductive Model - Differentiated Learning, Learning Style, Multiple Intelligences - Collaborative Learning - Instruction Strategies Online - NLSD PEP -pp. 60-65, 105-111

Effectively contributes to professional learning team study, practice implementation, coaching, and feedback analysis to master new practices. Engages in or occasionally organizes/facilitates professional development focusing on refining an extensive repertoire of methodology and best instructional practices. Reflects on pedagogical practices, analyzing school and classroom data for changes in student learning co-relating to changes in classroom practices. Applies an extensive array of instructional practices enabling students to cognitively engage in and achieve rigorous standards. Coaches others.

Collaboratively studies instructional practices with colleagues and a learning team. Engages in professional development to further acquisition of best instructional practices. Collects and analyzes data. Applies a variety of instructional practices to engage students rigorously.

Engages in professional development and collegial discussions to acquire methodologies and best practices.

Does not or rarely studies and applies educational research, relevant methodologies, and best practices.

Practices new instructional strategies seeking feedback / coaching.

Comments: From my observations and conversations with Philip, I am aware of him using various pedagogical approaches in his instruction. I suggest to continue applying differentiated instruction strategies to reach different learners as an ongoing task. Also, to narrow in on blooms taxonomy and ask those higher level thinking questions.

TEACHING QUALITY STANDARD 5.; Teachers engage in a range of planning activities.

Teachers understand the purposes of short, medium and long term range planning. Teachers' plans are founded in their understanding of contextual variables and are a record of their decisions on what teaching and learning strategies to apply. Plans outline a reasoned and incremental progression toward the attainment of desired outcomes, for both teachers and students. Teachers monitor the context, their instruction, and monitor and assess students' learning on an ongoing basis, and modify their plans accordingly. Teachers strive to establish candid, open and ongoing lines of communication with students, parents, colleagues and other professionals, and incorporate information gained into their planning.

Long range year plans reflecting the Program of Studies Unit plans effectively connected to long range plans Daily lesson plans effectively connected to unit and long range Outcomes clearly written in the form of student learning

Q Adequate plans and procedures for substitutes q Up to date daily plan and record books q Plans reflect high learner expectations q Links prior student knowledge and experiences to learning activities

Evidence:
Classroom Observation Assessment
q Planning Records q Student Work

Teaching Resources q PLC's / Learning Teams Notes / Handouts q Other

0 q

Reference Resources: - lesson plan frameworks - understanding by design unit planning template

- NLSD PEP - pp. 78-82, 8994

4
Contributes to professional learning

teams and actively engages in or organizes/facilitates professional development activities to develop a compliment of long and short term plans. Plans reflect: -curricular outcomes of the Programs of Study identifying important elements/issues/strands. -a variety of engaging activities necessary for student development of deep understanding, -clear timelines reflecting priorities, -integrated summative and formative assessment strategies, -connection to current student performance and need.

3' Studies planning and curriculum with a professional learning team and through professional development to develop ,a compliment of long and short term plans. Plans reflect: -Programs of Study outcomes, elements/issues/strandsorganized and developed in a logical fashion, -A variety of instructional activities -timelines with some flexibility -on -going assessment -identified student performance and need.

2 Engages in professional development and collegial discussions about planning and curriculum. Plans reflect: -Programs of Study outcomes -instructional strategies -timelines consistent with curricular guidelines -scheduled assessments -awareness of developmental level of students.

Does not maintain a compliment of long and short term plans accurately reflecting curriculum and analyzed student needs.

Comments: Your log entries in Powerschool, and a review of your long range plans demonstrate an assessment of where your students are and where you hope they will be by the end of the school year.

TEACHING QUALITY STANDARD

6. Teachers create c and maintain environments that are conducive to student learning. Teachers establish relationships respecting the students' ; human dignity.
Teachers create and maintain environments that are conducive to student learning. Teachers establish learning environments wherein students feel physically, psychologically, socially and culturally secure. They are respectful of students' human dignity, and seek to establish a positive professional relationship with students characterized by mutual respect, trust and harmony. Teachers work, independently and cooperatively, to make their classrooms and schools stimulating learning environments. They maintain acceptable levels of student conduct, and use discipline strategies that result in a positive environment conducive to student learning.
Indicators: 0 Establishes, communicates, and maintains reasonable and productive conduct for all students Consistently follows the school discipline policy Responds to student misbehavior subtly, fairly, effectively, and

q Sets and communicates acceptable standards where students feel physically, psychologically, socially, and culturally secure q Sustains attention and involvement of students nq Helps students develop self discipline / self management q Has systematic effective daily routines to manage class time q Models and promotes the joy of learning

Communicates a clear agenda and directions for the lesson activities Maintains a safe, stimulating and functional classroom environment Communicates effectively with students

a a a

Evidence: Classroom Observation Assessment q Planning Records

Student Work

PLC's / Learning Teams q Notes / Handouts q Other

a Teaching Resources

Reference Resources: - "Classroom Management"

Barrie Bennett - "The First Days ofSchool" Harry Wong

- The Teachers Guide Classroom Management -Moral Intelligence Michele Borba - NLSD PEP pp.83-84, 87-

88, 95-104, 115-124, 262266, 273-278

4 Contributes to professional

3 Collaborates with school

2 Works with others

learning teams and actively engages in

teams and participates in

to study and develop

professional development to establish

an environment conducive to learning. Maintains productive conduct

professional development to
establish a strong learning environment.

skills of managing
learning environments.

often monitored by students themselves. Sustains involvement and attention of students. Communicates
high learning and conduct expectations.

Alert to student behavior and learning environment factors at all times.

Appropriate and effective routines are in place.

Generally aware of student behavior and the learning

environment and how it affects learning.

Ineffective routines and monitoring of the

learning environment.

Celebrates and reinforces school

Consistently maintains

Addresses school

Inconsistently

wide themes of moral intelligence, emotional and physical safety. Promotes an appreciation of cultural diversity.

school learning environment themes and division policies.

learning environment themes and division policies

addresses school learning environment themes Inconsistently

Effectively and sensitively

Misbehavior is addressed

Usually takes

responds to
misbehavior.

responds to student conduct in a

in a respectful and sensitive

suitable actions as

consistent predictable manner.

manner with little disruption

to the class activities.

needed, consistent
with school and
division policies.

Does not respect

student dignity /
repressive.

Comments: The relationships you have forged with your students, and with your teaching team is a great reflection of strong partnerships you have developed. It also supports a conducive learning environment.

TEACHING QUALITY STANDARD

7. Teachers translate curriculum: content and objectives into meaningful . learning activities. Teachers apply a broad range and variety of instructional and learning strategies. The strategies vary in keeping with contextual variables, subject content, desired objectives, and the learning needs of individuals and groups of students. Teachers clearly communicate short and long range learning expectations to students, and how the expectations are to be achieved and assessed. They engage students in meaningful activities that motivate and challenge them to achieve those expectations. They integrate current learning with prior learning, and provide opportunities for students to relate their learning to the home, community and broader environment.

Indicators:

q Applies a variety of questioning frames, levels, and strategies q Applies practices that successfully promote higher order thinking skills (i.e. problem solving, categorizing, classifying, decision making, creative thinking) I Paces learning activities appropriately m Includes opportunities for students to develop q dependability, positive attitude toward work, conscientiousness, co-operation Evidence: Classroom Observation q Assessment q Planning Records B Student Work q

Fosters an environment where students actively inquire q Chooses the most appropriate and robust examples, analogies, and experiences from which students make meaning q Provides for low risk - high challen e learnin activities q Provides opportunities for students to reflect on and share their thinking
- Picture Word Inductive Model - Differentiated Learning, Learning Style, Multiple Intelligences - Collaborative Learning - Instruction Strategies Online - NLSD PEP -pp. 112-114

Teaching Resources q PLC's / Learning Teams Notes / Handouts q Other

Reference Resources: - Instructional Intellijzenc

Barrie Bennett - Models of Teaching - Bruce Jovice - Instruction Strategy Rubrics

4
Collaborates with and serves as an instructional leader to professional learning teams. Participates in or facilitates ongoing instructional professional development and practice. Expertly models an extensive repertoire of effective instructional practices assuring active collaborative engagement of teachers and students in challenging learning situations. Successfully integrates classroom variables to provide a powerful learning environment leading to deep understanding.

3
Studies and practices pedagogy in collaboration with instructional teams and through professional development. Purposefully utilizes a variety of effective instructional practices to meet individual student needs. Actively engages students regrouping as necessary. Assesses the relationship between the learning environment and the outcomes to achieve.

2
Works collaboratively with others to study instructional practices. Regularly implements goals and corresponding instructional practices representing valuable learning experiences. Uses a variety of instructional groupings.

Shows little or no evidence of using a variety of instructional strategies. Typically utilizes a teachercentered, wholeclass approach. Learning outcomes are not always clear.

Comments: I am interested in learning more of what activities you have planned this year to keep learning engaging. What are you doing regularly to keep students engaged?

TEACHING QUALITY STANDARD 8. Teachers Apply :a variety of technologies to meet students' learning needs.
Teachers apply a variety of technologies to meet students' learning needs. They know how to use and how to engage students in using these technologies to present and deliver content, communicate effectively with others, find and secure information, research, word process, manage information, and keep records. Teachers use teaching/learning resources such as the chalkboard, texts, computers and other auditory, print and visual media, and maintain an awareness of emerging technological resources and how they can be incorporated into instruction and learning. As new technologies prove useful and become available in schools, teachers develop their own and their students' proficiencies in using the technologies purposefully. Teachers use electronic networks and other telecommunication media to enhance their own knowledge and abilities, and to communicate more effectively with others.
Indicators:

U Develops ability of students to effectively use technology in I U Models and integrates a variety of media communication their learning ools as components to learnin q Records student grades in Student Achieve Consistently communicates through district e-mail

Evidence: o Classroom Observation q Assessment q ^ Planning Records q l Student Work

q N Teaching Resources q PLC's / Learning Teams q Notes / Handouts q e Other

Reference Resources: - 2Learn

- Alberta Online References
Center -

NSLD PEP -pp. 73-76

lzttp://www.learner.or

4 Serves as a resource to professional learning teams planning for integration of technology, Participates in and/or occasionally organizes/facilitates professional development and collegial exchange through technology (online networks and courses, video conference, seminars, webcasts, etc.). Frequently engages students in the use of technologies to present and deliver content, communicate effectively with others, find and secure information, research, word process, manage information, and keep records. Enhances subject curriculums through integration of ICT outcomes. Utilizes an extensive repertoire of applications and software, all division specific software, and all division specific electronic record systems.

3 Engages in professional development and collaborates with professional learning teams to continue acquiring knowledge of technology applications.

2 Engages in professional development and collegial discussions developing skills to integrate technology. Regularly engages students in the use of technologies addressing ICT outcomes. Irregularly integrates technology into instruction.

Regularly engages students in the use of technologies to present and deliver content, communicate effectively with others, find and secure information, research, word process, manage information, and keep records. Integrates ICT outcomes across the curriculum. Utilizes a variety of applications and software, all division specific software, and all division specific electronic record systems.

Utilizes all division specific software electronic record systems.

Comments:

I was really impressed by your Prezi that you had prepared for your students. As discussed in our post conference it would have been helpful to have the assignment also on the Smartboard. It is great that you will make efforts in using technology in your instruction.

TEACHING QUALITY STANDARD 9. Teachers gather and use information about students' learning needs and progress.
Teachers monitor students' actions on an ongoing basis to determine and respond to their learning needs. They use a variety of diagnostic methods that include observing students' activities, analyzing students' learning difficulties and strengths, and interpreting the results of assessments and information provided by students, their parents, colleagues and other professionals. They record, interpret and use the results of their assessments to modify their teaching practices and students' learning activities. Teachers use their interpretations of diagnoses and assessments as well as students' work and results to guide their own professional growth. They assist school councils and members of the community to understand the purposes, meanings, outcomes and implications of assessments.

Indicators:
o Assesses student progress on a regular on-going basis, q using results to reflect on and modify instruction Provides regular, specific and immediate feedback to students Assessment criteria and standards are clear and have been communicated to students q Develops a written assessment plan congruent with goals and curricular outcomes
Evidence:

Maintains detailed systematic records of student progress

techniques

q Students contribute to assessment criteria and standards, often reflecting on and monitoring their own learning q Student growth is communicated knowledgeably and responsibly to parents, students and administrators Reference Resources: - Alberta Assessment
Consortium - Assessment in Practice

Classroom Observation q Assessment

0
q Planning Records q Student Work

q q q q

Teaching Resources PLC's / Learning Teams Notes / Handouts Other

3

- types of assessment strategies -GLA Achievement Reporting Handbook - NLSD PEP -pp. 129-140

2Learn 2'; 1

Contributes to professional learning teams and/or professional development, creating and using multiple authentic assessments clearly connected to the curriculum. Clearly communicates learning outcomes and assessment procedures to students and parents. Assessments include a wide variety of
ongoing formal/informal

Collaborates with professional learning teams and participates in professional development studyingr assessment practices and principles.

Works with others developing knowledge of effective assessment practices. Aligns

Consistently demonstrates

Infrequently demonstrates knowledge of effective assessment practices. Does not evaluate and
maintain

knowledge of a variety of assessment

formative/summative feedback, Often engages students in self-reflection and selfassessment. Frequently accompanies
assessments with scoring rubrics.

practices clearly aligned to curricular instructional goals. Conducts ongoing

assessment of students' progress often providing students opportunity for selfreflection and self-assessment.

assessment to

instructional goals. Assesses regularly providing feedback to

students and family.

information on student progress with regularity.

Analyzes and disaggregates student achievement results and other data (discipline, satisfaction surveys, attendance, etc.) to. -determine instructional needs of students, professionals, the school and the division -provide frequent specific feedback to students, family and administration.

Designs future instruction based on assessment results. Provides specific and immediate feedback to the student and family.

Uses assessment results to guide further instruction.

Comments: On a weekly basis during PLC's you discuss student progress and learning needs. Also, I am certain you have been collecting information and sharing it with parents of both learners who are successful in your room and those that need extra support.

TEACHING QUALITY STANDARD 10. Teachers establish and maintain partnerships among school, home and community, and, within their own schools.
Teachers understand that student learning is enhanced through the use of home and community resources. They know how to identify resources relevant to teaching and learning objectives, and how to incorporate these resources into their teaching and students' learning. Partnerships with the home are characterized by the candid sharing of information and ideas to influence how teachers and parents, independently and cooperatively, contribute to students' learning. They also work cooperatively with school councils. Teachers seek out and incorporate community resources into their instruction, and encourage students to use home and community resources in their learning.

ndicators:
Communicates frequent information about the instructional q Encourages parent involvement in the instructional program and expectations program Maintains open and honest interaction with students, staff 1171 Models effective verbal and non-verbal communication and community skills q Seeks out and incorporates community resources into q 0 Responds to parent concerns in a timely and appropriate fashion their instruction q Supports and assists with public relations and 0 Handles confidential information ethically and discretely communication
X

Evidence:
q E Classroom Observation q Assessment Planning Records q Student Work 4
Contributes to stakeholder groups

q q q q ^

Teaching Resources PLC's / Learning Teams Notes / Handouts Other

Reference Resources: - NLSD PEP - pp. 125-128,178-185,192-216,216-248

to create a productive environment of interaction honoring trust, honesty, and respect. Models and implements effective group structures and decision
making strategies.

Communicates frequently and effectively with students, families and the community using a variety of effective group structures. Garners involvement of families and the community ini instructional programs, and school functions. Shares information about the instructional program andi correlating strategies that can be used as home.

Follows school procedures for communicating with students, families and community. Encourages involvement of families in the instructional program. Provides a description of the instructional program.

Ineffectively communicates with students, staff, parents and the

community.

Frequently shares information and collaborates with stakeholders to support instructional issues, to develop partnerships with community organizations, and to seek supporting resources for instruction. Shares information about the instructional program and expectations and provides information about child development including strategies that can be used at home.

Comments: Philip I am aware that you work hard to establish relationships with student parents. How do you establish these relationships outside of your PLC with the other stakeholders involved in student success? Be it the office, fine art, and physical education instructors.

TEACHING QUALITY STANDARD 11. Teachers are career -long learners. Teachers communicate an evolving vision of teaching.
Teachers engage in ongoing professional development to enhance their: understanding of and ability to analyze the context of teaching; ability to make reasoned judgments and decisions; and, pedagogical knowledge and abilities. They recognize their own professional needs and work with others to meet those needs. They share their professional expertise to the benefit of others in their schools, communities and profession. Teachers actively refine and redefine their vision of teaching in light of the ever-changing context, new knowledge and understandings, and their experiences. While these visions are dynamic and grow in depth and breadth over teachers' careers, the visions maintain at their core a commitment to teaching practices through which students can achieve optimum learning.
Indicators:

q Seeks consistent and varied opportunities for professional Works with colleagues to develop, coordinate and implement programs and activities development Actively participates in Professional Learning Communities q Keeps fully current with new developments in educa a q Conducts action research q Completes professional readings q Seeks input from colleagues, consultants, and other a Develops, implements and completes a personal rofessional growth plan I appropriate individuals q Mentors new and/or student teachers q Explores ways to access and use educational research q E Participates in division sponsored professional development q Shares successful instructional strategies and resources opportunities with colleagues Evidence: a Classroom Observation q Assessment
q Planning Records q Student Work

Teaching Resources q PLC's / Learning Teams q Notes / Handouts Other

Reference Resources: - www.nsdc.org

ASCD Learning Network ATA Councils and PD

NLSD PEP - pp. 151-156, 162-165, 185-191, 216-224,

4 Actively contributes to professional learning team action research to improve pedagogical practices and achievement of students. Engages in and/or occasionally organizes/facilitates professional development involving extensive long term supports for implementation of new practices. Examines student work and other data sources to determine the effect of instructional strategies, to develop lesson plans, and to identify further professional learning goals. Adapts and refines vision of teaching in light of context, evolving knowledge and understandings, and experiences.
Comments:

Collaborates with professional learning teams and engages in long term sustained professional development to enhance content skills and improve pedagogical practices.

Makes accurate assessments of the effect of learning activities on the desired goal. Communicates an evolving vision of teaching through reflection on effectiveness of various learning activities.

2 Works with others and seeks out professional development activities to develop pedagogical skills and content knowledge. Reflects on the effect of teaching activities on student achievement. Refines vision of teaching based on experiences and

1 Inconsistent participation in professional development opportunities.

Classroom practices remain relatively unchanged over time.

Are you enrolled in any PD for this year? Are you aware that Dr. Swift allots each teacher a PD budget?

Models the NLSD # 69 Board vision, mission and values. The Vision "Improving our world, one student at a time." Mission Statement "Working together to help every student learn and excel." Value Statements
In the Northern Lights School Division, we value:
Passion for Learning; Accountability; Mutual Respect; Collaboration.

Belief Statements
In the Northern Lights School Division, we believe:
Each and every person can learn and has the opportunity to learn; Students and staff are entitled to a safe and caring learning environment; Stakeholders should have opportunities for meaningful involvement; Education is everyone's responsibility.

Adheres to policies, procedures and regulations of the school, division and government Contributes to a collaborative/collegial team environment ith all staff

Acts in accordance with the Code of Ethics and Standards of Professional Conduct as set out by the ATA Maintains positive working relations with all stakeholders

Evidence: q Classroom Observation q Assessment q Planning Records q Student Work 4

q Teaching Resources q PLC's / Learning Teams q Notes / Handouts qn Other

Reference Resources: - htJ?:dwww.nlsd.ab.ca

- NLSD PEP - pp. 142-150,167-174,249-250

Focuses on students and student achievement. Understands and contributes to the school and division culture, goals and policy. Models and promotes positive attitude towards the school and division. Maintains and contributes to supportive collaborative professional relationships. Provides and models leadership. Actively participates in school and division projects.

Focuses on students and student achievement. Maintains and actively promotes division and school goals. Maintains supportive and collaborative professional relationships.

Focuses on students and student achievement. Consistently adheres to the moral principles, core values and beliefs of Northern Lights School Division #69. Adheres to policy, procedure and regulation.

Unaware of or inconsistently follows school and division goals. Infrequently participates in school and division projects.

Comments: Philip, you bring a positive attitude and energy to the school and it is much appreciated. You demonstrate a dedication to your students and their progress.

The observations and comments noted in this report constitute formative evaluation of
t, r u (ui /) -, t,f ^i

Evaluator Signature Date

I hereby certify that I have received a copy of this evaluation report and have had an opportunity to discuss the report with the evaluator. I am aware that I may add a response to the report in writing within five days, and my response will become part of the report. I am aware of my right to appeal the evaluation process. I acknowledge the efficacy of my professional development activities throughout the school year and commit to ongoing professional growth consistent with the Teaching
Quality Standard.

Teacher Signature Date

I have reviewed the contents of this report and directed it to be filed with appropriate attachments, in the teacher's personnel file. Superintendent of Schools Date