ERIN GILLIAM egilliam@rbrhs.

org Title: Teacher Tenured at 2014-12-01

Short Observation
Red Bank Regional High School District
Owner: Susan Zielinski
Pre-observation form and conference
Not Started
Short Observation
Started by Susan Zielinski on Nov 16, 2014 8:42:44 PM
Completed by Susan Zielinski on Nov 18, 2014 8:45:00 AM
Confirmed by Susan Zielinski on Nov 21, 2014 12:57:22 PM
Observation Details

Domain 1: Planning and Preparation:

Component 1a: Demonstrating Knowledge of Content and Pedagogy:

4 Highly Effective
Notes and Evidence
Pre-observation: See form, discussed responses
Nov 16, 2014 8:41:13 PM
Student to Ms. Gilliam, "This is not enjoyable." Ms Gilliam, "What's not enjoyable, [student name]?" Student, "Geometry.
Shapes. Algebra has steps and you have a right answer." Ms. Gilliam, "This has right answers. You get to decide."
Nov 16, 2014 8:55:15 PM
Post-observation: Discussion of next steps based on student progress; would change plans between A and B day based on
class response; all new material this year to meet PARCC testing requirements and ensure Common Core compliant at same
time
Nov 16, 2014 9:17:02 PM
Critical Attributes:
Highly Effective: The teacher's plans reflect recent developments in content-related pedagogy.
Effective: Instructional strategies in unit and lesson plans are entirely suitable to the content.
Component 1b: Demonstrating Knowledge of Students:
3 Effective
Notes and Evidence
Pre-observation: See form, discussed responses
Nov 16, 2014 8:41:13 PM
Post-observation: ELL students need to be pushed to work with someone else, split up student that is enabled by another
doing all work for him
Nov 16, 2014 9:19:10 PM
Critical Attributes:

Effective: The teacher has a good idea of the range of interests of students in the class.
Highly Effective: The teacher uses ongoing methods to assess students' skill levels and designs instruction accordingly.
Effective: The teacher is aware of the special needs represented by students in the class.
Component 1c: Setting Instructional Outcomes:
3 Effective
Notes and Evidence
Pre-observation: See form, discussed responses
Nov 16, 2014 8:41:13 PM
Post-observation: Discussion of next steps based on student progress; would change plans between A and B day based on
class response; all new material this year to meet PARCC testing requirements and ensure Common Core compliant at same
time
Nov 16, 2014 9:17:02 PM
Critical Attributes:
Effective: Outcomes are written in terms of what students will learn rather than do.
Effective: Outcomes represent high expectations and rigor.
Highly Effective: The teacher connects outcomes to previous and future learning.
Component 1d: Demonstrating Knowledge of Resources:
4 Highly Effective
Notes and Evidence
Pre-observation: See form, discussed responses
Nov 16, 2014 8:41:13 PM
Critical Attributes:
Highly Effective: The teacher facilitates student contact with resources outside the classroom.
Effective: The teacher expands his or her knowledge through professional learning groups and organizations.
Component 1e: Designing Coherent Instruction:
3 Effective
Notes and Evidence
Pre-observation: See form, discussed responses
Nov 16, 2014 8:41:13 PM
Post-observation: Discussion of next steps based on student progress; would change plans between A and B day based on
class response; all new material this year to meet PARCC testing requirements and ensure Common Core compliant at same
time
Nov 16, 2014 9:17:02 PM
Critical Attributes:
Effective: Instructional student groups are organized thoughtfully to maximize learning and build on students' strengths.
Effective: The teacher provides a variety of appropriately challenging materials and resources.
Effective: Activities provide opportunity for higher-level thinking.
Component 1f: Designing Student Assessments:
3 Effective
Notes and Evidence
Post-observation: Discussion of next steps based on student progress; would change plans between A and B day based on

class response; all new material this year to meet PARCC testing requirements and ensure Common Core compliant at same
time
Nov 16, 2014 9:17:02 PM
Critical Attributes:
Effective: Plans include formative assessments to use during instruction.
Effective: All the learning outcomes have a method for assessment.

Domain 2: The Classroom Environment:

Component 2a: Creating an Environment of Respect and Rapport:

4 Highly Effective
Notes and Evidence
Co-teacher calls student up to Smartboard to discuss one problem shown. They trace the lines of symmetry. Once done, he
states to student, "Good job."
Nov 16, 2014 8:48:55 PM
To class, "As you are moving between tasks, make sure you check your homework." She shows it on the Smartnboard,
moving between pages. "They are both displayed up here. Just flip between the two. You are welcome to come up and
change the page." Student, "Leave it there." Ms. Gilliam, "This one? Okay, you can change it when you need to."
Nov 16, 2014 8:50:55 PM
Student to Ms. Gilliam, "This is not enjoyable." Ms Gilliam, "What's not enjoyable, [student name]?" Student, "Geometry.
Shapes. Algebra has steps and you have a right answer." Ms. Gilliam, "This has right answers. You get to decide."
Nov 16, 2014 8:55:15 PM
Ms. Gilliam moves to another group. "I like that one" pointing to a figure drawn. "It's such a good idea, I want to make it
perfect. How many lines do I have?" They discuss the symmetry.
Nov 16, 2014 9:03:50 PM
Student in group, "I think I'm ready for the test." Partner, "You're ready! Bring it on!"
Nov 16, 2014 9:12:04 PM
To student, "Did you get them right?" Student, "Yes." Ms. Gilliam, "You want something else?" She hands her a graphic
organizer. Student, "I'll look. If I don't like it, I'll do the rest." Ms. Gilliam, :"Choices, right?" Student reads the directions for the
graphic organizer and says, "I don't get this. I'll do the rest." Ms. Gilliam explains and shows her an example. Student, "I'll do
the rest."
Nov 16, 2014 9:12:54 PM
Critical Attributes:
Highly Effective: There is no disrespectful behavior among students.
Highly Effective: Students participate without fear of put-downs or ridicule from either the teacher or other students.
Highly Effective: The teacher respects and encourages students' efforts.
Component 2b: Establishing a Culture for Learning:
4 Highly Effective
Notes and Evidence
Written on side board are the objective, agenda, and homework
Nov 16, 2014 8:43:19 PM
To class, "As you are moving between tasks, make sure you check your homework." She shows it on the Smartnboard,
moving between pages. "They are both displayed up here. Just flip between the two. You are welcome to come up and
change the page." Student, "Leave it there." Ms. Gilliam, "This one? Okay, you can change it when you need to."
Nov 16, 2014 8:50:55 PM

Student to Ms. Gilliam, "This is not enjoyable." Ms Gilliam, "What's not enjoyable, [student name]?" Student, "Geometry.
Shapes. Algebra has steps and you have a right answer." Ms. Gilliam, "This has right answers. You get to decide."
Nov 16, 2014 8:55:15 PM
Ms. Gilliam moves to another group. "I like that one" pointing to a figure drawn. "It's such a good idea, I want to make it
perfect. How many lines do I have?" They discuss the symmetry.
Nov 16, 2014 9:03:50 PM
Student in group, "I think I'm ready for the test." Partner, "You're ready! Bring it on!"
Nov 16, 2014 9:12:04 PM
To student, "Did you get them right?" Student, "Yes." Ms. Gilliam, "You want something else?" She hands her a graphic
organizer. Student, "I'll look. If I don't like it, I'll do the rest." Ms. Gilliam, :"Choices, right?" Student reads the directions for the
graphic organizer and says, "I don't get this. I'll do the rest." Ms. Gilliam explains and shows her an example. Student, "I'll do
the rest."
Nov 16, 2014 9:12:54 PM
To class, "[Student name] thinks it might be a good idea to take the quiz home. What do you think?" Students thank the
student named.
Nov 16, 2014 9:15:51 PM
Critical Attributes:
Effective: The teacher insists on precise use of language by students.
Highly Effective: The teacher communicates passion for the subject.
Highly Effective: Students assist their classmates in understanding the content.
Highly Effective: Students indicate through their questions and comments a desire to understand the content.
Component 2c: Managing Classroom Procedures:
3 Effective
Notes and Evidence
Students working in groups of 2-3. One group working with ELL aide, another with co-teacher. Ms. Gilliam working with group
Nov 16, 2014 8:42:06 PM
Co-teacher and Ms. Gilliam circulate among groups. Ms. Gilliam, "[Student name], get the paper back [patty paper] and show
me." They use is to show what happened. Ms. Gilliam, "Look at that. How many degrees did you go?"
Nov 16, 2014 8:47:11 PM
Co-teacher calls student up to Smartboard to discuss one problem shown. They trace the lines of symmetry. Once done, he
states to student, "Good job."
Nov 16, 2014 8:48:55 PM
To class, "As you are moving between tasks, make sure you check your homework." She shows it on the Smartnboard,
moving between pages. "They are both displayed up here. Just flip between the two. You are welcome to come up and
change the page." Student, "Leave it there." Ms. Gilliam, "This one? Okay, you can change it when you need to."
Nov 16, 2014 8:50:55 PM
Co-teacher to student, "Are you still obsessing? You got it!" They discuss his answers.
Nov 16, 2014 9:05:20 PM
Aide working with ELL students, having them explain in English before writing their responses down.
Nov 16, 2014 9:06:12 PM
Critical Attributes:
Highly Effective: Volunteers and paraprofessionals take initiative in their work in the class.
Effective: Routines for distribution and collection of materials and supplies work efficiently.
Effective: Classroom routines function smoothly.
Effective: Students are productively engaged during small-group or independent work.
Component 2d: Managing Student Behavior:
4 Highly Effective

Notes and Evidence

Student in one group turns around to see what another is doing. Ms. Gilliam, "Focus on yourselves. He is fine."
Nov 16, 2014 8:56:53 PM
Critical Attributes:
Highly Effective: Student behavior is entirely appropriate; any student misbehavior is very minor and swiftly handled.
Component 2e: Organizing Physical Space:
4 Highly Effective
Notes and Evidence
Students working in groups of 2-3. One group working with ELL aide, another with co-teacher. Ms. Gilliam working with group
Nov 16, 2014 8:42:06 PM
To class, "As you are moving between tasks, make sure you check your homework." She shows it on the Smartnboard,
moving between pages. "They are both displayed up here. Just flip between the two. You are welcome to come up and
change the page." Student, "Leave it there." Ms. Gilliam, "This one? Okay, you can change it when you need to."
Nov 16, 2014 8:50:55 PM
Critical Attributes:
Highly Effective: Students take the initiative to adjust the physical environment.
Highly Effective: There is total alignment between the learning activities and the physical environment.
Effective: The teacher makes appropriate use of available technology.

Domain 3: Instruction:

Component 3a: Communicating with Students:

3 Effective
Notes and Evidence
Written on side board are the objective, agenda, and homework
Nov 16, 2014 8:43:19 PM
Students discussing transformations, points and the rules they used to complete each. Student, "I got this one here". Ms.
GIlliam "What did you do?" Student, "I did over one, up four. Over one, up four." Ms. Gilliam, "Now put that into here." She
points to the spot for the rule. Student, "Ummmm...."
Nov 16, 2014 8:44:08 PM
Co-teacher and Ms. Gilliam circulate among groups. Ms. Gilliam, "[Student name], get the paper back [patty paper] and show
me." They use is to show what happened. Ms. Gilliam, "Look at that. How many degrees did you go?"
Nov 16, 2014 8:47:11 PM
Ms. Gilliam with new group, "Where is that reflected over the x? Where is that reflected over the y?"
Nov 16, 2014 8:49:56 PM
Ms. Gilliam to student, "How's it going, [student name]?" Student asks a question. Ms. Gilliam, "Instead of focusing on math,
just tell me. What happened?" Student describes the movement. Ms. Gilliam, "It just reflected. Now tell me in words" pointing
to the paper.
Nov 16, 2014 8:58:18 PM
Ms. Gilliam to student, "What should a' be?" Student, "According to the rule?" Ms. Gilliam, "What happens to x?" Student
answers. "What happens to y?" Student does not respond. Ms. Gilliam, "Think about if you reflect this over the axis, what

happens?" She points to the graph. "Take out your trace paper. Where's the figure?" Student points. "When you reflect, what
happens?" Student "It is on top of itself." Ms. Gilliam continues the discussion with the student.
Nov 16, 2014 8:59:11 PM
Ms. Gilliam to group, "What is an image?" Student, "Picture." Ms. Gilliam, "In the world of transformations, what is an image?
We have a pre-image and an image." Student explains. Ms. Gilliam, "In terms of before and after." Student explains again.
Ms. Gilliam, ":You are exactly right. What did you do? Give me some examples of what you can do. Where was that point
before you reflected it over the x?" They continue to discuss.
Nov 16, 2014 9:07:49 PM
Critical Attributes:
Effective: The teacher's vocabulary and usage are correct and entirely suited to the lesson, including, where appropriate,
explanations of academic vocabulary.
Effective: Students engage with the learning task, indicating that they understand what they are to do.
Effective: The teacher states clearly, at some point during the lesson, what the students will be learning.
Highly Effective: The teacher invites students to explain the content to their classmates.
Component 3b: Using Questioning and Discussion Techniques:
4 Highly Effective
Notes and Evidence
Students discussing transformations, points and the rules they used to complete each. Student, "I got this one here". Ms.
GIlliam "What did you do?" Student, "I did over one, up four. Over one, up four." Ms. Gilliam, "Now put that into here." She
points to the spot for the rule. Student, "Ummmm...."
Nov 16, 2014 8:44:08 PM
Co-teacher and Ms. Gilliam circulate among groups. Ms. Gilliam, "[Student name], get the paper back [patty paper] and show
me." They use is to show what happened. Ms. Gilliam, "Look at that. How many degrees did you go?"
Nov 16, 2014 8:47:11 PM
Co-teacher calls student up to Smartboard to discuss one problem shown. They trace the lines of symmetry. Once done, he
states to student, "Good job."
Nov 16, 2014 8:48:55 PM
Ms. Gilliam with new group, "Where is that reflected over the x? Where is that reflected over the y?"
Nov 16, 2014 8:49:56 PM
Student to partner, "That's a translation." Other student points to his work, "Why did you write that?" Student corrects it,
stating "It should be here." The co-teacher moves to help the pair.
Nov 16, 2014 8:53:41 PM
Ms. Gilliam to student, "How's it going, [student name]?" Student asks a question. Ms. Gilliam, "Instead of focusing on math,
just tell me. What happened?" Student describes the movement. Ms. Gilliam, "It just reflected. Now tell me in words" pointing
to the paper.
Nov 16, 2014 8:58:18 PM
Ms. Gilliam to student, "What should a' be?" Student, "According to the rule?" Ms. Gilliam, "What happens to x?" Student
answers. "What happens to y?" Student does not respond. Ms. Gilliam, "Think about if you reflect this over the axis, what
happens?" She points to the graph. "Take out your trace paper. Where's the figure?" Student points. "When you reflect, what
happens?" Student "It is on top of itself." Ms. Gilliam continues the discussion with the student.
Nov 16, 2014 8:59:11 PM
Ms. Gilliam moves to another group. "I like that one" pointing to a figure drawn. "It's such a good idea, I want to make it
perfect. How many lines do I have?" They discuss the symmetry.
Nov 16, 2014 9:03:50 PM
Student to another, "The coordinates are (4,4). Partner, "Why?" They continue to discuss.
Nov 16, 2014 9:06:48 PM
Ms. Gilliam to group, "What is an image?" Student, "Picture." Ms. Gilliam, "In the world of transformations, what is an image?
We have a pre-image and an image." Student explains. Ms. Gilliam, "In terms of before and after." Student explains again.

Ms. Gilliam, ":You are exactly right. What did you do? Give me some examples of what you can do. Where was that point
before you reflected it over the x?" They continue to discuss.
Nov 16, 2014 9:07:49 PM
Critical Attributes:
Highly Effective: The teacher builds on and uses student responses to questions in order to deepen student understanding.
Effective: Discussions enable students to talk to one another without ongoing mediation by teacher.
Component 3c: Engaging Students in Learning:
3 Effective
Notes and Evidence
Students working in groups of 2-3. One group working with ELL aide, another with co-teacher. Ms. Gilliam working with group
Nov 16, 2014 8:42:06 PM
Co-teacher and Ms. Gilliam circulate among groups. Ms. Gilliam, "[Student name], get the paper back [patty paper] and show
me." They use is to show what happened. Ms. Gilliam, "Look at that. How many degrees did you go?"
Nov 16, 2014 8:47:11 PM
Co-teacher calls student up to Smartboard to discuss one problem shown. They trace the lines of symmetry. Once done, he
states to student, "Good job."
Nov 16, 2014 8:48:55 PM
Ms. Gilliam moves to the ELL group, clarifying and checking their work.
Nov 16, 2014 8:53:16 PM
Student to partner, "That's a translation." Other student points to his work, "Why did you write that?" Student corrects it,
stating "It should be here." The co-teacher moves to help the pair.
Nov 16, 2014 8:53:41 PM
Ms. Gilliam to student, "What should a' be?" Student, "According to the rule?" Ms. Gilliam, "What happens to x?" Student
answers. "What happens to y?" Student does not respond. Ms. Gilliam, "Think about if you reflect this over the axis, what
happens?" She points to the graph. "Take out your trace paper. Where's the figure?" Student points. "When you reflect, what
happens?" Student "It is on top of itself." Ms. Gilliam continues the discussion with the student.
Nov 16, 2014 8:59:11 PM
Student to another, "The coordinates are (4,4). Partner, "Why?" They continue to discuss.
Nov 16, 2014 9:06:48 PM
To class, "I have answers to all the circle ones. You can check, then let me know your status."
Nov 16, 2014 9:11:12 PM
Critical Attributes:
Effective: Materials and resources support the learning goals and require intellectual engagement, as appropriate.
Effective: Students are invited to explain their thinking as part of completing tasks.
Effective: The teacher uses groupings that are suitable to the lesson activities.
Component 3d: Using Assessment in Instruction:
4 Highly Effective
Notes and Evidence
Students discussing transformations, points and the rules they used to complete each. Student, "I got this one here". Ms.
GIlliam "What did you do?" Student, "I did over one, up four. Over one, up four." Ms. Gilliam, "Now put that into here." She
points to the spot for the rule. Student, "Ummmm...."
Nov 16, 2014 8:44:08 PM
Co-teacher and Ms. Gilliam circulate among groups. Ms. Gilliam, "[Student name], get the paper back [patty paper] and show
me." They use is to show what happened. Ms. Gilliam, "Look at that. How many degrees did you go?"
Nov 16, 2014 8:47:11 PM

Ms. Gilliam moves to the ELL group, clarifying and checking their work.
Nov 16, 2014 8:53:16 PM
Student to partner, "That's a translation." Other student points to his work, "Why did you write that?" Student corrects it,
stating "It should be here." The co-teacher moves to help the pair.
Nov 16, 2014 8:53:41 PM
Student raises hand. Ms. Gilliam, "You done?" Student, "No, can you check this one?"
Nov 16, 2014 8:57:38 PM
Ms. Gilliam to student, "How's it going, [student name]?" Student asks a question. Ms. Gilliam, "Instead of focusing on math,
just tell me. What happened?" Student describes the movement. Ms. Gilliam, "It just reflected. Now tell me in words" pointing
to the paper.
Nov 16, 2014 8:58:18 PM
Ms. Gilliam to student, "What should a' be?" Student, "According to the rule?" Ms. Gilliam, "What happens to x?" Student
answers. "What happens to y?" Student does not respond. Ms. Gilliam, "Think about if you reflect this over the axis, what
happens?" She points to the graph. "Take out your trace paper. Where's the figure?" Student points. "When you reflect, what
happens?" Student "It is on top of itself." Ms. Gilliam continues the discussion with the student.
Nov 16, 2014 8:59:11 PM
Ms. Gilliam moves to another group. "I like that one" pointing to a figure drawn. "It's such a good idea, I want to make it
perfect. How many lines do I have?" They discuss the symmetry.
Nov 16, 2014 9:03:50 PM
Co-teacher to student, "Are you still obsessing? You got it!" They discuss his answers.
Nov 16, 2014 9:05:20 PM
Ms. Gilliam to group, "What is an image?" Student, "Picture." Ms. Gilliam, "In the world of transformations, what is an image?
We have a pre-image and an image." Student explains. Ms. Gilliam, "In terms of before and after." Student explains again.
Ms. Gilliam, ":You are exactly right. What did you do? Give me some examples of what you can do. Where was that point
before you reflected it over the x?" They continue to discuss.
Nov 16, 2014 9:07:49 PM
To class, "I have answers to all the circle ones. You can check, then let me know your status."
Nov 16, 2014 9:11:12 PM
Critical Attributes:
Highly Effective: The teacher is constantly "taking the pulse" of the class; monitoring of student understanding is
sophisticated and continuous and makes use of strategies to elicit information about individual student understanding.
Highly Effective: Students monitor their own understanding, either on their own initiative or as a result of tasks set by the
teacher.
Component 3e: Demonstrating Flexibility and Responsiveness:
4 Highly Effective
Notes and Evidence
Student to Ms. Gilliam, "This is not enjoyable." Ms Gilliam, "What's not enjoyable, [student name]?" Student, "Geometry.
Shapes. Algebra has steps and you have a right answer." Ms. Gilliam, "This has right answers. You get to decide."
Nov 16, 2014 8:55:15 PM
Ms. Gilliam to student, "What should a' be?" Student, "According to the rule?" Ms. Gilliam, "What happens to x?" Student
answers. "What happens to y?" Student does not respond. Ms. Gilliam, "Think about if you reflect this over the axis, what
happens?" She points to the graph. "Take out your trace paper. Where's the figure?" Student points. "When you reflect, what
happens?" Student "It is on top of itself." Ms. Gilliam continues the discussion with the student.
Nov 16, 2014 8:59:11 PM
Ms. Gilliam to group, "What is an image?" Student, "Picture." Ms. Gilliam, "In the world of transformations, what is an image?
We have a pre-image and an image." Student explains. Ms. Gilliam, "In terms of before and after." Student explains again.
Ms. Gilliam, ":You are exactly right. What did you do? Give me some examples of what you can do. Where was that point
before you reflected it over the x?" They continue to discuss.
Nov 16, 2014 9:07:49 PM

To student, "Did you get them right?" Student, "Yes." Ms. Gilliam, "You want something else?" She hands her a graphic
organizer. Student, "I'll look. If I don't like it, I'll do the rest." Ms. Gilliam, :"Choices, right?" Student reads the directions for the
graphic organizer and says, "I don't get this. I'll do the rest." Ms. Gilliam explains and shows her an example. Student, "I'll do
the rest."
Nov 16, 2014 9:12:54 PM
To class, "[Student name] thinks it might be a good idea to take the quiz home. What do you think?" Students thank the
student named.
Nov 16, 2014 9:15:51 PM
Critical Attributes:
Effective: The teacher conveys to students that s/he has other approaches to try when the students experience difficulty.
Highly Effective: The teacher seizes on a teachable moment to enhance a lesson.
Highly Effective: The teacher's adjustments to the lesson, when they are needed, are designed to assist individual students.

Score Summary

1: Planning and Preparation

1a: Demonstrating Knowledge of Content and Pedagogy

Highly Effective

1b: Demonstrating Knowledge of Students

Effective

1c: Setting Instructional Outcomes

Effective

1d: Demonstrating Knowledge of Resources

Highly Effective

1e: Designing Coherent Instruction

Effective

1f: Designing Student Assessments

Effective

2: The Classroom Environment

2a: Creating an Environment of Respect and Rapport

Highly Effective

2b: Establishing a Culture for Learning

Highly Effective

2c: Managing Classroom Procedures

Effective

2d: Managing Student Behavior

Highly Effective

2e: Organizing Physical Space

Highly Effective

3a: Communicating with Students

Effective

3b: Using Questioning and Discussion Techniques

Highly Effective

3c: Engaging Students in Learning

Effective

3d: Using Assessment in Instruction

Highly Effective

3e: Demonstrating Flexibility and Responsiveness

Highly Effective

3: Instruction

Overall Comments
Areas of Strength
Ms. Gilliam uses technology and a variety of activities to engage students and enhance their understanding of the mathematics
they are learning. Her enthusiasm is contagious, and students in her classes, whether they are Honors students or struggling
learners, are engaged during each class.
Areas of Growth

This is a difficult year in Geometry, as Ms. Gilliam is dealing with new resources, a new curriculum, and a new high stakes test.
She needs to continue to work with her peers to research activities and methods of presenting material to help students achieve
success, and to help all Geometry teachers feel more comfortable with all of the changes.
Recommendations
Ms. Gilliam should have colored pencils available for her students to use to help identify, in this lesson, the pre-image and
image, or the changes made in each transformation. They are also a valuable tool to use when developing proofs, as the
pictures given often have overlapping polygons and identifying pertinent information can be confusing. Ms. GIlliam continue to
should pursue outside resources and professional organizations when searching for materials to enhance her lessons. This
information should be shared with her peers.
Additional Comments
Ms. GIlliam has shown herself to be a natural leader, sharing her expertise in technology with her peers. She has been part of
the movement spearheading the use of on-line assessments, an essential skill fro students to achieve success on PARCC
testing.

Post-observation form and conference

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This summary report was generated on Tuesday, January 27, 2015 at 8:58 AM