WATERTOWN-MAYER PUBLIC SCHOOLS

EVALUATION of PROFESSIONAL PRACTICE

Formative Appraisal Feedback Form
Teacher

Petra Nelson

Observation Date

12/16/14

Evaluator

Katie Thompson

Class Observed

K, Daily 5

NA = Not Applicable

Year
of
Focus
2
2
1
3
1
3
2

U = Unsatisfactory

B = Basic

DOMAIN 1: PLANNING and PREPARATION

1a.
1b.
1c.
1d.
1e.
1f.
1g.

P = Proficient

9:15-10:15

E = Exemplary

Performance Level (x)

NA U B P E

Demonstrating Knowledge of Content and Pedagogy

Demonstrating Knowledge of Students
Selecting Instructional Goals
Demonstrating Knowledge of Resources
Designing Coherent Instruction
Assessing Student Learning
Demonstrating Knowledge of Technology Resources

X
X

Component Evidence:
1a. N/A
1b. N/A
1c. From pre-observation form:
Triangles:
-Take a picture walk through the story and predict what will happen.
-Read through the story as a group and independently (with support).
-Identify beginning and end sounds in words (with support).
Squares:
-Take a picture walk through the story and predict what will happen.
-Read through the story as a group and independently.
-Identify beginning and end sounds in words.
Circles:
-Take a picture walk through the story and predict what will happen.
-Read through the story as a group and independently.
-Identify beginning and end sounds in words.
-Form CVC words with support of teacher.
Standards
0.1.4.4. Ask and answer questions about unknown words in a text.
0.3.0.1 Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
0.3.0.2 Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not
include CVCs ending with /l/, /r/, or /x/.)
0.3.0.3 Know and apply grade-level phonics and word analysis skills in decoding
words.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is,
are, do, does).
1d. N/A
1e. From pre-observation form:
All three groups will read through the Level A book The Party Is Here and discuss
the sight words the, are, and here. Next, each group will practice different skills.
Using whiteboards students will write the initial or end sound that they hear, as
well as write CVC words (only the circle group).
The three groups of students that I am meeting with today are my lower groups.
Each of the groups need varying levels of support and therefore I have different
expectations. In the circle group I expect all of my students to be able to identify
end and beginning sounds without much repetition, whereas my triangles need me
to say the word and then help isolate the beginning or end sound.
An additional benefit of using whiteboards is that I am able to see if students are

having trouble forming any of the letters.

1f. N/A
1g. N/A
Areas for Growth:
Picture walking is an activity to help develop the skill of predicting. Your objective
might be worded something like: Students will be able to make predictions based
on pictures in the book. Try to focus on K.U.DOs (What do I want students to be
able to know, understand or do as a result of any given activity?) Same with
reading through a book. What is the objective? Students will be able to identify
sight words accurately. (Know) Students will use reading strategies to read
problem words. (Do)
Consider how you can use a systematic approach to using strategies during small
group. First, when were stuck we do, Then we might Using the same
phrases, signals, visuals, etc. will help students become more deliberate in their
strategy usage when reading independently.
Performance Level (x)

Year
of
Focus
1
3
1
3
2

DOMAIN 2: THE CLASSROOM ENVIRONMENT

2a.
2b.
2c.
2d.
2e.

Creating an Environment of Respect and Rapport

Establishing a Culture for Learning
Managing Classroom Procedures
Managing Student Behavior
Organizing Students Within the Physical Space

NA

X
X

Component Evidence:
2a. From observation:
Students are working at Daily 5. T has asked for no talking and most students are
on task. iPad students are quiet on carpet.
R2S are not doing their jobs. Sm and S* are not reading. S* is bothering iPad
student.
T, Sm, please sit and read your book. T goes to S* and speaks with him quietly. S*
does not leave student alone and has not started his reading. T continues with
small group. S* eventually walks away from S at iPad.
Word work and writers are working at table spots. They are talking nicely with each
other. Sj and Sc are not working on their tasks.
T, friends its too loud, I cant really hear my group. Ss respond, although some are
still not quiet.
R2S are still not doing their jobs. Sm is staring at the ceiling...
Students are at carpet for book. T, how should we sit when we look at a book? And
should I be stopping to tell students not to talk to their neighbors? Ss, no! S tries
to move spots and T redirects him. T pauses to ask questions as she reads. Most
students are engaged, eyes on book and teacher. T sends Sc to sit in a red chair. Sc
doesnt move right away but eventually finds his way to the red chair. S* is making
noise by bumping into the teachers desk, T and Ss ignore. Sc in red chair is still
trying to talk to T. The Ss are very excited and have lots to share.
2b. N/A
2c. From observation:
At stations.T, visits writers station and reminds them of their task and then checks
in with S*. S* is throwing paper and is not on task.
Ss at word work are not doing their jobs. (Sj and Sc)
T* comes in and asks S* to pick up his paper and read with her. S* walks away and
throws his toy/cap? in the corner. He is not listening to T* right away
At small group. S approaches T with question about book. S*, its mine! S*, louder,
its mine! T, no its not S*. S* leaves small group. T, were still in our stations.
Thats not what were doing right now. T, S* were starting. S* still has his toy. S*
sits and asks, which one did we do? T, the word is band. T is reviewing beginning
sounds.
Most stations are quiet enough but not fully engaged. Lots of eye contact around
the room. Listening is good. iPad is OK except for Sj and Sc. R2S is doing OK with
T*. Word work 2 of 4 Ss are pretty engaged.
Ss at listening. S to other S, stop! Its this page! Ss work on finding page. T* comes
to help.
T, last one well do. T, S. to S who is making noises at iPad. T does last sounds with
small group. S* is engaged with this. T, its about time to switch so youll put away
your supplies right here. S**, is it time to switch stations? T, yes but I said come to
the carpet. 9:59. Ss move to carpet. S* doesnt want to leave whiteboard, T has to
remind him just once to join the carpet. Ss move at a moderate pace to carpet.
2d. N/A

2e. N/A
Areas for growth:
Focus on remodeling and slowing down processes within the classroom during this
time. It does not need to be silent but engagement could be increased. I would use
TAB more quickly with your students and the buddy room for S*. Also, think about
logical consequences. If S* does not do his R2S then he will do it during his iPad
station, for example. Decide which elements of Daily 5 are vital and work on
engaging those first. I would also look at modifying stations and activities for S*
and others who struggle with R2S. Transitions are a great area to focus on and
practice with your students. Consider using a timer for settling in to stations and
maybe an incentive for the whole class.
Performance Level (x)

Year
of
Focus
2
3
3
2
2
2

DOMAIN 3: INSTRUCTION
3a.
3b.
3c.
3d.
3e.
3f.

NA

Communicating Clearly and Accurately

Using Questioning and Discussion Techniques
Engaging Students in Learning
Providing Feedback to Students
Demonstrating Flexibility and Responsiveness
Providing Instruction in and through Technology
Component Evidence:
3a.-3f. N/A
Areas for growth:
Performance Level (x)

Year
of
Focus
2
1
1
3
3
1

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

4a.
4b.
4c.
4d.
4e.
4f.

NA

Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Contributing to the School and District
Growing and Developing Professionally
Showing Professionalism

Component Evidence:
4a. N/A
4b. From observation:
Petra keeps records of the 1-1 conferences and small group sessions that she holds
with individual students during the class Daily 5 time. She uses these records to
inform her 1-1 sessions and small group s with individual students.
4c. From evaluator observation outside of the classroom:
Petra proactively communicates with parents using newsletters, e-mail and BEE
books. She is willing to reach out to parents when any concerns arise. Anna also
hosts parent-teacher conferences in which she schedules appointments with
parents and discusses the academic and social-emotional progress of each of her
students.
4d. N/A
4e. N/A
4f. Observed 10-28-2014
Areas for growth:
Continue to look for the best ways to track progress for your students using
detailed records from small groups and 1-1 sessions.

Evaluators Signature:

Date:

Dean of Students Signature: ________________________________________

Date: ______________________

Teachers Signature: ________________________________________________

Date: _______________________