Mock Evaluation of Teacher

Themockevaluationshallnotbeusedasanassessmenttoolbythepractitionerpreparationprogram.Thismockevaluationdoesnotrequire
thattheevaluatorbestateevaluatorapprovedorthattheteacherprovidedocumentationtosupportcompetence.

Teacher:_Ms.Smith______________________________
Date:_January15,2015_________________________________
GradeLevel(s)4th________________________
Subject(s):_Mathematics____________________________
SponsoringInstitution:____FSU___________
SchoolDistrict:_WashingtonCounty,MD________________________
School:_ThurstonMortonElementarySchool______________________________
Thisformwascompletedby:PaulaSmith
Directions:
Teachershouldcompletethisform,asaselfassessment,duringtheendofthemidyearorsemester.Evaluator/Coachwill
completethesameform,andpriortotheendofthesemestertheteacherandEvaluator/Coachwillcompareanddiscusstheir
perceptions.Thisformisfortheteachersuseonly.Thesponsoringinstitutionwillreceiveacopy.
I.

DEMONSTRATEABILITYTOENHANCEACADEMICPRFORMANCEANDSUPPORTFORAND
IMPLEMENTATIONOFTHESCHOOLDISTRICTSSTUDENTACHIEVEMENTGOALS.
Theteacher:
a. Providesevidenceofstudentlearningtostudents,families,andstaff.
b. Implementsstrategiessupportingstudent,building,anddistrictgoals.
c. Usesstudentperformancedataasaguidefordecisionmaking.
d. Acceptsanddemonstratesresponsibilityforcreatingaclassroomculturethatsupportsthelearningofevery
student.
e. Createsanenvironmentofmutualrespect,rapport,andfairness.
f. Participatesinandcontributestoaschoolculturethatfocusesonimprovedstudentlearning.
g. Communicateswithstudents,families,colleagues,andcommunitieseffectivelyandaccurately.
Strengths:Ms.Smithhasstudentworkdisplayedthroughouttheclassroominanorderlyfashionwhich
establishesacultureforlearning.Inaddition,Ms.SmithanalyzesherstudentsMAPassessmentscoresto
driveherinstruction.Ms.Smithprovideddocumentationofstudent,parent,colleagues,andcommunity
communications(emails,telephone,webpage,Twitter,andMyBigCampus)throughoutthe1stsemester.
AreasforImprovement:Ms.Smithshouldconsiderincorporatingadditionalwritingtasksintoherlessons
tosupportthedistrictwritinggoal.Thiswillprovidethestudentstheopportunitiestobecomemore
proficientinconstructingviableargumentsandcritiquethereasoningofothers,whichisCCSSMath
Practice3,inadditiontoimprovingtheirwritingskills.

II.

DEMONSTRATESCOMPETENCEINCONTENTKNOWLEDGEAPPROPRIATETOTHE
TEACHINGPOSITION.
Theteacher:
a. Understandsanduseskeyconcepts,underlyingthemes,relationships,anddifferentperspectivesrelatedtothe
contentarea.
b. Usesknowledgeofstudentdevelopmenttomakelearningexperiencesinthecontentareameaningfuland
accessibleforeverystudent.
c. Relatesideasandinformationwithinandacrosscontentareas.
d. Understandsandusesinstructionalstrategiesthatareappropriatetothecontentarea.
Strengths:Ms.Smithhookedthestudentsatthebeginningofthelessonbysharingastoryabouther
learningexperiencewithfractions.Also,correctmathvocabularywasusedthroughoutthelessonwith

manipulativestoprovideavisualtothestudents.Thisprovidedstudentstheopportunitytotakethe
objectivefromconcretetoabstractthinking.
AreasforImprovement:Ms.Smithmaywanttoassessstudentspriorknowledgebeforemovingdirectly
intothelesson.ThiswillallowMs.Smithtohaveaclearerunderstandingofherstudentsstrengthand
weaknessesofprerequisiteskillswhichwillallowhertomeetthestudentsneedsateachoftheirindividual
levels.
III.

DEMONSTRATESCOMPETENCEINPLANNINGANDPREPARINGFORINSTRUCTION.
Theteacher:
a. Usesstudentachievementdata,localstandardsandthedistrictcurriculuminplanningforinstruction.
b. Setsandcommunicateshighexpectationsforsocial,behavioral,andacademicsuccessofallstudents.
c. Usesstudentdevelopmentalneeds,background,andinterestsinplanningforinstruction.
d. Selectsstrategiestoengageallstudentsinlearning.
e. Usesavailableresources,includingtechnologies,inthedevelopmentandsequencingofinstruction.
Strengths:Ms.SmithhadtheCommonCoreDomain,Cluster,andStandardwrittenonherlessonplan
whichisconnectedwiththedistrictsplanningandcurriculumguideinadditiontohavingstudentsplaced
ingroupsbyabilitylevelsaccordingtopreviousstatetestingandMAPscores.Likewise,shehadstudents
accommodationslistedonherlessontomeetthedevelopmentalneedsofallherstudents.
AreasforImprovement:ItmaybebeneficialforMs.Smithtostatewhichofthe8mathematicspractices
willbeinvolvedineachlesson.Also,sheshouldconsiderimplementingtechnologyintoherclassroomby
usingtheSMARmodel.TheSMARmodelshouldbeseenasablueprint,scaffoldingtechnologyintegration
intoeducationtoenhancestudentachievement.

IV.

USESSTRATEGIESTODELIVERINSTRUCTIONTHATMEETSTHEMULTIPLENEEDSOF
STUDENTS.
Theteacher:
a. Alignsclassroominstructionwithlocalstandardsanddistrictcurriculum.
b. Usesresearchbasedinstructionalstrategiesthataddressthefullrangeofcognitivelevels.
c. Demonstratesflexibilityandresponsivenessinadjustinginstructiontomeetstudentneeds.
d. Engagesstudentsinvariedexperiencesthatmeetdiverseneedsandpromotesocial,emotional,andacademic
growth.
e. Connectsstudentspriorknowledge,lifeexperiences,andinterestsintheinstructionalprocess.
f. Usesavailableresources,includingtechnologies,inthedeliveryofinstruction.
Strengths:Ms.Smithtaughttothestandardfollowingthedistrictsplanningandcurriculumguide.Ms.
Smithispassionateaboutherteachinganddemonstratesthisthroughthehighexpectationsshehassetfor
eachchildbasedontheirstrengthsandweaknesses.
AreasforImprovement:Ms.Smithmayfindvalueinaccessingstudentspriorknowledgeatthebeginning
ofthelesson.Somestudentsmayalreadyhaveafullunderstandingoftheobjectiveandthereforebe
providedwithenrichmentactivities.Thiswouldbeaperfectopportunitytoincorporatetechnologyintothe
classroomwhichwillenhancestudentachievement.

V.

USESAVARIETYOFMETHODSTOMONITORSTUDENTLEARNING.
Theteacher:
a. Alignsclassroomassessmentwithinstruction.
b. Communicatesassessmentcriteriaandstandardstoallstudentsandparents.
c. Understandsandusestheresultsofmultipleassessmentstoguideplanningandinstruction.
d. Guidesstudentsingoalsettingandassessingtheirownlearning.
e. Providessubstantive,timely,andconstructivefeedbacktostudentsandparents.
f. Workswithotherstaffandbuildinganddistrictleadershipinanalysisofstudentsprogress.
Strengths:ThroughthemanycommunicationtoolsinplacebyMs.Smith,studentsandparentsarewell
informedandprovidedfeedbackinaverytimelymanner.Ms.Smithsstudentsandparentsareprovided

withinformationonhowtoaccessSynergyremotelytokeepinformedofstudentsprogressthroughoutthe
schoolyear.Inaddition,Ms.Smithworkscooperativelywithhergradelevelteamandmathdepartmentto
collaborate,analyzedata,andshareteachingstrategiestoimprovestudentlearning.
AreasforImprovement:Ms.Smithmaywanttoincorporatestudentselfassessmentsintoherlessons
periodically.Studentswillhavetheopportunitytoreflectonwhattheyhavelearnedandhowwellthey
learnedtheobjective.Inaddition,Ms.Smithmaywanttoprovidestudentstheopportunitytodiscourseas
awayofrepresenting,thinking,talking,agreeing,anddisagreeingbecauseonewaytodeepenconceptual
understandingisthroughcommunication.
VI.

DEMONSTRATESCOMPETENCIEINCLASSROOMMANAGEMENT.
Theteacher:
a. Createsalearningcommunitythatencouragespositivesocialinteraction,activeengagement,andself
regulationforeverystudent.
b. Establishes,communicates,modelsandmaintainsstandardsofresponsiblestudentbehavior.
c. Developsandimplementsclassroomproceduresandroutinesthatsupporthighexpectationsforlearning.
d. Usesinstructionaltimeeffectivelytomaximizestudentachievement.
e. Createsasafeandpurposefullearningenvironment.
Strengths:Ms.Smithspositiveattitudeandenergyengagesstudentsthroughoutthelesson.She
maximizedinstructionaltimefromstarttofinish.Ms.Smithhasanenvironmentwherethestudentsfeel
safeandcomfortabletakingintellectualrisks.Inaddition,studentsareresponsibleforassistingwith
classroomprocedurestomakethemostofinstructionaltime.
AreasforImprovement:Ms.Smithmaywanttofocusonestablishingacultureforlearning.Students
needtimetobecuriousandquestiontheirthinkinginadditiontotheirclassmates.Thiswillhelpstudents
worktogethertomakesenseofmathematicsandtorelymoreonthemselvestodeterminewhether
somethingismathematicallycorrect.

VII.

ENGAGESINPROFESSIONALGROWTH.
Theteacher:
a. Demonstrateshabitsandskillsofcontinuousinquiryandlearning.
b. Workscollaborativelytoimproveprofessionalpracticeandstudentlearning.
c. Appliesresearch,knowledge,andskillsfromprofessionaldevelopmentopportunitiestoimprovepractice.
d. Establishesandimplementsprofessionaldevelopmentplansbasedupontheteacherneedsalignedtothe
MarylandTeachingStandardsanddistrict/buildingstudentachievementgoals.
Strengths:Ms.Smithfocusesonimprovingherownteachingandsupportingtheongoinglearningof
colleaguesthroughcollaboration.SheattendsandparticipatesinCFIP,SST,team,anddepartment
meetings.
AreasforImprovement:DuetoMs.Smithseffectivenessintheclassroom,shewouldbeanexcellent
candidatetoprovideprofessionaldevelopmentactivitieswithinherbuildingaswellasherdistrict.

VIII.

FULFILLSPROFESSIONALRESPONSIBILITESESTABLISHEDBYTHESCHOOLDISTRICT.
Theteacher:
a. Adherestoboardpolicies,districtprocedures,andcontractualobligations.
b. Demonstratesprofessionalandethicalconductasdefinedbystatelawandindividualdistrictpolicy.
c. Contributestoeffortstoachievedistrictandbuildinggoals.
d. Demonstratesanunderstandingofandrespectforalllearnersandstaff.
e. Collaborateswithstudents,families,colleagues,andcommunitiestoenhancestudentlearning.
Strengths:Ms.Smithhasdemonstratedhighethicalstandardsandadeepsenseofprofessionalism.Her
attendanceandpunctualityaresuperior.SheisamemberoftheNCTMandreadsliteraturefromthis
organizationtostayinformedandtoincreasehereffectivenessintheclassroom.Ms.Smithnetworkswith
colleaguesthroughjointplanningwithherteammates.

AreasforImprovement:Ms.Smithmaywanttoconsidervolunteeringtoparticipateinschooleventsand
schooldistrictandcommunityprojects.Herexpertiseinmathematicsshouldbesharedwithothersinthe
districttoimproveeffectivenessofotherteachers.

_______PaulaSmith_________________________________________________________________
TeacherSignature

DateEvaluator/CoachSignatureDate

Final Reflection should include:

How you will apply your interpersonal skills when providing feedback to a teacher from an
Observation and Evaluation. Use any of the resources in your own work and/or within this
course as you write this final reflection. Length of final reflection no more than 2 pages.
As an administrator, I need to strive to have effective interpersonal skills in the school
environment to be successful. Interpersonal skills are the life skills we use every day to
communicate and interact with other people, both individually and in groups.
When meeting with Ms. Smith to share feedback with her concerning my observation and
evaluation, I would make eye contact and try to make her feel as comfortable as possible.
Having a friendly disposition and smiling face is much more likely to encourage effective
communication. I will be aware of my non-verbal communication skills such as facial
expressions and tone. I will begin by asking her how she thought her lesson was delivered on the
day of my observation. Asking Ms. Smith to express her thoughts will provide me with how she
evaluated herself. Using effective questioning is a great way to start conversation and to draw a
person into the conversation.
Once Ms. Smith is finished speaking, I will provide a paper copy of my evaluation to her.
I will begin reviewing the evaluation with Ms. Smith and asking open ended questions which

will provide Ms. Smith with more opportunity for self-expression and encourage involvement in
the conversation. I will communicate to Ms. Smith this is an ongoing evaluation process which
will open lines of communication and allow her to ask questions, engage in discussions, and feel
comfortable expressing her suggestions.

I will share with Ms. Smith that instead of observing her teaching a lesson, I was
observing learning in her class. I will communicate to Ms. Smith that I look for answers to these
three (3) questions: What do you want students to learn? How do you know students are
learning? What do you do when you find out students are not learning? The more I focus on
learning, the stronger my school will be. This will provide the opportunity for our school to
becoming a professional learning community.
The feedback I am providing to Ms. Smith must always be constructive, objective, and
understandable. When discussing weaknesses, I will always use positive words and actions. This
will inspire Ms. Smith to make an effort to improve her skills. I will share with Ms. Smith that
the evaluation process will be an ongoing process and I will be providing continuous follow up
to support and ensure that she is making positive steps toward her goals.
I believe evaluating teachers is one of the most important duties an administrator has. I
need to make all staff feel respected, valued, and understand that they are a vital asset to our
learning community.