HOPEWELL PUBLIC SCHOOLS EVALUATION SYSTEM

Teacher Summative Performance Report

Teacher:Goshay________________________School:PC______________________
Grade/Subject:1stSchoolYear:20152016
ContractStatus:Probationary_____________________________________________
DocumentationReviewed:

TeacherDocumentationLogGoalSettingFormObservationForm
Other

PerformanceStandard1:ProfessionalKnowledge
Exemplary
In addition to meeting
the standard
In addition to meeting
the standard, the
teacher consistently
demonstrates extensive
knowledge of the
subject matter and
continually enriches the
curriculum.

Proficient
Proficient is the
expected level of
performance.
The teacher
demonstrates an
understanding of the
curriculum, subject
content, and the
developmental needs of
students by providing
relevant learning
experiences.

Developing/Needs
Improvement
The teacher
inconsistently
demonstrates
understanding of the
curriculum, content,
and student
development or lacks
fluidity in using the
knowledge in practice.

Unacceptable
The teacher bases
instruction on material
that is inaccurate or
out-of-date and/or
inadequately addresses
the developmental
needs of students.

Comments: I feel that I have made a great deal of improvement since my first year. I feel that I have
learned better ways of providing learning experiences to reach my students developmental needs. I
have had quite a few a ha moments that allowed me to take a standard and transform it in a way that
is meaningful and interesting for my students. I have been able to provide a lot more creative ways to
reach all of my students and assess them on higher levels of blooms taxonomy by pushing them to their
greatest potential.
Administrator comments:

PerformanceStandard2:InstructionalPlanning
Exemplary
Inadditiontomeeting
thestandard
In addition to meeting
the standard, the

Proficient
Proficient is the
expected level of
performance.
The teacher plans using
the Virginia Standards

Developing/Needs
Improvement
The teacher
inconsistently uses the

Unacceptable
The teacher does not
plan, or plans without

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teacher actively seeks

and uses alternative
data and resources and
consistently
differentiates plans to
meet the needs of all
students.

of Learning, the
schools curriculum,
effective strategies,
resources, and data to
meet the needs of all
students.

schools curriculum,
effective strategies,
resources, and data in
planning to meet the
needs of all students.

adequately using the

schools curriculum,
effective strategies,
resources, and data.

Comments: I pay a lot closer attention to the Standards of Learning as well as the curriculum
framework to make sure I am teaching what exactly needs to be taught as stated in the curriculum
framework. I also have tried to use as many resources as possible when it came to implementing my
lessons. I consistently used my PALS data in order to differentiate my reading instruction
Administrator comments:

PerformanceStandard3:InstructionalDelivery
Exemplary
Inadditiontomeeting
thestandard
In addition to meeting
the standard, the
teacher optimizes
students opportunity to
learn by engaging them
in higher order thinking
and/or enhanced
performance skills.

Proficient
Proficient is the
expected level of
performance.
The teacher effectively
engages students in
learning by using a
variety of instructional
strategies in order to
meet individual
learning needs.

Developing/Needs
Improvement
The teacher
inconsistently uses
instructional strategies
that meet individual
learning needs.

Unacceptable
The teachers
instruction
inadequately addresses
students learning
needs.

Comments: When I look at the curriculum framework and see what has to be taught, I would teach it
and then realize that it was not reaching most of the students in my class. So I research better ways to
get the skills/concepts across. I consistently reflect daily and ask myself what can I do better to make
sure that my students understand the skill/concept in a way that they will be able to not only simply
recall material taught, but also apply what was taught in forms of product assessment or performance
assessment. An example of how I did this is when I introduced how to tell time. In first grade, the SOL
states that students should be able to tell time to the hour and half-hour on digital and analog clocks.
Telling time to the hour seemed to be a piece of cake for most of the students, however, when it came
to time to show me on an analog clock a time to the half-hour, instead of the time showing 12:30, the
students would have the minute hand on the 12 and the hour hand on the 6. Observing this on multiple
occasions, I decided that I have to find a better way to teach this skill in order for them to understand. I
took the opportunity to not only find a better way, but also teach students a lesson on manners. I told
students that it was respectful for boys to hold the door open for a lady and say ladies first. I related
this with the hands on the clock and said that the minute hand will be our man hand and the hour hand
would be the lady. hand. They were to always read the lady hand first then the man hand. After
this was taught and practiced students were able to differentiate between the hour and minute hand and
read the time correctly on an analog clock.
Administrator comments:

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PerformanceStandard4:AssessmentofandforStudentLearning
Exemplary
In addition to meeting
the standard
In addition to meeting
the standard, the
teacher uses a variety
of informal and formal
assessments based on
intended learning
outcomes to assess
student learning and
teaches students how to
monitor their own
academic progress.

Proficient
Proficient is the
expected level of
performance.
The teacher
systematically gathers,
analyzes, and uses all
relevant data to
measure student
academic progress,
guide instructional
content and delivery
methods, and provide
timely feedback to both
students and parents
throughout the school
year.

Developing/Needs
Improvement
The teacher uses a
limited selection of
assessment strategies,
inconsistently links
assessment to intended
learning outcomes,
and/or does not use
assessment to
plan/modify
instruction.

Unacceptable
The teacher uses an
inadequate variety of
assessment sources,
assesses infrequently,
does not use baseline or
feedback data to make
instructional decisions
and/or does not report
on student academic
progress in a timely
manner.

:
Comments: I used data collected from PALs to guide my small group reading group reading instruction.
I was able to use that data to differentiate instruction based on students PALs or DRA reading levels.
In Math, because I use Debbie Diller Math stations plan this year, weekly, I paired two students up at a
time who were on the same skill level. This was based on formative and summative observations and
assessments in math. I met with four students on days that we had math stations and we worked on a
skill that was previously taught or review what was currently being taught. I took notes on each
students as we met. I have used pre-assessments such as Plickers and Kahoots prior to the start of a
math unit as a form of informal assessments.
Administrator comments:

Performance Standard 5: Learning Environment

Exemplary
In addition to meeting
the standard
In addition to meeting
the standard, the
teacher creates a
dynamic learning
environment that
maximizes learning
opportunities and
minimizes disruptions
within an environment
in which students selfmonitor behavior.

Proficient
Proficient is the
expected level of
performance.
The teacher uses
resources, routines, and
procedures to provide a
respectful, positive,
safe, student-centered
environment that is
conducive to learning.

Developing/Needs
Improvement

Unacceptable

The teacher is
inconsistent in using
resources, routines, and
procedures and in
providing a respectful,
positive, safe, studentcentered environment.

The teacher
inadequately addresses
student behavior,
displays a harmful
attitude with students,
and/or ignores safety
standards.

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Comments: Routines and procedures were set in place from the very first moment my students entered
the classroom. After two weeks of practicing these routines students were fully aware what was
expected of them inside and outside of the classroom. I welcome students every morning with a good
morning and a hug and that has been consistent from the very first day of school. I also used classroom
dojo, which has eliminated many behavior problems inside and outside of the classroom. I noticed that
students actually monitored their own behavior and strived to receive positive dojo points. I believe
that establishing routines and procedures early in the year and being consistent made the school year go
by a lot smoother and conducive to learning.
Administrator comments:

Performance Standard 6: Professionalism

Exemplary
In addition to meeting
the standard
In addition to meeting
the standard, the
teacher continually
engages in high level
personal/professional
growth and application
of skills, and
contributes to the
development of others
and the well-being of
the school.

Proficient
Proficient is the
expected level of
performance.
The teacher maintains a
commitment to
professional ethics,
communicates
effectively, and takes
responsibility for and
participates in
professional growth
that results in enhanced
student learning.

Developing/ Needs
Improvement
The teacher
inconsistently practices
or attends professional
growth opportunities
with occasional
application in the
classroom.

Unacceptable
The teacher
demonstrates
inflexibility, a
reluctance and/or
disregard toward school
policy, and rarely takes
advantage of
professional growth
opportunities.

Comments: Early in the school year, I reached out and communicated with if not all of my students
parents. I wanted to establish a good relationship in the early part of the year. I tried my best at
keeping parents up to date with their childs progress. I have even had parents come in and volunteer
multiple times throughout the week to help out inside the classroom. I also tried to take advantage of
many professional development opportunities as I could this school year. My goal is to become a more
effective teacher, so I want to learn all I can learn in order to attain my goal. I genuinely desire growth.
With the professional development I have attended as well my graduate classes I have taken many of
the things learned an applied them inside of my classroom as well as in lessons that I share with my
team members; such as, class dojo. I would say this year the members on my team have become a lot
closer and we are genuinely care and take care of each other, although things were a little rough in the
beginning we have become a lot supportive of each other and share ideas among each other on a daily
basis.
Administrator comments:

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Performance Standard 7: Student Academic Progress

Exemplary
In addition to meeting
the standard
In addition to meeting
the standard, the work
of the teacher results in
a high level of student
achievement with all
populations of learners.

Proficient
Proficient is the
expected level of
performance.
The work of the teacher
results in acceptable,
measurable, and
appropriate student
academic progress.

Developing/ Needs
Improvement
The work of the teacher
results in student
academic progress that
does not meet the
established standard
and/or is not achieved
with all populations
taught by the teacher.

Unacceptable
The work of the teacher
does not achieve
acceptable student
academic progress.

Comments: In reading, 100% of my students are reading on grade level. Each student made measurable
growth according to the PALS assessment and made growth in reading at least one year.

Performance Scale:
Principal
Performance
Standard
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
Standard 7

Performance
Rating
Proficient
Proficient
Exemplary
Proficient
Proficient
Proficient
Proficient

Points

Weight
10%
10%
10%
10%
10%
10%

Weighted Total
(Points x Weight)

40%

Cumulative Summative Rating

The overall summative rating will be judged as exemplary, proficient,
developing/needsimprovement, or unacceptable using the following range of scores:
Unacceptable = 10 19
Developing/Needs Improvement = 20 25
Proficient = 26 34
Exemplary = 35 40

Rev.07/13

Evaluation Summary
Recommended for Continued Employment.
Recommended for Placement on a PerformanceImprovementPlan. (One or more standards
are unacceptable or two or more standards are developing/needs improvement.)
Recommended for Dismissal/Non-renewal. (The teacher has failed to make progress on a
PerformanceImprovementPlan, or the teacher consistently performs below the established
standards, or in a manner that is inconsistent with the schools mission and goals.)
Commendations:
Attendance:

Areas Noted for Improvement:

Teacher Improvement Goals:

Overall Evaluation Summary Criteria

Exemplary

Proficient

____________________________________
Employees Signature/Date

Developing/
Needs Improvement

Unacceptable

__________________________________
Administrators Signature/Date

Rev.07/13