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Review Period: 9/2/2014

To: 5/15/2015
Teacher: Kerry Lee-Crawford

Current Assignment: J. T. Foster High School

Certification: Interim

Position: Teacher

Classes: Art; Language Arts; Social

Grades: Grade 8; Grade 9; Grade 10; Grade 11; Grade 12

Date(s): 10/2/2014

Time: 9:00

Location/Room: J. T. Foster High School


Purpose: Contractual purposes

Evaluated By: Jason Porteous

Classes & Situations Observed


Date

Time

Class

Context

10/8/2014

09:20 AM

Humanities 8

ELA

Summary Comments:
Kerry had the students engage in activities to improve their writing skills.
Date

Time

Class

Context

11/17/2014

02:00 PM

Art 10

Drawing and creativity

Summary Comments:
Kerry led the students through a variety of exercises to open up their creativity.

Contractual/Certification Recommendations
The undersigned hereby recommended: Meeting the Teaching Quality Standard
Name: Jason Porteous

Recommended: 4/10/2015

Title: Principal

Signed: Yes

Achievements

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Achievements
PLANNING AND PREPARATION
Demonstrating Knowledge of Content and Pedagogy
Knowledge of content and the structure of the discipline
Proficient:
Teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another.
Knowledge of prerequisite relationships
Proficient:
Teacher's plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts.
Knowledge of content-related pedagogy
Basic:
Teacher's plans and practice reflect a limited range of pedagogical approaches or some approaches that are not
suitable to the discipline or to the students.
Observations & Recommendations:
Kerry's plans are very well done with a good understanding of the subject matter and the nature of each discipline. As
she is a first year teacher, the pedagogical approaches are limited but that will continue to grow through practice and
development.

Demonstrating Knowledge of Students


Knowledge of child and adolescent development
Basic:
Teacher displays partial knowledge of the developmental characteristics of the age group.
Knowledge of the learning process
Basic:
Teacher recognizes the value of knowing how students learn, but this knowledge is limited or outdated.
Knowledge of students' skills, knowledge, and language
Proficient:
Teacher recognizes the value of understanding students' skills, knowledge, and language proficiency and displays this
knowledge only for groups of students.
Knowledge of student's interest and cultural heritage
Basic:
Teacher recognizes the value of understanding students' interests and cultural heritage but displays this knowledge only
for the class as a whole.
Knowledge of students' special needs
Proficient:
Teacher is aware of student's special learning and medical needs.
Observations & Recommendations:
Kerry has a basic understanding of her students and this has grown throughout the year. She is aware of the needs of
her students with particular learning needs and seeks out help in ensuring that these are met.

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Setting Instructional Outcomes


Value, sequence and alignment
Proficient:
Most outcomes represent high expectations and rigor and important learning in the discipline. They are connected to a
sequence of learning.
Clarity
Proficient:
All the instructional outcomes are clear; written in the form of student learning. Most suggest viable methods of
assessment.
Balance
Proficient:
Outcomes reflect several different types of learning and opportunities for coordination.
Suitability for diverse learners
Basic:
Most of the outcomes are suitable for most of the students in the class based on global assessments of student learning.
Observations & Recommendations:
Kerry sets very clear and consistent outcomes. Over the course of the year these have grown to incorporate a range of
learning opportunities for the students. As well, she has begun to take into account the diversity of the learners in her
class and has sought out feedback to better design learning opportunities that reflect this.

Demonstrating Knowledge of Resources


Resources for classroom use
Proficient:
Teacher displays awareness of resources available for classroom use through the school or district and some familiarity
with resources external to the school on the Internet.
Resources to extend content knowledge and pedagogy
Basic:
Teacher displays awareness of resources to enhance content and pedagogical knowledge available through the school
or district but no knowledge of resources available more broadly.
Resources for students
Proficient:
Teacher displays awareness of resources for students available through the school or district and some familiarity with
resources external to the school and on the Internet.
Observations & Recommendations:
Resources are used wisely by Kerry and she consults with others in the building to build upon her repertoire. As she is
embedded in teaching and planning for her classes this first year, she has sought out resources that are available from
a range of sources. I would encourage Kerry to continue to build up a network of colleagues to support her efforts.

Designing Coherent Instruction


Learning Activities
Proficient:
All of the learning activities are suitable to students or to the instructional outcomes, and most represent significant
cognitive challenge, with some differentiation for different groups of students.
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Instructional Materials and Resources


Proficient:
All of the materials and resources are suitable to students, support the instructional outcomes, and are designed to
engage students in meaningful learning.
Instructional Groups
Basic:
Instructional groups partially support the instructional outcomes, with an effort at providing some variety.
Lesson and Unit Structure
Proficient:
The lesson or unit has a clearly defined structure around which activities are organized. Progression of activities is even,
with reasonable time allocations.
Observations & Recommendations:
The learning activities both challenged and demonstrated clear forethought of the sequencing for students. In particular,
the creative challenges in the Art class showed a concerted attempt to shape both skills and attitudes of the students.
Grouping and pairing was more by peer group and could benefit from some additional planning to ensure that learning is
supported by the groups.

Designing Student Assessments


Congruence with Instructional Outcomes
Proficient:
All the instructional outcomes are assessed through the approach to assessment; assessment methodologies may have
been adapted for groups of students.
Criteria and Standards
Basic:
Assessment criteria and standards have been developed, but they are not clear or have not been clearly communicated
to students.
Design of formative assessments
Basic:
Approach to the use of formative assessments is rudimentary, including only some of the instructional outcomes.
Use for Planning
Proficient:
Teacher plans to use assessment results to plan for future instruction for groups of students.
Observations & Recommendations:
Kerry develops good quality assessments which give good quality feedback on student mastery of the outcomes. The
criteria is developed, and additional time could be spent making the purposes more clear to the students. Formative
assessment is improving throughout the year as she gains more comfort with the purpose and practice of using it.

THE CLASSROOM ENVIRONMENT


Creating an Environment of Respect and Rapport
Teacher interaction with students
Proficient:
Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate
to the age and cultures of the students. Students exhibit respect for teacher.
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Student interactions with other students


Basic:
Students do not demonstrate disrespect for one another.
Observations & Recommendations:
This has been an area of growth for Kerry and it is good to see the level of respect and caring within her classroom. As
she gains experience and comfort I am confident that this will continue to improve.

Establishing a Culture for Learning


Importance of the content
Basic:
Teacher communicates importance of the work but with little conviction and only minimal buy-in by the students.
Expectations for learning and achievement
Proficient:
Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for most
students.
Student pride in work
Proficient:
Students accept the teacher's insistence on work of high quality and demonstrate pride in that work,
Observations & Recommendations:
Kerry has a lot of enthusiasm for the content and work within her class, however students have not quite bought into this.
As the year has progressed, the buy in from students has grown and with experience this will happen much more fluidly.
Her expectations are high for student work and students have responded to this by creating high quality work within her
classes.

Managing Classroom Procedures


Management of instructional groups
Proficient:
Small-group work is well organized, and most students are productively engaged in learning while unsupervised by the
teacher.
Management of Transitions
Basic:
Only some transitions are efficient, resulting in some loss of instructional time.
Management of materials and supplies
Basic:
Routines for handling materials and supplies function moderately well, but with some loss of instructional time
Performance of non-instructional duties
Proficient:
Efficient systems for performing non-instructional duties are in place, resulting in minimal loss of instructional time.
Supervision of volunteers and paraprofessionals
Proficient:
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Volunteers and paraprofessionals are productively and independently engaged during the entire class.
Observations & Recommendations:
Classroom procedures are somewhat disruptive at times in the class, no significant loss of time occurs but
improvements could be made to ensure that maximum time learning time is enhanced. Instructional group work while
unsupervised has improved markedly through the year and is now at a stage where students are actively engaged in the
tasks at hand without constant supervision.

Managing Student Behavior


Expectations
Proficient:
Standards of conduct are clear to all students.
Monitoring of student behavior
Basic:
Teacher is generally aware of student behavior but may miss the activities of some students.
Response to student misbehavior
Basic:
Teacher attempts to respond to student misbehavior but with uneven results, or there are no major infractions of the
rules.
Observations & Recommendations:
Kerry has very clear expectations for student behaviour for within her class. In some cases her mannerism in dealing
with student misbehaviour has been problematic. Kerry has grown in this area throughout the year and has shown a
commitment to improving.

Organizing Physical Space


Safety and accessibility
Proficient:
The classroom is safe, and learning is equally accessible to all students.
Arrangement of furniture and use of physical resources
Proficient:
Teacher uses physical resources skillfully, and the furniture arrangement is a resource for learning activities.
Observations & Recommendations:
The space is well used and furniture is arranged to allow for good quality learning opportunities.

INSTRUCTION
Communicating with Students
Expectations for learning
Proficient:
Teacher's purpose for the lesson or unit is clear, including where it is situated within broader learning.
Directions and procedures
Basic:
Teacher directions and procedures are clarified after initial student confusion.
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Explanations of content
Basic:
Teacher's explanations of the content are uneven; some is done skillfully, but other portions are difficult to follow.
Use of oral and written language
Proficient:
Teacher's spoken and written language is clear and correct and conforms to standard English. Vocabulary is appropriate
to students' age and interests.
Observations & Recommendations:
Kerry has a clear purpose for her lessons which flow nicely within her long range plan. Directions and procedures are a
little confusing at times for students but Kerry takes the time to clarify these. As she gains experience this will continue to
improve.

Using Questioning and Discussion Techniques


Quality of questions
Basic:
Teachers questions are a combination of low and high quality, posed in rapid succession. Only some invite a thoughtful
response.
Discussion techniques
Basic:
Teacher makes some attempt to engage students in a true discussion rather than recitation, with uneven results.
Student participation
Basic:
Teacher attempts to engage all students in the discussion, but with only limited success.
Observations & Recommendations:
Questioning and discussion are done in a very basic manner. Garnering quality answers and discussion was hampered
by few students volunteering to participate. Using a variety of methods to engage the students (random, hands up,
popsicle sticks, popcorn) could help to generate greater student participation and provide valuable feedback as well.

Engaging Students in Learning


Activities and assignments
Proficient:
Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring
content
Grouping of students
Basic:
Instructional groups are only partially appropriate to the students or only moderately successful in advancing the
instructional outcomes of a lesson.
Instructional materials and resources
Proficient:
Instructional materials and resources are suitable to the instructional purposes or engage students mentally.
Structure and pacing
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Proficient:
The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally
appropriate.
Observations & Recommendations:
Students are engaged with the lessons and a lot of care is taken to design quality learning activities and opportunities.
Grouping could shift away from the peers as mentioned before. Structure, pacing, materials, and resources are all well
managed with forethought into how they engage with the overall plan for the courses.

Using Assessment in Instruction


Assessment criteria
Basic:
Students know some of the criteria and performance standards by which their work will be evaluated.
Monitoring of student learning
Proficient:
Teacher monitors the progress of groups of students in the curriculum, making limited use of diagnostic prompts to elicit
information.
Feedback to students
Proficient:
Teacher's feedback to students is timely and of consistently high quality.
Student self- assessment and monitoring of progress
Basic:
Students occasionally assess the quality of their own work against the assessment criteria and performance standards.
Observations & Recommendations:
Kerry has grown in her use of assessment. In most cases she uses the information gathered to adjust her teaching and
to ensure that learning is occuring. Feedback is timely and done in a manner that enhances the learning. Self
assessment was not as evident in the classroom and this could be an area of growth. However, in the Art classes, Kerry
makes good use of self assessment strategies.

Demonstrating Flexibility and Responsiveness


Lesson adjustment
Proficient:
Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly.
Response to students
Basic:
Teacher attempts to accommodate students' questions or interests, although the pacing of the lesson is disrupted.
Persistence
Basic:
Teacher accepts responsibility for the success of all students but has only a limited repertoire of instructional strategies
to draw on.
Observations & Recommendations:
Kerry is able to make adjustments to the lessons with smoothness. Student questions and interests are sometimes
disruptive and can lead to conversations shifting away from the intended goal. Kerry does persist on moving learning
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forward and with continued growth over the next few years will have a much broader repertoire of skills to draw upon.

PROFESSIONAL RESPONSIBILITIES
Reflecting on Teaching
Accuracy
Basic:
Teacher has a generally accurate impression of a lesson's effectiveness and the extent to which instructional outcomes
were met.
Use in future teaching
Basic:
Teacher makes general suggestions about how a lesson could be improved another time the lesson is taught.
Observations & Recommendations:
Kerry has begun the process of reflecting on her lessons. She can see some general areas for improvement and will
make adjustments accordingly.

Maintaining Accurate Records


Student completion of assignments
Proficient:
Teacher's system for maintaining information on student completion of assignments is fully effective.
Student progress in learning
Proficient:
Teacher's system for maintaining information on student progress in learning is fully effective.
Non-instructional records
Proficient:
Teachers system for maintaining information on non-instructional activities is fully effective.
Observations & Recommendations:
Records are very well kept and up to date.

Communicating with Families


Information about the instructional program
Proficient:
Teacher provides frequent information to parents, as appropriate, about the instructional program.
Information about individual students
Basic:
Teacher adheres to the school's required procedures for communicating with families. Responses to family concerns are
minimal or may reflect occasional insensitivity to cultural norms.
Engagement of families in the instructional program
Basic:
Teacher makes modest and partially successful attempts to engage families in the instructional program.
Observations & Recommendations:
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Communication with families has improved over the course of the year. An increased emphasis on promoting the
program, particularly art, would help to ensure student and family engagement with the success of the program.

Participating in a Professional Community


Relationships with colleagues
Proficient:
Relationships with colleagues are characterized by mutual support and cooperation.
Involvement in a culture of professional inquiry
Basic:
Teacher becomes involved in the school's culture of inquiry when invited to do so.
Service to the school
Basic:
Teacher engages in activities that contribute to the quality of the school as a learning environment when specifically
asked.
Participation in school or district projects
Proficient:
Teacher volunteers to participate in school and district projects, making a substantial contribution.
Observations & Recommendations:
Kerry ensures to contribute the school as a whole and has made good quality relationships with the staff. She has
served as the schools representative to the local ATA this year.

Growing and Developing Professionally


Enhancementof content knowledge and pedagogical skill
Basic:
Teacher participates in professional activities to a limited extent when they are convenient.
Receptivity to feedback feedback from colleagues
Proficient:
Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through
professional collaboration.
Service to the profession
Basic:
Teacher finds limited ways to contribute to the profession.
Observations & Recommendations:
Professional growth has occurred mainly through the in depth approach Kerry has taken within her classroom and from
connections with colleagues. With the added experience she will be able to better self assess her needs and seek
professional learning that will help her grow.

Showing Professionalism
Integrity and ethical conduct
Proficient:
Teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and
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Teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and
the public.
Service to Students
Proficient:
Teacher is moderately active in serving students.
Advocacy
Proficient:
Teacher works to ensure that all students receive a fair opportunity to succeed.
Decision making
Basic:
Teacher's decisions and recommendations are based on limited though genuinely professional considerations.
Compliance with legislative and policy frameworks
Proficient:
Teacher consistently complies and deliberately acts in accordance with legislative and policy requirements.
Observations & Recommendations:
Kerry is a professional and this is reflected in her actions. She seeks to find ways to best help her students and she
ensures to advocate for their needs, particularly in our staff meetings.

Acknowledgement
Digitally Signed & Acknowledged: 5/27/2015 by Kerry Lee-Crawford

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