Rotherglen School- Teacher Review (TPA)

2012-2013 School Year

Teachers Name

Assistant Head of School

Claudia Marchessault

Patrick Lanigan

Teaching Assignment
Gr. 6

Classroom Observation:
I had the pleasure of observing two of your lessons (Math and Science) in the
final week of the school year in June 2013. This is a challenging time of the year
to keep students engaged and on task; you had no problems though! Each of
your lessons began with clear expectations of the days lesson and ended with
clear routines for students to follow (filing of completed/in-progress work,
returning learning materials, getting items for next period etc..)Your lessons used
IT such as the SmartBoard.
You effectively:
- allowed for guided and independent learning.
- modulated your voice to keep their attention.
- asked questions to gauge their understanding and to clarify student responses.
- provided positive feedback to students responses/questions and work.
- provided for student collaboration.
-- provided worthwhile handouts/workbook questions/teacher generated
questions for follow-up/reminders/reference
Your lesson plan documentation was extremely thorough and your lessons
followed a clear, logical sequence. Your lessons were well-timed and balanced
with teacher time and student time. You redirected students who were off task
and/or unfocused (i.e., chatting and not working). You continually circulated,
helping students who needed assistance, marking work, and/or providing
comments/feedback.
1

Your lessons were well-timed and paced, with no lulls or rushes.

Your students remained on task and focused.
Your teaching was lively and engaging.

Domain 1: Commitment to Pupils and Pupil Learning

Teacher demonstrates commitment to the well-being and development
of all pupils.
Applies knowledge of how pupils develop and learn physically, socially, and cognitively
Responds to learning exceptionalities and specific needs by modifying assessment
processes to ensure the special needs of pupils are met
Shapes instruction so that it is helpful to pupils who learn in a variety of ways
Effectively motivates pupils to improve pupil learning
Demonstrates a positive rapport with pupils

Teachers are dedicated in their efforts to teach and support pupil

learning and achievement.
Assists learners in practising new skills by providing opportunities for guided practice
Provides for active pupil participation in the learning process
Employs a balance of pupil- and teacher-directed discussion/learning
Establishes an environment that maximizes learning
Uses a variety of teaching strategies suited to the individual needs of pupils

Teachers treat all pupils equitably and with respect

Demonstrates care and respect for pupils by maintaining positive interactions
Promotes polite and respectful pupil interactions
Addresses inappropriate pupil behaviour in a positive manner
Communicates information from a bias-free, multicultural perspective
Ensures and models bias-free assessment to address equality
Values and promotes fairness and justice and adopts anti-discriminatory practices in
2

respect of gender, sexual orientation, race, disability, age, religion, and culture

Teachers provide an environment for learning that encourages pupils to

be problem solvers, decision makers, lifelong learners, and contributing
members of a changing society.
Provides learners with appropriate opportunities for independent practice of new skills
Employs effective questioning techniques that encourage higher-level thinking skills
Provides guidance and appropriate feedback to learners on attainment of new
concepts/skills
Encourages feedback, risk taking, questioning, and experimentation by establishing a
non-threatening learning environment
Encourages students to be cognisant of their personal strengths.
Notes on Domain 1: Commitment to Pupils and Pupil Learning:
You consistently demonstrate a positive rapport with your students. Your warm, caring
and calm demeanour sets the tone for a nurturing, yet firm relationship with your
students. You treat students respectfully and politely (in class and in extra-curriculars),
thereby modeling important traits we wish to see, instill and reinforce in our students at
Rotherglen. Your classroom setting is beautifully set- up (i.e., displays, reminders, notes,
schedules, rules etc..) and maintained; its attractiveness, organization and your attention
to detail create an environment which maximizes learning. During both of my
observations (one on Unbalanced Forces in Science, and one on Area of Triangular
Prisms in Math), you ably allowed for both independent and guided practice using
worksheets to be completed individually and in groups, students using their own
whiteboards to create diagrams, and involving students in demonstrations/labeling
activities using the SmartBoard. These varied teaching/learning strategies allowed for
your students to be actively involved in your lessons, which also had an appropriate
balance of teacher/student conversation. You effectively began and ended your lessons
with a range of level of questions (i.e., basic recall, predicting, applying). Some of these
were done in a fun way (i.e., a rapid review on different forces), which visibly engaged
your students!

Domain 2: Professional Knowledge

Teacher know their subject matter, the applicable curriculum
(Montessori and/or Ontario), and education- related legislation.
Teaches the curriculum by exhibiting an understanding and ability to explain subject
areas

Demonstrates mastery of subject knowledge and related skills

Presents accurate and up-to-date information
Implements and effectively explains statutes and regulations with regard to pupil safety
and welfare
Knows, follows, and explains appropriate legislation, Rotherglen School policies, and
procedures

Teachers know a variety of effective teaching and assessment practices.

Employs formative and summative assessments to check for understanding
Uses a variety of appropriate teaching techniques to engage pupils

Teachers know a variety of effective classroom management strategies.

Systematizes routine procedures and tasks to engage pupils in varied learning
experiences
Provides opportunities for pupils to share their interests and demonstrate their
involvement in learning
Ensures that all pupils have the opportunity to learn
Uses appropriate strategies to manage discipline
Implements the Student Code of Conduct and Rotherglen Uniform Policy consistently

Teachers know how pupils learn and the factors that influence pupil
learning and achievement.

Uses different motivational strategies to encourage pupils in developing competence in

all areas
Takes into account various learning styles with the selection of materials/media
Adapts to groups or individual pupils (with flexible grouping practices)
Modifies programs to fit pupil needs by making topics relevant to pupils lives and
experiences
Notes on Domain 2: Professional Knowledge:
You exhibited a strong understanding of the Ontario curriculum strands and ability to
explain the lessons content during both of my observations. You confidently
demonstrated proficient knowledge and skills in your two lessons on forces (Science) and
4

area (Math). By using individual and group tasks (worksheets, workbook), Smart Board
presentations and activities, and students using their whiteboards to make and label
diagrams, you effectively used a variety of teaching and learning strategies to engage
your students. Your students were versed in transition procedures and routines, which
allowed for productive class time, such as handing out learning materials, using and
putting away their white-boards and filing their completed work. There are no concerns
with you adhering to Rotherglen policies and procedures.

Domain 3: Professional Practice

Teachers use their professional knowledge and understanding of pupils,
curriculum, Rotherglen School Policy, teaching practices and classroom
management strategies to promote the learning and achievement of
their pupils.
Develops clear and achievable classroom expectations with pupils
Models and promotes effective communication skills
Chooses pertinent resources for development of instruction to address pupil needs
Uses instructional time in a focused, purposeful way
Organizes subject matter into meaningful lessons
Assists pupils to develop and use ways to access and critically assess information

Teachers communicate effectively with pupils, parents, and colleagues

and maintain professional relationships.
Provides ongoing feedback to parents through phone calls, intranet, email
Demonstrates a positive, professional attitude when communicating with parents, pupils,
and colleagues
Follows school guidelines on reporting with diligence
Conducts purposeful teacherparent conferences
Communicates clear, challenging, and achievable expectations for pupils

Teachers conduct ongoing assessment of pupils' progress, evaluate their

achievement, and report results to pupils and parents regularly
Uses a variety of techniques to report pupil progress
Engages in meaningful dialogue with pupils to provide feedback during the
5

teaching/learning process
Uses ongoing reporting to keep both pupils and parents informed and to chart pupil
progress
Gathers accurate data on student performance and keeps comprehensive records of
student achievement

Teachers adapt and refine their teaching practices through continuous

learning and reflection, using a variety of sources and resources
Assesses and reviews program delivery for relevancy
Uses Rotherglen achievement standards and competency statements as a reference point
for evaluation of teaching
Modifies program to respond to needs of exceptional pupils
Refers to strategies and accommodations in Learning Success Plans for students who
have been profiled
Effectively demonstrates knowledge of trends, techniques, and research relevant to his
or her teaching

Teachers use appropriate technology in their teaching practices and

related professional responsibilities.
Uses technology when appropriate to improve efficiency and effectiveness in planning,
instructional delivery and reporting procedures
Models and promotes effective use of technology to promote pupil learning
Demonstrates effective use of technology as it relates to school operations and school
expectations

Teachers meet administrative deadlines, keep required record keeping

and adhere to school policies and procedures.
Adheres to regular hours of employment and supervision schedules (lunch, recess,
dismissal, escorting students to and from specialty classes)
Remains actively involved in extra curricular activities
Maintains positive and regular communication with parents
Reads parent emails/checks voicemail and responds within a 24 hour period
Adheres to report card, parent phone call, intranet update and curriculum deadlines
6

(handing in long range plans, units of study, tests assignments, student tracking, record
keeping)
Adheres to employee policies (dress code, behaviour/discipline, computer use policy,
professional courtesy)
Supports and follows through on school uniform policy and Student Code of Conduct
Reads and responds to emails sent by administration
Notes on Domain 3: Professional Practice:
During my observations, your instructional time was most definitely focused and
purposeful, with your lessons effectively segmented into teacher -directed time and
student independent/guided time. You are a strong communicator, using your voice as a
powerful tool to engage students during your instruction and transition/routines times.
You effectively provided feedback to your families via phone calls, the online grade page
and email. You consistently demonstrate a positive, professional attitude when
communicating with parents, students, (even with some of your more challenging boys!)
and colleagues. You are to be commended for how you handled a challenging parentteacher conference with one mother. You remained calm, collected, and respectful, even
when the parent may not have been respectful in her tone with you or your time. Your
report card comments were well written and followed school guidelines. You regularly
used IT with the SmartBoard and laptops. There were no issues with your adherence to
school deadlines, record-keeping, updating the online grade page, policies and
procedures. You added to and participated to school life outside of the classroom by
coaching Cross Country and helping to organize/decorate the Gr. 8 Graduation
Celebration.

Domain 4: Leadership and Community

Teachers collaborate with other teachers and school colleagues to create
and sustain learning communities in their classrooms and in their
schools.
Learns with and from colleagues and others in the community of learners
Pursues and effectively shares knowledge about current thinking, trends, and practices in
education with colleagues
Works cooperatively with colleagues to solve pupil, classroom, and school concerns
Participates as an effective team member and shares expertise with others, e.g., by acting
as mentor, peer coach, or co- teacher
Participates effectively by contributing to grade, division, and/or subject teams
7

Participates effectively on committees by organizing school-based activities

Shares learning acquired through participation on system-wide initiatives with
colleagues
Serves as a resource to colleagues, e.g., in the effective use of technology, assessment
strategies, classroom management, instructional techniques
Creates worthwhile opportunities for pupils, their parents, and community members to
share their learning, knowledge, and skill with others and within the class or school

Teachers work with other professionals, parents, and members of the

community to enhance pupil learning pupil achievement, and school
programs
Cooperates and works readily with the schools Learning Success Centre
Participates in, gives presentations at, and effectively organizes internal workshops,
conferences, and institutes to enhance pupil achievement
Notes on Domain 4: Leadership and Community:
The grade six group of teachers is one of the strongest, most cohesive groups in our
school. You are a core reason for the success of this group; you bring an assertive,
measured, thoughtful voice to the group. Your exceptional organizational skills are
appreciated by your peers and administration. You learn from and add to this grade six
community of learners and participate effectively in weekly grade level meetings. You
also worked extremely well with the Graduation Celebration Committee members and
your fellow cross Country coaches. You are to be commended for your cooperation and
communication with the LSC support staff about two of your students, Sarah and
Anthony. I encourage you to share more of your classroom practices in division staff
meetings. You have a lot to offer your colleagues across many grades!

Domain 5: Ongoing Professional Learning

Teachers engage in ongoing professional learning and apply it to
improve their teaching practices.
Seeks input from colleagues, consultants, or other appropriate support staff and
effectively applies it to enhance teaching practices
Identifies areas for professional growth; attends workshops, appropriate seminars, or
courses to respond to changes in education/policies and practices; and effectively applies
information to enhance teaching practices
Participates willingly and effectively in professional learning, study groups, and in-

service programs to enhance skill development or broaden knowledge

Observes other teachers, acquires best practices, and effectively applies new
information/techniques to enhance teaching practices
Reads professional journals, books, Internet sites, or any articles related to educational
contexts and effectively shares with peers
Keeps a portfolio recording his or her learning experiences and effectively relates them
to educational contexts
Participates in workshops, seminars, courses, and in-service programs; or reads books,
articles, journals and Internet sites; or reflects with others to better understand human
nature to become a better teacher/professional and a model for pupils
Explores ways to access and to use educational research
Notes on Domain 5: Ongoing Professional Learning:
You have embraced our two major professional development initiatives this year: guided
reading and benchmarking. You have participated willingly and effectively in our various
learning sessions with Jette and Amy. You then ably applied your learning to your
classroom practice, thereby improving your teaching strategies and student learning, most
notable in Literacy.

Professional Growth Goals and Strategies for the Teacher

The following professional goals and strategies are recommended for
the teacher to take into account when developing his or her Annual
Learning Plan (ALP).
Below is a list of goals/ideas for you to consider:
-

Continue to strengthen your Benchmarking skills

Continue to implement Guided Reading, increasing its frequency
Complete an AQ related to school goals around Literacy and Technology (i.e.,
Reading Part 1, Special Education 1, Integrating Technology in the Classroom)
Continue to use IT such as the SmartBoard, laptops and iPads
Create a log of teaching practice/portfolio to showcase your work/contributions
Begin to share examples of your teaching practices/classroom management at
division meetings

Assistant Head of School

Date:

Teachers Signature
My signature indicates the receipt of this Annual Review.

Date:

10

Teachers Comments:

11