Mahidol University International Demonstration School

Teachers’ Annual Performance Review – Short Form

Name of Teacher: Madjid Hamlat Date: October 11, 2018

Grade Level: 10 Subject: Mathematics
Name of Observer: Stephen Coryelle Position: Deputy Director
Focus of Observation: Student Engagement, Helping Struggling Date of Observation: October 11, 2018
Students

Based on both the portfolio and the observation, write the score for each component in the boxes below using the
following performance rating scale:
4 = Excels. The teacher who 3 = Highly Effective. The 2 = Meets Expectations. The 1 = Needs Improving/Ineffective.
performs at this level consistently teacher consistently meets teacher’s performance adequately The teacher consistently performs below
surpasses established standards for school goals and standards for meets the established standards for the established standards for teaching in
teaching and maintains high levels of teaching in a manner that is teaching in a manner that is consistent a manner that is inconsistent with the
accomplishment and performance. above average. with the school mission and goals. school mission and goals.

Domain 1: Planning and Preparation: The teacher ~

O P O = observation; P = portfolio
3 Demonstrates knowledge of content and pedagogy that encompasses all aspects of the subject, including what to
teach as well as research-based best practices.
3 Understands how students construct meaning, taking into account the impact student needs, interests, background,
and knowledge of English will have on learning content.
3 Establishes appropriate learning outcomes that clearly state what diverse students will learn as a result of engaging in
the lesson’s activities.
3 Is aware of a variety of human, textual, and community resources that will enhance students’ learning experiences.
4 Demonstrates the ability to translate learning goals into appropriate, meaningful, relevant, and coherent learning
experiences.
3 Demonstrates that learning goals can be assessed appropriately, and uses assessment results to improve teaching and
learning.
3.17 Divide the total of each column for Domain 1 by the number of scores

Domain 2: The Instructional Environment: The teacher ~

O P O = observation; P = portfolio
3 Creates an environment of respect and rapport so that all students feel valued knowing they will be treated with dignity
and will take intellectual risks.
3 Creates high expectations for all students, setting a high value on high –quality work.
2 Demonstrates procedures for the smooth operation of the classroom and the efficient use of time.
2 Demonstrates there are agreed-upon standards for conduct and language use appropriate to the students’ age, needs,
developmental level, and culture.
3 Demonstrate organization of physical space that sends a clear message to students that learning takes place in an
environment that is safe and has been arranged to optimize student learning.
2.6 Divide the total of each column for Domain 2 by the number of scores

Domain 3: Instruction: The teacher ~

O P O = observation; P = portfolio
3 Demonstrates clarity in directions, procedures, and explanations, both orally and in writing.
3 Demonstrates skill in questioning and in leading discussion, eliciting student reflection, and challenging deeper student
engagement.
3 Plans for students’ intellectual engagement and involvement with content so that they are actively constructing
meaning and understanding.
3 Provides relevant, accurate, specific, timely and constructive feedback to students.
4 Demonstrates ability to change, adjust, or alter the lesson in response to student confusion or lack of understanding.
6.4 Divide the total of each column for Domain 3 by the number of scores and multiply by 2

Domain 4: Professional Responsibilities: The teacher ~

O P O = observation; P = portfolio
Demonstrates thinking and reflections on practice to improve teaching and learning.
n/a Maintains effective records of student learning that demonstrate which areas of the curriculum students have learned.
n/a Communicates with families, keeping them informed of events, procedures, expectations, and grading systems, as well
as academic and social progress.
4 Demonstrates collegiality in relationships with peers, focusing on the well-being of students during meetings and on
collaborations on committees and school activities.
Engages in continual professional development.
Demonstrates professional qualities that demonstrate service, advocacy, and research-based best practices.
Divide the total of each column for Domain 4 by the number of scores and multiply by 2
Summary: This was an observation of a 10th grade Mathematics class. The objective of the day was
for students to be able to demonstrate understanding of the Factor Theorem. There were 24
students in the class: 12 girls and 12 boys. While only 2 girls made individual contributions during the
whole-class portion of the day, the bulk of the time was spent in pair or group work, and all students
remained engaged in the process. There were no tardy students or behavior problems.

 I entered the room at 2:01 (the class began at 2:05). No students were in the room, and the
teacher stepped in shortly afterwards.
 At 2:05 the class began. Students spent the time getting settled into their desks.
 At 2:06 the teacher referenced the video the students had to watch, asking the class if there
were any questions; there were none. He then posted the correction of the practice
problems from the video on the board.
 At 2:09 the teacher again asked if there were any questions from the class. Again, there were
none.
 At 2:10 the teacher instructed the class to go on to Edmodo so they can start working on a
worksheet (part one). During this time the teacher floated from table group to table group,
checking on student progress and answering any questions they had.
o By 2:15 all students were either logged in to Edmodo, or were sharing computers with
those who were.
 At 2:21 the teacher reviewed Part One of the worksheet, and then instructed the class to
continue on to Part Two.
 At 2:25 the teacher spent a longer time working with a student who appeared to be
struggling.
 At 2:32 the teacher asked a student about his inappropriate pants (they looked like track
pants). He appeared satisfied with the answer.
 At 2:35 the class moved on to the next section of the worksheet, moving to the whiteboards
to work out the answers in larger groups. The students seemed aware of which groups they
belonged to, without prompting.
 At 2:39 the teacher reminded a group of the need to speak in English.
 At 2:55 the class was instructed to move back to their seats.
 At 2:56 the teacher went over a question he noted was a common challenge for all groups.
 At 2:58 the teacher closed the lesson.

Commendations:
 To begin, I like that you held the students accountable for their uniform. They were all
tucking in their shirts, so it is clear that you have established expectations for this.
 In terms of procedures, the way that your class is designed seems to be clearly understood as
well. The students moved smoothly from iteration to iteration, including going to the boards
as a group to work on the later problems. On that note I think the progression made sense in
context. Normally the pattern is to move from larger to smaller groups, and eventually the
individual level. However, because the nature of the work became more public (the
whiteboards) in time, it makes sense for the groups to get larger, so that students can
support each other and check each other’s work.
  Your review of a question that the groups struggled with as a whole was a textbook way to
make an adjustment based on your formative assessment of the class’s progress. Doing this
in the moment, rather than waiting to the next meeting, also helps insure that the
information will be retained by the students. Very well done here.
 Finally, I want to commend you on what was a very engaged group of students. I know that
we have talked about the struggles that this section has experienced, and while there are
some students that are still finding the material challenging, what was notable here is that
the noise and the interaction I heard was what I call “good noise”. The students were talking
with each other about the material, and largely working with each other to figure it out. This
was most apparent during the whiteboard activity. Let’s continue doing whatever it is that is
creating this level of audible engagement.

Recommendations:
 Instead of asking the class verbally whether there were any questions I suggest an entry
activity that allows them to send them to you via Edmodo, or even write them down before
going over the material. There may even be a way to have students anonymously post their
questions on the screen in real time, so they can see what common struggles they are
having, without any one of them feeling like they are being called out.
o In order for something like this to work the program (e.g. Socrative) would need to
be on the screen and ready to go, with students instructed to log on immediately and
get to work.
 When you asked if there were any questions from the students, there were no responses.
Another way to check for understanding is to have students paraphrase what the concept or
answer was. If two or three students are able to do this it is a good indication that the class
as a whole has a good grasp on the topic.
 The largest recommendation (which you yourself noted) was that there needs to be a way to
curb the class’s overreliance on Thai. There were moments when boys were shouting at each
other across the room (it appeared that it was related to the work). This continued on to the
large group work on the boards; the students would switch to English when they were
prompted to do so by you, but would revert to Thai almost immediately after.
o Beyond a refocusing discussion on the importance of English in an international
context, there might need to be some penalty for continuing to speak in Thai after
they have been reminded not to. This should be a nominal amount only, merely
enough to send the message that they need to speak English as much as possible,
using Thai only when understanding of the concepts is otherwise inhibited.
 Some sort of exit ticket, also on Edmodo would be useful for your future planning. It can be
along the lines of what they are still struggling with. If it takes place during the class it can
even be a review question that they need to answer individually. This can help you get a
more thorough sense of what the students are still working on without you having to
explicitly ask them.

Questions:
 Is it allowed for students to discuss the work with each other and/or share computers when
they are working on the first part of the worksheets?
  For kids who need more guidance, what is the way in which you find balance between letting
them figure it out on their own and making sure they have the information they need to not
go astray.

Observation Score:
Domain 1: 3.17 + Domain 2: 2.6 + Domain 3: 6.4 + Domain 4: ÷6= Observation Score

Portfolio Score:
Domain 1: + Domain 2: + Domain 3: + Domain 4: ÷6= Portfolio Score

Performance Level:
Observation Score: + Portfolio Score: ÷2 = Performance Level

Performance MUIDS Rating

Ranges
4.0—3.4 Excels
The teacher’s performance is exceptional and well above average in meeting school goals and standards for teaching.
3.3—2.7 Highly Effective
The teacher’s performance is consistently above average in meeting school goals and standards for teaching.
2.6—2.0 Meets Expectations
The teacher’s performance is consistently adequate in meeting school goals and standards for teaching.
1.9—1.6 Developing/Needs Improving
The teacher’s performance is often below the standards for teaching and is inconsistent with school goals.
1.5—1.0 Ineffective
The teacher’s performance is consistently below the standards for teaching and is inconsistent with school goals.

By signing this document I acknowledge that its contents have been shared with me. If I do not meet expectations, I may
be asked to complete a formal program for improvement. After due consideration, I may choose voluntarily to resign
instead of continuing the program for improvement. However, if I do meet expectations, the contract will continue as
before.

Teacher: Date:
Deputy Director: Date:
Director: Date: