Scribd Logo
Upload

Welcome to Scribd!

  • Eval Docs

    Uploaded by

    api-283258693
    12 views32 pages

    Original Title

    eval docs

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    12 views32 pages

    Eval Docs

    Uploaded by

    api-283258693

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 32
    és finishing uo snacks and eating. Perentin cssroom helping out the elassreoms. Cleaning up tlasroom and making presentable, overall environments ‘cue kde up with transitions. Leave hook bis ~ clas ealled to carpet in orderly manner finding spat on carpet. ‘cue kids up with getting them ready. mating ona couple more frends. Rairect 3 times for Kids to capt Solving tricky parts by continuing to pont under each word even if know the pattern by heart ‘raw kids bakby talking about yesterday. Fist share book called the playhouse the Books has some trcky pats, am going to starton the very fist age ut thumb upifyou notice a pater Can't pick up peter after one page. Who knowethe pattern inthe books. What's the pattern--she getsa Draws kids to pete cues, ant be box of toys Because don’t have any more words, Does that mate sense..noice Brooke read wrong words.shouing whet otto do, Copies ofeach page in read to sefoice practicing what are needed ‘ant to see yu pointing ~pattern changes talking group Ike how | see_ponting and _ stetching. Uke you quiet reading voces. She sthhed and ocoohihh ‘She gets sheet —what’s that problem Sh makes shhh and we know that that that word. Ina second, turn and al your partner whatyou notice Brooke get on carpet and asked 1.2 stents what they were noticing, 20 sweonds 10 seconds ‘To warn for redirectlon..lass ass lass x8 to ing them back What du ntie aout the word ie? Guess what Mia sae 10 me- do youknow wat word bigs Mia sald tsa snap wor “Today when you go off and read to yourslf=rerembor what books we ead fst, What books. our just Fight books. I vant you to keep pointing under each word even Ifyou know it in your heart heod Ks mele down and mad move his eli. ‘oy watch the gs..thumbs up or sdeways,1ook atthe table frends get their books out.emInd ‘hem to point tothe words shh 0 Lote see what going on shhh ‘Timer set ~ phe praise and pat on back..choosng to ignore student who is still upset, Goes to ane table and words ane on one witha student. ids self rven—atask and routine that has been established, Jemniferhas already Rgured out her pattern. She sill using her plnting because she knows she books right rick hr. Stunt back fom alone time- came back to table and started worlng. ‘sh Reminded students to work on stretching. ‘Goes over to student who melted down -Reay gad you made @ good cholee to come back rd read Cant steno youkrow please. THS WAS FANTASTIC ‘Stateges.amake sure we are pointing even we know the book by heart. Do you know what ormakes..are you sue. high fi and left go visting another table. shh son ‘Mla and mason thope we are reading to ourselves. ‘When 2vowelsgo waiting the fst one does the talking “students on task and reading. End af obsession b 5D+™ Teacher Evaluation Rubric ‘We tnow thei bung the capaci of eechors west beter instruction and gree ering for l students. Helping educators undertand what good Teaching oaks kes the her the Canter fr Edveaonl Laadecehiy¢ 60> Taorher Evaluation Rubia grote tol for improving Instuston. Dimensions ofthe SD+ Teacher Evaluation Rubric Performance Levels: 50+" Teacher Evaluation Rubric een | ears Be aca pe ‘Seugeeeae an 8D+™ Teacher Evaluation Rubric 5D+™ Teacher Evaluation Rubric 60+ Teacher Evaluation Rubric Eig Ainersnont: Becerra arog ‘eset spr eh | ‘Sierrg en aeaulc 8D+"™ Teacher Evaluation Rubric 5D+™ Teacher Evaluation Rubric au oes. [Spree / Preaierlay oa een conv sini anna waster cee eneeADOUL LEER 5D+™ Teacher Evaluation Rubric Fc] Proteesional Lobeing snd Calsboration: Professional ahd cole latignshing EE 5D+™ Teacher Evaluation Rubric Reena Contact ut edlead@uw ed for etional pmisson, a commer! Honse, of fyou ae unsure whether your ntnded us is authoized by these tems, “Trank you ¥. Iwill meet with individual students monthly to monitor their reading progress and to discuss their strengths and areas of improvement G. My students will use the Reading Plus program weekly. 4, What student growth assessment tools will you use to determine successful goal attainment? A. STAR Assessment results B. DRA scores C.LSW assessment data 5, Are there professional development growth opportunities you feel would be beneficial to help you meet your goals? I would be open to any professional development opportunities that would allow me to become a better educator in the area of reading and reading intervention in order to better meet the needs of my students. feel that I could use even more collaboration and observation time of other kindergarten teachers to share ideas and strategies. Iwould love to have more professional opportunities on using technology more effectively to teach reading, 6. What are the goals that I would like to work on? « [would like to work on P4: Corimunication of leaming target. ‘+ [would like to work on SEI: Quality of Questioning. * would like to work on CPS: Differentiated instruction. E, Goal Setting Conference 2014-2015 Nome: QEREMEE Date of Conference: . What are your specific student academic performance (growth) goals for the year? (These must be linked to the current school improvement plan). Think SMART Goals. . During the 2013-2014 School year, 80 % of my students will amake one year's growth in Reading as measured by STAR Early Literacy, LSW and DRA scores. . What are the specific strategies you will use to obtain these goals? . Iwill use the OnCourse software to develop weeldy lesson plans that are aligned to the Common Core Standards. Twill collaborate with other teachers regularly to develop best practices for my lessons. Twill develop appropriate Learning Targets for my lessons. What are the specific activities you will use to obtain these goals? Twill regularly motivate and encourage my students to improve their reading level by having each student graph their LSW progress. . Iwill display and consistently refer to Learning Targets throughout my lessons. will administer DRA’s two times a year to determine the reading growth of my students. I will implement guided reading groups based on students’ reading level to improve overall reading development and comprehension. I will administer formative assessments to better understand my students’ grasp of the lesson. Draws attention tothe lean statement. ‘can multiply with repeated addon — can use srt. Ta elp me solve division math problems using repeated subtraction. We have already done repeated addition or subtraction, ss of math in foes crested fpchart se what we re dai hein hoe chapter Mental dvson ein ‘what does mentaimohistion mean? ‘0 what do uthink mental sion i? Thinking in your heed ‘uotient Remainder ‘uotents the answer-to a dvsion sentenceanswer sven to class. thinking involved Remainder ~ explained ~ no thinking (088 even number Dision with regrouping ~ division wit emlnder “Toke a second and count all ofthe Kids inthe plete... thinking time ‘Are you counting Cheyenne ~how many did uget ‘Thumbs up you think she ight-thums down f wrong; ow many Kis in each group How many aroun of kids ‘opens up ipchar. Do uremember the whol part part ‘What would one of ou arts be? 4-ineach group ‘What would he other pa be Serouns foe were witng# multipicaionsentence..what woul It look ike. glng te pick semeone nice @ quiet_.come up here Youhave the 4 96 and 74 AND U are weling an mutpization sentence. Show your fend do think shee ah. Mason iwe do the oppste problem ats that fancy ‘Commutative property. F416 ‘Wherein the muitipaion sentence isthe biggest umber Ifyou remember when we are doing mulipslation or divsion..whole number is atthe end. ‘aco is going to do a dvsonsentence....same asa repeated subtraction. Maybe we can have anallday math day. Prase as goodjob all the tine.. ‘Teehnologyaitches..presing wrong buttons. kids allover the place on the carpet. “Talk rough actvity.no modeling ofthe activity, She explained the actiiy_t that point was lost..consider modeling tat this poi Model ofboth asion signs ‘nthe paper that 1am giving uthis is what they are going to ook He. it means the same thing. ‘few questions on the carpet. id not ack for understanding...or clay. kids were ready with what they knew or understood. Some started working ght avay, Tescher passed out worksheet. some were able to use the ‘manipulatives todo thelr own work “Teacher spoke over the noise .boys and girs when Iam tang what does your mouth do immediatly Janet gos around and monitors work Working less then 2 minutes. ithe pause button end ook up her. ‘what the biggest number? Cas talking to lastinstruction..some got and some dd nt. you can doit ether way. End of Observation 5D+™ Teacher Evaluation Rubric pay of teacher wl lato batter nstucten end geste eoming fra students. Hebing educators understand wt good foo! he Gener or Educational Lancershig’s 8D> Taner Evaluavon Rubea great arnad tel or improving ration, sly Pek 7 5D+™ Teacher Evaluation Rubric Siangates: Connection to previous end future lessons f 3 re “Te kesnirto ocomeraste | Telewani cat ste even ant and | ean cot oad ev orate pa | eta at, i [seh Pasi Teen lel ave based on otitis eaoina noe Tepe iner waciasaniia, Sect mca SID sicmarsieetyrece (

    You might also like