Summative Performance Evaluation (Principal) for: KRYSTAL RENTON

Planning
1. 1A Demonstrating Knowledge of Content and Pedagogy [Demonstration: Certification and State Exams; Lesson Plans, Self
Reflection] i. Knowledge of Content ii. Knowledge of Content-Related Pedagogy
Highly
Effective
Element
Comments:
(TEE) I have attached several documents to show I have knowledge of my content area - Social Studies, as
well as special education. I received high marks in my courses and have put my knowledge to use in the
classroom.
I read outside information to ensure I have stories to tell students and often use my own analogies to explain
difficult topics to students. I am currently reading a book about the history of American English which has a ton
of interesting historical stories!
I recognize important connections across history and between content areas. I regularly bring up current events
and relate content to students' prior knowledge. For example, in my government class we regularly discussed
issues in politics and watched Channel One as well as "This week in rap" which students enjoyed.
(TEE) I have a clear understanding of American History and Government and do not hesitate to seek more
information if I feel unsure about a topic prior to teaching the topic to students. I read outside information to
ensure I have stories to tell students and often use my own analogies to explain difficult topics to students. I
recognize important connections across history and between content areas. I regularly bring up current events
and relate content to students' prior knowledge. In both courses we watch and discuss CNN Student news once
a week to ensure students are aware of what is happening in the world around them.
2. 1B Demonstrating Knowledge of Students [Demonstration: Student work; Lesson Plans, Self Reflection] Knowledge of: i.
Child development and learning process ii. Students skills, knowledge and language proficiency iii. Students interest and
cultural heritage
Highly
Effective
Element
Comments:
(TEE) I learned a great deal about child development at Rochester College/Oakland University and I have sought
out additional books relating to the learning process to inform my teaching. My coursework at Oakland
University gave me additional information relating to working with students with various special needs.
Attending Classroom Instruction that Works this school year also gave me a good idea of the types of
assignments I should spend the most time on based on that which has the greatest impact on student
learning/understanding. For example summaries are very effective as are graphic organizers according to CITW.
I also plan according to ability and make accommodations for student needs (for students with an IEP and
students without one). I work hard to ensure each period has several different types of activities to engage all
students and appeal to their various learning styles. I make every effort to include students' interests in the
classroom. At the beginning of the year a questionnaire is given to students so I can get a better idea of who
they are and how they learn. I keep the questionnaires for reference and have found them to be particularly
helpful when a student is having difficulty in my classroom. I have also used writing tracker, discussion, and bell
work to learn more about students.
3. 1C Setting Instructional Outcomes [Demonstration: Course Syllabus; Course Calendar; Self Reflection] i. Value, Sequence,
and Alignment i. Clarity iii. Balance iv. Suitability for diverse learners
Highly
Effective
Element
Comments:
(TEE) I have attached my syllabi and pacing guide to show that I set instructional outcomes. I have also
attached my "PlanBook" to show the connection between the content expectations and my lessons.
(TEE) I have high expectations of myself and of my students. I ensure that my classroom expectations are
clear through my syllabus and procedures handout and subsequent discussion. I also write clear instructions for
assignments, particularly for longer term projects, giving students a rubric prior to completing the assignment. I
follow the pacing guide for both American History and U.S. Government. I write clear objectives on the board
each day and refer to them regularly to ensure students know what we are learning and why. The objectives are
directly related to Michigan High School Content Expectations and Common Core Standards. I also focus on
more than content and consider improving student's skills such as note-taking, writing, identifying important
information, summarizing, working cooperatively, and much more. In order to ensure my instruction is suitable
for diverse learners I ensure I vary instructional strategies and offer choices whenever possible for presentation
or delivery of information.
4. 1D Designing Coherent Instruction [Student Work; Lesson Plans, Self Reflection; syllabus; Course Calendar] i. Learning
Activities ii. Learning Activities are based on student achievement
Effective
5. 1E Designing Student Assessment [Demonstration: Student Work; Lesson Plans, Self Reflection] i. Formative Assessment
alignment with Outcomes
Effective
Element
Comments:
(TEE) I am continually assessing myself and my students, as I believe we can all improve. I give meaningful
assignments and meaningful feedback on those assignments to further challenge student understanding or
correct student errors. My lessons include multiple instructional strategies, as previously stated. Formative
assessment varies from daily bell work and class discussion to student notes, written work, and performance
based assessment.
Evaluation Report for KRYSTAL RENTON 06/13/2014
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The Classroom Environment
6. 2A Creating an Environment of Respect and Rapport [Demonstration: Classroom Observations, Self Reflection] i.Teacher
interaction with students
Highly
Effective
Element
Comments:
(TEE) At the beginning of the semester we discussed the importance of being respectful of one another, myself
included. I also discussed what respect looks and sounds like and try to model respectful behavior at all times. I
monitor student interactions and try to ensure that all students feel safe and heard in my classroom.
I ensure that when a student puts himself/herself out there that he/she is treated with respect and draw out
accurate information. In my special education classes this is especially important. I can tell that students feel
safe because there are many students who at the beginning of the semester said they never wanted to read
aloud, now, they volunteer on a regular basis!
I also develop relationships with individual students by speaking with them one on one and taking an interest in
their lives outside of school. I utilize the responsibility system to assist in creating a positive classroom
environment.
I also feel I have decorated my room in such a way to encourage respect and show that I care for my students
by displaying their work, updating my quote board each day, etc. I also work hard to ensure that my opinions do
not come out in my lessons, primarily because I believe it is important to show students that I value all opinions
relating to an issue, particularly a political issue.
I update the quote of the day and we discuss many topics this way - I have attached student reflections.
7. 2B Establishing a Culture of Learning [Demonstration: Observation, Student Work; Self Reflection] i. Importance of Content
ii. Classroom Atmosphere
Effective
Element
Comments:
(TEE) I truly enjoy teaching and learning history and convey that excitement to my students on a regular basis. I
have high expectations and reward hard work and effort through positive feedback, parent phone calls, and
sometimes even Smarties candy. I regularly relate content to today, communicating the relevance and
importance of content. For example, when teaching about first amendment rights we discussed wikileaks, when
discussing the Great Depression we discussed letters sent to Roosevelt and those sent to Obama today.
Students have written me letters expressing their appreciation for my class. I have attached them as well.
8. 2C Managing Classroom Procedures [Demonstration: Observation; Self Reflection] Management of: i. Instructional Process
ii. Transitions iii. Material and Supplies
Highly
Effective
Element
Comments:
(TEE) Regular classroom procedures and routines like bell work, turning in assignments, late work, absent work,
etc. are all made clear to students and they are reminded of them when needed. Students are given specific
instructions in order to allow transition time to move as smoothly as possible. Each class has a color to make
finding absent work go as smoothly as possible. When absent work is turned in, the appropriate sheet must be
attached to receive credit. I have also begun using folders for each student. Students pick up their folder at the
beginning of the hour where they keep bell work and other class assignments. This system has helped students
stay organized and is hopefully teaching them the value of organization.
9. 2D Managing Student Behavior [Demonstration: Observation; Self Reflection] i. Expectations ii. Monitoring Student
Behavior iii. Response to Student Misbehavior
Highly
Effective
Element
Comments:
(TEE) Expectations of student behavior were outlined in the first week of school and students signed a
classroom contract to ensure they understood the expectations and consequences. Student behavior is
managed through proximity, verbal reminders (quietly if possible), verbal reminders in front of the class, asked to
speak privately after class or in hall, responsibility 2 behavior contract (x2), phone calls home, responsibility
room, and as needed an office write up. Students are aware of expectations and understand the consequences
are intended to ensure they are getting the most from their education and allowing their classmates to do the
same. I have attached my expectations as well as copies of parent contacts from power school.
10. 2E Organizing Physical Space [Demonstration: Observations] i. Safety and Accessibility
Highly
Effective
Element
Comments:
(TEE) My classroom is arranged in rows. When we do group work students re-arrange the desks, prior to
moving, to allow for more conversation (and doing it prior to moving seats causes less chaos). Student needs
were taken into consideration when assigned seats were given and seats are adjusted according to student need
as necessary. I considered student success when I set up and organized my classroom. Students can find
absent work at the front, their own folder at the front, a bin to turn in current work as well as a bin for late/absent
work. A bulletin board with their grades can be found on the back board, a collection of student work is also on a
back board, as well as, a word wall and map to be referenced regularly. My computer desk faces the front to
allow me to make use of technology and keep an eye on my classroom.
Evaluation Report for KRYSTAL RENTON 06/13/2014
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Domain
Comments:
There is a definite bond/rapport between Krystal and her students as evidenced by the interactions I observed. Krystal
likes to use humor in her teaching, and her students respond very well to her. Teacher interacts with students in a
respectful and positive way. Krystal really advocates for why learning history is important, and relates it to current day
issues. She established lessons where students are able to work in groups and facilitates the discussion of the issues.
Teacher engages students in the discussion, asking for input and also expanding on their thinking. There is a definite set
of procedures and a routine that is followed in the classroom. Students know where to look for objectives, grades, absent
work, etc. Krystal is very organized. Teacher was experiencing technical difficulties with the SmartBoard when evaluator
walked in. Teacher was in the process of adapting the lesson when the technology began to work. There were no
behavioral issues. Krystal walked around the room the entire hour, and monitored the progress of her students, and asked
questions to check for understanding and get them to think more deeply about what they were learning. Teacher quietly
addressed students who had their heads down without breaking into the lesson. The room is safe, inviting, and is
conducive to learning.
Instruction
11. 3A Communicating with Students [Demonstration: Classroom Observations] i.Expectations for Learning ii.Directions and
Procedures iii. Explanations of Content iv. Use of Oral and Written Language
Highly
Effective
Element
Comments:
(TEE) Goals for learning are posted on the board and referred to each day. I try to give clear instructions prior to
moving seats or beginning an activity to avoid confusion. For group projects and large assignments tasks are
broken down into days and rubrics are given prior to completing the assignment - I have attached a project
students completed for the 1920s to show the clarity of my assignments. Student questions about expectations
are welcomed and appreciated. When needed expectations are modeled to ensure student understanding. For
example, recently we took notes over a section together, discussing how to decide what is important and how to
be concise. I try to speak to students about content in the level appropriate to their understanding without
watering down or leaving out important information. I engage students asking questions that require them to
think beyond the information in front of them and expand on their ideas. I offer opportunities to students to share
ideas with the people next to them to give them confidence to volunteer. First semester I also used a weekly
website to communicate with students - I found that the website was not being used to the degree I had hoped
and stopped doing the website second semester.
12. 3B Engaging Students in Learning [Demonstration: Observation; Self Reflection] i.Activities and Assignments ii.Engaging
students in Discussion
Highly
Effective
Element
Comments:
(TEE) As previously stated, activities and assignments are varied and sometimes choice is given to allow
students the opportunity to show what they understand in a way they enjoy. I am regularly engaging students in
discussions relating to the content and ask them to formulate opinions and see both sides of an issue. I try to
develop questions prior to my lessons to ensure students are involved in a meaningful way when discussing
content as a class. I have attached a lesson with North Korea, an Immigration WebQuest, a poster project, song
lyrics, and examples of student work to show student engagement.
13. 3B Engaging Students in Learning [Demonstration: Observation; Self Reflection] iii. Differentiation iv. Structure
Highly
Effective
14. 3C Using Assessment in Instruction [Demonstration: Student Work; Observation; Self Reflection] i. Assessment Criteria ii.
Monitoring of Student Learning iii. Feedback to Students
Effective
Element
Comments:
(TEE) As previously stated, rubrics are given and discussed prior to large assignments and projects to ensure
students understand assessment criteria. Student learning is monitored through various formative and
summative assessments. In the classroom I regularly walk around to offer assistance and positive
reinforcement. Feedback is meaningful/specific and given as soon as possible.
15. 3D Demonstrating Flexibility and Responsiveness (strand may not always be observable) [Demonstration: Observation;
Self Reflection] i. Lesson Adjustment ii. Response to Students iii. Persistence
Effective
Element
Comments:
(TEE) Teaching has certainly forced me to become flexible. I adjust lessons to allow for more or less time as
necessary. I respond to students by using formative and summative assessment results to guide instruction.
Sometimes, students are interested in a particular topic or curious about a piece of information and I try to
explore those topics with students, giving them additional information. I have a phrase I have told a couple of
my students, "Some teachers say you can bring a horse to water but you can't make them drink." I say, "I can
bring a horse to water and if he doesn't drink it, I will bring him some Gatorade. If he doesn't like that I will bring
him some Pepsi. If he doesn't like that I will bring him some Coffee." I tell students they are not going to skate
by in my class unnoticed. If they don't understand a topic I try to reteach using different methods and do
everything in my power to get them to care about their education. I have included letters of appreciation from
several students to show my responsiveness and persistence.
Evaluation Report for KRYSTAL RENTON 06/13/2014
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Domain
Comments:
Krystal communicates with her students very well. The expectations for learning are explicit (on the board) and she referred
to them throughout the lesson. Krystal utilized a variety of activities in her lesson, and all student were on task the entire
time. Her lesson plans are very detailed, and she identifies the curriculum standards she is covering. Expectations are
clearly communicated, students understand expectations, directions and procedures are established. Students were
engaged through the use of technology and the variety of activities. Students worked individually, in groups, and as a
class. Activity and content are appropriate. The use of the graphic organizer was useful to help students understand the
content. Students moved through a variety of activites throughout the lesson- all focusing on the New Deal and the Great
Depression. Student understanding was monitored in the GHR, the the Great depression letters, and the + - of the New
Deal. Teacher monitors student learning by circulating throughout the room, addressing students who are off task or
providing explanation when needed. Teacher provided immediate feedback as she met with each group. Krystal's lesson
plans are very intentional and well thought out. She facilitated the student discussion- and students spoke freely. Teacher
had students working in groups of two to three, as well as having the graphic organizer on the white board to help all
students.
Professional Responsibilities
16. 4A Reflecting on Teaching [Demonstration: Self Reflection] i. Accuracy Effective
Element
Comments:
(TEE) I reflect on my teaching after each lesson and primarily use that reflection to inform my teaching in the
upcoming lessons. I also make improvements to lessons if I teach the same lesson across multiple sections.
We discuss teaching strategies at department meetings which I have attended this year. I have also spoken to
my mentor about how to improve as a teacher.
17. 4B Maintaining Accurate Records [Demonstration: Artifacts of Classroom Noninstructional Activities] i. Student completion
of Assignments
Effective
Element
Comments:
(TEE) I use a paper grading sheet to record student grades, enter grades into Power School, and use data
director for pre and post assessments. I post grades in the back of the classroom and give students progress
reports. I also record parent contacts in PowerSchool, keep RR2/RR3 forms, and referrals.
18. 4C Communicating with Families [Artifacts displaying parental communication: Self Reflection] i. Information About the
Instructional Program ii. Information About Individual Students
Highly
Effective
Element
Comments:
(TEE) I communicate with parents through my website, phone, email, and am willing to meet face to face. My
website is www.mrsrenton.weebly.com. I updated it daily first semester with classroom information, homework,
and documents from class. Over the course of the semester I found that students were not making use of the
website. I attempted to use remind101 but did not have a lot of participation. I have resorted to parent contacts.
If a student is having difficulty in my class I make an effort to contact the parent using the phone/email provided
to me or on Power School. I will also contact a parent if I feel a student is excelling or making improvements in
my class. Students are given regular progress reports so they are aware of their progress in my class as well.
19. 4D Participating in a Professional Community [Demonstration: Self Reflection; Log of Participation] i. Relationships with
Colleagues ii. Involvement in a Culture of Professional Inquiry
Effective
Element
Comments:
(TEE) I have sought out professional relationships here at EDHS and have been treated very well by everyone
here. I have felt very comfortable asking questions of colleagues and appreciate the input of Marina and
Stephanie specifically. I have attended several after school academic and non-academic functions (parent night,
football game, after game dinner, city year introduction at board meeting, city year events after school, drama
productions, etc.).
20. 4E Growing and Developing Professionally [Demonstration: Self Reflection; Log of Participation] i. Enhancement of
Content Knowledge and Pedagogical Skill ii. Receptivity to Feedback from Colleagues iii. Service to the Profession
Effective
Element
Comments:
(TEE) I read content specific and general teaching books as often as I can. I also meet with my mentor regularly
and have signed up for multiple professional development workshops through the New Teacher Academy,
including Classroom Instruction that Works. I know that I am a first year teacher, and although I feel I am off to
a good start I appreciate and value the input of those with more experience.
21. 4F Showing Professionalism [Demonstration: Self Reflection; Observation] i. Integrity and Ethical Conduct ii. Service to
Students
Effective
Element
Comments:
(TEE) I take my job as an educator very seriously and do all that I can to facilitate student understand and
success within and outside of my classroom. I keep in contact with the school counselor and give relevant
information. I attend IEP meetings, facilitate IEP Meetings, and complete IEP teacher questionnaire's to assist
in creating programs that are best for my students. I do my best to be professional within the work place and
recognize that students are always watching. As previously stated I have attended several after school
academic and non-academic functions (parent night, football game, after game dinner, city year introduction at
board meeting, conferences, city year events after school, drama productions, etc.). I have also attended and
contributed in my department meetings. Please see attachments in Professional Responsibilities 4:4.
Demonstrating Student Growth
22. 5A Reporting Student Growth [Demonstration: Student Learning Objective (SLO) Documents] i. Setting SLO goals
ii.Tracking SLO data iii. Reporting SLO data
Effective
Element Comments:
SLO goal is clear and assessment tools mostly match SLOs.
Tracking system accounts for individual students for both pre and post assessments.
Teacher has SLO data from set assessments on students and class as whole.
23. 5B Student Learning Objective #1
Highly
Effective
Evaluation Report for KRYSTAL RENTON 06/13/2014
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Score:
Score:
Score:
Score:
Score:
Score:
Element Comments: Meets Proficiency and exceeded growth goal.
24. 5C Student Learning Objective #2
Highly
Effective
Element Comments: Meets Proficiency and exceeded growth goal.
Summative Performance Evaluation (Principal) Report for: KRYSTAL
RENTON
Planning
Effective
1D Designing Coherent Instruction [Student Work; Lesson Plans, Self Reflection; syllabus; Course Calendar] i. Learning Activities ii.
Learning Activities are based on student achievement
1E Designing Student Assessment [Demonstration: Student Work; Lesson Plans, Self Reflection] i. Formative Assessment alignment
with Outcomes
40% of Planning -- 8% of Total Eval
Highly Effective
1A Demonstrating Knowledge of Content and Pedagogy [Demonstration: Certification and State Exams; Lesson Plans, Self
Reflection] i. Knowledge of Content ii. Knowledge of Content-Related Pedagogy
1B Demonstrating Knowledge of Students [Demonstration: Student work; Lesson Plans, Self Reflection] Knowledge of: i. Child
development and learning process ii. Students skills, knowledge and language proficiency iii. Students interest and cultural heritage
1C Setting Instructional Outcomes [Demonstration: Course Syllabus; Course Calendar; Self Reflection] i. Value, Sequence, and
Alignment i. Clarity iii. Balance iv. Suitability for diverse learners
60% of Planning -- 13% of Total Eval
The Classroom Environment
Effective
2B Establishing a Culture of Learning [Demonstration: Observation, Student Work; Self Reflection] i. Importance of Content ii.
Classroom Atmosphere
20% of The Classroom Environment -- 4% of Total Eval
Highly Effective
2E Organizing Physical Space [Demonstration: Observations] i. Safety and Accessibility
2A Creating an Environment of Respect and Rapport [Demonstration: Classroom Observations, Self Reflection] i.Teacher interaction
with students
2C Managing Classroom Procedures [Demonstration: Observation; Self Reflection] Management of: i. Instructional Process ii.
Transitions iii. Material and Supplies
2D Managing Student Behavior [Demonstration: Observation; Self Reflection] i. Expectations ii. Monitoring Student Behavior iii.
Response to Student Misbehavior
80% of The Classroom Environment -- 17% of Total Eval
Instruction
Effective
3C Using Assessment in Instruction [Demonstration: Student Work; Observation; Self Reflection] i. Assessment Criteria ii. Monitoring
of Student Learning iii. Feedback to Students
3D Demonstrating Flexibility and Responsiveness (strand may not always be observable) [Demonstration: Observation; Self
Reflection] i. Lesson Adjustment ii. Response to Students iii. Persistence
40% of Instruction -- 8% of Total Eval
Highly Effective
3A Communicating with Students [Demonstration: Classroom Observations] i.Expectations for Learning ii.Directions and Procedures
iii. Explanations of Content iv. Use of Oral and Written Language
3B Engaging Students in Learning [Demonstration: Observation; Self Reflection] i.Activities and Assignments ii.Engaging students in
Discussion
3B Engaging Students in Learning [Demonstration: Observation; Self Reflection] iii. Differentiation iv. Structure
60% of Instruction -- 13% of Total Eval
Professional Responsibilities
Effective
4A Reflecting on Teaching [Demonstration: Self Reflection] i. Accuracy
4B Maintaining Accurate Records [Demonstration: Artifacts of Classroom Noninstructional Activities] i. Student completion of
Assignments
Evaluation Report for KRYSTAL RENTON 06/13/2014
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Score:
Score:
Score:
Score:
Effective:
Highly Effective:
4D Participating in a Professional Community [Demonstration: Self Reflection; Log of Participation] i. Relationships with Colleagues
ii. Involvement in a Culture of Professional Inquiry
4E Growing and Developing Professionally [Demonstration: Self Reflection; Log of Participation] i. Enhancement of Content
Knowledge and Pedagogical Skill ii. Receptivity to Feedback from Colleagues iii. Service to the Profession
4F Showing Professionalism [Demonstration: Self Reflection; Observation] i. Integrity and Ethical Conduct ii. Service to Students
83% of Professional Responsibilities -- 21% of Total Eval
Highly Effective
4C Communicating with Families [Artifacts displaying parental communication: Self Reflection] i. Information About the Instructional
Program ii. Information About Individual Students
17% of Professional Responsibilities -- 4% of Total Eval
Demonstrating Student Growth
Effective
5A Reporting Student Growth [Demonstration: Student Learning Objective (SLO) Documents] i. Setting SLO goals ii.Tracking SLO
data iii. Reporting SLO data
33% of Demonstrating Student Growth -- 4% of Total Eval
Highly Effective
5B Student Learning Objective #1
5C Student Learning Objective #2
67% of Demonstrating Student Growth -- 8% of Total Eval
Total Score:
45.83%
54.17%
Evaluation Report for KRYSTAL RENTON 06/13/2014
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