2014-2015 Summative

14-15 Teacher Summative Performance Report - Non-Tested
User Information
Name: MICHAEL WOMACK (3002)
Title: Teacher
Building: Lawrence High School
Department: English/Language Arts 7-12
Grades: Grade 09,Grade 10,Grade 11,Grade 12
Evaluation Type: Tenured Teachers (Non-Tested Grades)
Assigned Administrator: BEERS, BARBARA
Evaluation Cycle: 09/01/2014 - 07/01/2015
Submitted By: BEERS, BARBARA
Date Submitted: 05/05/2015 11:10 pm EDT
Acknowledged By: WOMACK, MICHAEL
Date Acknowledged: 05/06/2015 10:07 am EDT
Finalized By: N/A
Date Finalized : Unfinalized
Date:
5/5/2015
Position of Evaluator /
Administrator:
Supervisor of Humanities
Position of Teacher:
English - gr 9-12
Documentation Reviewed:
Teacher Artifact Review
Observation Forms
Other:
Domain 1 Artifacts
Name
Type
Category
pre-obs form
Rubric Alignment
Criteria Alignment
Date Uploaded
Domain 1: Planning and

Preparation Summative
1a: Demonstrating
knowledge of content
and pedagogy
1b: Demonstrating
knowledge of students
1c: Setting Instructional
Outcomes
1d: Demonstrating
knowledge of resources
1e: Desingning Coherent
Instruction
1f: Designing Student
Assessment
9/23/2014
Domain 1 Rubric Report

Criteria
Unsatisfactory
Basic
Proficient
Distinguished
1a:
Demonstrating
knowledge of
content and
pedagogy
Teachers plans and practice

display little knowledge of the
content, prerequisite relationships
between different aspects of the
content, or of the instructional
practices specific to that discipline.
The instructional design does not
represent a coherent structure and
is only sutiable for some students.
0 of 4 (0%)

reflect some awareness of the
important concepts in the
discipline, prerequisite relations
between them and of the
instructional practices specific to
that discipline. The lesson or unit
has a recognizable structure and
reflects partial knowledge of
students and resources.
0 of 4 (0%)

reflect solid knowledge of the
content, prerequisite relations
between important concepts
and of the instructional
practices specific to that
discipline. The lesson or unit
has a clear structure and is
likely to engage students in
significant learning.
0 of 4 (0%)
Teachers plans and practice reflect

extensive knowledge of the content and of
the structure of the discipline. Teacher
actively builds on knowledge of
prerequisites and misconceptions when
describing instruction or seeking causes
for student misunderstanding. The lesson
or units structure is clear and allows for
different pathways according to student
needs.
1 of 4 (25%)
1b:
Demonstrating
knowledge of
students
Teacher demonstrates little or no

backgrounds, cultures, skills,
language proficiency, interests,
and special needs, and/or does
not seek such understanding.
0 of 4 (0%)
Teacher indicates the importance

of understanding students
and special needs, and/or attains
this knowledge for the class as a
whole.
0 of 4 (0%)
Teacher actively seeks

and special needs, and/or
attains this knowledge for
groups of students.
1 of 4 (25%)
Teacher actively seeks knowledge of

students backgrounds, cultures, skills,
language proficiency, interests, and special
needs from a variety of sources, and/or
attains this knowledge for individual
students.
0 of 4 (0%)
1c:
Setting
Instructional
Outcomes
Instructional outcomes are

unsuitable for students, represent
trivial or low-level learning, or are
stated only as activities. They do
not permit viable methods of
assessment.
0 of 4 (0%)
Instructional outcomes are of

moderate rigor and are suitable
for some students, but consist of
a combination of activities and
goals, some of which permit
viable methods of assessment.
They reflect more than one type
of learning, but teacher makes no
attempt at coordination or
integration.

stated as goals reflecting highlevel learning and curriculum
standards. They are suitable
for most students in the class,
represent different types of
learning, and are capable of
assessment. The outcomes
reflect opportunities for
coordination.
Instructional outcomes are stated as goals

that can be assessed, reflecting rigorous
learning and curriculum standards. They
represent different types of content, offer
opportunities for both coordination and
integration, and take account of the needs
of individual students.
1 of 4 (25%)
0 of 4 (0%)
0 of 4 (0%)
1d:
Demonstrating
knowledge of
resources
Teacher demonstrates little or no

familiarity with resources to
enhance own knowledge, to use in
teaching, or for students who need
them. Teacher does not seek such
knowledge
0 of 4 (0%)
Teacher demonstrates some

familiarity with resources
available through the school or
district to enhance own
knowledge, to use in teaching, or
for students who need them.
Teacher does not seek to extend
such knowledge
0 of 4 (0%)
Teacher implements resources

knowledge, to use in teaching,
or for students who need them.
1 of 4 (25%)
Teacher seeks out and implements

resources in and beyond the school or
district in professional organizations, on
the Internet, and/or in the community to
enhance own knowledge, to use in
teaching, and for students who need them.
1 of 4 (25%)
1e:
Designing
Student
Assessment
Teachers plan for assessing

student learning contains no clear
criteria or standards, is poorly
aligned with the instructional
outcomes, or is inappropriate to
many students. The results of
assessment have minimal impact
on the design of future instruction.
0 of 4 (0%)
Teachers plan for student

assessment is partially aligned
with the instructional outcomes,
without clear criteria, and
inappropriate for at least some
students. Teacher intends to use
assessment results to plan for
future instruction for the class as
a whole.
0 of 4 (0%)

assessment is aligned with the
instructional outcomes, using
clear criteria, is appropriate to
the needs of students. Teacher
intends to use assessment
results to plan for future
instruction for groups of
students.
1 of 4 (25%)
Teachers plan for student assessment is

fully aligned with the instructional
outcomes, with clear criteria and standards
that show evidence of student contribution
when developmentally appropriate.
Assessment methodologies may have
been adapted for individuals, and the
teacher intends to use assessment results
to plan future instruction for individual
students.
0 of 4 (0%)
3 of 20 (15%)
3 of 20 (15%)
Totals
0 of 20 (0%)
0 of 20 (0%)
2014-2015 Instructional Staff SUMMATIVE Domain 1: Planning and Preparation

Criteria
Unsatisfactory
Basic
Proficient
Distinguished
1a:
Demonstrating knowledge of
content and pedagogy

display little knowledge of the
content, prerequisite
relationships between different
aspects of the content, or of the
that discipline. The instructional
design does not represent a
coherent structure and is only
sutiable for some students.

reflect some awareness of the
important concepts in the
discipline, prerequisite relations
between them and of the
that discipline. The lesson or unit
has a recognizable structure and
reflects partial knowledge of
students and resources.

reflect solid knowledge of the
content, prerequisite relations
between important concepts and
of the instructional practices
specific to that discipline. The
lesson or unit has a clear
structure and is likely to engage
students in significant learning.

reflect extensive knowledge of
the content and of the structure
of the discipline. Teacher
actively builds on knowledge of
prerequisites and
misconceptions when describing
instruction or seeking causes for
student misunderstanding. The
lesson or units structure is clear
and allows for different
pathways according to student
needs.
1b: Demonstrating
Teacher demonstrates little or

no knowledge of students
and special needs, and/or does
not seek such understanding.
Teacher indicates the

importance of understanding
students backgrounds, cultures,
skills, language proficiency,
interests, and special needs,
and/or attains this knowledge
for the class as a whole.

and special needs, and/or
attains this knowledge for
groups of students.

and special needs from a variety
of sources, and/or attains this
knowledge for individual
students.
1c:
Setting Instructional
Outcomes

unsuitable for students,
represent trivial or low-level
learning, or are stated only as
activities. They do not permit
Instructional outcomes are of

moderate rigor and are suitable
for some students, but consist of
a combination of activities and
goals, some of which permit
They reflect more than one type
of learning, but teacher makes
no attempt at coordination or
integration.

stated as goals reflecting highlevel learning and curriculum
standards. They are suitable for
most students in the class,
represent different types of
learning, and are capable of
assessment. The outcomes
reflect opportunities for
coordination.

stated as goals that can be
assessed, reflecting rigorous
learning and curriculum
standards. They represent
different types of content, offer
opportunities for both
coordination and integration,
and take account of the needs of
individual students.
1d:
Demonstrating knowledge of
resources
Teacher demonstrates little or

no familiarity with resources to
enhance own knowledge, to use
in teaching, or for students who
need them. Teacher does not
seek such knowledge
Teacher demonstrates some

familiarity with resources
Teacher does not seek to extend
such knowledge
Teacher implements resources

Teacher seeks out and

implements resources in and
beyond the school or district in
professional organizations, on
the Internet, and/or in the
community to enhance own
and for students who need
them.
1e:
Designing Student
Assessment
Teachers plan for assessing

student learning contains no
clear criteria or standards, is
poorly aligned with the
instructional outcomes, or is
inappropriate to many students.
The results of assessment have
minimal impact on the design of
future instruction.

assessment is partially aligned
with the instructional outcomes,
without clear criteria, and
inappropriate for at least some
students. Teacher intends to use
assessment results to plan for
future instruction for the class as
a whole.

assessment is aligned with the
instructional outcomes, using
clear criteria, is appropriate to
the needs of students. Teacher
results to plan for future
instruction for groups of
students.

assessment is fully aligned with
the instructional outcomes, with
clear criteria and standards that
show evidence of student
contribution when
developmentally appropriate.
Assessment methodologies may
have been adapted for
individuals, and the teacher
results to plan future instruction
for individual students.
Rubric Score: 18/20

Domain 2 Artifacts
Name
Classroom Routines
- Back to School
PowerPoint
Type
Category
Rubric Alignment
Criteria Alignment
Date Uploaded
2014-2015 Instructional
Staff Domain 2: The
Classroom Environment
2c:
Managing classroom
procedures
4/13/2015
2d:
Managing student
behavior
Personal
Responsibility Form
Staff Domain 2: The
Classroom Environment
2c:
Managing classroom
procedures
4/13/2015

Criteria
Unsatisfactory
Basic
Proficient
2a:
Creating an
environment of
respect and
rapport
Classroom interactions, both

between the teacher and
students and among students,
are negative, inappropriate, or
insensitive to students cultural
backgrounds, and characterized
by sarcasm, put-downs, or
conflict.
0 of 4 (0%)
Classroom interactions, both between

the teacher and students and among
students, are generally appropriate
and free from conflict but may be
characterized by occasional displays
of insensitivity or lack of
responsiveness to cultural or
developmental differences among
students.
0 of 4 (0%)
Classroom interactions, between

teacher and students and among
students are polite and
respectful, reflecting general
warmth and caring, and are
appropriate to the cultural and
developmental differences among
groups of students.
2 of 4 (50%)
Classroom interactions among the

teacher and individual students are
highly respectful, reflecting genuine
warmth and caring and sensitivity to
students cultures and levels of
development. Students themselves
ensure high levels of civility among
members of the class.
0 of 4 (0%)
2b:
Establishing a
culture for
learning
The classroom environment

conveys a negative culture for
learning, characterized by low
teacher commitment to the
subject, low expectations for
student achievement, and little
or no student pride in work.
0 of 4 (0%)
Teachers attempt to create a culture

for learning are partially successful,
modest expectations for student
achievement, and/or little student
pride in work.
1 of 4 (25%)
The classroom culture is

characterized by high
expectations for students,
subject and with students
demonstrating pride in their
work.
2 of 4 (50%)
High levels of student energy and

teacher passion for the subject create a
culture for learning in which they shares
a belief in the importance of the
subject, and students hold themselves
to high standards of performance, for
example by initiating improvements to
their work.
0 of 4 (0%)
2c:
Managing
classroom
procedures
Much instructional time is lost

due to inefficient classroom
routines and procedures, for
transitions, handling of supplies,
and performance of noninstructional duties.
0 of 4 (0%)
Some instructional time is lost due to

only partially effective classroom
transitions, handling of supplies, and
performance of non-instructional
duties.
1 of 4 (25%)
Little instructional time is lost due

to classroom routines and
procedures, for transitions,
handling of supplies, and
duties, which occur smoothly.
1 of 4 (25%)
Students contribute to the seamless

operation of classroom routines and
procedures, for transitions, handling of
supplies, and performance of noninstructional duties.
1 of 4 (25%)
2d:
Managing
student
behavior
There is no evidence that

standards of conduct have been
established, and little or no
teacher monitoring of student
behavior.
0 of 4 (0%)
It appears that the teacher has made

an effort to establish standards of
conduct for students. Teacher tries,
with uneven results, to monitor
student behavior and respond to
student misbehavior.
1 of 4 (25%)
Standards of conduct appear to

be clear to students, and the
teacher monitors student
behavior against those standards.
Teacher response to student
misbehavior is appropriate and
respects the students dignity.
2 of 4 (50%)
Standards of conduct are clear, with

evidence of student participation in
setting them. Teachers monitoring of
student behavior is subtle and
preventive, and teachers response to
student misbehavior is sensitive to
individual student needs. Students take
an active role in monitoring the
standards of behavior.
1 of 4 (25%)
2e:
Organizing
physical space
The physical environment is

unsafe, or some students dont
have access to learning. There
is poor alignment between the
physical arrangement and the
lesson activities.
0 of 4 (0%)
The classroom is safe, and essential

learning is accessible to most
students, and the teachers use of
physical resources, is moderately
effective. Teacher may attempt to
modify the physical arrangement to
suit learning activities, with partial
success.
0 of 4 (0%)
The classroom is safe, and

learning is accessible to all
students; teacher ensures that
the physical arrangement is
appropriate to the learning
activities. Teacher makes
effective use of physical
resources,
2 of 4 (50%)
The classroom is safe, and the physical

environment ensures the learning of all
students, including those with special
needs. Students contribute to the use or
adaptation of the physical environment
to advance learning.
0 of 4 (0%)
Totals
0 of 20 (0%)
3 of 20 (15%)
Distinguished
9 of 20 (45%)
2 of 20 (10%)
2014-2015 Instructional Staff SUMMATIVE Domain 2: The Classroom Environment

Proficient
Distinguished
2a:
Creating an environment of
respect and rapport
Criteria

are negative, inappropriate, or
insensitive to students cultural
backgrounds, and characterized
by sarcasm, put-downs, or
conflict.
Unsatisfactory

are generally appropriate and
free from conflict but may be
characterized by occasional
displays of insensitivity or lack
of responsiveness to cultural or
developmental differences
among students.
Basic
Classroom interactions, between

teacher and students and among
students are polite and
respectful, reflecting general
warmth and caring, and are
appropriate to the cultural and
developmental differences
among groups of students.
Classroom interactions among

the teacher and individual
students are highly respectful,
reflecting genuine warmth and
caring and sensitivity to
development. Students
themselves ensure high levels of
civility among members of the
class.
2b:
Establishing a culture for
learning
The classroom environment

conveys a negative culture for
learning, characterized by low
subject, low expectations for
student achievement, and little
or no student pride in work.
Teachers attempt to create a

culture for learning are partially
successful, modest expectations
for student achievement, and/or
little student pride in work.
The classroom culture is

characterized by high
expectations for students,
subject and with students
demonstrating pride in their
work.
High levels of student energy

and teacher passion for the
subject create a culture for
learning in which they shares a
belief in the importance of the
subject, and students hold
themselves to high standards of
performance, for example by
initiating improvements to their
work.
2c:
Managing classroom
procedures
Much instructional time is lost

due to inefficient classroom
Some instructional time is lost

due to only partially effective
classroom routines and
duties.
Little instructional time is lost

due to classroom routines and
duties, which occur smoothly.
Students contribute to the

seamless operation of classroom
2d:
Managing student behavior
There is no evidence that

standards of conduct have been
established, and little or no
teacher monitoring of student
behavior.
It appears that the teacher has

made an effort to establish
standards of conduct for
students. Teacher tries, with
uneven results, to monitor
Standards of conduct appear to

be clear to students, and the
teacher monitors student
behavior against those
standards. Teacher response to
Standards of conduct are clear,

with evidence of student
participation in setting them.
Teachers monitoring of student
behavior is subtle and
2e:
Organizing physical space
The physical environment is

unsafe, or some students dont
have access to learning. There
is poor alignment between the
physical arrangement and the
lesson activities.
student behavior and respond to

student misbehavior.
student misbehavior is
appropriate and respects the
students dignity.
preventive, and teachers

response to student misbehavior
is sensitive to individual student
needs. Students take an active
role in monitoring the standards
of behavior.

essential learning is accessible
to most students, and the
teachers use of physical
resources, is moderately
effective. Teacher may attempt
to modify the physical
arrangement to suit learning
activities, with partial success.

learning is accessible to all
students; teacher ensures that
the physical arrangement is
appropriate to the learning
activities. Teacher makes
effective use of physical
resources,
The classroom is safe, and the

physical environment ensures
the learning of all students,
including those with special
needs. Students contribute to
the use or adaptation of the
physical environment to
advance learning.
Rubric Score: 15/20

Domain 3 Artifacts
Name
Type
Category
Essay Reflection
Assignment
Rubric Alignment
Criteria Alignment
Date Uploaded
Staff Domain 3:
Instruction
3c:
Engaging students in
learning
4/13/2015
3d:
Using Assessment in
Instruction
Gatsby close
reading activity p. 2
Staff Domain 3:
Instruction
3b:
Using questioning and
discussion techniques
9/29/2014
3c:
learning
3e:
Demonstrating flexibility
and responsiveness
Gatsby close
reading activity p.1
Staff Domain 3:
Instruction
3b:
9/29/2014
3c:
learning
3e:
and responsiveness
Gatsby post-it quiz
Staff Domain 3:
Instruction
3b:
9/29/2014
3d:
Using Assessment in
Instruction
Gatsby reading
check quiz
Staff Domain 3:
Instruction
3d:
Using Assessment in
Instruction
9/29/2014
Higher Order
Thinking Questions
Activity
Staff Domain 3:
Instruction
3a:
Communicating with
students
4/13/2015
3b:
3c:
learning
Student Groups April 13
Staff Domain 3:
Instruction
3c:
learning
4/13/2015

Criteria
Unsatisfactory
Basic
Proficient
Distinguished
3a:
Communicating
with students
Expectations for learning,

directions and procedures, and
explanations of content are
unclear or confusing to students.
Teachers use of language
contains errors or is
inappropriate to students
cultures or levels of
development.
0 of 4 (0%)

clarified after initial confusion;
teachers use of language is
correct but may not be completely
appropriate to students cultures or
levels of development.
0 of 4 (0%)
Expectations for learning, directions

and procedures, and explanations of
content are clear to students.
Communications are appropriate to
development
2 of 4 (50%)
Expectations for learning, directions

and procedures, and explanations of
content are clear to students.
Teachers oral and written
communication is clear and
expressive, appropriate to students
cultures and levels of development,
and anticipates possible student
misconceptions.
0 of 4 (0%)
3b:
Teachers questions are low-
Some of the teachers questions
Most of the teachers questions elicit
Questions reflect high expectations
Using questioning
and discussion
techniques
level or inappropriate, eliciting

limited student participation, and
recitation rather than discussion.
0 of 4 (0%)
elicit a thoughtful response, but

most are low-level, posed in rapid
succession. Teacher attempts to
engage all students in the
discussion are only partially
successful.
0 of 4 (0%)
a thoughtful response, and the

teacher allows sufficient time for
students to answer. Students
participate in the discussion, with the
teacher stepping aside when
appropriate.
3 of 4 (75%)
and are culturally and

Students formulate many of the highlevel questions and the teacher
ensures that all voices are heard.
0 of 4 (0%)
3c:
Engaging
students in
learning
Activities and assignments,

materials, technology and/or
groupings of students are
inappropriate to the instructional
outcomes, or students cultures
or levels of understanding,
resulting in little intellectual
engagement. The lesson has no
structure or is poorly paced.
0 of 4 (0%)

groupings of students are partially
appropriate to the instructional
outcomes, or students cultures or
levels of understanding, resulting
in moderate intellectual
engagement. The lesson has a
recognizable structure but is not
fully maintained.
1 of 4 (25%)

materials, technology and groupings
of students are fully appropriate to
the instructional outcomes, and
understanding. All students are
engaged in work of a high level of
rigor. The lessons structure is
coherent, with appropriate pace.
2 of 4 (50%)
Students are highly intellectually

engaged throughout the lesson in
significant learning, and make
material contributions to the activities,
student groupings, technology and
materials. The lesson is adapted as
needed to the needs of individuals,
and the structure and pacing allow for
student reflection and closure.
1 of 4 (25%)
3d:
Using
Assessment in
Instruction
Assessment is not used in

instruction, either through
students awareness of the
assessment criteria, monitoring
of progress by teacher or
students, or through feedback to
students.
0 of 4 (0%)
Assessment is occasionally used in

instruction, through some
monitoring of progress of learning
by teacher and/or students.
Feedback to students is uneven,
and students are aware of only
some of the assessment criteria
used to evaluate their work.
0 of 4 (0%)
Assessment is regularly used in

instruction, through self-assessment
by students, monitoring of progress
of learning by teacher and/or
students, and through high quality
feedback to students. Students are
fully aware of the assessment
criteria used to evaluate their work.
2 of 4 (50%)
Assessment is used in a sophisticated

manner in instruction, through student
involvement in establishing the
assessment criteria as
developmentally appropriate, selfassessment by students and
monitoring of progress by both
students and teachers, and high
quality feedback to students from a
variety of sources.
0 of 4 (0%)
3e:
Demonstrating
flexibility and
responsiveness
Teacher adheres to the

instruction plan, even when a
change would improve the
lesson or of students lack of
interest. Teacher brushes aside
student questions; when
students experience difficulty,
the teacher blames the students.
0 of 4 (0%)
Teacher attempts to modify the

lesson when needed and to
respond to student questions, with
moderate success. Teacher
accepts responsibility for student
success, but has only a limited
repertoire of strategies to draw
upon.
0 of 4 (0%)
Teacher promotes the successful

learning of all students, making
adjustments as needed to instruction
plans and accommodating student
questions, needs and interests.
2 of 4 (50%)
Teacher seizes an opportunity to

enhance learning, building on a
spontaneous event or student
interests. Teacher ensures the
success of students, by using an
extensive repertoire of instructional
strategies.
0 of 4 (0%)
Totals
0 of 20 (0%)
1 of 20 (5%)
11 of 20 (55%)
1 of 20 (5%)
2014-2015 Instructional Staff SUMMATIVE Domain 3: Instruction

Proficient
Distinguished
3a:
Communicating with
students
Criteria

unclear or confusing to students.
Teachers use of language
contains errors or is
inappropriate to students
cultures or levels of
development.
Unsatisfactory

clarified after initial confusion;
teachers use of language is
correct but may not be
completely appropriate to
students cultures or levels of
development.
Basic

explanations of content are clear
to students. Communications
are appropriate to students
cultures and levels of
development

explanations of content are clear
to students. Teachers oral and
written communication is clear
and expressive, appropriate to
development, and anticipates
possible student
misconceptions.
3b:
Teachers questions are lowlevel or inappropriate, eliciting

limited student participation, and
recitation rather than
discussion.
Some of the teachers questions

elicit a thoughtful response, but
most are low-level, posed in
rapid succession. Teacher
attempts to engage all students
in the discussion are only
partially successful.
Most of the teachers questions

elicit a thoughtful response, and
the teacher allows sufficient time
for students to answer. Students
participate in the discussion,
with the teacher stepping aside
when appropriate.
Questions reflect high

expectations and are culturally
and developmentally
appropriate. Students formulate
many of the high-level questions
and the teacher ensures that all
voices are heard.
3c:
learning

inappropriate to the instructional
outcomes, or students cultures
or levels of understanding,
resulting in little intellectual
engagement. The lesson has no
structure or is poorly paced.

partially appropriate to the
instructional outcomes, or
students cultures or levels of
understanding, resulting in
moderate intellectual
engagement. The lesson has a
recognizable structure but is not
fully maintained.

materials, technology and
groupings of students are fully
appropriate to the instructional
outcomes, and students cultures
and levels of understanding. All
students are engaged in work of
a high level of rigor. The
lessons structure is coherent,
with appropriate pace.
Students are highly intellectually

engaged throughout the lesson
in significant learning, and make
material contributions to the
activities, student groupings,
technology and materials. The
lesson is adapted as needed to
the needs of individuals, and the
structure and pacing allow for
student reflection and closure.
3d:
Using Assessment in
Instruction
Assessment is not used in

instruction, either through
students awareness of the
assessment criteria, monitoring
of progress by teacher or
students, or through feedback to
students.
Assessment is occasionally used

in instruction, through some
monitoring of progress of
learning by teacher and/or
students. Feedback to students
is uneven, and students are
aware of only some of the
assessment criteria used to
evaluate their work.
Assessment is regularly used in

instruction, through selfassessment by students,
monitoring of progress of
learning by teacher and/or
students, and through high
quality feedback to students.
Students are fully aware of the
assessment criteria used to
evaluate their work.
Assessment is used in a
sophisticated manner in
instruction, through student
involvement in establishing the
assessment criteria as
developmentally appropriate,
self-assessment by students and
monitoring of progress by both
students and teachers, and high
quality feedback to students
from a variety of sources.
3e:
and responsiveness
Teacher adheres to the

instruction plan, even when a
change would improve the
lesson or of students lack of
interest. Teacher brushes aside
student questions; when
students experience difficulty,
the teacher blames the
students.
Teacher attempts to modify the

lesson when needed and to
respond to student questions,
with moderate success. Teacher
accepts responsibility for student
success, but has only a limited
repertoire of strategies to draw
upon.
Teacher promotes the successful

learning of all students, making
adjustments as needed to
instruction plans and
accommodating student
questions, needs and interests.
Teacher seizes an opportunity to

enhance learning, building on a
spontaneous event or student
interests. Teacher ensures the
success of students, by using an
extensive repertoire of
instructional strategies.
Rubric Score: 15/20

Domain 4 Artifacts
Name
Type
Category
Rubric Alignment
Criteria Alignment
Date Uploaded
AP Summer Training
Staff Domain 4:
Professional
Responsibilities
4e:
Growing and Developing
Profesionally
4/13/2015
Coaching Tennis and

Cross Country
Staff Domain 4:
Professional
Responsibilities
4d:
Contributing to the
School and District
4/13/2015
IEP Meeting (One of

Many)
Staff Domain 4:
Professional
Responsibilities
4f:
4/13/2015
Demonstrating Advocacy
NHS
Recommendation
Staff Domain 4:
Professional
Responsibilities
4f:
4/13/2015
reflection
Staff Domain 4:
Professional
Responsibilities
4a:
Reflecting on Teaching
9/29/2014
Student Email Negative
Staff Domain 4:
Professional
Responsibilities
4c:
Communicating with
Families
4/13/2015
Student Email Positive
Staff Domain 4:
Professional
Responsibilities
4c:
Communicating with
Families
4/13/2015
Student Teacher
Evaluation
Staff Domain 4:
Professional
Responsibilities
4e:
Profesionally
4/13/2015
Union-Management
PD
Staff Domain 4:
Professional
Responsibilities
4d:
Contributing to the
School and District
4/13/2015

Basic
Proficient
4a:
Reflecting on
Teaching
Criteria
Teachers reflection on the

lesson does not provide an
accurate or objective
description of the event of
the lesson.
0 of 4 (0%)
Unsatisfactory
Teachers reflection provides a

partially accurate and objective
description of the lesson, but does not
cite specific positive and negative
characteristics. Teacher makes global
suggestions as to how the lesson
might be improved.
0 of 4 (0%)
Teachers reflection provides an

accurate and objective description
of the lesson, and cites specific
positive and negative
characteristics. Teacher makes
some specific suggestions as to how
the lesson might be improved.
2 of 4 (50%)
Teachers reflection on the lesson is

highly accurate and perceptive, and
cites specific examples that were not
fully successful, for at least some
students. Teacher draws on an
extensive repertoire to suggest
alternative strategies.
1 of 4 (25%)
Distinguished
4b:
Maintaining
Accurate Records
Teacher has no system for

maintaining accurate
records, resulting in errors
and confusion.
0 of 4 (0%)
Teachers system for maintaining

accurate records is rudimentary and
only partially effective.
0 of 4 (0%)

accurate records is efficient and
effective.
2 of 4 (50%)

accurate records is efficient and
effective, and students contribute to its
maintenance. E.g. electronically or via
hard copy, as developmentally
appropriate.
0 of 4 (0%)
4c:
Communicating
with Families
Teacher provides little or no

information to families and
makes no attempt to engage
them in the instructional
program.
0 of 4 (0%)
Teacher complies with school

procedures for communicating with
families and makes an effort to
engage families in the instructional
program, but communications are not
always appropriate or effective.
0 of 4 (0%)
Teacher communicates frequently

with families and successfully
engages them in the instructional
program. They convey information
to families about individual students
in a culturally appropriate manner.
0 of 4 (0%)
Teacher communicates frequently and

sensitively with families and responds
to the individual and cultural needs of
families. Teacher successfully engages
families in the instructional program;
students participate in communicating
with families.
1 of 4 (25%)
4d:
Contributing to
the School and
District
Teachers relationships with

colleagues are negative or
self-serving, and teacher
avoids being involved in
school and district events
and projects.
0 of 4 (0%)

colleagues are cordial, and teacher
participates in school and district
events and projects when specifically
requested.
0 of 4 (0%)
Teacher participates actively in

school and district events and
projects, and maintains positive and
productive relationships with
colleagues.
0 of 4 (0%)
Teacher makes a substantial

contribution to school and district
events, goals and projects, and
assumes leadership with colleagues.
1 of 4 (25%)
4e:
Growing and
Developing
Profesionally
Teacher does not participate

in professional development
activities, even when such
activities are clearly needed
for the development of
teaching skills.
0 of 4 (0%)
Teachers participation in professional

development activities is limited to
those that are convenient or are
required.
0 of 4 (0%)
Teacher seeks out opportunities for

professional development based on
an individual assessment of need.
0 of 4 (0%)
Teacher actively pursues professional

development opportunities, and makes
a substantial contribution to the
profession through such activities as
action research and mentoring new
teachers.
1 of 4 (25%)
4f:
Demonstrating
Advocacy
Teachers sense of advocacy

is low, and teacher
contributes to practices that
are self-serving or harmful
Teachers attempts to serve students

are genuine but limited.
0 of 4 (0%)
Teacher makes genuine and

successful efforts to ensure that all
students are well served by the
school.
Teacher assumes a leadership role in

ensuring that school practices and
procedures ensure that all students,
particularly those traditionally
to students.
0 of 4 (0%)
Totals
0 of 24 (0%)
0 of 24 (0%)
0 of 4 (0%)
underserved, are honored in the school.

1 of 4 (25%)
4 of 24 (16.7%)
5 of 24 (20.8%)
2014-2015 Instructional Staff SUMMATIVE Domain 4: Professional Responsibilities

Criteria
Unsatisfactory
Basic
Proficient
Distinguished
4a:
Reflecting on Teaching

lesson does not provide an
accurate or objective description
of the event of the lesson.
Teachers reflection provides a

partially accurate and objective
description of the lesson, but
does not cite specific positive
and negative characteristics.
Teacher makes global
might be improved.
Teachers reflection provides an

accurate and objective
description of the lesson, and
cites specific positive and
negative characteristics.
Teacher makes some specific
might be improved.

lesson is highly accurate and
perceptive, and cites specific
examples that were not fully
successful, for at least some
students. Teacher draws on an
extensive repertoire to suggest
alternative strategies.
4b:
Maintaining Accurate
Records
Teacher has no system for

maintaining accurate records,
resulting in errors and
confusion.
Teachers system for

maintaining accurate records is
rudimentary and only partially
effective.
Teachers system for

efficient and effective.
Teachers system for

efficient and effective, and
students contribute to its
maintenance. E.g. electronically
or via hard copy, as
4c:
Communicating with
Families
Teacher provides little or no

information to families and
makes no attempt to engage
them in the instructional
program.
Teacher complies with school

procedures for communicating
with families and makes an
effort to engage families in the
instructional program, but
communications are not always
appropriate or effective.
Teacher communicates
frequently with families and
successfully engages them in
the instructional program. They
convey information to families
about individual students in a
culturally appropriate manner.
Teacher communicates
frequently and sensitively with
families and responds to the
individual and cultural needs of
families. Teacher successfully
engages families in the
instructional program; students
participate in communicating
with families.
4d:
Contributing to the School
and District

colleagues are negative or selfserving, and teacher avoids
being involved in school and
district events and projects.

colleagues are cordial, and
teacher participates in school
and district events and projects
when specifically requested.
Teacher participates actively in

school and district events and
projects, and maintains positive
and productive relationships with
colleagues.
Teacher makes a substantial

contribution to school and
district events, goals and
projects, and assumes
leadership with colleagues.
4e:
Profesionally
Teacher does not participate in

professional development
activities, even when such
activities are clearly needed for
the development of teaching
skills.
Teachers participation in
activities is limited to those that
are convenient or are required.
Teacher seeks out opportunities

for professional development
based on an individual
assessment of need.
Teacher actively pursues

opportunities, and makes a
substantial contribution to the
profession through such
activities as action research and
mentoring new teachers.
4f:
Teachers sense of advocacy is

low, and teacher contributes to
practices that are self-serving or
harmful to students.
Teachers attempts to serve

students are genuine but
limited.
Teacher makes genuine and

successful efforts to ensure that
all students are well served by
the school.
Teacher assumes a leadership

role in ensuring that school
practices and procedures ensure
that all students, particularly
those traditionally underserved,
are honored in the school.
Rubric Score: 22/24
Commendations:
Mr. Womack is completing his 10th year of teaching, his 5th at Lawrence High School. This year, his schedule included English II, American Literature and Composition, and the senior elective
of Major American Writers. He co-taught with Bryan Behar, a special education teacher, who provided in-class support for those students needing assistance in the subject. Giving back to
the profession, he served as the co-operating teacher for a student teacher from TCNJ. Through his guidance, she successfully completed the program and is well-prepared to take on the
responsibilities of a position.
In addition to his academic schedule, Mr. Womack coached track and field in the fall and tennis in the spring. He supported his students in their co-curricular activities by attending the
musical, the jazz concert, and sporting events. He can often be found after school working with students, helping them with essays, particularly their college applications.
Always seeking to improve his content knowledge and pedagogy, he attended the AP Summer Institute to study Literature and Language, and he participated in Princeton University's
Teachers as Scholars seminars on Moby Dick.
Mr. Womack promotes a positive image of the profession and the district, and he has become an integral member of the department and the school. We commend and congratulate him on the
successful completion of this year of teaching, and we wish him success in his new venture in Atlanta. He will definitely be missed in Lawrence.
Recommendations:
Relocating to Atlanta, Georgia with his family, Mr. Womack will not be returning to Lawrence High School next year. We wish him continued success and development in the profession. He
will truly be missed in the school and the department.
2015-2016 PDP Proposals:
NJ Score Report - Non-Tested

Domain 1
Rubric
Progress
Score
Max
Criteria
Avg
Last Completed
2014-2015 Instructional Staff SUMMATIVE Domain 1: Pla
0 of 1
0 of 1
18
20
3.6
N/A
18
20
3.6
Score
Max
Criteria
Avg
TOTAL:
Domain 1: Weighted 20%
0.83
Domain 2
Rubric
Progress
Last Completed
2014-2015 Instructional Staff SUMMATIVE Domain 2: Th
0 of 1
0 of 1
TOTAL:
Domain 2: Weighted
22.5%
15
20
15
20
N/A
0.81
Domain 3
Rubric
Progress
Score
Max
Criteria
Avg
Last Completed
2014-2015 Instructional Staff SUMMATIVE Domain 3: Ins
0 of 1
0 of 1
15
20
N/A
15
20
TOTAL:
Domain 3: Weighted
22.5%
0.81
Domain 4
Rubric
Progress
Score
Max
Criteria
Avg
Last Completed
2014-2015 Instructional Staff SUMMATIVE Domain 4: Pro
0 of 1
0 of 1
22
24
3.667
N/A
22
24
3.667
TOTAL:
Domain 4: Weighted 20%
0.84
Calculations
Domains 1-4 Total
3.29
SGO Scores
Rubric
Progress
Score
Max
Criteria
Avg
Last Completed
SGO Proposal
2 of 2
2 of 2
04/28/2015
TOTAL:
SGO Scores Final
Rating
Score
Proficient
3.23
Summative Rating
Teacher Practice (2.632/3.2)
SGO Average (0.6/0.8)
Distinguished
3.5 - 4
Proficient
2.65 - 3.49
Basic
1.85 - 2.64
Unsatisfactory
1 - 1.84
Evaluation Summary
Recommend renewal of contract
ACKNOWLEDGEMENT
Please write the appropriate statement below in a comment box indicating whether you do plan or do not plan to return to Lawrence Township School District during the
2015-2016 school year. Please feel free to make additional comments.
I do plan to return for the 2015-2016 school year.
I do not plan to return for the 2015-2016 school year.
Please note that by acknowledging this document you verify that you have read this report. Your acknowledgement does not signify that you
agree entirely with the contents of this report.
Comments (1)
I do not plan to return for the 2015-2016 school year.

:(
MICHAEL WOMACK May 6 2015 10:06AM EDT
REPLY
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DELETE

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14-15 Teacher Summative Performance Report - Non-Tested

Building: Lawrence High School

Department: English/Language Arts 7-12

Grades: Grade 09,Grade 10,Grade 11,Grade 12

Evaluation Type: Tenured Teachers (Non-Tested Grades)

Assigned Administrator: BEERS, BARBARA

Evaluation Cycle: 09/01/2014 - 07/01/2015

Submitted By: BEERS, BARBARA

Date Submitted: 05/05/2015 11:10 pm EDT

Acknowledged By: WOMACK, MICHAEL

Date Acknowledged: 05/06/2015 10:07 am EDT

Finalized By: N/A

Date Finalized : Unfinalized

Domain 1: Planning and

Domain 1 Rubric Report

Teachers plans and practice

Teachers plans and practice

Teachers plans and practice

Teachers plans and practice reflect

Teacher demonstrates little or no

Teacher indicates the importance

Teacher actively seeks

Teacher actively seeks knowledge of

Instructional outcomes are

Instructional outcomes are of

Instructional outcomes are

Instructional outcomes are stated as goals

Teacher demonstrates little or no

Teacher demonstrates some

Teacher implements resources

Teacher seeks out and implements

Teachers plan for assessing

Teachers plan for student

Teachers plan for student

Teachers plan for student assessment is

2014-2015 Instructional Staff SUMMATIVE Domain 1: Planning and Preparation

Teachers plans and practice

Teachers plans and practice

Teachers plans and practice

Teachers plans and practice

Teacher demonstrates little or

Teacher indicates the

Teacher actively seeks

Teacher actively seeks

Instructional outcomes are

Instructional outcomes are of

Instructional outcomes are

Instructional outcomes are

Teacher demonstrates little or

Teacher demonstrates some

Teacher implements resources

Teacher seeks out and

Teachers plan for assessing

Teachers plan for student

Teachers plan for student

Teachers plan for student

Rubric Score: 18/20

Domain 2 Rubric Report

Classroom interactions, both

Classroom interactions, both between

Classroom interactions, between

Classroom interactions among the