ITASCA SCHOOL DISTRICT 10

Itasca, Illinois 60143

Name: Heather Buske School: Franzen Intermediate School

PRINCIPALS OBSERVATIONS

Mrs. Heather Buske is a third grade teacher at Franzen School. This is her formal
evaluation for the 2013-2014 school year. I have had the opportunity to observe her
formally and informally at various times. Her formal evaluation was held on Thursday,
February 13th, 2014 from 12:40 PM to 1:40 PM.

The following is a description of her formal evaluation:

At 12:36pm students enter quietly and begin reading their silent reading books. If
students are already members of Mrs. Buskes class, they continue to read their silent
reading books. As students enter the classroom they are handed a small, half-sheet of
paper with four math computation problems (one addition, one subtraction, and two
multiplication problems). Students begin work on their sample problems. Im going to
be looking for some teachers todaymake sure youre showing all your work.
Multiplication problem might be tricky but remember the things we learned. At
12:46pm Mrs. Buske states, Im going to look for some teachers to see if we showed our
work correctly. Were getting much faster at this. Mrs. DePaul have you noticed? Mrs.
Buske calls on students to share their work and how they came to their answers. As
students share their answers, Mrs. Buske asks them to place stars next to their correct
responses. After each of the four problems Mrs. Buske asks her class if anyone chose
another strategy to solve the problem. Were getting so fast at thisIm so excited!

During her pre-observation conference Mrs. Buske explained the lesson for her
intervention level math group that consists of twelve students. The following were listed
as stated objectives: The students will be able to describe a fractional part of a whole, the
students will be able to use models, symbols, and words to represent fractions, and they
will understand that the division of a whole into equal parts is a fraction. Students will
also be given vocabulary words like numerator, denominator, and equal parts. Mrs.
Buske reiterated her students challenges with vocabulary and concepts that relate to new
terms. Her intention to use vocabulary strategies and Smartboard visuals to reinforce the
fraction concepts were discussed. Classroom management strategies were also discussed
as was ways to get the entire class involved in whole group lessons.

At approximately 12:52pm, students complete checking of their four problems. Ill

know youre done and ready if youre up in front of the board. Students move to the
front of the classroom in 30 seconds. Fractions have to be equal. We just completed our
unit on division, and with division we were taking numbers and placing them in equal
parts. Equal partssay that out loud. Students are presented five shapes on the
Smartboard. Some are in equal parts, others are not. Two vocabulary words are also on
the Smartboard: halves and fourths. Students discuss why the shape has or doesnt have
equal parts. When students get to the shapes that are divided equally into halves and
 ITASCA SCHOOL DISTRICT 10
Itasca, Illinois 60143

fourths, Mrs. Buske asks her students how many equal parts they are divided into.
Students reply correctly with 2 and 4. Have any of you seen something like this
before? (students read the display descriptions on how to read a fraction). They have
special names we need to learn. Everyone say numerator. Everyone say denominator. If
we only had a trick to help us remember which one was which. (students are displayed
an illustration showing a staircase going downstairs with the d underlined in each word)
Students discuss fractions that are presented visually on the Smartboard. Certain parts of
the shape are shaded. Students discuss which parts are the whole and which portions are
the parts.

At approximately 1:05pm students use virtual dice on the Smartboard to create

numerator and denominators. After that slide has completed, students are visually
presented four fractions and must shade the fraction as it reads. The examples presented
are 3/6, 2/3, 4/7, and . Mrs. Buske then guides her students through examples where
pictures are presented as fractional parts and not just shapes. Students are presented a
slide with a story problem involving lions and some being in the cage. At 1:15pm one
last shape is drawn on the Smartboard and is divided into four equal parts. Mrs. Buske
asks her class, Show me with your fingers, how many equal parts? How many of them
are shaded?

Prior to leaving the front area, students are presented the last slide explaining math
centers that will be starting momentarily. The twelve students are visually divided into
four groups that will be completing the following activities: fraction game, flashcards,
addition/subtraction review, and tablets. After each activity is explained students begin
their center work at 1:20pm. Two rotations through their centers will occur. The visual
timer is set for seven minutes and students work to accomplish their required tasks. Mrs.
Buske works at the station with the tablets and the classroom assistant works with the
addition & subtraction review. Mrs. Buske works to get her students logged in to the
appropriate website. After students are successfully working, she circulates amongst the
groups. Students work through two center rotations. Mrs. Buske passes out homework
sheet. Students head back to their desks and fill out their assignment notebooks in the
appropriate information.

1:41pm Administration exits.

 ITASCA SCHOOL DISTRICT 10
Itasca, Illinois 60143

The classroom is set up in rows, with each row having two to four desks. There is a center
aisle that runs down the middle to the Smartboard. Posters line the classroom walls and
describe the following: character corner, steps to good character, special schedule, whooos
a good helper, all-star work, math tips, what am I learning, and Mrs. Buskes top five for
success. There is a Smart Board at the front of the room, which is utilized for every lesson.
The room is organized and students can move comfortably as needed.

Mrs. Buske has established a culture of learning that is calm for the learner. Mrs. Buske
has a positive interaction with her teachers assistant and works collaboratively to ensure
communication is clear. Teachers assistant is valued as a team member and is instrumental
in following through on plans & activities created by Mrs. Buske. Inclusion student has a
developed plan that has been modified and tweaked several times. Mrs. Buske has been
instrumental in making sure all parties are informed and parents are communicated with
appropriately.

Mrs. Buske has also contributed many ideas at staff meetings throughout this school year.
Her implementation of Class Dojo and sharing of her successes led other staff members to
become interested. Her knowledge and courage in trying new programs in her classroom
make others depend on her for guidance. Administration appreciates her willingness to
help her peers understand new concepts. Her willingness to present at staff meetings and
also ask questions is appreciated.

Mrs. Buske has created a classroom environment full of respect and rapport. Students are
communicated with in a calm tone where directions are clear and concise. Mrs. Buske only
uses directives when necessary and does not inundate students with verbal directives.
Students raise their hands to be called upon. Questioning techniques guide students to
answers and thoughts for discussion.

Most all of Mrs. Buskes questions are of high quality and support the lesson objectives,
with adequate time for students to respond. Continue to offer visuals along with key math
terms and vocabulary to help students anchor those terms to memory. Mnemonics and tips
will help this intervention group master topics that might be out of their range of
understanding. Continue to have group say key terms and also speak them as a review at
the end of your lessons. Reinforce objectives at the beginning of every lesson and allow
students to review before the period is complete.

Mrs. Buske keeps the principal aware of any concerns regarding students or parents. She
has asked for administrative support when needed. Her students are focused and on-task,
whether it be in a small group or whole class setting. Her tone of voice is very calm and
soothing to the students, which promotes a comfortable learning environment. Students are
encouraged to do their best at all times.
 ITASCA SCHOOL DISTRICT 10
Itasca, Illinois 60143

NAME: Heather Buske SCHOOL: Franzen

SKILL
AREAS Acceptable Needs to
Improve

I. INSTRUCTIONAL
A. Planning
1. Identifies and implements a sequence of objectives. X

2. Diagnoses students' needs. X

3. Prepares for varied student learning objectives. X

4. Prepares appropriate material and resources. X

B. Performance
1. Clarity: The content of the lesson is presented so that
it is understandable to the pupils. X

2. Uses a variety of instructional materials. X

3. Demonstrates knowledge of subject matter. X

4. Uses a variety of techniques and materials. X

5. Demonstrates ability to motivate. X

6. Provides a non-threatening classroom atmosphere. X

7. Accepts, uses, clarifies and builds upon or develops

ideas suggested by students through active participation. X

C. Management
1. Exhibits effective classroom control. X

2. Directs attention to the physical conditions and

appearance of the classroom. X

3. Maintains accurate pupil records. X

4. Accepts responsibility for the general welfare of the

school. X
 ITASCA SCHOOL DISTRICT 10
Itasca, Illinois 60143

NAME: Heather Buske SCHOOL: Franzen

SKILL
AREAS Acceptable Needs to
Improve

II. RELATIONSHIPS
A. Teacher-Pupil
1. Sets an atmosphere of mutual respect between
student and teacher. X

2. Recognizes, analyzes and attempts to correct

causes of individual or group behavior. X

B. Teacher-Staff
1. Respects opinions of others. X

2. Cooperates with local operation of the school. X

3. Seeks and offers assistance. X

4. Works well with members of a group. X

C. Teacher-Parent
1. Demonstrates skill in working cooperatively with parents. X

2. Attempts to affect better understanding between

parent, child, and school regarding policies, rules and
learning objectives. X

3. Confers with individual parents regarding their child's

work and progress. X

III. PROFESSIONAL
A. Commitment
1. Maintains a positive attitude toward teaching. X

2. Attendance X

B. Ethics
1. Conducts self according to professional principles. X

C. Growth
1. Seeks to improve methods of teaching. X

NAME: Heather Buske SCHOOL: Franzen

 ITASCA SCHOOL DISTRICT 10
Itasca, Illinois 60143

Acceptable Needs to
Improve

IV. PERSONAL
A. Appearance and Manner
1. Demonstrates appropriateness. X

2. Meets people with poise; uses tact in discussion

of problems X

B. Speech
1. Demonstrates appropriate use of English. X

C. Behavior
1. Displays enthusiasm and interest. X

2. Displays a sense of humor. X

3. Exhibits poise and self-control. X

4. Shows empathy. X

5. Exhibits perceptiveness. X

6. Displays integrity. X

7. Adjusts to constantly changing conditions. X

8. Uses a rational approach to problem solving. X

Name: Heather Buske School: Franzen

 ITASCA SCHOOL DISTRICT 10
Itasca, Illinois 60143

TEACHER COMMENTS

In my 11 years teaching at Franzen School, I have benefited from many different learning
experiences. I have enjoyed working with students, parents, staff, and administration.
Each experience in this district has provided me with opportunities to grow as an educator.
Mr. Taylor has given feedback that is extremely useful in my classroom. I welcome his visits
and advice.

Performance Rating Excellent

Principal Signature:

Date of Conference:___________________________ ______________________________

My signature indicates that I have read this evaluation and participated in the evaluation
conference. It does not necessarily mean that I am in agreement.

___________________________ ________________________________
Date Teacher

___________________________ ________________________________
Date Superintendent