Semester 2

1 Teacher Appraisal 2017

TEACHER:
Kristin Rusmussen Grade 1 Lesson Topic: Optimism
This documentation is based on administration’s current appraisal of your teaching performance as of May-June
November2017.
2017 These comments are based on both general observation of your daily practice and
specific observation of you teaching your students during a planned observation visit. Personal comment follows expectations, which were previously shared with you, under the headings planning and
preparation, instruction, classroom management and professional work habits.

✔
Outstanding Proficient Basic Unsatisfactory
PLANNING AND PREPARATION Exceeds Meets Meets Some Falls short of
Expectations Expectations Expectations Expectations
The following statements focus on the role of the English Program
Lesson planned and presented to the Director well before the appraisal took place / , Teacher in their planning and preparation for their daily life as an
educator at Young Hoon Elementary School.
anchor charts, exemplars (UV poster) , scale, last shot video, poster handouts , UV lights,
all in place, and student markers / Ms. Rusmussen is heavily involved in Gr. 1 team * The lesson is planned using the template provided and given directly

planning. In particular, her efforts with Writer's Workshop and character development ✔
to the director prior to observation
* The lesson is specifically tied to Young Hoon curriculum. The
teacher plans and prepares lessons congruent with the Young Hoon
have been excellent. She adheres to the UbD process and works hard to ensure her curriculum and best English language learning practice. ✔
students have clear exemplars to guide them and to support rubric leveling. Her peers * There is evidence of materials planning to support the learning

have been very appreciative of her lessons, due to the quality and creativity of there
including technology and paper materials. ✔
* The teacher has planning in place for their unplanned absence. The
design / absent folder in place and organized teacher has prepared absent folder that contains: a seating chart,
personal schedule, and emergency activities/lessons ✔

✔
Outstanding Proficient Basic Unsatisfactory
INSTRUCTION Exceeds Meets Meets Some Falls short of
Expectations Expectations Expectations Expectations
Beginning: Students lined up outside the room before being asked by group to go and sit down on the mat for the mini The following statements focus on the instructional practices
of the teacher.
lesson.
* The teacher communicates the purpose of the lesson orally
Start: Teacher class, class attention cue applied to signal the beginning of the lesson before greeting the students with a and visually. The teacher uses the accepted school acronyms,
morning welcome. Teacher then moved into a short mindful stretch to 'awaken' the students for the learning to come. W.A.L.T. and W.I.L.F. or Success Criteria to identify the learning
objective(s), its relation to previous learning and what will
Engager: Teacher introduced the slow down card for the lesson - a short video called Last Shot. Prior to the video the indicate student success. ✔
teacher explained that all she wanted the students to do was to think about how the girl was thinking and feeling in the * The teacher uses the "workshop model" of Mini-lesson 8-12
minutes Connection / Teaching point & Teach/Demo / Active
video and for the students to hold on to their ideas until the later in the lesson. The teacher intentionally did not explain
what the video was about to bring a sense of discovery. Engagement / Link / Independent or small group work (this
includes conferring time) 30-40mins / Sharing time 5-10
minutes / Reflection: were we successful? ✔
Teaching Point/Demo (Modeling): Teacher then stated the learning and success criteria for today ( WALT- understand * Teaching includes uninterrupted explicit teaching instruction
optimism WILF- students who can brainstorm about optimism) but, before doing so, she emphasized to the students and modeling for children ✔
they were doing a special lesson today, not writers workshop. This lesson requires lots of sharing so students will need * The teacher develops and closes the lesson effectively. ✔
to focus on rule number 2- raise your hand for permission to speak. Teacher connected growth mindset from another * The teacher communicates clearly. The teacher's directions
lesson before explaining how we can train our brains to practice optimism. The teacher used whole brain mirror actions and procedures are clear to students and anticipate possible
for students to repeat the stated meaning of optimism (in students language) - 'thinking and feeling that everything will student misunderstanding. ✔
be ok.' Teacher presented a scale to model (see picture) how she likes to think of optimism as a game. She explained * The teacher effectively uses instructional time. The teacher
how unhelpful thoughts can be too heavy and weigh as down making as feel sad. To win the game, we have to be employs instructional pacing and diversity to maximize
strong and think of helpful thoughts to overpower the unhelpful ones and make us feel happy. The teacher identified an learning during the teaching block. ✔
* The teacher engages and monitors the students. The
unhelpful thought of a student worrying about a test and placed it on the scale weighing it down. The students were then teachers encourage student involvement and monitors student
presented with a series of helpful thoughts to add to scale that could turn the scale the other way and win the game. activity during their teaching. ✔

Turn and talk: Students were asked to share what is optimism? The teacher modeled expectations for turn and talk and
what to do if they finish early. Students were asked to go knees to knees and eyes to eyes and to start. The teacher got
down to ground level and listened into the conversations to check for understanding at to support those in need.

Brainstorm anchor chart: (see picture) the teacher presented examples of unhelpful thoughts before modeling for the
students how she changed that thought into a helpful one - I hate tests! / It's only ten minutes! The teacher then asked
the students to share some unhelpful thoughts and change it into a helpful thought- these were written on to the paper
as examples for independent work. The teacher then explained that sometimes an unhelpful thought can be so heavy
that we need special optimism magic to break through. She then presented a poster (see picture) introducing the
character from the earlier video. The character had the thought- it is broken, with the rest of the poster blacked out. The
teacher shared how sometimes it's hard to see the helpful thoughts so we have to try really hard. This was represented
by shining UV light to highlight the hidden helpful thoughts.

Instructions: The teacher then showed the A4 exemplar of the poster the students would create. The teacher explained
the process of using the special bright markers to write down at least two helpful thoughts and to use regular pencil or
black marker to write down the unhelpful thoughts. Students were informed they would share their poster under the UV
light at the end of the lesson. The teacher then checked for understanding through the I understand/so,so/no indicator
gestures. English expectations and not interrupting the teacher when she is seating on the red chair with a group was
clearly explained. Students were then transitioned back to their groups to begin their posters.

Independent/Small group time: 20mins: Ambience music played in the background as students worked effectively and
quietly while the teacher spend about 4 minutes in the red chair with each group. The teachers checked in asking
deeper questions around why optimism is good, or helpful and asking the students to share what they had done so far.

Sharing Time/ Reflection: Students transitioned to the floor and were asked to sit in a circle. The teacher modeled
expectations for presenting on the sharing chair. All students presented their posters under the UV light before receiving
a ' you're awesome' audience response for their efforts. The teacher asked why do you think it is more important to have
more helpful thoughts than unhelpful thoughts? Students were reminded to use optimism for their upcoming module test
later in the week.

Pacing: The entire lesson was well planned and paced accordingly. The lesson had a nice balance of direct teaching
and modeling, independent work and sharing. The lesson was not rushed in anyway.

✔
Outstanding Proficient Basic Unsatisfactory
CLASSROOM MANAGEMENT Exceeds Meets Meets Some Falls short of
Expectations Expectations Expectations Expectations
Ms. Rusmussen's primary management system centers around having engaging lessons (the best form of classroom management)/ Students The following statements focus on the classroom environment
are very aware of the 'whole brain' rules, sound meter and the student vs teacher whole brain points system permanently and clearly visible in and how it is managed.
the classroom / students respect the expectations in place and know the teacher is being fair and consistent / students are always informed of
why students points are earned and taken away both verbally and visually- points are not over used / classroom is organized and visual; an * The teacher creates and maintains a climate of mutual
interesting and engaging space to enter / mindfulness strategies (example-slow down cards) are regularly used and embraced by the students / respect. The teacher and students have created and published
mini lesson transitions to the floor/mat are quick and seamless / student groups are arranged by numbers and carefully chosen to ensure the a set of operating expectations for their workplace. ✔
best dynamic and support for each group / key 'attention' cues in place and not overused: class class, yes, yes , hands and eyes, clapping * The teacher applies consistent and fair rules. Consequences
patterns and mirror actions used to reaffirm learning (whole brain ) as well as non verbal cues - proximity - facial expressions, finger cues etc... / are predictable, reasonable and age appropriate. ✔
the teacher is very conscious of her voice, ensuring the students listen in to her audio level / regularly used growth mindset language to praise * The teacher manages a classroom effectively with a variety of
the process not the student-"I really like how you..." plus regular positive class affirmations (you've awesome or we are awesome) recognizes
techniques. Classroom management techniques employed
the need for brain breaks and balance / most importantly, the teacher knows her students well; makes time to differentiate and support all of her
students in anyway she can (finds a way). Ms. Rasmussen is very aware that even when she isn't in front of the class, she is still on 'show' at all include: use of space, student information inventory,
times, and acts accordingly. She's recognizes how student perception can easily be misinterpreted and works hard at understanding how the classroom meetings, grouping, signals, transitions, energizers,
students are perceiving her words and actions. She knows preventative strategies over reactive ones will make the students feel safe and proximity … ✔
supported.
 Outstanding Proficient Basic Unsatisfactory
PROFESSIONAL WORK HABITS
✔
Exceeds
Expectations
Meets
Expectations
Meets Some
Expectations
Falls short of
Expectations
The teacher meets the professional expectations as found in
Highly respected by her colleagues due to her commitment to her students, her grade level team the Young Hoon English Program Faculty Handbook.
and the school vision / an active listener, she is able to collaborate with anyone / has a desire to
grow through constructive criticism and praise from administration and her peers-wants to learn / a * The teacher is dependable and punctual.
* The teacher effectively meets expectations related to their
true professional, Ms. Rasmussen is punctual, well presented and has more than fulfilled her personal time table and maintains Message Board, Student
professional responsibilities outlined in the YH handbook: planning, suitable classroom Files and Report Cards in an accurate, effective and timely
manner. ✔
management, data collection, student daily message board, reporting, parent conferences, bus and * Relationships with faculty, parents and students are
yard duties, school events, PD, and staff meetings. Ms. Rasmussen has also presented PLCs on characterized by mutual respect. ✔
mindfulness / Ms. Rasmussen has not hesitated to cover absent teachers when asked- a real team * The teacher works collaboratively with colleagues and
interacts appropriately with all Young Hoon faculty, parents
player. and students ✔
RECOMMENDATIONS
Lesson to work on: Another fun, engaging and intelligent lesson Kristin! As I mentioned in our debrief I loved the light and dark concept and how we need optimism magic ( UV light) to break through the unhelpful thoughts. Fantastic!
To work on: not much! Even though you did a lot of effective modeling I would have spend just a little more time addressing why optimism is an important component of our lives and how it's something we need to practice this
everyday. I would have further emphasized what optimism should look, feel, and sound like through live modeling. Really showcase what it should and shouldn't look like using the teacher in role drama model. If you were able to get
into character as the girl from the video and exaggerate a real negative, sad person, and then present the opposite I know this would have helped the students grasp the optimism concept even more.
General:
See the Mind Up Curriculum- take your mindfulness practice to the next level.
Continue to apply the 'see, think, and wonder' engager method to your lessons. Do it before stating the learning (WALT) have the kids explore what the learning might be. It's a powerful critical thinking opportunity when the right
questioning strategies are applied.
Keep developing assessment for learning strategies/techniques to gather as much evidence as you can to guide your teaching practice and to differentiate as much as possible. Always ask the question-how do I know my students
are getting it? If they aren't getting it, what am I doing about this?
Really recognise in yourself that you truly are that incredible inspiring presence in the room and know the students will feel that from you. Fake it to you become it. This knowing is the ultimate classroom management and only comes
with time.
Move away from roaming the classroom during independent or small group work and go for small group or one or one conferences to create even more time for differentiation
Really build on the G.R.A.S.P authentic performance task assessment. The more you do it, the more refined and creative the authentic tasks will become.
Investigate the ALA 21st century standards: get a handle on why these particular standards are so important moving forward
Continue to explore inquiry based learning through the IB program
Explore the 'Teacher in Role' delivery model to add another strategy to your teaching belt.
Know that creativity can be taught and you have the skills to do it. Start by focusing on daily drills that allow your students to make connections as opposed to solving problems.
CLOSING COMMENT
Been a joy watching you develop as a teacher and push your boundaries. You undoubtably have one of the more challenging jobs in the entire school. It's takes a certain person to be able to cope and deliver under the circumstances
and you have done a tremendous job. I admire the detail, creativity and the thought that goes into all your lessons. You really think about what the students require to grow as better beings and as 21st century learners! Really, really,
really, hope you stay in teaching. I know you'll be a wonderful counselor as well, but, you will be an even better teacher reaching so many students in need. You are without doubt one of the best new teachers I have seen in 17 years
of education. Keep believing in yourself and know your have that all important and amazing presence inside the classroom at all times. Don't believe it, know it!

Richard Druery
Director
Young Hoon Elementary School