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Holy Spirit

Evaluation of Professional Practice

Interim KSA’s
Catholic Schools
Holy Spirit Roman Catholic
Separate Regional School Division No. 4

Katelyn Perlich
2017- 2018
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Interim KNOWLEDGE, SKILLS AND ATTRIBUTES

Teacher Evaluation
Teacher: Katelyn Perlich School Year: 2017-2018
Subject(s) Teaching: ELA 9, ELA 8, ELA 6, Health 9, Religion 9, JH Options (Crocheting, French, Drama)

Years on Staff at Present School: I

Background: Years of Education: 5 Years of Teaching Experience: Subbed second term 2016-2017
Type of Certification: Permanent Certificate

CLASSROOM OBSERVATION(S) mm 3 visits with CONFERENCE(S)

Date Classes ObservedlConferences Observer

November 22, 2017 ELA 9 — Short Story (Novel and Plot) Val Leahy
November 29, 2017 ELA 9 — Short Story Val Leahy / Chris Smeaton
January 17, 2018 ELA 8—Novel Study/The Outsiders Val Leahy
Numerous unofficial classroom visits.

Alberta Learning’s Teacher Growth, Supervision and Evaluation Policy 2.1.5 requires that each teacher’s actions, judgments and decisions
meet the expectations of the Teaching Quality Ministerial Order and any local standards and descriptors consistent with individual school
board’s mission statements. Under provisions of the policy:

> School principals are responsible for exercising educational leadership through on-going supervision of the quality of
teaching in their schools to ensure that teaching meets the expectations of the 1997 Teaching Quality Ministerial Order and
any local standards; and

> All teachers must develop and implement annual professional growth plans that will enhance their ability to support student
learning;

Principals must evaluate teachers whenever they have reason to believe that a teacher’s performance may not be meeting
expected quality standards.

In accordance with the School Act and the Teaching Quality Standard, this document is an evaluation of your teaching performance based
upon data collected during the process. At the completion of this evaluation a signed copy of this evaluation will be available to you and
a
second signed copy will be forwarded to Human Resources and placed in your personnel file.
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PERMEATION OF FAITH: Catholic Teachers continually model the teachings of Jesus Christ while
demonstrating their
understanding of contextual variables in the application of pedagogical knowledge, skills, and attributes.

Catholic Teachers promote and support the Catholic faith community; specifically the Division, their
School and their
Parish.

Commendations: Katie is a member of Assumption Parish. She attended Catholic School and graduated
from Catholic Central
High School in Lethbridge. She taught Religion 9 this year and completed an on-line Faith Development
Course. Katie embeds
Catholic values and beliefs in her classroom and teaching.
Recommendations: Faith is a journey and Katie needs to continue to grow in her Faith.

INTERIM CERTIFICATION KSA #1: Teachers demonstrate consistently that they understand contextual
variables affect
teaching and learning.

Commendations: Miss Perlich provides students with meaningful and authentic learning experiences. She
understands the
needs of each student to allow for valuable and meaningful instruction. This is Katie’s first year of successful
teaching. She has
worked hard and is very well prepared. She has created a classroom where students with different learning
styles are
successful. She works closely with other staff and the EA in her classroom to ensure that the needs of all
students are met.
She has built a caring and trusting relationship with students which makes them feel valued. She has had
the task of preparing
two classes Grade 6 ELA and Grade 9 ELA for Provincial Achievement Exams.

Recommendations: This is Katie’s first year preparing students for PAT exams. She needs to take what
she experienced this
year and use it to inform her practice.

INTERIM CERTIFICATION KSA #2: Teachers demonstrate consistently that they understand the structure
of the Alberta
education system.
INTERIM CERTIFICATION KSA #3: Teachers demonstrate consistently that they understand the purpose
of the Guide
to Education and programs of study germane to the specialization or subject disciplines that are prepared
to teach.
Commendations: Katelyn is familiar with the Program of Studies. This is reflected in her Long Range Plans
and her day to day
lesson planning. She has attended numerous Professional Development activities including SAPDC workshops,
SJS PD Days
and Holy Spirit PD Days. She has completed and submitted a professional growth plan. Katie is collegial
and works well with all
staff. She participates in school activities that are not mandated such as dressing up for Halloween, Welcome
Back BBQ Meet
—

the Teacher Night, Christmas Concert and Christmas Dinner. Miss Perlich is very professional in appearance
and tone. She is
actively involved with the students in her classroom, she is an observer, a participant in activities, an advisor
and is there to
direct and guide the learning process.
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Recommendations: This is Katie’s first full year of teaching, she needs
to celebrate her successes and learn from what did not work.
INTERIM CERTIFICA7YON KSA #4: Teachers demonstrate
consistently that they understand the subject disciplines they
teach.

Commendations: Miss Perlich is familiar with the Program of Studies.

This is reflected in her Long Range Plans and her day to day lesson
planning. She uses these documents to inform and direct planning,
instruction and assessment of student progress.

Recommendations: Curriculum is changing and Katie will have to keep

on top of changes as we move towards a new curriculum.

INTERIM CERTIFICATION KSA #5: Teachers demonstrate consistently

that they understand all students can learn,
albeit at different rates, and in different ways.

Commendations: During my observations of Katelyn she utilized many approa

ches to teaching and learning. She has anchor
charts and visuals all around her classroom and is expanding on her classro
om library. She has completed Individual Student
Plans for the Grade 9 Inclusive Education students, but more than this she
knows her students and knows how each one learns
best. She has met with parents. She works hard to set her students up for succes
s. She gives direction to the EA that works in
her classroom and makes good use of her time. She understands the need
to respond to differences in students by creating
multiple paths to learning for individuals and groups of students, includ
ing those with special learning needs. At PLC meetings
when specific students are discussed she has many intuitive insights.

Recommendations:

INTERIM CERTIFICATION KSA #6: Teachers demonstrate consistently

that they understand the purpose of short,
medium and long term range planning.

Commendations: Miss Perlich has both long range plans as well as daily
lesson plans. She has participated in grade level
meetings in an effort to learn from, and contribute to, the combined experti
se of the division.
Recommendations: Take your yearly plans and rework them for next year.

INTERIM CERTIFICATION KSA #7: Teachers demonstrate consistently

that they understand students’ need for
physical, social, cultural and psychological security.
INTERIM CERTIFICATION KSA #8: Teachers demonstrate consistently
that they understand the importance of
respecting students’ human dignity
Commendations: It is evident in Miss Perlich’s classroom that her studen
ts feel safe,
respected and comfortable. Katie has implemented routines and procedures
with her
classes. Her classroom is nicely decorated with student work and posters
. She has
different areas in her classroom, for different learning activities. Studen
t engagement is high
and behavior is very good. I observed Miss Perlich’s class during both a drama
presentation
and a Band Presentation. In both situations they were very well behaved and knew
what
was expected of them.
Miss Perlich is able to apply a variety of management strategies that provid
e for minimal
disruption so that students are able to learn.
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Recommendations:

INTERIM CERTIFICATION KSA #9: Teachers demonstrate consistently that

they understand there are many approaches to teaching and learning. I

Commendations: Katie knows a broad range of instructional strategies

appropriate to her area of specialization and subject discipline she teaches.
She knows which strategies are appropriate to help different students
achieve different outcomes. She is very well planned and has put a lot of
thought into translating curriculum content and objectives into meaningful
activities.
Recommendations:

INTERIM CERTIFICATION KSA #10: Teachers demonstrate consistently that they understand the functions of
traditional and electronic teachinglplanning technologies.

Commendations:
Miss Perlich knows how to use and engage students in using traditional and electronic technologies to present and deliver
content, communicate effectively with other, find and secure information, research, word process, manage information, and
keep
records. She is proficient with technology.

Recommendations:

INTERIM CERTIFICATION KSA #17: Teachers demonstrate consistently that they understand the purpose of student
assessment.

Commendations: Katelyn uses a variety of assessment tools for both summative and formative purposes including
observations, class discussions, checklists, rubrics, projects and checks for understanding.
While students were working at she is checking for understanding and asked clarifying questions to students. Miss Perlich is
quick to give feedback to students, which makes it meaningful and pertinent. There is a lot of marking in ELA and she is on top
of it.

Recommendations:

INTERIM CERTIFICATION KSA #12: Teachers demonstrate consistently that they understand the importance of
engaging parents, purposefully and meaningfully, in all aspects of teaching and learning.
INTERIM CERTIFICATION KSA #13: Teachers demonstrate consistently that they understand student learning
is
enhanced through the use of home and community resources.

Commendations: Miss Perlich has established positive relationships with parents, students, colleagues and the community.
She keeps parents informed and contacts them as required.

Recommendations:

INTERIM CERTIFICATION KSA #14: Teachers demonstrate consistently that they understand the importance of
contributing, independently and collegially, to the quality of their school.
INTERIM CERTIFICATION KSA #15: Teachers demonstrate consistently that they understand the importance of
career
long learning.
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INTERIM CERTIFICATION KSA #16: Teachers demonstrate consistently that they understand the importance of guiding
their actions with a personal, overall vision of the purpose of teaching.

Commendations: Katie exhibits the qualities of a career-long learner. She attended both School Based and District Wide PD
Days and grade level meetings this year as well as some SAPDC workshops. She is a professional who takes responsibility for
her own learning and development. She strives to better herself in order to meet the needs of the students she teaches.

Recommendations:
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CONCLUDING SUMMARY with Recommendations:

Based on the above I would like to recommend Miss Katelyn Perlich for a Permanent Alberta Teaching Certificate and a Continuing Contract.

This evaluation has been read and approved by the school principal, \f I L
CA. ‘a.

Date: ii

Signature of Evaluator: ‘1 £
TEACHER’S COMMENTS:

Priorities and Objectives: I will continue to grow in my faith to ensure I am a positive role model for my students. As my first year
teaching is coming to a close I need to reflect on my teaching practices and to take my experiences, as well as the feedback and
input from other teachers to inform my practice. As a professional I will strive to be knowledgeable and flexible with any new
curriculum and I or expectations of me in order to ensure the best learning experience for my students.

This confirms that I have had the time and opportunity to discuss this report with the evaluator and to attach my written comments.

Date: 1-c1 17 2Ot

Signature of Teache -
 Lesson Plan November 22, 2017
Name: Katie Perlich Grade/Subject: ELA 9 Unit: Short Stories
Topic: Short Story Notes: Plot and Character Length of Lesson: 80 minutes
General Students will listen, speak, read, write, view and represent to
Learning comprehend and respond personally and critically to oral, print and
Outcomes other media texts.
Specific 2.2.3.C Describe how theme, dominant impression and mood are developed and
Learning sustained through choices in language use and interrelationship of plot, setting and
Outcomes character.
2.3.2.B Evaluate the effectiveness of oral, print and other media texts, considering the
believability of plot, setting, the credibility of characters and the development and
resolution of conflict.
2.4.2 Create oral, print, and other media texts that interrelate plot, setting and character,
and reveal the significance of the action. They need to understand the notes, so they can
create a short story.
Lesson Students will:
Objectives -take notes on plot and character (setting, theme, conflict if there in second block)
-identify the plot, theme and conflict within a short film, understand the complexity of
character, setting, and theme.
-analyze the plot, character, setting, theme, and conflict of short films
Materials -Short Story PowerPoint
-Notes (modified and regular class set)
-Using Short Film to teach Short Story Elements
Introduction -Attendance and Announcements Assessment
10-15 mm -Writer’s Notebook: What did you think was the most Methods
interesting part of the stories Mr. fox shared with you Once a month the
yesterday? Can you relate to the setting, plot, characters, Writer’s Notebook
conflicts, themes, of any of the stories? is handed in (they
-Read or work on grammar booklet. pick one, fix it up)
Hand ottt the notes to every student. Etora, Kole, Nevaeh, and is taken in for
Chandlei and Noah will get fill in the blank notes. summative marks
Block 1 Start the Key Elements of Short Stories PowerPoint
20 mm PLOT
. Students will write the definition of each element (or fill -Walk around
in the blank) listening to
. Discuss each term as a class discussion.
-Watch “Gerri ‘s Game” asking students to pay attention to plot. -Go over plots as a
. Use popsicle sticks to get students into groups of 4 class, make sure
. On the back of the PLOT Notes sheet have students plot everyone is on the
the short film. same track
. What are the PLOT TWISTS in “Geri ‘s Game” (Formative)

20 mm -CHARACTER
. Students write down definition. -Walk around
. Discuss the different types of Characters and think of listening to
examples from each discussion.
-Watch . Gerri s Game again, this time encouraging students
., ,, . .. . -Discuss the
to pay attention to CHARACTER questions as a class.
.
. .

Give each student a recipe card, they must place it on . There may be a
. .

their head without looking at is and find their Famous

. variety of answers
. .

Pair. The students can only give each other hints about
. which is good—we
all have different

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 Lesson Plan November 29, 2017
Name: Katie Perlich Grade/Subject: ELA 9 Unit: Short Stories
Topic: Short Story Notes: Plot and Character Length of Lesson: 80 minutes
General - Students will listen, speak, read, write, view and represent to
Learning comprehend and respond personally and critically to oral, print and
Outcomes other media texts.
Specific 2.2.3.C Describe how theme, dominant impression and mood are developed and
Learning sustained through choices in language use and interrelationship of plot, setting and
Outcomes character.
2.3.2.B Evaluate the effectiveness of oral, print and other media texts, considering the
believability of plot, setting, the credibility of characters and the development and
resolution of conflict.
2.4.2 Create oral, print, and other media texts that interrelate plot, setting and character,
and reveal the significance of the action..
Lesson Students will:
Objectives -identify the plot, theme and conflict within a short story, and understand the
complexity of character, setting, and theme.
-analyze the plot, character, setting, theme, and conflict of a short story
l1ateriaIs -“Borders”
Writer’s_Notebook
-

Introduction -Attendance and Announcements Assessment

10-15 mm -Writer’s Notebook: Reflect on the image presented Methods
-When they are done they are reading or working on their Once a month the
grammar booklet. Writer’s Notebook
is handed in (they
pick one, fix it up)
and is taken in for
summative marks
Block 1 “Borders” by Thomas King
30 mm • I will read the story to them as they follow along. Read the story, try to
. Instruct the students to keep the elements of short stories monitor who is
in their minds as they are reading. following along, and
Discuss first impressions of the short story: did you like who is distracted.
it/dislike it? Why?

Block 2 Jigsaw -Listen to

30 mm -Using the popsicle sticks, place students in 5 groups (Plot, discussion, have
Setting, Character, Conflict, Theme) Discuss the story in the students share their
context of their term in their group. groups discussion
-Come back as a class and discuss what they thought of the story with the class.
as a whole.
-Continue working on the short story booklet, they will have a
new list of projects to choose from and complete based on
“Borders.”
• The assignments in the booklet focus on the ELA
strands: reading, writing, listening, speaking, viewing
and representing. As well as developing vocabulary and
checking for comprehension.
-If they complete their “Borders” assignment they can go back
to “Lamb to the Slaughter” and continue working on that
project.
 Lesson Plan January 17, 2017
Name: Katie Perlich Grade/Subject: ELA 8 Unit: Novel Study
Topic: Outsiders: Novel Study Length of Lesson: 40 minutes
General Students will listen, speak, read, write, view and represent to
Learning explore thoughts, ideas, feelings and experiences.
Outcomes Students will listen, speak, read, write, view and represent to
comprehend and respond personally and critically to oral, print and
other media texts.
Students will listen, speak, read, write, view and represent to
respect, support and collaborate with others.
Specific 1.2.1.A Acknowledge the value of ideas and opinions of others in exploring and
Learning extending personal interpretations and perspectives.
Outcomes 2.2.1.C Expect that there is more than one interpretation for oral, print and other media
texts and discuss other points of view
2.2.2 Construct meaning from texts
5.2.2.b Organize and complete tasks cooperatively by defining roles and
responsibilities, negotiating to find the basis for agreement, setting objectives and time
frames and reviewing progress.
Lesson Students will:
Objectives -practice their first collaborative group meeting (literature circle).
-explore the text by making text-self, text-text, and text-society connections
-get a better understanding of the novel thus far by communicating their ideas and
thoughts in their group.

Materials -Literature Circle Duties (each student will bring their worksheet)
- Outsiders S.F. Hinton
-Rules of the Novel Study (on the board)
-Miss Perlich website
- Youth Gangs in Canada pamphlet (sponge activity)
Introduction -Attendance and Announcements Assessment
5 mm -In a class discussion go over the roles of each member of the Methods
group and the order they will present within their individual Quick thumbs up
group. check for
1. Summarizer understanding of the
2. Connector assignment.
3. Researcher Their literature
4. Literary Luminary Circle Duties
5. Questioner/Discussion Director worksheet will be
--They will have 30 mintttes to complete theformal “Lit. Circle” handed in.
so keep that in mind when discttssing the book. How much time
should be given to each “Lit. Circle Ditty”?

30 mm Literature Circle Chapter 1-2

—
-Make sure
-This is an opportunity for students to share their thoughts, everyone is getting
feelings, confusion and insight into the novel. The groups were the opportunity to
loosely formed based on their reading level to provide me with share their thoughts.
the opportunity to have “leveled” conversation with the groups. -Monitor all of the
-This is the first Lit. Circle so they may need extra guidance to groups briefly,
get started. listening to their
-I will move throughout the groups to help them engage with the conversations and
conversation and making sure they are on the right track— making sure they are
making connections to the text, recalling infonnation from the on track.
text,_and_comprehending_the text as a_whole.

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Flashback (Literary Device — Noah Knew) Sounds like an African American writing (Gangsta Rap)

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