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Policy ASD-W-250-15

Updated August 31, 2015

TEACHER Summative Performance Assessment


TEACHER:
Steven Carson DATE: June 21, 2018
(Full Name)
SCHOOL: Central New Brunswick Academy

ADMINISTRATOR: Barbara A. Long

☐ B Contract
☐ C Contract – local permit holder
TYPE OF
 D Contract
CONTRACT:
☐ E Contract – special term contract
☐ Request for Evaluation by Teacher

Geometry, Measurement & Finance 10, Numbers, Relations & Function 10,
ASSIGNMENT: Foundations in Mathematics 110, Pre-Calculus 110, Pre-Calculus A 120, Pre-
Calculus B 120

From: September 2017


Summative
#1 Evaluation Period:
Assessment:
To: June 2018

Ratings:
U (Unsatisfactory) – Evidence does not support expectations.
B (Basic) – Evidence lacks consistency in meeting expectations.
E (Emergent) – Evidence demonstrates positive growth and meets expectations.
P (Proficient) – Evidence consistently meets or exceeds expectations.
I (Innovative) – Evidence demonstrates imagination and creativity to exceed all expectations.

Reference; Danielson, C. (2007). Enhancing Professional Practice, A Framework for Teaching , 2 nd Edition. Alexandria, VA: Association for
Supervision and Curriculum Development.
B, C, D, E and LTS CONTRACT – PERFORMANCE ASSESSMENT
PLANNING AND PREPARATION RATING
1. Has a strong knowledge of individual students and general characteristics of age group and applies this
knowledge to whole class, groups and individual students. (D1b,c ; reference to Danielson resources) P
2. Thorough understanding of curricular outcomes in accordance with prescribed curriculum. P
3. Familiar with resources and materials that support planning and instruction at the school, district level
and online. (D1d) P
4. Has a recorded lesson plan with a clearly defined structure that reflects varied types of learning
opportunities. (D1e) P
5. All instructional outcomes are assessed through a variety of formative and summative assessment
practices. Assessment results are used to plan for future instruction. (D1f) I

Evidence:
Throughout the year Mr. Carson has developed a strong understanding of his students. He relates well to both
the middle school and high school students in our building. His relationship is mainly with high school
students as that is the age group with whom he works. His interactions with the students demonstrates a solid
understanding of all of his students whether it be an entire class, a small group or individually. He has an in-
depth comprehension of the high school math curricular outcomes and provincial curriculum documents. He
creates yearly plans, unit plans and daily lesson plans based on the outcomes & objectives from these
documents. His daily lesson plans outline the topics covered, objectives for the class and the NB outcomes per
the curriculum guide. His lesson plans are thorough and detailed. The template used displays every facet of an
effective lesson plan, including “follow-up” that allows for reflection and “accommodations” demonstrating
adjustments made to a lesson for intervention or enhancement. Lesson plans are clearly and effectively laid out
reflecting a variety of types of learning opportunities for students. In one class I visited the students were doing
centres that allowed time for peer conferencing, group work, individual work, teacher-student instruction and
math games. Certainly a variety of learning experiences that granted students the chance to encounter all
stations.
Mr. Carson is familiar with the resources and material required to teach his courses. He is willing to reach out
colleagues at the school level, which is evidenced by the collaboration with the middle school math teacher.
Both teachers felt that it was important to employ similar classroom instructional techniques to maintain
consistency through the school years. He worked with a Math Lead from District on two different occasions to
support his teaching. He utilizes online resources such as math games and activities to enhance classroom
instruction. In addition to his courses, Mr. Carson mentored three students in an online Calculus 120 course;
therefore, he became familiar with that curriculum as well via Distance Education.
Mr. Carson is extremely adept at assessing through a variety of formative and summative assessments. His
formative assessments tend to be outcome based which leads the way to more summative type assessments. He
is an extremely organized teacher, which is reinforced by a well-organized classroom. His planning and
delivery of outcomes involves skills tracking that allows a student to assess his/her own skills through “I can”
statements. The assessment results are used to drive his instruction and student learning. A visit to his
classroom would be evidence of the planning and preparation that takes place to benefit student learning.

Ratings:
U (Unsatisfactory) – Evidence does not support expectations. P (Proficient) – Evidence consistently meets or exceeds expectations.
B (Basic) – Evidence lacks consistency in meeting expectations. I (Innovative) – Evidence demonstrates imagination and creativity to
E (Emergent) – Evidence demonstrates positive growth and meets expectations. exceed all expectations.
Teacher Summative Performance Assessment Updated August 31, 2015 Page 2 of 11
Recommendations / Questions / Reflections:
Mr. Carson views the framework that he has developed and implements in the classroom as a strength for him.
Through these means he is able to determine how things are going and make any necessary adjustments.
The area he would like to work on involves “bulking up” his lessons by fitting in pieces where students are to
make connections to real life usage of math skills.
In my observations, the planning and preparation domain is a strong one for Mr. Carson. It is very evident that
he puts a lot of time and effort in being prepared. This definitely shows when you are in his classroom.

Self-Evaluation / Connection to Growth Goals:


Overall, I feel confident in acknowledging that my “elementary” approach to the high school classroom was
largely successful in enhancing student learning and success. By using the elementary STEAM concept of the
5 E’s (Engagement, Elaboration, Exploration, Expansion, and Evaluation) into each of my lessons, I found it
easier to create classroom routines and expectations that have ultimately streamlined my planning. I think that I
have created a solid foundation to begin really tightening up my lessons and integrating deeper connections to
the material and overall goals of my classroom daily. I established a goal wall, similar to the writing goals
done in elementary school, which outlined to students important daily skills to being successful in math. I
would like to take the goal wall further and begin focusing on that as I plan, which should only help students
explore weaknesses and improve. I would also like to continue to strengthen and explore my skill based
assessment approach and improve it to maximize usefulness to students. I would like to focus on how to make
it ‘high stakes’ for them and improve motivation to make the desire to work on the skills intrinsic instead of
grade-driven.

Ratings:
U (Unsatisfactory) – Evidence does not support expectations. P (Proficient) – Evidence consistently meets or exceeds expectations.
B (Basic) – Evidence lacks consistency in meeting expectations. I (Innovative) – Evidence demonstrates imagination and creativity to
E (Emergent) – Evidence demonstrates positive growth and meets expectations. exceed all expectations.
Teacher Summative Performance Assessment Updated August 31, 2015 Page 3 of 11
CLASSROOM ENVIRONMENT RATING
1. All classroom interactions are friendly and demonstrate genuine caring and respect. (D2a) I
2. Teachers convey genuine enthusiasm for the content and classroom interactions convey high
expectations for all students. (D2b) P
3. Routines and transitions occur smoothly with little loss of instructional time. (D2c) P
4. Ongoing monitoring and use of preventative strategies to promote positive student behaviour. (D2d) P
5. The classroom is safe and learning resources are equally accessible to all students. P

Evidence:
Mr. Carson’s classroom has a friendly and welcoming atmosphere. As I observed him interact with students, it
was evident that there was an environment of genuine caring and respect. He is a very soft-spoken person who
uses his voice to add a calming effect to a situation. Classroom expectations are posted at the front of the
classroom. These guidelines were established as class following discussions in small groups and as a class. Mr.
Carson cares about his students and their achievements. He strives to get the best work possible from them. He
has a passion for mathematics and its relevancy/use in our everyday lives. He is able to successfully pass on his
enthusiasm to his students for the subject by demonstrating its practical use in society. Mr. Carson wants his
students to excel. He drives them to do better by providing them with the means to self-assess and move
toward growth in their skills. He works with each student to enhance their mathematical abilities in an effort to
secure success in the course. In my observations, Mr. Carson goes above and beyond in developing
relationships. It is apparent that he genuinely cares about his students. On one occasion, I recall him sitting
face to face with a student on the floor in the hallway assisting a student in working through an issue she was
having with students in the class. He takes the time to listen and support students in an effort to see them be
successful both in the classroom and out.
His classroom is very well structured. It is organized and reflects his style of teaching and the expectation for
the students to be assessment capable learners. This format challenges students to do better. Routines and
transitions are evident as students adapt very quickly to changing activities. Students transition well from
teacher led instruction to movement to centre activities. There are several visual aids displayed on the wall that
include the 4 point scale system used with descriptions; 5 Steps to Math success; an outline on how to
approach math problems and sample solutions to questions. His strength in monitoring and using preventative
measures to promote positive behaviours lies in the classroom environment and structure of his classes. He
expects respectful and kind treatment of others and his classes are structured so that the students are engaged in
activities from the beginning to the end. He has the students engaged in anchor activities at the start and then
keeps them busy with academic involvement through various teaching strategies. He is very clear on his
expectations in the classroom. Mr. Carson’s motto is, “If I am doing more work than you, then something is
wrong.”

Recommendations / Questions / Reflections:

The classroom environment is structured in a manner that encourages student learning. Students are able to
assess their learning; however, they are challenged to take risks and see progress and success. Keep
challenging them Mr. Carson!

Ratings:
U (Unsatisfactory) – Evidence does not support expectations. P (Proficient) – Evidence consistently meets or exceeds expectations.
B (Basic) – Evidence lacks consistency in meeting expectations. I (Innovative) – Evidence demonstrates imagination and creativity to
E (Emergent) – Evidence demonstrates positive growth and meets expectations. exceed all expectations.
Teacher Summative Performance Assessment Updated August 31, 2015 Page 4 of 11
Self-Evaluation / Connection to Growth Goals:
Out of everything I have done and accomplished this year, my classroom environment is my proudest. I began
the year with the goal for myself to help students believe in themselves and not have an “I can’t/won’t”
attitude, and as the year progressed, I began to see growth, even if only on a small scale. I became an educator
to empower the individuals that came into my classroom and establish a trust and confidence with me to take
chances, make mistakes, and grow. Overall, I feel that I accomplished that. I teach by the belief that it isn’t my
place to show students what they can’t be, but to discover what they want to be and can be. In the coming year,
I will continue to do this and with more experience and exposure to the diversity of the student body, I expect
this will only become better.

My structure is in simplicity, my classroom management strategy. I use routine and structure to give students
comfort and to keep them at ease with knowing very clearly how my classroom works and what I expect. We
developed guidelines as a group on the first day that we all agreed to and felt were fair, and then we
transformed those into simple rules that all came back to respect. I try to remain calm and poised at all times to
encourage students to be honest, open, and transparent with me, as my hope is that with a strong relationship,
they will use class time to truly self-improve both academically and personally. I began my lesson with a warm
up box that they would do for 5 minutes (they simply took cards and worked on simple questions), which
immediately enforced quiet and work. We then did a short 1-2 minute mental math, a whole group warm up
related to the topic being covered, and then began the 15 minute lesson, starting with an engagement activity
with math manipulatives. The remaining 30 minutes of class focused on independent work, group work, or the
Daily 5. Fridays were ‘Center Fridays’ where they would do a rotation of 3-5 stations. I think, after many
variations, I found a good rhythm and structure that appealed to the need to change it up and do different things
to alleviate boredom and lack of interest. While nowhere near perfect, I would say that what I did was working
quite smoothly. My goal was to make the structure easy and comfortable and I think I established that. Without
question, my goal for next year is to continue to work on the Daily 5. I would like to bring in a technology
aspect to it, where maybe students could watch tutorial videos. I also have identified the language of math as a
weak spot in general and I would like to do 1 less station on Fridays and introduce a vocabulary aspect to the
courses and we can discuss math topics and current events and become more comfortable discussing math.

Ultimately, I think this domain will be a focus for me next year because my structure and management is a
foundational piece of my classroom and can benefit from tons of experimentation, risk-taking, and general
exposure to other educators and students. There is a long ways to go with improving student interest and
motivation with math, but I think the trust I have built with the students has placed the first piece to an
important yet very complicated puzzle. I will continue to work on this next year.

Ratings:
U (Unsatisfactory) – Evidence does not support expectations. P (Proficient) – Evidence consistently meets or exceeds expectations.
B (Basic) – Evidence lacks consistency in meeting expectations. I (Innovative) – Evidence demonstrates imagination and creativity to
E (Emergent) – Evidence demonstrates positive growth and meets expectations. exceed all expectations.
Teacher Summative Performance Assessment Updated August 31, 2015 Page 5 of 11
RATING

INSTRUCTION
1. Communication to students on the purpose of the lesson, content, and directions are clear and
accurate. (D3a) P
2. Effectively facilitates purposeful discussions using a variety of higher level questions while
providing wait time for students to formulate answers and opinions. (D3b) P
3. Lessons are meaningful and relevant and students are engaged in their learning. (D3c) P
4. Variety of assessment strategies that include both formative and summative opportunities, with
specific criteria known by students. (D3d) I
5. Provides descriptive and timely feedback. (D3d) P
6. Teacher demonstrates flexibility and response to student questions and interests. (D3e) P
7. Uses a variety of instructional strategies, which responds to the needs of all learners and reflects in
student performance. (D3e) P

Evidence:
Mr., Carson displays the purpose of each lesson plan on the SmartBoard at the beginning of class. His
communication on the content being covered and the directions provided for the class is clear. He effectively
facilitates discussions where he allows the opportunity for students to question themselves. He challenges
students through the types of questions assigned as they range from easy to more challenging in content. Mr.
Carson likes to challenge students’ thinking by asking probing questions. At every opportunity he applies math
to real-life connections. He has pictures posted that relate mathematical concepts to their use in a particular
career; mathematical jokes are displayed and business cards outlining an establishment or person with a
mathematical purpose or job focus. Lessons are meaningful and relevant to the students, which is demonstrated
by the level of engagement within the room. During my visits, students were actively involved in their learning
where they participated actively in centres, conversations in small groups, individual work or teacher led
discussions. A variety of assessment strategies are used in the classroom. Mr. Carson has a strength in using
formative assessment to guide students along the path to the summative piece. He gathers data on student
learning in a variety of ways, usually by skills checklists, student self-assessments, conversations, and
observations. Mr. Carson stresses to the students that it is not about the answer, it is about how they get to a
solution… the process. He comes up with some pretty innovative means to teach a concept… dance moves to
teach angles and “speed dating” where to students are paired to solve each other’s questions to determine
compatibility resulting in peer teaching. He makes learning fun while apply concepts to the interests of the
students. Clearly, he is innovative in his ability to use his imagination to create appropriate activities to
reinforce skills. Mr. Carson supports enrichment by proving capable students with more difficult questions or
connecting them to math on a different level. He operates a student-focused classroom where he strives to have
his students achieve outcomes. He uses tools, such as skills checklists and goal setting, to have students assess
themselves. When he gives an in-class assignment, he gets the students to evaluate their work and then get
them to place it in one of three folders at the front of the class that indicates their level of mastery. Mr. Carson
later reviews their choice of folder placement. If he feels that the student has achieved at a level different than
their selection, he conferences with the students to re-assess their work.
Interestingly, Mr. Carson has developed “The Daily Five” philosophy with his math classes. It is modelled
after the literacy based program where skills are broken down through the modelling process, but applied to
mathematics. Mr. Carson is willing to take risks with his teaching strategies and is willing to adapt these
strategies to meet the needs of all learners. He is proficient in setting PLP goals for his students, which is
Ratings:
U (Unsatisfactory) – Evidence does not support expectations. P (Proficient) – Evidence consistently meets or exceeds expectations.
B (Basic) – Evidence lacks consistency in meeting expectations. I (Innovative) – Evidence demonstrates imagination and creativity to
E (Emergent) – Evidence demonstrates positive growth and meets expectations. exceed all expectations.
Teacher Summative Performance Assessment Updated August 31, 2015 Page 6 of 11
reflected in their programming.

Recommendations / Questions / Reflections:


Mr. Carson has taken an interest in formative assessment strategies, which has increased his skill level in this area.
Continue to seek growth in this area, Mr. Carson, as I can see the impact that it is having on the students. They enjoy
your approach and strive to reach the goals set for them to attain.
Collaborating with the middle school math teacher on ways to assess student learners, or have them assess
themselves, will only have positive results at the high school level.

Self-Evaluation / Connection to Growth Goals:


Through my collaboration with another math teacher, I feel I have created a good framework for next year to
begin with. The concept of listing the skills needed in a unit and then challenging the students to, instead of
doing homework that is just textbook questions, do questions that help them showcase their abilities with a
skill was very successful in terms of making students aware of expectations and being able to self-evaluate. I
will continue to work with this format next year and introduce it even more broadly with the 1-4 scale and
focus less on grades and more on outcomes. I am very interested in diversifying my classroom and the
assessment techniques and I will continue to explore and do different things to help benefit the students.

Ratings:
U (Unsatisfactory) – Evidence does not support expectations. P (Proficient) – Evidence consistently meets or exceeds expectations.
B (Basic) – Evidence lacks consistency in meeting expectations. I (Innovative) – Evidence demonstrates imagination and creativity to
E (Emergent) – Evidence demonstrates positive growth and meets expectations. exceed all expectations.
Teacher Summative Performance Assessment Updated August 31, 2015 Page 7 of 11
PROFESSIONAL RESPONSIBILITIES RATING
1. Demonstrates, through actions and interactions, that all students are valued and respected for their
learning style, skills, knowledge, language proficiency, interest and cultural heritage. (D1b) P
2. Seeks out or is receptive to feedback from supervisors, colleagues, parents and students that will
contribute to future success. (D4a/4e) P
3. The teacher has an extensive system for monitoring accurate records of instructional results, progress,
interests in both instructional and non-instructional items. (D4b) P
4. Demonstrates appropriate communication with students, parents, school staff, district/department
staff and the general public with effective written and oral skills. (D4c,e) P
5. Teachers actively seeks out opportunities for PD and willingly provides information and feedback to
others on staff to help develop overall school capacity. (D4d,e) E
6. Demonstrates Professionalism as outlined in the District Code of Conduct (the highest standard of
honesty, integrity, confidentiality and respect with colleagues, students and community members.) P

Evidence:
Mr. Carson is respectful to students, parents and teachers at all times. His actions and interaction demonstrate
that that he values all learners. He is a kind, caring and gentle person who adds a calm to any situation. He is
very skilled at dealing with difficult parents by being open, honest and kind. He holds his ground on issues, yet
does so in the most respectful and sincere manner. He is extremely open to feedback, which he appreciates. We
have had some great discussions on assessments, student progress and methods of instruction. Mr. Carson is
always striving to be the best teacher that he can be for his students. He graciously accepts constructive
criticism or suggestions with genuine consideration. He appropriately communicates all members of the staff
and has become an integral part of the CNBA family. He maintains professionalism to the highest standard at
all times, recognizing the value of doing so.
Mr. Carson maintains accurate records and use Power Teacher as a means of recording grades, He keeps up on
his responsibilities as a classroom teacher and responds quickly to requests from administration. He has
participated in school-based PL opportunities, as well as those offered by the NBTA and District. This is a goal
established by Mr. Carson for the upcoming school year. He is hoping to attend math and/or assessment PL
through organized professional learning or classroom visitation to enhance his skills in this area.
Mr. Carson is actively involved in our school through the Student Council and Science Club. SRC saw great
success under his leadership. It had not been functioning that well prior to his leadership. He also started a
Science Club at CNBA. He hosted several after school presentations after that brought presenters with science
experience (i.e. audiology and creating hearing aids). These presentations were well attended with
approximately 24 students attending each time.

Recommendations / Questions / Reflections:


Continue to seek PL opportunities outside the school. Teaching is definitely a passion for Mr. Carson. It is so
refreshing to see educators who love what they do and are willing to strive to improve their abilities.

Mr. Carson is a phenomenal teacher who takes great pride in his work. He has integrated in with the staff at
CNBA very nicely. He is in this job for his students by ensuring that their needs are met, both academically
and emotionally.
Ratings:
U (Unsatisfactory) – Evidence does not support expectations. P (Proficient) – Evidence consistently meets or exceeds expectations.
B (Basic) – Evidence lacks consistency in meeting expectations. I (Innovative) – Evidence demonstrates imagination and creativity to
E (Emergent) – Evidence demonstrates positive growth and meets expectations. exceed all expectations.
Teacher Summative Performance Assessment Updated August 31, 2015 Page 8 of 11
Mr. Carson, I have so enjoyed having you on my staff. You are the “real deal”. I am so pleased to have the
opportunity to work with you again next year. Thanks you for the many ways you have touched our lives at
CNBA. Looking forward to the 2018-2019 School Year.

Self-Evaluation / Connection to Growth Goals:

Additional Background Information (optional) :

Teacher Comments:

Overall, I feel that this has been a successful year and I do think that I have accomplished my goal of blending
the elementary techniques and classroom with the academic rigour of a high school classroom. My time at
CNBA has been tremendous and I feel as though my first year as a teacher has been an excellent, challenging,
and enjoyable one. From having my head shaved to help raise money for the school, to integrating myself to the
local community, to being next to a sick student at the hospital for months, to being challenged in the classroom
every day, I am proud to have grown not only as an educator but as a person. That is, in short, what empowers
and motivates me as a teacher; that the classroom is only the beginning of learning and growing for not only my
students, but myself too. I will continue to listen, learn, and acquire as much knowledge as I can from those
around me. I look forward to continuing to improve and expanding my repertoire of classroom management,
assessment, and classroom structure tools. While I think I have established a great foundation, I have many
decades of learning and growing to experience, and I can’t wait to see what’s next!

Ratings:
U (Unsatisfactory) – Evidence does not support expectations. P (Proficient) – Evidence consistently meets or exceeds expectations.
B (Basic) – Evidence lacks consistency in meeting expectations. I (Innovative) – Evidence demonstrates imagination and creativity to
E (Emergent) – Evidence demonstrates positive growth and meets expectations. exceed all expectations.
Teacher Summative Performance Assessment Updated August 31, 2015 Page 9 of 11
Teacher’s Signature: Date:

Administrator’s Signature: Date:

Director of Schools’
Signature: Date:

Forward completed Performance Review to the Director of Schools for signature.


The completed form will be forwarded to Human Resources Officer and placed in the Personnel File.

Ratings:
U (Unsatisfactory) – Evidence does not support expectations. P (Proficient) – Evidence consistently meets or exceeds expectations.
B (Basic) – Evidence lacks consistency in meeting expectations. I (Innovative) – Evidence demonstrates imagination and creativity to
E (Emergent) – Evidence demonstrates positive growth and meets expectations. exceed all expectations.
Teacher Summative Performance Assessment Updated August 31, 2015 Page 10 of 11
Teacher Summative Performance Assessment – Appendix A
Questions to consider when using the ratings
☐ Is this automatic and consistent practice (pervasive, routine, part of the class culture)?
☐ Would this survive if the teaching assignment changed?
☐ Does the teacher show comprehensive knowledge (understands prerequisites, can interpret
discrepancies, intervene, etc.)?
☐ Is there data or artifacts to consider in reflection?
☐ Can the teacher be flexible and fluid to accommodate various situations?
☐ Would the teacher be able to explain/speak to this practice? Is this an intentional practice (even if it is
automatic)?
☐ Could the teacher contribute professionally in this component?

Ratings:
U (Unsatisfactory) – Evidence does not support expectations. P (Proficient) – Evidence consistently meets or exceeds expectations.
B (Basic) – Evidence lacks consistency in meeting expectations. I (Innovative) – Evidence demonstrates imagination and creativity to
E (Emergent) – Evidence demonstrates positive growth and meets expectations. exceed all expectations.
Teacher Summative Performance Assessment Updated August 31, 2015 Page 11 of 11

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