14-15 Teacher Summative Performance Report - Non-TestedUser 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 Teacher’s 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%) Teacher’s plans and practice 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%) Teacher’s plans and practice 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%) Teacher’s 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 unit’s 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 knowledge of students’ 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’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and/or attains this knowledge for the class as a whole. 0 of 4 (0%) Teacher actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, 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. Instructional outcomes are 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 available through the school or district to enhance own 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 Teacher’s 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%) Teacher’s 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%) Teacher’s plan for student 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%) Teacher’s 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 Teacher’s 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. Teacher’s plans and practice 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. Teacher’s plans and practice 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. Teacher’s 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 unit’s structure is clear and allows for different pathways according to student needs. 1b: Demonstrating knowledge of students Teacher demonstrates little or no knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, 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. Teacher actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and/or attains this knowledge for groups of students. 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. 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. 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. Instructional outcomes are 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. 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 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 Teacher implements resources available through the school or district to enhance own knowledge, to use in teaching, or for students who need them. 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. 1e: Designing Student Assessment Teacher’s 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. Teacher’s 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. Teacher’s plan for student 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. Teacher’s 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. 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 2014-2015 Instructional Staff Domain 2: The Classroom Environment 2c: Managing classroom procedures 4/13/2015 Domain 2 Rubric Report 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%) Teacher’s 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, teacher commitment to the 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 routines and procedures, for 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 performance of non-instructional 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. Teacher’s monitoring of student behavior is subtle and preventive, and teacher’s 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 don’t 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 teacher’s 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 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. Unsatisfactory 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. 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 students’ cultures and levels of 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 teacher commitment to the subject, low expectations for student achievement, and little or no student pride in work. Teacher’s 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, teacher commitment to the 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 routines and procedures, for transitions, handling of supplies, and performance of noninstructional duties. Some instructional time is lost due to only partially effective classroom routines and procedures, for transitions, handling of supplies, and performance of non-instructional duties. Little instructional time is lost due to classroom routines and procedures, for transitions, handling of supplies, and performance of non-instructional duties, which occur smoothly. Students contribute to the seamless operation of classroom routines and procedures, for transitions, handling of supplies, and performance of noninstructional duties. 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. Teacher’s monitoring of student behavior is subtle and 2e: Organizing physical space The physical environment is unsafe, or some students don’t 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 teacher’s response to student misbehavior is sensitive to individual student needs. Students take an active role in monitoring the standards of behavior. The classroom is safe, and essential learning is accessible to most students, and the teacher’s use of physical resources, is moderately effective. Teacher may attempt to modify the physical arrangement to suit learning activities, with partial success. 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, 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 2014-2015 Instructional Staff Domain 3: Instruction 3c: Engaging students in learning 4/13/2015 3d: Using Assessment in Instruction Gatsby close reading activity p. 2 2014-2015 Instructional Staff Domain 3: Instruction 3b: Using questioning and discussion techniques 9/29/2014 3c: Engaging students in learning 3e: Demonstrating flexibility and responsiveness Gatsby close reading activity p.1 2014-2015 Instructional Staff Domain 3: Instruction 3b: Using questioning and discussion techniques 9/29/2014 3c: Engaging students in learning 3e: Demonstrating flexibility and responsiveness Gatsby post-it quiz 2014-2015 Instructional Staff Domain 3: Instruction 3b: Using questioning and discussion techniques 9/29/2014 3d: Using Assessment in Instruction Gatsby reading check quiz 2014-2015 Instructional Staff Domain 3: Instruction 3d: Using Assessment in Instruction 9/29/2014 Higher Order Thinking Questions Activity 2014-2015 Instructional Staff Domain 3: Instruction 3a: Communicating with students 4/13/2015 3b: Using questioning and discussion techniques 3c: Engaging students in learning Student Groups April 13 2014-2015 Instructional Staff Domain 3: Instruction 3c: Engaging students in learning 4/13/2015 Domain 3 Rubric Report 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. Teacher’s use of language contains errors or is inappropriate to students’ cultures or levels of development. 0 of 4 (0%) Expectations for learning, directions and procedures, and explanations of content are clarified after initial confusion; teacher’s 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 students’ cultures and levels of development 2 of 4 (50%) Expectations for learning, directions and procedures, and explanations of content are clear to students. Teacher’s 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: Teacher’s questions are low- Some of the teacher’s questions Most of the teacher’s 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 developmentally appropriate. 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%) Activities and assignments, materials, technology and/or 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%) Activities and assignments, 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 lesson’s 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 Expectations for learning, directions and procedures, and explanations of content are unclear or confusing to students. Teacher’s use of language contains errors or is inappropriate to students’ cultures or levels of development. Unsatisfactory Expectations for learning, directions and procedures, and explanations of content are clarified after initial confusion; teacher’s use of language is correct but may not be completely appropriate to students’ cultures or levels of development. Basic Expectations for learning, directions and procedures, and explanations of content are clear to students. Communications are appropriate to students’ cultures and levels of development Expectations for learning, directions and procedures, and explanations of content are clear to students. Teacher’s oral and written communication is clear and expressive, appropriate to students’ cultures and levels of development, and anticipates possible student misconceptions. 3b: Using questioning and discussion techniques Teacher’s questions are lowlevel or inappropriate, eliciting limited student participation, and recitation rather than discussion. Some of the teacher’s 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 teacher’s 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: 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. Activities and assignments, materials, technology and/or 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. Activities and assignments, 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 lesson’s 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: 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. 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 2014-2015 Instructional Staff Domain 4: Professional Responsibilities 4e: Growing and Developing Profesionally 4/13/2015 Coaching Tennis and Cross Country 2014-2015 Instructional Staff Domain 4: Professional Responsibilities 4d: Contributing to the School and District 4/13/2015 IEP Meeting (One of Many) 2014-2015 Instructional Staff Domain 4: Professional Responsibilities 4f: 4/13/2015 Demonstrating Advocacy NHS Recommendation 2014-2015 Instructional Staff Domain 4: Professional Responsibilities 4f: 4/13/2015 Demonstrating Advocacy reflection 2014-2015 Instructional Staff Domain 4: Professional Responsibilities 4a: Reflecting on Teaching 9/29/2014 Student Email Negative 2014-2015 Instructional Staff Domain 4: Professional Responsibilities 4c: Communicating with Families 4/13/2015 Student Email Positive 2014-2015 Instructional Staff Domain 4: Professional Responsibilities 4c: Communicating with Families 4/13/2015 Student Teacher Evaluation 2014-2015 Instructional Staff Domain 4: Professional Responsibilities 4e: Growing and Developing Profesionally 4/13/2015 Union-Management PD 2014-2015 Instructional Staff Domain 4: Professional Responsibilities 4d: Contributing to the School and District 4/13/2015 Domain 4 Rubric Report Basic Proficient 4a: Reflecting on Teaching Criteria Teacher’s reflection on the lesson does not provide an accurate or objective description of the event of the lesson. 0 of 4 (0%) Unsatisfactory Teacher’s 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%) Teacher’s 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%) Teacher’s 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%) Teacher’s system for maintaining accurate records is rudimentary and only partially effective. 0 of 4 (0%) Teacher’s system for maintaining accurate records is efficient and effective. 2 of 4 (50%) Teacher’s system for maintaining 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 Teacher’s relationships with colleagues are negative or self-serving, and teacher avoids being involved in school and district events and projects. 0 of 4 (0%) Teacher’s relationships with 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%) Teacher’s 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 Teacher’s sense of advocacy is low, and teacher contributes to practices that are self-serving or harmful Teacher’s 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 Teacher’s reflection on the lesson does not provide an accurate or objective description of the event of the lesson. Teacher’s 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. Teacher’s 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. Teacher’s 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. 4b: Maintaining Accurate Records Teacher has no system for maintaining accurate records, resulting in errors and confusion. Teacher’s system for maintaining accurate records is rudimentary and only partially effective. Teacher’s system for maintaining accurate records is efficient and effective. Teacher’s system for maintaining accurate records is efficient and effective, and students contribute to its maintenance. E.g. electronically or via hard copy, as developmentally appropriate. 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 Teacher’s relationships with colleagues are negative or selfserving, and teacher avoids being involved in school and district events and projects. Teacher’s relationships with 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: 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. Teacher’s participation in professional development 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 professional development opportunities, and makes a substantial contribution to the profession through such activities as action research and mentoring new teachers. 4f: Demonstrating Advocacy Teacher’s sense of advocacy is low, and teacher contributes to practices that are self-serving or harmful to students. Teacher’s 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 5 3.6 N/A 18 20 5 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 5 3 15 20 5 3 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 5 3 N/A 15 20 5 3 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 6 3.667 N/A 22 24 6 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 6 8 2 3 04/28/2015 6 8 2 3 TOTAL: SGO Scores Final 3 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 EDIT DELETE