Teacher Evaluation
Standard 1: Teacher demonstrates leadership
A) EVAAS data, class syllabus (Intro page), objectives on wall (What we know vs. will learn), Test-quizzes-labs (on each unit)-projects (on syllabus), parent contact (email, remind101, contact log), Smart Lunch Tues&Fri, Retest opportunities (show in files), honors and academic grading (differentiated). Teacher also utilizes programs like Kahoot and socrative to give informal assessments.
B) Present at all PLT and depertment meetings (show attendance records/minutes),lead chemistry PLT and participate in all PLC Projects (curriculum application piece to "periodic trends" activity), Projections on EVAAS. Daily plan guide and CMAPP Guide and Weebly site used to plan curriculum. C) PDP has been reviewed with yearly goals (Homebase) D)Attended all faculty meetings, necessary IEp meetings, SIP meetings, agenda and objectives posted on board, progress reports sent home every two weeks for chemistry). Also completed all School improvement plan surveys. E) Attendance log and current grades (Power Teacher), All test scores logged (scantron logs), Keep tardy passes, bathroom passes (show book log). Teacher follows all guidelines required in the code of conduct in the faculty handbook. Standard II: Teachers establish a respectful environment for a diverse population of students
A) syllabus -Intro page), students work in lab groups and have opportunities to participate verbally and on board daily, Researched student algebra scores prior to class and discussed concerns with students on a one-on-one basis how they felt about math & gave Pre-Assessment, Smart lunch open to all students (non-selective), Pride cards given out periodically.
B) Students wrote a brief summary of interesting facts about themselves. We celebrate differences at the beginning of class through a profile sheet/ pre-assessment. We discuss any cultural differences and/or international experiences. C)Individualized teacher notes and testing environments given to several students to accommodate their individual IEP/504 plan guidelines (IEP files w/ Accommodations). Teacher provides brief teacher-student conferences at beginning of class to ensure correct placement. D) Individualized teacher notes and testing environments given to several students to accommodate their individual IEP/504 plan guidelines (IEP files w/ Accommodations). Teacher provides brief teacher-student conferences at beginning of class to ensure correct placement. Also, tutoring available after school for additional help. E) Several emails sent to parents regarding grade concerns and absences. Remind101 reminders go out weekly to ensure proper communication of assignments to parents. |
Standard III: Teacher knows the content they teach
A) Teacher uses NCDPI unpacked standards as a unit of reference for planning and integrates literacy through POGIL activities where students must read for comprehension.
B)Teacher often uses student questions to dig deeper into content (ex. gecko sticking power being related to Van Der Waal forces integration into bonding unit and Intermolecular forces). C)Teacher uses opportunities to link current course of study to advanced concepts such as the discussion of carbon rings (organic chemistry) when talking about basic VSEPR shapes or physics when talking about particle movement. D) Teacher often uses chemistry to relate it to the latest technology or modern fads (i.e. Underarmor clothing being made of nylon-type fabric, or the use of semiconductors in computers and cell phones or the use of gas laws in the formation of the new "hyperloop"). Standard IV: Teacher facilitates learning for their students.
A)Teacher integrates literacy through POGIL activities where students must read for comprehension. Differentiation happens through access to various video and simulation resources on the class website.
B) PLTs plan as a group and have to be in unison to ensure proper availability of resources. Teachers often plan in a staggered or collaborative fashion to ensure labs and test are equitable and timely. C) Teacher provides a variety of resources from Kahoot, Socrative, Crash course videos, and youtube clips to assist in student comprehension. Teacher is also available during smart lunch and after school for additional one-on-one or small group learning. Teacher also uses basic testing formats for quizzes and tests. D) Teacher provides a variety of resources from Kahoot, Socrative, Crash course videos, and youtube clips to assist in student comprehension. The class website also serves as a hub for information to students in a variety of ways. E) Teacher uses group activities, problems sets, Pogil activities, labs, and work on the white board as terminals for students to express critical thinking and problem solving. F) Teacher utilizes group work for small group activities, lab work, and content review (board games for Final review). G) Teacher gives students several opportunities to ask questions throughout lecture, during group work, and independent work. Teacher probes for understanding through informal assessments/questioning during class. Remind101 is used to keep students updated on assignments and due dates. H) Teacher provides a variety of resources from Kahoot, Socrative, Formal tests and quizzes are given to assess student learning. Also, data anaylsis is done on every test in PLTs to assess if learning is consistent or if an effort to reteach the topic needs to be made. Standard V: Teacher reflects on their practices
A) Analyze state and local test results to improve understanding. Evidence: Scantron test results. Use Recovery tests to ensure students are improving learning through course. Analyze previous year and semester EVAAS scores for interpretation and class readiness.
B) PDP goals are met yearly. Teacher participates in summer Professional development opportunities through NC State and other organizations (nuclear Science and engineering). C) POGIL (Process Oriented Guided Inquiry Learning) student centered learning groups (pogil activities that students have worked through). Also use technology platforms like weebly, remind101, socrative, and phet simulations to enhance the classroom experience. Hands-on science labs are also used to enhance the student interactive experience. D) The class website, Remind, and Socrative are used to complete assessments for students and give real-time feedback. Artifacts
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