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I;~,Print Form)

TEACHER

SUMMA TIVE

Ev ALVA

nON

REpORT

Teacher

Becky Harris Special Education 6,7,8

ID 031147

School Year 2012-13

Grade/Subject

School Crittenden Middle School

Based on the evidence gathered since the previous summative evaluation, note the level of performance for each standard as described by the performance rubrics.
Performance Standard 1: Professional Knowledge (10%) The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. , Unacceptable (1); . Developing! Extending (4) Effective (3) Needs Improvement (2) The teacher The teacher In addition to meeting the The teacher
standard, the teacher regularly extends knowledge by pursuing additional learning and serving as a teacher leader within the school, division, and profession. demonstrates an understanding of the curriculum, the subject content, and student development by providing relevant learning experiences. inconsistently demonstrates understanding of the curriculum, subject content, and student development. consistently demonstrates a lack of understanding of the curriculum, subject content, and student development.

Comments:

lLJ

Becky Harris demonstrates an extensive knowledge of meeting the instructional needs of students with disabilities. She attends professional development to extend her knowledge and works to utilize strategies that will effectively address appropriate curriculum standards.

Performance Standard 2: Instructional Planning (10%) The teacher plans using the Virginia Standards of Learning, the division's curriculum, effective strategies, resources, and data to meet the needs of all students. Extending(4) Effective (3) Developing! Unacceptable (1) .... Needs Improvement (2) . ", , The teacher In addition to meeting The teacher plans using The teacher
the standard, the teacher regularly extends knowledge by pursuing additional learning and serving as a teacher leader within the school, division, and profession. the Virginia Standards of Learning, the division's curriculum, effective strategies, resources, and data to meet the needs of all students. inconsistently uses the division's curriculum, effective strategies, resources, and data. demonstrates a lack of planning or does not adequately plan using the division's curriculum, effective strategies, resources, and data.

[{]
Comments:

'Mrs. Harris uses student performance data to guide instructional planning and demonstrates the ability to select resources to engage students as well as provide appropriate interventions. As a lead Special Education teacher, she works closely with the teachers to plan lessons that provide differentiated instruction to meet the needs of all students.

Performance

Standard 3: Instructional

Delivery (10%)
strategies in order

The teacher effectively engages students in learning by using a variety of instructional to meet individual learning needs.

Extending (4)
-';;"

E~~Ftive (3)
:,:+iL .;

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"

CttDeveloping! Needs Improvement

The teacher inconsistently uses instructional strategies to engage students.

Unacceptable (1) . . (2) ~}. ;;,.'"

F.

In addition to meeting the standard, the teacher regularly extends knowledge by pursuing additional learning and serving as a teacher leader within the school, division, and profession.

The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.

The teacher's instruction fails to address students' learning needs.

[Z]

Comments: Mrs. Harris has a wide range of varied instructional best practices that she utilizes in her classroom as well as shares with teachers within her department. She participates in professional development opportunities to extend her knowledge and shares what she has learned with special educators and general educators in the building. She engages students in individual work, cooperative learning and whole group activities as appropriate. She makes learning relevant by connecting students' existing knowledge, skills and strengths. She clearly demonstrates an ability to provide learning experiences that engage, challenge, motivate and actively involve the students.

Standard 4: Assessment forlof Learning (10%) The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instruction and delivery methods, and provide timely feedback to students andfamilies throughout the school year. Extending (4) In addition to meeting the standard, the teacher regularly extends knowledge by pursuing additional learning and serving as a teacher leader within the school, division, and profession. Effective (3)
The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instruction and delivery methods, and provides timely feedback to students and parents throughout the school year.

Performance

Developing! Needs Improvement

I (2)

Unacceptable (1)
The teacher uses inadequate assessment sources, assesses infrequently, and does not use data to make instructional decisions or report on student progress.

The teacher attempts to use a selection of assessment strategies to link assessment to learning outcomes.

[Z]

Comments: Becky Harris develops tools and guidelines for students to set goals and monitor their progress. She uses a variety of formative and summative assessments with students and provides timely feedback on their learning. She provides timely feedback to parents regarding student progress and works closely with teachers to give feedback from classroom walkthroughs. When necessary, she pre-teaches and/or reteaches instruction based on assessments.

Performance

Standard

5: Learning

Environment

(10%)

The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, studentcentered environment that is conducive to learnin_&
Extending (4)

Effective

(3)

In addition to meeting the standard, the teacher regularly extends knowledge by pursuing additional learning and serving as a teacher leader within the school, division, and__!"ofession.

The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, studentcentered environment that is conducive to

." Developing! .'" .. Needs fin provemertt (2);' The teacher is inconsistent in using resources, routines, and procedures to provide a respectful, positive, safe, student -centered environment.

Unacc~ptab)t:J1) The teacher fails to use resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment.

Comments:

learnin_&

Mrs. Harris provides a learning environment in which she has established effective routines and procedures for students. There is a climate of trust and teamwork because she is fair, consistent, caring and attentive. She provides opportunities for students to develop self-direction, self-discipline, and conflict resolution skills. As a leader in the building, she is often sought out to provide interventions for students whose behaviors cause disruption to the learning environment. She is easily able to de-escalate students with disruptive or aggressive behavior as well as provide strategies for teachers to resolve disruptive behavior in the classroom.

Performance

Standard

6: Professionalism

(10%)

The teacher maintains a commitment to professional ethics, communicates effectively, and takes resp_onsibi/iJy jorparticipating in professional growth that results in enhanced student learning. Extending (4) Effective (3) Developing! Unacceptable
In addition to meeting the standard, the teacher regularly extends knowledge by pursuing additional learning and serving as a teacher leader within the school, division, and profession. The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for participating in professional growth that results in enhanced student learning. Needs Improvement (2) The teacher inconsistently participates in professional growth and displays lapses in professional judgment and effective communication.

(1)

The teacher does not adhere to professional ethics or division policies, including expectations for professional growth and communication.

[Z]
Comments:

Mrs. Harris regularly participates in professional growth opportunities as well as facilitates sessions for teachers school and division wide. She communicates effectively with staff, students and parents consistently. Her commitment to academic excellence is a driving force behind her hard work.

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Performance

Standard

7: Student

Academic

Progress

(40%)

The work of the teacher results in acceptable, measurable, and appropriate student academic prowess. Extending (4) Unacceptable (1) Eff~ctive (3) ..' Developing! Needs Improvement'(f). . ,,',," : The work of the teacher In addition to meeting the The work of the The work of the teacher
.

standard, the teacher consistently takes a key leadership role in assisting other professionals to achieve high levels of student academic progress, or the work of the teacher consistently results in recognition of high levels of student academic progress.

teacher results in acceptable, measurable, and appropriate student academic progress.

results in limited student academic progress.

does not achieve acceptable student academic progress.

[{]
Comments:

Mrs. Harris' efforts with student interventions resulted in academic gains in content area courses, especially Social Studies and Math.

Overall

Summative

Evaluation DEffective 26-34

Rating DDevelopinglNeeds 20-25 Improvement DUnacceptable

[{] Extending 35-40

10-19

Commendations: Mrs. Harris is to be commended for her dedication to student achievement. She worked closely with teachers to provide support in instructional best practices. Her leadership included facilitation of professional development sessions, modeling, assisting with instructional practices, effective collaboration models and classroom management. Areas Noted for Improvement:

[{] Recommended

for continued employment. or

DRecomrnended for placement on an Improvement Plan. (One or more standards are "unacceptable," two or more standards are "developing/needs improvement.")

DRecommended
Teacher's Name

for dismissal/non-renewal.

(The teacher has failed to make progress on an

Improvement Plan, or the teacher consistently performs below the established standards, or in a manner that is inconsistent with the school division's mission an~ .

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Name

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Signature Signature

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Administrator's Date

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