Hudson School District FINAL EVALUATION

Teacher:

Jaclyn Hathaway May 2013 Memorial School

Area of Responsibility:

World Languages June 2014 Year two

Date of Evaluation: School: Pathway: Hudson

Certification Expiration Date: Years of Experience in District:

New Teacher

Exemplary - The teacher consistently exceeds expectations of the standard. Proficient The teacher meets the expectations of the standards with a high degree of competence and consistency. Strategies Emerging The teacher applies newly acquired knowledge and skills while developing and refining strategies. Needs Improvement The skills necessary to implement this standard are not in evidence on a consistent basis and warrant further development. Deficient The teacher consistently fails to meet the expectations of the standard.

1. Professional Responsibility:

Exemplary

Proficient

Strategies Emerging

Needs Improvement

Deficient

Ms. Hathaway has continued, into her second year to be an active member in both the Memorial and Hudson Community. She recently joined the Transition Team, which is looking at how to make Hudson Memorial a more inviting place for incoming sixth graders. She continues to work closely with Alvirne to align their curriculum and expectations of incoming freshman. Last summer, she taught summer school at Alvirne, which has allowed her to become an integral member to the foreign language department at large. Ms. Hathaway has continued having her students build digital portfolios that represent the competency areas of foreign language that are assessed at the high school level. This allows the high school a glimpse into a students skills before he or she has r eached freshman year and has truly helped streamline placement for classes at the high school. Ms. Hathaway is an organized teacher who maintains order in the midst of teaching five preps a day. Her lesson plans are thorough, well planned out and completed in a timely fashion. She updates her grades to Edline, at least every two weeks, to increase the positive lines of communication with parents. She responds to parent concerns in a timely manner and works respectfully with parents to answer any concerns about her current courses as well as answer questions about the high school transition and placement.
Exemplary Proficient Strategies Emerging Needs Improvement Deficient

2. Classroom Environment:

Ms. Hathaways class is an inviting, colorful and student centered place. Although she teaches six different individual classes, each class is color coded and has various spaces in the room for projects, homework, etc. Using her color codes, Ms. Hathaway has listed a daily goal for each class, a warm up for the students to complete in the first ten minutes and a homework board that lists both nightly homework and long term assignments. The student desks are shaped in a horseshoe to initiate more conversation and the bulletin boards are filled with student work. When students had to navigate the physical space of the classroom, it was apparent that they knew where common spaces were located and had ownership over these areas. Ms. Hathaway had created an environment where risk taking could be done in a nurturing manner. She uses humor to both engage students and create an atmosphere where students feel comfortable. In her eighth grade classes, she has created a community that is preparing for the high school. The students in these classes are striving to challenge themselves so they can be placed in advanced levels at the high school and it is apparent from the moment you walk into the classroom. The students are at ease but are asking for more challenges as the year progresses. This, in and of itself, is a testament to the risk taking atmosphere Ms. Hathaway has instilled in her classroom.
Exemplary Proficient

3. Instruction:

Strategies Emerging

Needs Improvement

Deficient

Mrs. Hathaway has extremely clear expectations for learning. Students know exactly what is being asked of them and information is conveyed both through a visual and auditory medium. She tries to initiate student participation

by asking high interest questions in the foreign language in order to engage more students. She offers a variety of activities and lessons, such as building websites, playing and creating board games and starring in cooking shows to help students better feel a connection with the basics of the foreign language. Ms. Hathaway is constantly creating new activities for her classes and never has difficulty recognizing when students, or the class in general, need more time for practicing and processing a new skill. Ms. Hathaway does give traditional assessments, but prefers to assess students understanding and mastery through authentic, hands on activities. She often has students, especially the eighth graders that are preparing for classes at the high school, to assess not only their knowledge but their own comfort level in the competency areas of the subject. Ms. Hathaway fully understands the needs of each of her grade levels and plans accordingly. She creates logical breaks in her class so student engagement does no wane, but activities do build upon each other.
Exemplary Proficient Strategies Emerging Needs Improvement Deficient

4. Assessment of Student Performance:

Ms. Hathaway is constantly assessing her students level of mastery, especially through casual classroom conversation which offers students a nonthreatening mode in which to take risks. She often recognizes the need for more time on a subject, based upon the students in front of her and their needs, and has no problem adjusting her planning and pacing accordingly. Ms. Hathaway has aligned many of her summative assessments to the competencies of the high school to ensure a seamless transition.

Rev.7/12/01

FINAL EVALUATION EVALUATORS RECOMMENDATION

Check the appropriate space below. It is recommended that the teacher be: X re-employed for one probationary year. _______ placed in the Experienced Teacher Pathway. _______ continued in employment in the Experienced Teacher Pathway. _______ placed in the Teacher In Need Pathway for the coming year based on documented deficiencies or chronic concerns in one or more of the major standard areas. A meeting date to establish a teacher improvement plan has been set for: Date: _____________ Time: _____________ Place: _______________________________

A Teacher Improvement Plan will be developed using the attached worksheet.

_______ returned to the Experienced Teacher Pathway for the following transition period: Date: _____________ to _____________

_______ terminated from employment.

Evaluator: ____________________________________ (Signature/Title) ____________________________________ (Signature/Title) Teacher: _____________________________________ (Signature)

Date: _________________________

Date: __________________________

Date: _________________________

The teachers signature acknowledges receipt of this evalua tion/observation. Teachers Comments (optional): _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _________________________________________________________

Rev.7/12/01