Domain 1:

Planning and
Preparation
Domain 1 Comments:
Domain 2:
Classroom Climate
and Culture
Domain 2 Comments:
Domain 3:
Instruction
Domain 3 Comments:
Domain 4:
Professionalism
Domain 4 Comments:
Mentor Reflection
As your mentor, what's
going well that I can do
more of?
As your mentor, where
would you like more
support?
Action Plan and
Practice Priorities
Action plan typed here.
Resident Name: Mentor Name: Date Completed:
Domain 1:
Planning and
Preparation
I do, We do, You do Basic -
Domain 1 Comments: Scott is putting a great deal of thought into his planning and his lesson plans
are always submitted on time. IWY structures in planning need more refinement - the main points
of the lesson need to be articulated for students early on. Scott is using 4Ms to guide his planning,
he will improve with more practice. The MCB has been assigned to Scott for 2 days of the week -
he needs to be more concise and his handwrititng needs practice. Do Nows and Exit Tickets are
improving weekly. Scott recognizes that the lesson objective and assessment need to be in sync,
however he does not always design them to match.
4M's Basic -
Post-It Basic -
Marker Board Configuration Basic -
Do Now/Exit Ticket Unsatisfactory +
Domain 2:
Classroom Climate
and Culture
BMC Unsatisfactory +
Domain 2 Comments: Scott still struggling to find his teacher persona. He does not look or sound
confident in front of students. He hesitates, makes statements as if asking questions, and does not
address student actions that are inappropriate. He does have a friendly demeanor with students,
and he is making use of many least invasive interventions for 100%. Scott will scrpt and practice
explicit directions and his narrations so he is prepared for his transitions.
Strong Voice Unsatisfactory +
100% Basic -
What to do, Do It Again Unsatisfactory +
Domain 3:
Instruction
Think Pair Share Basic -
Domain 3 Comments: Do Nows and Exit tickets continue to be Scott's greatest strength - his
implementation is strong. He does need to add rigor to the content and assessments needs to
match the lesson objective. Scott is using Cold Call regularly, however, he struggles with following
up with No Opt Out. He needs to rehearse possible responses so he is ready when students do
not know answers. His implementation of TPS is consistent.
Cold Call Basic -
No Opt Out Unsatisfactory +
Do Now Basic
Exit Tickets Basic
Domain 4:
Professionalism
Timeliness Basic
Domain 4 Comments: Scott has been timely in all of his requirements for the school site and for
the CTR, He is collegial and works well with his Triad. His appearance is professional every day.
Scott has shown initiative with CCSS by finding resources to share with his resident team that
support their understanding of the standards.
Professionalism Basic +
CTR Requirements Basic
Common Core Introduction Basic
Mentor Reflection
As your mentor, what's
going well that I can do
more of?
My mentor is responsive to my questions, and takes a lot of time to plan with me. My mentor is always very quick to review and give feedback
on lesson plans.
As your mentor, where
would you like more
support?
I would like my mentor to co-teach with me for math lessons. I feel that partnering several lessons will help me improve pacing. It wil also boost
my confidence, to help my persona feel more natural and authentic.
Action Plan and
Practice Priorities
Action plan typed here.
Resident Name: Mentor Name: Date Completed:
Domain 1:
Planning and
Preparation
I do, We do, You do (IWY) Basic
Domain 1 Comments: Melissa has been teaching personal narratives in writing
workshop, which lends itself well to the I do, We do, You do lesson structure. She
has been using formative assessments to inform instruction and does a good job of
targeting extra help to the students who need it. She has designed an open-ended
exit ticket that reinforces her key teaching points which can be consistently used
after most lessons.
4M's Basic
Post-It Basic
Marker Board Configuration Basic
Do Now/Exit Ticket Basic
Domain 2:
Classroom Climate
and Culture
BMC Basic Domain 2 Comments: Melissa and her co-resident have been sharing transition
responsibilities. She maintains level 0 in the hallway and is establishing nonverbal
signals to make the process even smoother. In the classroom, Melissa generally
follows our BMC and students are responsive to her. I have advised her to work on
increasing the volume and tenor of her voice and to script out What to do.
Strong Voice Basic
100% Basic
What to do, Do It Again Basic
Domain 3:
Instruction
Think Pair Share Basic
Domain 3 Comments: Melissa is starting to look for opportunities to incorporate TPS
in her lessons. She has also assigned writing partnerships and is promoting
cooperative learning behaviors between and across the groups. Melissa is working
on balancing how she calls on students to increase engagement.
Cold Call Basic
No Opt Out Basic
Do Now Basic
Exit Tickets Basic
Domain 4:
Professionalism
Timeliness Basic +
Domain 4 Comments: Melissa has a professional demeanor and is developing
strong rapport with sudents. She arrives to school early everyday and is punctual
when picking up and dropping off students.
Professionalism Basic +
CTR Requirements Basic
Common Core Introduction Basic
Mentor Action
As your mentor, what's
going well that I can do
more of?
As your mentor, where
would you like more
support?
Action Plan and
Practice Priorities
Resident Name: Melissa McMahon Mentor Name: Meri LeBlanc Date Completed: September 26, 2013
Domain 1:
Planning and
Preparation
IWY Basic
Domain 1 Comments: Melissa has transitioned from teaching writing to teaching math. She
has firm content knowledge. And she uses checks for understanding to divide students into
instructional groups and plans for them accordingly. She organizes materials for small
group instruction and games. However, her do nows and exit slips tend to be long; the extra
time tends to come from games designed to practice concepts and skills and the wrap up at
the end. Melissa's practice of having students put on paper what she writes on the Elmo is
emerging.
Beginning: The Hook/Preview
Objectives and Prior Knowledge Basic -
MIddle: IWY Basic
Ending Lesson: review key ideas, CFU,
bridge to next lesson Basic -
Name the Steps Basic
Board = Paper Basic
Domain 2:
Classroom Climate
and Culture
BMC (Focus: Narration) Basic Domain 2 Comments: Melissa tends to narrate when she teaches. Beginning and end of
day transitions might be tighter if she narrated them more consistently and if she also used
do it again. Melissa usually circulates amongst the students. Her J-Factor quotient will
increase as her comfort level increases and as she begins to modulate her voice.
Tight Transitions Basic
Circulate Basic
J-Factor Basic
Domain 3:
Instruction
Think Pair Share Basic
Domain 3 Comments: Melissa has been building processing time into her lessons, mostly
with TPS. Her daily opportunities to work with small groups in reading and math are great
places for her to practice these strategies.
Turn and Task Basic
@ Bats Basic
Wait Time Basic
Checks for Understanding Basic
Domain 4:
Professionalism
Communication Domain 4 Comments: Melissa's skills in this area are emerging. I have complex routines
and structures for keeping track of homework, behavior, and returned work. So it's not
surprising that it would take awhile to master them.
Professionalism Basic +
Maintain Accurate Records Basic
Common Core Introduction Basic
Mentor Action
As your mentor, what's
going well that I can do
more of?
The long-term planning we did in October is helpful because it provides plenty of time to preview material, look for resources, and think about
implementation. Melissa likes real time coaching and appreciates timely feedback.
As your mentor, where
would you like more
support?
Incorporating more J-Factor into my instruction. I would like to encourage the students to interact more during instructional time. I would like to make math
more interactive and have math groups daily to give students more @ bats with the objective and give a means to differentiate instruction. I would like to
continue to work and refine my work with the BMC and explicit directions that I give. I would like to work on incorporating more Tier II vocabulary words
throughout instruction. This can be small, like how Mrs. LeBlanc will tell students to proceed instead of pass in the hallway.
Action Plan and
Practice Priorities
1) Shorten do nows and exit slips. Use the Everyday Math math message and follow up when feasible. 2) Review Singapore Math materials and CCSS to
uncover gaps we need to address. 3) The hook and J-Factor are closely related. Try scripting and practicing this portion of your lesson.
4) Backwards map time - and add approximate times right into your plan to make sure you have enough time to wrap up at the end.
Resident Name: Melissa McMahon Mentor Name: Meri LeBlanc Date Completed: November 1, 2013
Domain 1:
Planning and
Preparation
LPT Basic
Domain 1 Comments: One of Melissa's strengths in this area is using data to
inform subsequent instruction. She writes thorough plans that usually include
each of these elements. I have also encouraged Melissa to include timing
frameworks in her plans to help ensure the pacing of the actual lessons allows
time for adequate independent practice and an effective ending.
IWY Basic
Beginning: Hook and Preview Basic
Middle (Heart): IWY Basic
End: Review key ideas, CFU, Bridge to next
concepts Basic
Domain 2:
Classroom Climate
and Culture
Sweat the Details Basic Domain 2 Comments: Melissa definitely displays emotional constancy.
However, I am encouraging her to vary the tone of her voice throughout the
day. Currently, her narration, instruction, and corrections all tend to sound the
same, which reduces her effectiveness in this domain. In response, Melissa is
actively practicing in this area, with fellow partners, her MRC, and
independently.
Incentive Systems Basic
Warm/Strict & Emotional Constancy Basic
Positive Framing Basic
Domain 3:
Instruction
Academic Conversations Basic
Domain 3 Comments: Melissa taught sciences lessons for the first time during
this cycle. That gave her opportunities to incorporate these practices into both
large group and small group instruction. I've made two major recommendations
to her in this domain. 1) Vary how she gets student input (asking/answering
questions, adding comments) by captioning her plans (cold call, volunteer,
partner,etc) To increase engagement, I encouraged her to increase
partner/table talk. 2) Script out the I do portion of the lesson. That helps in
terms of both economy of language and pacing.
Format Matters Basic
Without Apology Basic
Pacing Basic
Turn and Task Basic
Domain 4:
Professionalism
Communication Basic +
Domain 4 Comments: Melissa maintains a professional demeanor. She
welcomes feedback and is reflective and responsive. For example, she is
making a conscious effort to speak with more power in her voice and to change
the tone of her exchanges with students to increase the effectivness of both her
management and instruction.
Professionalism Basic +
Reflecting on Practice Accurately Basic +
Common Core
Mentor Action
As your mentor, what's
going well that I can do
more of? As my mentor, I would like you to continue to with the real time coaching.
As your mentor, where
would you like more
support? I would like more support with guided reading instruction.
Action Plan and
Practice Priorities
Melissa just completed her 6-day lead teach. During her partner resident's lead teach window, Melissa will continue to teach a small reading group. In addition, she
will also work occasionally with a math group. She needs to complete all grading from her teaching window and record scores on rosters. The goal is to provide
quality, timely feedback to students. She should take this opportunity to review upcoming units in math and science and prepare for guided reading lessons.
Resident Name:Melissa McMahon Mentor Name: Meri LeBlanc Date Completed:1/9/2014
Domain 1:
Planning and
Preparation
Assessment and Data Basic
Domain 1 Comments: This is the area we have targeted to focus on in the next
cycle. Specifically, we will concentrate on providing students with effective,
timely feedback. We are also putting systems in place that utilize the data we
collect in the formation of guided, small group instruction that reteaches,
reinforces or enriches the lessons.
Domain 2:
Classroom Climate
and Culture
Respect and Rapport Basic + Domain 2 Comments: Melissa is respected by the students in this class. They
respond to her and feel like she is their teacher.
Domain 3:
Instruction
Academic Conversations Basic +
Domain 3 Comments: Melissa's small group instruction features evidence of
academic conversations and critical thinking. She's pushing herself to increase
student-student discourse during those small group lessons and to extend
those practices to whole group instruction.
Critical Thinking Basic
Domain 4:
Professionalism
Professionalism Proficient
Domain 4 Comments: Melissa participates in professional development with
herMRC and in classes at NLU to gain proficiency with the common core
standards. Within our triad and in the larger school community, Melissa
maintains high standards of professionalism. She is especially mindful of
confidentiality, which is important.
Common Core Basic +
Mentor Action
As your mentor, what's
going well that I can do
more of?
As your mentor, where
would you like more
support?
Action Plan and
Practice Priorities
All the residents at this school will meet with their MRC for an hour of practice. In addition, she and her partner resident are responsible for managing an additional
hour of practice within our triad.
Resident Name: Melissa McMahon Mentor Name: Meri LeBlanc Date Completed: February 14, 2014
Domain 1:
Planning and
Preparation
Use assessments in instruction Basic +
Domain 1 Comments: Melissa is stronger in this domain in math than in
reading. She makes quick, accurate assessments and is flexible in how she
uses data to inform instruction.
Use formative data for small group instruction Basic +
Domain 2:
Classroom Climate
and Culture
Positive Framing Basic Domain 2 Comments: Melissa continues to be encouraged to modulate her
voice. When she focuses on strong voice, she is less likely to have to repeat
directions or redirect students.
Small Group Management / BMC Basic
Demonstrates flexibility & responsiveness Basic
Domain 3:
Instruction
EveryBody Writes Basic
Domain 3 Comments: Melissa and her partner resident taught a science unit
on the physics of science. At the conclusion of the unit, 9/25 students did not
pass the unit test. So they retaught and retested and 4/9 students did not pass
the retest. Melissa and her partner are in the process of re-evaluating their
teaching of the unit. In the future, they are going to focus more on checks for
understanding, providing timely feedback, and lesson wrap-ups.
Wait Time Basic
Cold Call Basic
Call & Response Basic
Comparison Matrix Basic
Domain 4:
Professionalism
Monitor student progress in small groups Basic
Domain 4 Comments: Melissa consistently demonstrastes professionalism. Our
triad team is streamlining a more systematic record system.
Maintain accurate records Basic
Professionalism Basic +
Mentor Action
As your mentor, what's
going well that I can do
more of? Continue side-by-side coaching when needed; continue to go over lesson plans and practice during practice sessions when requested.
As your mentor, where
would you like more
support?
I would like more support in how to encourage group discussion as a part of my reading group; I would also like help on improving my questioning to move
towards higher level questioning.
Action Plan and
Practice Priorities
Melissa has begun her lead teach. She is focusing on narration, economy of language, and what to do. This cycle, we are also going to focus on assessment in
both reading and math. Melissa and her partner resident are developing a social studies unit on the United States of America. After her resident partner begins his
lead teach April 1, Melissa will continue to teach small groups in reading and math. She is responsible for deciding what she wants to practice each week during
our Tuesday coaching sessions.
Resident Name: Mentor Name: Date Completed:
Domain 1:
Planning and
Preparation
What does effective plannng look like? Self-
Assessment
Domain 1 Comments:
Domain 2:
Classroom Climate
and Culture
How can I be more effetive as a manager? Self-
Assessment
Domain 2 Comments:
Domain 3:
Instruction
How do I get more students engage in critical
thinking and academic discourse? Self-Assessment
Domain 3 Comments:
Domain 4:
Professionalism
What are my areas of growth professionally? Self-
Assessment
Domain 4 Comments:
Mentor Action
As your mentor, what's
going well that I can do
more of?
As your mentor, where
would you like more
support?
Action Plan and
Practice Priorities
Resident Name: Mentor Name: Date Completed: