Teacher Preparation Collaborative (TPC) Evaluation Form

Directions: While evaluators can use other forms during the actual observation, Form 1 must be completed by the evaluator and used during any conferences to
provide written feedback to the educator.

Educator: Halley Purkey School: Rochester Century High School

Grade Level(s) / Subject: 9th Grade Biology Observer: Dr. Joel J. Traver Date: 9/29/2017

Start Time: 11:23 a.m. End Time: 12:30 p.m.

Summary of Lesson:
Students learned about

Domain 1: Planning and Preparation

Component Unsatisfactory Emerging Proficient Advanced

1a The educator’s plans and practice
Demonstrating display little knowledge of the content,
Knowledge of Content prerequisite relationships between
and Pedagogy different aspects of the content, or the
instructional practices specific to that
discipline.
Evidence: Ms. Purkey’s previous degree and experience demonstrates her knowledge of the content area. Appropriate pedagogical practices are being applied through the current experience.
The educator’s plans and practice reflect some
awareness of the important concepts in the
discipline, prerequisite relationships between
them, and instructional practices specific to that
discipline.
The educator’s plans and practiceThe educator’s plans and practice
reflect extensive knowledge of the
reflect solid knowledge of the content,
content and the structure of the
prerequisite relationships between
discipline. The educator actively
important concepts, and the builds on knowledge of prerequisites
instructional practices specific to that
and misconceptions when describing
discipline. instruction or seeking causes for
student misunderstanding.

1b The educator demonstrates little or no The educator indicates the importance of The educator actively seeks The educator actively seeks
Demonstrating knowledge of students’ backgrounds, understanding students’ backgrounds, cultures, knowledge of students’ backgrounds, knowledge of students’ backgrounds,
cultures, skills, language proficiency,
Knowledge of Students cultures, skills, language proficiency, skills, language proficiency, interests, and special cultures, skills, language proficiency, interests, and special needs from a
interests, and special needs, and does needs, and attains this knowledge for the class interests, and special needs, and variety of sources, and attains this
not seek such understanding. as a whole. attains this knowledge for groups of knowledge for individual students.
students.
Evidence: Ms. Purkey was observed talking with individual students not only about curriculum, but about connections to life.

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Winona State University-Rochester * Teacher Preparation Collaborative (TPC) * 2014
 Component Unsatisfactory Emerging Proficient Advanced
1c Instructional outcomes are unsuitable Instructional outcomes are of moderate rigor and Instructional outcomes are stated as Instructional outcomes are stated as
Setting Instructional for students, represent trivial or low- are suitable for some students, but consist of a goals reflecting high-level learning goals that can be assessed, reflecting
level learning, or are stated only as combination of activities and goals, some of and curriculum standards. They are rigorous learning and curriculum
Outcomes activities. They do not permit viable which permit viable methods of assessment. suitable for most students in the standards. They represent different
methods of assessment. They reflect more than one type of learning, but class, represent different types of types of content, offer opportunities
the educator makes no attempt at coordination or learning, and can be assessed. The for both coordination and integration,
integration. outcomes reflect opportunities for and take account of the needs of
coordination. individual students.
Evidence: Ms. Purkey’s lesson was clearly aligned to standards and rigor within the lesson was appropriate for the age level. Students understood outcomes for products and learning they were to
produce.

1d The educator demonstrates little or no The educator demonstrates some familiarity with The educator is fully aware of the The educator seeks out resources in
Demonstrating familiarity with resources to enhance resources available through the school or district resources available through the and beyond the school or district in
own knowledge, to use in teaching, or to enhance own knowledge, to use in teaching, school or district to enhance own professional organizations, on the
Knowledge of for students who need them. The or for students who need them. The educator knowledge, to use in teaching, or forInternet, and in the community to
Resources educator does not seek such does not seek to extend such knowledge. students who need them. enhance own knowledge, to use in
knowledge. teaching, and for students who need
them.
Evidence: Ms. Purkey is new to the context and has participated in professional development provided by the district. New resources are considered and applied when appropriate.

1e The series of learning experiences is
Designing Coherent poorly aligned with the instructional
Instruction outcomes and does not represent a
coherent structure. The experiences
are suitable for only some students.
Evidence: Ms. Purkey front-loaded step-by-step directions for students to prepare and engage in the activity. Students were to work in groups and individually.
The series of learning experiences demonstrates
partial alignment with instructional outcomes,
some of which are likely to engage students in
significant learning. The lesson or unit has a
recognizable structure and reflects partial
knowledge of students and resources.
The educator coordinates knowledge
of content, students, and resources to
design a series of learning
experiences aligned to instructional
outcomes and suitable to groups of
students. The lesson or unit has a
clear structure and is likely to engage
students in significant learning.
The educator coordinates knowledge
of content, students, and resources to
design a series of learning
experiences aligned to instructional
outcomes, differentiated where
appropriate to make them suitable for
all students and likely to engage them
in significant learning. The lesson or
unit’s structure is clear and allows for
different pathways according to
student needs.

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 Component Unsatisfactory
1f The educator’s plan for assessing
Designing Student student learning contains no clear
Assessments criteria or standards, is poorly aligned
with the instructional outcomes, or is
inappropriate for many students. The
results of assessment have minimal
impact on the design of future
instruction.
Evidence: Ms. Purkey designed a lesson to engage students in the analysis of individual student performance.
Emerging
The educator’s plan for student assessment is
partially aligned with the instructional outcomes,
is without clear criteria, and is inappropriate for at
least some students. The educator intends to use
assessment results to plan for future instruction
for the class as a whole.
Proficient
The educator’s plan for student
assessment is aligned with the
instructional outcomes, uses clear
criteria, and is appropriate for the
needs of students. The educator
intends to use assessment results to
plan for future instruction for groups of
students.
Advanced
The educator’s plan for student
assessment is fully aligned with the
instructional outcomes, with clear
criteria and standards that show
evidence of student contribution to
their development. Assessment
methodologies may have been
adapted for individuals, and the
educator intends to use assessment
results to plan future instruction for
individual students.

Domain 2: The Classroom Environment

Component Unsatisfactory Emerging Proficient Advanced

2a Classroom interactions, both between Classroom interactions, both between the Classroom interactions, both between Classroom interactions among the
Creating an the educator and students and among educator and students and among students, are educator and students and among educator and individual students are
students, are negative, inappropriate, generally appropriate and free from conflict, but students, are polite and respectful, highly respectful, reflecting genuine
Environment of Respect or insensitive to students’ cultural may be characterized by occasional displays of reflecting general warmth and caring, warmth and caring and sensitivity to
and Rapport backgrounds, and characterized by insensitivity or lack of responsiveness to cultural and are appropriate to the cultural students’ cultures and levels of
sarcasm, put-downs, or conflict. or developmental differences among students. and developmental differences development. Students themselves
among groups of students. ensure high levels of civility among
members of the class.
Evidence: Ms. Purkey demonstrated positive rapport and interactions with all students.

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Winona State University-Rochester * Teacher Preparation Collaborative (TPC) * 2014
 Component Unsatisfactory
2b The classroom environment conveys a
Establishing a Culture negative culture for learning,
for Learning characterized by low educator
commitment to the subject, low
expectations for student achievement,
and little or no student pride in work.
Evidence: Ms. Purkey was observed connecting today’s lesson with previous work. Students understood routines and procedures in order to be successful today.
Emerging
The educator’s attempts to create a culture for
learning are partially successful, with little
educator commitment to the subject, modest
expectations for student achievement, and little
student pride in work. Both educator and
students appear to be only “going through the
motions.”
Proficient
The classroom culture is
characterized by high expectations for
most students and genuine
commitment to the subject by both
educator and students, with students
demonstrating pride in their work.
Advanced
High levels of student energy and
educator passion for the subject
create a culture for learning in which
everyone shares a belief in the
importance of the subject and all
students hold themselves to high
standards of performance—for
example, by initiating improvements
to their work.

2c Much instructional time is lost because Some instructional time is lost because Little instructional time is lost because Students contribute to the seamless
Managing Classroom of inefficient classroom routines and classroom routines and procedures for of classroom routines and procedures operation of classroom routines and
transitions, handling of supplies, and procedures for transitions, handling of
Procedures procedures for transitions, handling of performance of non-instructional duties are only for transitions, handling of supplies, supplies, and performance of non-
supplies, and performance of non- partially effective. and performance of non-instructional instructional duties.
instructional duties. duties, which occur smoothly.
Evidence: Ms. Purkey managed the time efficiently, and appropriately handled student questions and comments. Ms. Purkey and Mr. Callahan worked with individual students who were not productive.

2d There is no evidence that standards of
Managing Student conduct have been established, and
Behavior little or no educator monitoring of
student behavior. Response to student
misbehavior is repressive or
disrespectful of student dignity.
Evidence: No misbehavior was observed, but apathy and lack of engagement by a student or two was handled appropriately.
It appears that the educator has made an effort
to establish standards of conduct for students.
The educator tries, with uneven results, to
monitor student behavior and respond to student
misbehavior.
Standards of conduct appear to be
clear to students, and the educator
monitors student behavior against
those standards. The educator
response to student misbehavior is
appropriate and respects the
students’ dignity.
Standards of conduct are clear, with
evidence of student participation in
setting them. The educator’s
monitoring of student behavior is
subtle and preventive, and the
educator’s response to student
misbehavior is sensitive to individual
student needs. Students take an
active role in monitoring the standards
of behavior.

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 Component Unsatisfactory
2e The physical environment is unsafe, or
Organizing Physical some students don’t have access to
learning. There is poor alignment
Space between the physical arrangement
and the lesson activities.
Evidence: Ms. Purkey utilized the space well, moving among students when working from the projector/white board. Use of technology was appropriate.
Domain 3: Instruction
Component Unsatisfactory
3a Expectations for learning, directions
Communicating with and procedures, and explanations of
Students content are unclear or confusing to
students. The educator’s use of
language contains errors or is
inappropriate for students’ cultures or
levels of development.
Evidence: Ms. Purkey clarified any student confusion appropriately and productively.
3b The educator’s questions are low-level
Using Questioning and or inappropriate, eliciting limited
Discussion Techniques student participation and recitation
rather than discussion.
Evidence:
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Winona State University-Rochester * Teacher Preparation Collaborative (TPC) * 2014
Emerging Proficient
The classroom is safe, and essential learning is The classroom is safe, and learning is
accessible to most students; the educator’s use accessible to all students; the
of physical resources, including computer
technology, is moderately effective. The educatoreducator ensures that the physical
may attempt to modify the physical arrangement arrangement is appropriate for the
learning activities. The educator
to suit learning activities, with partial success.
makes effective use of physical
resources, including computer
technology.
Emerging Proficient
Expectations for learning, directions and Expectations for learning, directions
procedures, and explanations of content are and procedures, and explanations of
clarified after initial confusion; the educator’s use content are clear to students.
of language is correct but may not be completely Communications are appropriate for
appropriate for students’ cultures or levels of students’ cultures and levels of
development. development.
Some of the educator’s questions elicit a Most of the educator’s questions elicit
thoughtful response, but most are low-level, a thoughtful response, and the
posed in rapid succession. The educator’s educator allows sufficient time for
attempts to engage all students in the discussion students to answer. All students
are only partially successful. participate in the discussion, with the
educator stepping aside when
appropriate.
Advanced
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. Technology is used skillfully,
as appropriate to the lesson.
Advanced
Expectations for learning, directions
and procedures, and explanations of
content are clear to students. The
educator’s oral and written
communication is clear and
expressive, appropriate to students’
cultures and levels of development,
and anticipates possible student
misconceptions.
Questions reflect high expectations
and are culturally and
developmentally appropriate.
Students formulate many of the high-
level questions and ensure that all
voices are heard.
 Component Unsatisfactory
3c Activities and assignments, materials,
Engaging Students in and groupings of students are
Learning inappropriate for the instructional
outcomes or students’ cultures or
levels of understanding, resulting in
little intellectual engagement. The
lesson has no structure or is poorly
paced.
Evidence:
Emerging
Activities and assignments, materials, and
groupings of students are partially appropriate for
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.
Proficient
Activities and assignments, materials,
and groupings of students are fully
appropriate for 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.
Advanced
Students, throughout the lesson, are
highly intellectually engaged in
significant learning and make material
contributions to the activities, student
groupings, 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 Assessment is not used in instruction, Assessment is occasionally used in instruction, Assessment is regularly used in Assessment is used in a sophisticated
Using Assessment in either through monitoring of progress through some monitoring of progress of learning instruction, through self-assessment manner in instruction, through student
by the educator and/or students. Feedback to by students, monitoring of progress of involvement in establishing the
Instruction by the educator or students, or students is uneven, and students are aware of learning by the educator and/or assessment criteria, self-assessment
feedback to students. Students are not only some of the assessment criteria used to students, and high-quality feedback to by students, monitoring of progress by
aware of the assessment criteria used evaluate their work. students. Students are fully aware of both students and the educator, and
to evaluate their work. the assessment criteria used to high-quality feedback to students from
evaluate their work. a variety of sources.
Evidence: Ms. Purkey designed the lesson to engage students in evaluation and assessment.

3e The educator adheres to the The educator attempts to modify the lesson The educator promotes the The educator seizes an opportunity to
Demonstrating instruction plan, even when a change when needed and to respond to student successful learning of all students, enhance learning, building on a
questions, with moderate success. The educator
Flexibility and would improve the lesson or address accepts responsibility for student success but making adjustments as needed to spontaneous event or student
Responsiveness students’ lack of interest. The educator has only a limited repertoire of strategies to draw instruction plans and accommodating interests. The educator ensures the
brushes aside student questions; upon. student questions, needs, and success of all students, using an
when students experience difficulty, interests. extensive repertoire of instructional
the educator blames the students or strategies.
their home environment.
Evidence: Ms. Purkey moved around the room, assisting student and being responsive to their needs.

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Domain 4: Professional Responsibilities
Component Unsatisfactory
4a Educator does not accurately assess
Reflection on Teaching the effectiveness of the lesson, and
has no ideas about how the lesson
could be improved.
Evidence: During the post-observation conference, Ms. Purkey reflected and suggested strategies to improve her lesson.
4b The educator’s systems for
Maintaining Accurate maintaining both instructional and non-
Records instructional records are either
nonexistent or in disarray, resulting in
errors and confusion.
Evidence: Not observed
4c The educator’s communication with
Communicating with families about the instructional
Families program or about individual students is
sporadic or culturally inappropriate.
The educator makes no attempt to
engage families in the instructional
program.
Evidence: Not observed
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Emerging
Educator provides a partially accurate and
objective description of the lesson, but does not
cite specific evidence. Educator makes only
general suggestions as to how the lesson might
be improved.
The educator’s systems for maintaining both
instructional and non-instructional records are
rudimentary and only partially effective.
The educator adheres to school procedures for
communicating with families and makes modest
attempts to engage families in the instructional
program. Communications are not always
appropriate to the cultures of those families.
Proficient
Educator provides an accurate and
objective description of the lesson,
citing specific evidence. Educator
makes some specific suggestions as
to how the lesson might be improved.
The educator’s systems for
maintaining both instructional and
non-instructional records are
accurate, efficient, and effective.
The educator communicates
frequently with families and
successfully engages them in the
instructional program. Information to
families about individual students is
conveyed in a culturally appropriate
manner.
Advanced
Educator’s reflection on the lesson is
thoughtful and accurate, citing specific
evidence. Educator draws on an
extensive repertoire to suggest
alternative strategies and predicting
the likely success of each.
The educator’s systems for
maintaining both instructional and
non-instructional records are
accurate, efficient, and effective, and
students contribute to its
maintenance.
The educator’s communication with
families is frequent and sensitive to
cultural traditions; students participate
in the communication. The educator
successfully engages families in the
instructional program, as appropriate.
 Component Unsatisfactory
4d The educator avoids participating in a
Participating in a professional community or in school
Professional and district events and projects;
Community relationships with colleagues are
negative or self-serving.
Evidence: Not observed
4e The educator does not participate in
Growing and professional development activities
Developing and makes no effort to share
Professionally knowledge with colleagues. The
educator is resistant to feedback from
supervisors or colleagues.
Evidence:
4f The educator has little sense of ethics
Showing and professionalism and contributes to
Professionalism practices that are self-serving or
harmful to students. The educator fails
to comply with school and district
regulations and time lines.
Evidence:
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Emerging
The educator becomes involved in the
professional community and in school and district
events and projects when specifically asked;
relationships with colleagues are cordial.
The educator participates in professional
development activities that are convenient or are
required, and makes limited contributions to the
profession. The educator accepts, with some
reluctance, feedback from supervisors and
colleagues.
The educator is honest and well intentioned in
serving students and contributing to decisions in
the school, but the educator’s attempts to serve
students are limited. The educator complies
minimally with school and district regulations,
doing just enough to get by.
Proficient
The educator participates actively in
the professional community and in
school and district events and
projects, and maintains positive and
productive relationships with
colleagues.
The educator seeks out opportunities
for professional development based
on an individual assessment of need
and actively shares expertise with
others. The educator welcomes
feedback from supervisors and
colleagues.
The educator displays a high level of
ethics and professionalism in dealings
with both students and colleagues
and complies fully and voluntarily with
school and district regulations.
Advanced
The educator makes a substantial
contribution to the professional
community and to school and district
events and projects, and assumes a
leadership role among the faculty.
The educator actively pursues
professional development
opportunities and initiates activities to
contribute to the profession. In
addition, the educator seeks feedback
from supervisors and colleagues.
The educator is proactive and
assumes a leadership role in making
sure that school practices and
procedures ensure that all students,
particularly those traditionally
underserved, are honored in the
school. The educator displays the
highest standards of ethical conduct
and takes a leadership role in seeing
that colleagues comply with school
and district regulations.