South Lyon Community Schools

INDIVIDUALIZED DEVELOPMENT PLAN

Name Alyssa Hogan School Year 2018-2019

Evaluator Karen Fisher Probation Year 3

Tenure

Log of events covering teacher evaluation (minimum: one pre-conference, three observations, and three post-conferences)
DATE NATURE OF CONTACT EVALUATOR
10/11/18 Pre-Conference Karen Fisher
10/17/18 Observation Karen Fisher
10/19/18 Post-Conference Karen Fisher
2/22/19 Observation Karen Fisher
2/28/19 Post-Conference Karen Fisher

The first purpose of an evaluation is to improve instruction. The second purpose of an evaluation is to fulfill the obligations of
the Board of Education under the Teacher Tenure Act.

The elements identified under the four major topic areas are intended to assist in improving instruction and are indicators of good teacher performance. The
purpose of this Individualized Development Plan is for the administrator in consultation with the teacher to select one or more teacher goals from each of the four
topic areas.

The teacher evaluation process is an essential tool to be used by teachers and administrators to impact student achievement and accomplish the mission of the
school district.

The Individualized Development Plan is provided as a framework for development of essential teacher competence and student success. The intended format of
this plan is one of collaboration and communication on a regular basis throughout the school year.

The four major areas to be covered by the Individualized Development Plan are:
Domain 1 Classroom Strategies and Behaviors
Domain 2 Planning and Preparing
Domain 3 Reflecting on Teaching
Domain 4 Collegiality and Professionalism
 Ill. REFLECTING ON TEACHING 2018-2019
The ability and willingness to examine one’s own teaching practices in a metacognitive manner.
A. Evaluating Personal Performance
B. Professional Growth Plan
School: South Lyon East High School
Grade Level/ Content: Algebra 2 in the Workplace and Data Analysis & Probability (10th-12th Grade)
GOAL: During the 2018-2019 school year, all non-credentialed students will improve their use of essential mathematical problem solving skills (using vocabulary, showing each
step, justifying their work, drawing and labeling diagrams) at every step of the problem solving process as measured by the proficiency rubric.
PROFICIENCY RUBRIC:
NOVICE (1) APPRENTICE (2) PRACTITIONER (3) EXPERT (4)
No essential problem solving Little essential problem solving Some essential problem solving skills are demonstrated. Many essential problem solving
skills are demonstrated. skills are demonstrated. skills are demonstrated.
ASSESSMENT TITLE/QUESTION # Systems Test Functions and Transformations Test Logs and Exponentials Test Probability Test Improvement
Q#10 Q#13 Q#13 Q#3 Short Ans. (Yes/No)
STUDENT NAME
Macie Butcher (WP) 1 1 2 2 Y
Ryan Backaitis (WP) 3 3 4 3 Y
Amber Clare (WP) 1 2 2 2 Y
Nathan Davis (WP) 2 2 2 2 N
Bailey Foster (WP) 2 3 3 3 Y
Brianna Gamble (WP) 2 2 3 3 Y
Nakayla Gueits-Stafford (WP) 3 3 4 3 Y
Thomas Klein (WP) 2 2 2 3 Y
Logan Lanning (WP) 3 3 4 3 Y
Serena Legard (WP) 3 3 4 3 Y
Estefania Leon (WP) 2 3 3 3 Y
Krista Lundy (WP) 1 2 3 4 Y
Jacob Naszradi (WP) 1 2 2 3 Y
Cameron Price (WP) 3 4 3 3 Y
Isabella Reise (WP) 2 3 3 3 Y
Natalino Scappaticci (WP) 2 2 2 3 Y
Matthew Sorn (WP) 2 3 3 3 Y
Maya Toth (WP) 3 3 4 4 Y
Jarrett Worrell (WP) 2 2 3 3 Y
Jack Workman (WP) 1 1 2 1 Y
ASSESSMENT TITLE/QUESTION # Mid Chap. 1 Test Unit 2 Test Unit 3 Test Unit 5 Test
Q#26 Q#12 Q#17 Q#5
Domenic Angelosanto (DA) 1 2 3 2 Y
Miles Francis (DA) 3 2 3 3 Y
Jordan Gorecki (DA) 2 2 3 2 Y
John Gunnells (DA) 2 2 3 2 Y
Logan Suriano (WP) 2 2 3 3 Y
STUDENT PROFICIENCY RUBRIC (FOR ASSESSMENTS):

NOVICE APPRENTICE PRACTITIONER EXPERT

(1) (2) (3) (4)
No essential problem solving Little essential problem Some essential problem Many essential problem
skills are demonstrated. solving skills are solving skills are solving skills are
demonstrated. demonstrated. demonstrated.
A NOTE ABOUT THIS RUBRIC…
- Using vocabulary - Showing each step - Justifying your work - Drawing and labeling diagrams
Are all essential math problem solving skills. Here’s how I would rate your usage of the skills on this assessment.
Congrats and keep it up if you got EXPERT status! If not, next time think about how you could apply more techniques to help you
in solving problems.

School Improvement Goal Related to: Math proficiency. All students will be proficient in mathematics reasoning and fluency.

Strategies:
-Checking warm-ups and leaving comments on use of math problem solving strategies -Put proficiency rubric on tests so students can also be aware of their progress.
-Self-Assessments -Thumbs up/Thumbs down -Teacher Think Aloud – Modeling how to use problem solving strategies effectively
Evidence to be collected:
Evidence will be collected from constructed response questions on unit tests that require the use of multiple essential math problem solving skills. The rubric below will be used
for all evidence collected.

Reflection:
1) What data/evidence did you examine/collect that indicates your progress?

The data I have collected is from assessments that required essential mathematical problem solving skills. For Algebra 2 in the Workplace and Data
Analysis & Probability, I have used four questions from four different unit tests. For each of these questions, I assessed each students’ use of the problem
solving skills and gave them a ranking based on the rubric above. I then looked at the score progressions for each student and determined if there was
improvement shown at any point for each individual.

2) What strengths do you see in your practice/progress?

I see that students are at least attempting every question. Having the rubric, and being able to see that just “drawing and labeling a diagram” counts for
something, encourages them to at least try. I always tell students to just write down anything that they can remember about a specific problem and then
try and see where that information can take them. Seeing that students are taking that seriously, and not just skipping over problems that they don’t know
how to get started is great. I also do self-assessments after every lesson and this give students a chance to practice using their essential mathematical
problem solving skills and a chance for me to see at what level they are using these skills and to provide them with feedback on how to improve in a one-
on-one setting. I also provide feedback on all assessments and focus on encouraging students to use these problem solving skills to recall what they have
learned. From the past two years, I have tried to do more work with these different problem solving skills on a full class scale. I have a poster of problem
solving techniques hanging up in my room which is able to serve as a constant reminder to the students of what tools they can use to help them succeed. I
have also been doing more with decision trees when we are working in a unit that requires students to make a lot of decisions in order to choose the
correct solution path. This has helped students break down the problem solving steps into smaller more manageable pieces which is helping them in the
long run.
 3) What areas for improvement can you identify?

I started doing decision trees that I mentioned above about half way through last year, and I have been adding more into the lessons this year. I really
think that they can be helpful in a lot of the previous units as well. I like that I have been able to do more of those in my classes because the more
manageable I can make the problem solving process for my students, the more likely they will be to try and not be so quick to give up. I would also like
to do some logic puzzle/riddle activities that will just require students to problem solve and to persist through problems. They may not even have to do
any math, I just want them to be able to practice not giving up the second things get difficult. This year, with all the snow days has been difficult to do
more of those types of puzzles this second semester. But I was able to do some at the beginning of the school year just to emphasize to students that they
need to be persistent.

4) What other questions does your collected data or reflection suggest to you and what other information might you want to collect?

In the past couple years, I noticed that the scores I was assigning seemed to reflect more of the difficulty of the topic and not as much as the
problem solving techniques. I believe that could have been because I was not doing as much of the problem solving demonstrations/examples as
a full class and so they were not as inclined to use these skills on the tests because they were still unfamiliar with them. This year, as I have been
trying to get my students more and more comfortable with using these problem solving skills I noticed that even if students did not get a correct
answer on one of the questions, it wasn’t because they just left it blank. It was because they had attempted something, it just happened to not
have been the correct “something.” However, part of problem solving is just trying things and so I am happy to see that improvement. Moving
forward, I think if I continue to reinforce these problem solving techniques often in my classes that these scores will continue to reflect the
students’ “problem solving skills” and not just “mathematical content knowledge skills.”

5) In what ways did you seek collegial support or professional development to enhance student
learning/achievement?(Note: This will also provide evidence for Domain 4.)

As a math department, we worked together to develop our SMART goal and how we would go about collecting evidence and what we would look for in
student work. We talked about different strategies that we would use in our classroom to help enforce these problem solving skills including self-
assessments and leaving feedback on assessments focused on the use and mathematical problem solving skills. Also, in order the promote and support
students learning the best I can, I am always seeking out advice from other teachers. As a department, we also had a discussion during one of our
department meetings about different ways that we differentiate instruction for different types of learners. This discussion was really helpful to gain new
ideas about what others do in their classroom and how those ideas could be implemented in my classroom as well. This year for our Genius Hour, a few of
the math department teachers are also doing a book study to learn about different ways to differentiate our math instruction.

Summary:

Looking at the data I have collected, all students besides one showed improvement in the use of their essential mathematical problem solving skills at some point in
the year. The one students who showed no improvement, remained at either a consistent 2, so there was at least no regression in their problem solving abilities.
Also, for some of the students who had low scores to start is because they had either very little or no work shown at all, and so there was no evidence of any
problem solving skills. It was my goal to help these students evolve there where if they do not know how to solve a problem, they can use these essential
mathematical problem solving skills to determine a place to start, and based on their scores from the later assessments and the work that they showed on their tests
indicate that they did have a better understanding of how to utilize their essential mathematical problem solving skills.
 5/15/2019 Observation Results for Alyssa Hogan
Observation Results for Alyssa Hogan

Observer: Date Date

Karen Fisher Started: Submitted:
Apr 19, 2019 Apr 19, 2019
1:11:59 PM 1:24:59 PM

Type: Location: Evaluation:

Standard (Formal) South Lyon These results
East High count towards
evaluation

South Lyon Domain 3: Reflecting on Teaching (v2)

Copyright 2011 Robert J Marzano, exclusive in iObservation (2)
South Lyon Community School District

 Evaluating the Effectiveness of Specific Pedagogical Strategies and

Behaviors
The teacher determines the effectiveness of specific instructional techniques regarding the
achievement of subgroups of students and identifies specific reasons for discrepancies.
Evidence:

Teacher Evidence:
The teacher gathers and keeps evidence of the effects of specific classroom strategies and behaviors on specific
categories of students (i.e., different socio-economic groups, different ethnic groups)
The teacher provides a written analysis of specific causes of success or difficulty
When asked, the teacher can explain the differential effects of specific classroom strategies and behaviors on
specific categories of students

Resources:
Scale
Scale:

Innovating Applying Developing Beginning Not Using Not Applicable

Comments:
Domain 3 demonstrates evidence of going beyond applying through reflection and insight. Goal included
improvement regarding problem solving skills using a consistent problem solving process and rubric. Strategies
were identifed and assessments where these skills were demonstrated provided evidence.

 Monitoring Progress Relative to the Professional Growth and

Development Plan

https://www.effectiveeducators.com/observation/show/5cba015fe4b0b359eb4dbb8b 1/2
5/15/2019 Observation Results for Alyssa Hogan
The teacher charts his or her progress toward goals using established action plans, milestones and
timelines.
Evidence:

Teacher Evidence:
The teacher constructs a plan that outlines a method for charting progress toward established goals supported
by evidence (e.g., student achievement data, student work, student interviews, peer, self and observer feedback)
When asked, the teacher can describe progress toward meeting the goals outlined in the plan supported by
evidence (e.g., student achievement data, student work, student interviews, peer, self and observer feedback)

Resources:
Scale
Scale:

Innovating Applying Developing Beginning Not Using Not Applicable

Comments:
Alyssa noted that all of her students but one improved their essential mathematical problem solving skills, and
the one that did not, did not show regression. Alyssa indicated in her reflection that students had "evolved" in
their thinking regarding the importance of following problem solving steps.

Overall Comments and Notifications

Overall Comments:
Strong reflection on student growth, consistent with prior years.
Nice use of a consistent rubric to track progress for students.
Notifications:

Signatures
Observer Signature: Date:

Learner Signature: Date:

https://www.effectiveeducators.com/observation/show/5cba015fe4b0b359eb4dbb8b 2/2
IV. COLLEGIALITY AND PROFESSIONALISM 2018-2019

Collegiality and Professionalism are the context in which the other domains function. They are one of the critical
variables that have a strong correlation with student achievement. Teachers engage in specific activities that create
a professional environment that foster’s teachers’ development.

C. Promoting a Positive Environment

D. Promoting Exchange of Ideas and Strategies

E. Promoting District and School Development

GOAL: I will work to promote the exchange of ideas and strategies with my colleagues.

Name of Teacher: Alyssa Hogan Name of Observer: Karen Fisher

Due Dates: 4/13/19

Instructions: Reflect or provide evidence for:

 How you interact with other teachers in a positive manner to promote and support student learning? (Element 55)

In order to promote and support student learning the best I can, I am always seeking out advice from other teachers. I meet with Jacqueline Kerr many
times throughout the year where we talk about any questions I have about lesson planning, classroom management, or just about teaching in general.
Also, as part of our Genius Hour project, myself and some of my math department colleagues are participating in a book study to help use enhance our
differentiation in our classroom. The book is titled: Great Ways to Differentiate Secondary Mathematics Instruction by: Marian Small and Amy Lin. In our
meetings, we are discussing the techniques, strategies, and example tasks that are described in the book and are working to find opportunities to
incorporate these strategies and tasks into our teaching.

 How you interact with students and parents in a positive manner to foster learning and promote positive home/school relationships? (Element 56)

Parents and students know that I am always available to provide extra help or to have a discussion on a students’ progress in my class. I work with
students when they are struggling and help them to come up with a plan to get back on track. I also have my class website and YouTube channel where,
everyday, I post the blank notes and homework, the homework answer key, and a lesson video (that I record while I am teaching the lesson). This serves
as a really good resource for students that are absent, because it allows them to actually experience the lesson as if they were here instead of having to
resort to just copying down a peer’s notes and not understanding what they are writing down.
 How you seek help and input from colleagues regarding specific classroom strategies and behaviors? (Element 57)

Whenever I have questions or need input regarding specific classroom strategies and behaviors, Jacqueline Kerr (my mentor teacher) is always willing to
help me out. I have also been doing a few more “escape room” type of activities in my classes, and Stacy Garrity has been very helpful in answering any
questions that I have on that.

 How you provide other teachers help and input regarding specific classroom strategies and behaviors? (Element 58)

Karl Hamm has the Algebra 2 in the Workplace lab this year, so I am constantly communicating with him as to what we are doing in class, how I am
teaching the material, and when tests/quizzes are so he is able to plan his lessons accordingly.

 How you participate in district and school initiatives in accordance with your talents and availability? (Element 60)

For the past eight years, I have been an instructor with the SLEHS Marching Band and I plan to continue with that for as long as I can. I also have planned
team building activities (road rallies and quidditch games) for both the marching band and the choir here at SLEHS. This year is the third year that I am
the instructor for the brass ensemble and trombone trio. I love working with the band year round and hope that I can do it every year. I also do my best
to attend as many student activities as possible: sporting events, theater productions I want to make sure that my students know I care about their lives
outside of my math classroom.
 5/15/2019 Observation Results for Alyssa Hogan
Observation Results for Alyssa Hogan

Observer: Date Date

Karen Fisher Started: Submitted:
Apr 19, 2019 Apr 19, 2019
1:25:44 PM 1:38:36 PM

Type: Location: Evaluation:

Standard (Formal) South Lyon These results
East High count towards
evaluation

South Lyon Domain 4: Collegiality and Professionalism

Copyright 2011 Robert J Marzano, exclusive in iObservation (2)
South Lyon Community School District

 Promoting Positive Interactions with Colleagues

The teacher interacts with other teachers in a positive manner to promote and support student
learning.
Evidence:

Teacher Evidence:
The teacher works cooperatively with appropriate school personnel to address issues that impact student
learning
The teacher establishes working relationships that demonstrate integrity, confidentiality, respect, flexibility,
fairness and trust
The teacher accesses available expertise and resources to support students' learning needs
When asked, the teacher can describe situations in which he or she interacts positively with colleagues to
promote and support student learning

Resources:
Scale
Scale:

Innovating Applying Developing Beginning Not Using Not Applicable

Comments:
Alyss meets with her colleagues regularly to review curriculum and share strategies. She also participated in a
Genius Hour project that involved a book study directed at differentiated instruction.

 Promoting Positive Interactions about Students and Parents

The teacher interacts with students and parents in a positive manner to foster learning and promote
positive home/school relationships.
https://www.effectiveeducators.com/observation/show/5cba0498e4b0b359eb4dbf36 1/5
5/15/2019 Observation Results for Alyssa Hogan
Evidence:

Teacher Evidence:
The teacher fosters collaborative partnerships with parents to enhance student success in a manner that
demonstrates integrity, confidentiality, respect, flexibility, fairness and trust
The teacher ensures consistent and timely communication with parents regarding student expectations, progress
and/or concerns
The teacher encourages parent involvement in classroom and school activities
The teacher demonstrates awareness and sensitivity to social, cultural and language backgrounds of families
The teacher uses multiple means and modalities to communicate with families
The teacher responds to requests for support, assistance and/or clarification promptly
The teacher respects and maintains confidentiality of student/family information
When asked, the teacher can describe instances when he or she interacted positively with students and parents
When asked, students and parents can describe how the teacher interacted positively with them

Resources:
Scale
Scale:

Innovating Applying Developing Beginning Not Using Not Applicable

Comments:
Alyssa's relationships with parents, students, and colleagues are of the highest caliber. She communicates in a
timely manner and has multiple electronic resources available for paretns and students to use to engage in her
class. (YouTube, her website, etc.).

 Seeking Mentorship for Areas of Need or Interest

The teacher seeks help and input from colleagues regarding specific classroom strategies and
behaviors.
Evidence:

Teacher Evidence:
The teacher keeps track of specific situations during which he or she has sought mentorship from others
The teacher actively seeks help and input in Professional Learning Community meetings
The teacher actively seeks help and input from appropriate school personnel to address issues that impact
instruction
When asked, the teacher can describe how he or she seeks input from colleagues regarding issues that impact
instruction

Resources:
Scale
Scale:

https://www.effectiveeducators.com/observation/show/5cba0498e4b0b359eb4dbf36 2/5
5/15/2019 Observation Results for Alyssa Hogan
Innovating Applying Developing Beginning Not Using Not Applicable

Comments:
Alyssa has worked with several veteran members of the math department to enhance her instruction. She
eagerly works to implement innovative strategies obtained from these relationships, ultimately increasing
engagement in her classroom.

 Mentoring Other Teachers and Sharing Ideas and Strategies

The teacher provides other teachers with help and input regarding specific classroom strategies and
behaviors.
Evidence:

Teacher Evidence:
The teacher keeps tracks of specific situations during which he or she mentored other teachers
The teacher contributes and shares expertise and new ideas with colleagues to enhance student learning in
formal and informal ways
The teacher serves as an appropriate role model (mentor, coach, presenter, researcher) regarding specific
classroom strategies and behaviors
When asked, the teacher can describe specific situations in which he or she has mentored colleagues

Resources:
Scale
Scale:

Innovating Applying Developing Beginning Not Using Not Applicable

Comments:
While Alyssa is a fairly new teacher, she had demonstrated leadership among her colleagues as she has
offered to help one of our recent hires on a regular basis as he learns the curriculum and acclimates himself to
the building.

 Adhering to District and School Rules and Procedures

The teacher is aware of the district's and school's rules and procedures and adheres to them.
Evidence:

Teacher Evidence:
The teacher performs assigned duties
The teacher follows policies, regulations and procedures
The teacher maintains accurate records (student progress, completion of assignments, non-instructional
records)
The teacher fulfills responsibilities in a timely manner
The teacher understands legal issues related to students and families
https://www.effectiveeducators.com/observation/show/5cba0498e4b0b359eb4dbf36 3/5
5/15/2019 Observation Results for Alyssa Hogan
The teacher demonstrates personal integrity
The teacher keeps track of specific situations in which he or she adheres to rules and procedures

Resources:
Scale
Scale:

Innovating Applying Developing Beginning Not Using Not Applicable

Comments:
Alyssa is aware of and adheres to district expectations and guidelines.

 Participating in District and School Initiatives

The teacher is aware of the district's and school's initiatives and participates in them in accordance
with his or her talents and availability.
Evidence:

Teacher Evidence:
The teacher participates in school activities and events as appropriate to support students and families
The teacher serves on school and district committees
The teacher participates in staff development opportunities
The teacher works to achieve school and district improvement goals
The teacher keeps tracks of specific situations in which he or she has participated in school or district initiatives
When asked, the teacher can describe or show evidence of his/her participation in district and school initiatives

Resources:
Scale
Scale:

Innovating Applying Developing Beginning Not Using Not Applicable

Comments:
Alyssa is an instructor for the Marching Band, has planned team building activities for various student groups,
and regularly supports our student body in their co and extra curricular events.

Overall Comments and Notifications

Overall Comments:
Attendance was satisfactory and there was no discipline for the 2018/19 school year. Alyssa is an innovative
teacher who has exceeded expectations for a teachers in their first years of teaching.
Notifications:

https://www.effectiveeducators.com/observation/show/5cba0498e4b0b359eb4dbf36 4/5