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Teacher Effectiveness Measure 2019-2020-Evaluatee Sign Off for Petty, Caley
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Teacher Effectiveness Measure 2019-2020-Evaluatee Sign Off for Petty, Caley
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Employee Information
Teacher Evaluation School
Name Plan Name
Petty, Caley Teacher Effectiveness
Measure 2019-2020
Employee Evaluation Principal
ID Track Name
Name
Current License Zone
Job Title # per
TDOE
Post-Observation Conference
Score
Unannounced Observation #2 4.14
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7/25/2020 PowerSchool
Unannounced Observation summary for: Petty, Caley for
Observation Display
Assessment : Teacher Effectiveness Measure
(TEM) revised 2017
By Activity Name
A McNary, Sharon K Unannounced Observation (Evaluator)
Level 1 – Level 5 –
Significantly Level 2 – Level 3 – Level 4 – Significant
Below Below Meeting Above Above
Teach Domain Expectations Expectations Expectations Expectations Expectatio
Indicator 1 – Objective
Driven Lessons
A
Feedback
Indicator 2 – Explain
Content
A
Feedback
Indicator 3 –
Appropriately
Challenging Work A
Feedback
Indicator 4 – Content
Engagement
A
Feedback
Indicator 5 – Higher-
Level Thinking Skills
A
Feedback
Indicator 6 – Check for
Understanding
A
Feedback
Indicator 7 –
Instructional Time
A
Feedback
Areas of Strength TEACH 4: Content Engagement
Areas of Improvement TEACH 5: HigherLevel Thinking Skills
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Level in which the Level 3
Descriptor for
Improvement is found
Descriptor for Descriptor 2
Improvement
Precise Praise Students know how to self-select strategies that will help them master lesson
objective(s). Ms. Petty also allowed the students to explain or demonstrate
the strategies they used and how the strategies relate to what they were
learning in terms of content standards. This was evident when Ms. Petty
modeled annotating the text.
Students demonstrated the strategy of highlighting and underlining relevant
text and keywords during the model. Students were snapping when they
found keywords and circling them as they read. In the small group, the above
grade level group demonstrated that the can use the strategies of identifying
relevant text with annotations by doing them without prompting while they
read. Students selected using the strategy of underlining and a student said
she underlines because it helps her remember what is important.
Specific Development Although Ms. Petty modeled her thinking process aloud, she did not model
Area her thought process for generating and asking questions, so that students
could then begin to generate their own questions. This was evident in my
observation and Ms. Petty's self-score. In her self-score, she said, " During
the squid passage, the teacher models her thinking and the questioning that
happens if she were looking for the text structure. After the first sentence,
the teacher stops and says, "I just saw a keyword! I am going to circle it so I
know that it is important."
She modeled her thought process but not for asking questions.
Action Steps (connected -Be very deliberate in modeling your thought process for asking questions
to anticipated student aloud.
learning outcomes) -Tell the students that you are going to model your thought process for
asking questions aloud. Tell them to observe you so they can then develop
their own questions.
-Model your thought process aloud for asking questions such as, " I wonder
what type of text structure this is? What do I know? What key words did I
underline? I underlined first, second, then, and next. What do those key
words tell me? They tell me that it is chronological order."
-Then give a new small text and have the students read and ask each other
questions.
-Circulate and Check for understanding.
-Call on students to share their questions aloud.
-By being this deliberate, the students will hear you model your thought
process for asking questions, develop their own questions, and hear their
peers ask questions. This will not take much time and take away from the
objective.
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Signatures
Signoff Status Name Signoff Date
Finalize Caley Petty January 28, 2020 at 02:59 PM
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