dialogue by calling upon students to highlight one character dialoge using BoxLight technology displayed on the white board(similar to a Promethean Board). Teacher repeatedly refers to the Dialogue anchor chart to ensure student comprehension of objective and product. Domain I: Active, Successful Student Participation in the Learning Process Exceeds (x 5) Proficient (x 3) Below (x 1) Unsatis- factory (x 0) Total Subtotal 1. Engaged in learning 2. Successful in learning 3. Critical thinking/ problem solving 4. Self-directed 5. Connects learning 15 6 0 0 21 Total: 20 to 25 Exceeds Expectations 12 to 19 Proficient 4 to 11 Below Expectations 0 to 3 Unsatisfactory Comments: Strengths Areas to Address Students are in a share reading session with teacher reviewing text "Flying Kites" and searching for character dialogue. Students are actively engaged in identifying the elements of dialogue due to their understanding of the objective. Domain II: Learner-Centered Instruction Exceeds (x 5) Proficient (x 3) Below (x 1) Unsatis- factory (x 0) Total Subtotal 1. Goals and objectives 2. Learner-centered 3. Critical thinking and problem solving 4. Motivational strategies 5. Alignment 15 18 0 0 33 Total: 37 to 45 Exceeds Expectations 23 to 36 Proficient 7 to 22 Below Expectations 0 to 6 Unsatisfactory Comments: Strengths Areas to Address Objective: We will identify elements of dialogue and use them in informal play. Product: I will create a comic strip using dialogue between two characters. 6. Pacing/sequencing 7. Value and importance 8. Appropriate question- ing and inquiry 9. Use of technology 2 0 1 2 R e v i s i o n Name: Beginning Time: Appraiser: Date: Campus: Assignment/Grade: Ending Time: P r o f e s s i o n a l D e v e l o p m e n t A n d A p p r a i s a l S y s t e m Observation Summary Summative Annual Appraisal Lee Elementary 5/10/2013 Murphy, Jacquelyn 3 McCartney, Candice Revised June 2012 1 Teacher utilizes pair group work to springboard students product to create a comic strip using dialogue between characters on www.makebeliefscomix.com "Welcome to Make Beliefs Comix. Com" Students work in pairs to pre-plan their character dialogue. www.makebeliefscomix.com "Welcome to Make Beliefs Comix" create your own comix strip. Domain III: Evaluation and Feedback on Student Progress Exceeds (x 5) Proficient (x 3) Below (x 1) Unsatis- factory (x 0) Total Subtotal 1. Monitored and assessed 2. Assessment and in- struction are aligned 3. Appropriate assess- ment 4. Learning reinforced 5. Constructive feedback 0 18 0 0 18 Total: 25 to 30 Exceeds Expectations 15 to 24 Proficient 5 to 14 Below Expectations 0 to 4 Unsatisfactory Comments: Strengths Areas to Address Students are working in pairs utilizing the text "Welcome, Carlos" to search for character dialogue. Students are conversing with one another to show record of their evidence using a highlighter. 6. Relearning and re-evaluation 2 0 1 2 R e v i s i o n Name: Beginning Time: Appraiser: Date: Campus: Assignment/Grade: Ending Time: P r o f e s s i o n a l D e v e l o p m e n t A n d A p p r a i s a l S y s t e m Observation Summary Summative Annual Appraisal Lee Elementary 5/10/2013 Murphy, Jacquelyn 3 McCartney, Candice to Make Beliefs Comix" create your own comix strip. Revised June 2012 2 The teachers selection of materials and student pairing fostered a positive learning environment. Unsatis- factory (x 0) Below (x 1) Proficient (x 3) Exceeds (x 5) 1. Discipline procedures Total 28 0 0 18 10 8. Manages time and materials Domain IV: Management of Student Discipline, Instructional Strategies, Time, and Materials Subtotal 2. Self-discipline and self-directed learning 3. Equitable teacher- student interaction 4. Expectations for behavior 5. Redirects disruptive behavior Total: 34 to 40 Exceeds Expectations 20 to 33 Proficient 6 to 19 Below Expectations 0 to 5 Unsatisfactory Comments: Strengths Areas to Address 6. Reinforces desired behavior 7. Equitable and varied characteristics Mrs. McCartney's models to all members of the Lee community a high level of respect, patience and courteousness. Domain V: Professional Communication Exceeds (x 5) Proficient (x 3) Below (x 1) Unsatis- factory (x 0) Total Subtotal 1. Written with students 2. Verbal/non-verbal with students 3. Reluctant students 4. Written with parents, staff, community members, and other professionals 5. Verbal/non-verbal with parents, staff, com- munity members, and other professionals 20 6 0 0 26 Total: 25 to 30 Exceeds Expectations 15 to 24 Proficient 5 to 14 Below Expectations 0 to 4 Unsatisfactory Comments: Strengths Areas to Address Mrs. McCartney's verbal and non-verbal communication with students creates positive, optimal opportunies for learning. Student's have established a firm trust in Mrs. McCartney to guide them in their understanding and lack of understanding. 6. Supportive, courteous 2 0 1 2 R e v i s i o n Name: Beginning Time: Appraiser: Date: Campus: Assignment/Grade: Ending Time: P r o f e s s i o n a l D e v e l o p m e n t A n d A p p r a i s a l S y s t e m Observation Summary Summative Annual Appraisal Lee Elementary 5/10/2013 Murphy, Jacquelyn 3 McCartney, Candice Revised June 2012 3 2 0 1 2 R e v i s i o n Name: Beginning Time: Appraiser: Date: Campus: Assignment/Grade: Ending Time: P r o f e s s i o n a l D e v e l o p m e n t A n d A p p r a i s a l S y s t e m Observation Summary Summative Annual Appraisal Lee Elementary 5/10/2013 Murphy, Jacquelyn 3 McCartney, Candice Domain VI: Professional Development Exceeds (x 5) Proficient (x 3) Below (x 1) Unsatis- factory (x 0) Total Subtotal 1. Campus/district goals 2. Student needs 3. Prior performance appraisal 4. Improvement of student performance 5 9 0 0 14 Total: 16 to 20 Exceeds Expectations 9 to 15 Proficient 3 to 8 Below Expectations 0 to 2 Unsatisfactory Comments: Strengths Areas to Address Revised June 2012 4 Domain VII: Compliance With Policies, Operating Procedures, and Requirements Exceeds (x 5) Proficient (x 3) Below (x 1) Unsatis- factory (x 0) Total Subtotal 1. Policies, procedures, and legal require- ments 2. Verbal/written directives 3. Environment 5 6 0 0 11 Total: 13 to 15 Exceeds Expectations 9 to 12 Proficient 3 to 8 Below Expectations 0 to 2 Unsatisfactory 2 0 1 2 R e v i s i o n Name: Beginning Time: Appraiser: Date: Campus: Assignment/Grade: Ending Time: P r o f e s s i o n a l D e v e l o p m e n t A n d A p p r a i s a l S y s t e m Observation Summary Summative Annual Appraisal Lee Elementary 5/10/2013 Murphy, Jacquelyn 3 McCartney, Candice Comments: Strengths Areas to Address Revised June 2012 5 Domain VIII: Improvement of Academic Performance Of All Students on the Campus Exceeds (x 5) Proficient (x 3) Below (x 1) Unsatis- factory (x 0) Total 1-9 Subtotal 1-9 1. Aligns instruction 2. Analyzes state assessment data 3. Appropriate sequence 15 18 0 0 33 Total: 37 to 45 Exceeds Expectations 23 to 36 Proficient 7 to 22 Below Expectations 0 to 6 Unsatisfactory 4. Appropriate materials 5. Monitors student performance 6. Monitors attendance 7. Students in at-risk situations 8. Appropriate plans for intervention 9. Modifies and adapts 40 to 50 24 to 39 8 to 23 0 to 7 **Teachers's 1st Year on Campus Teacher's Subsequent Years on Campus **Campus performance rating or AYP not scored as per Commissioner's Rules, Ch. 150.1002(f) PLUS 10. Campus Performance Rating of: A. Exemplary Recognized Academically Acceptable Academically Unacceptable B. Meets AYP *Needs Improvement *If needs improvement, list in the spaces below Indicators from page 7. = = = = = = 4 2 1 0 1 0 Total A+B ________ Graduation Rate/Attend Participation Performance Participation & Performance (Sum of 1-10) Final Total Domain VIII 33 _______ _______ _______ _______ _______ _______ 2 0 1 2 R e v i s i o n Name: Beginning Time: Appraiser: Date: Campus: Assignment/Grade: Ending Time: P r o f e s s i o n a l D e v e l o p m e n t A n d A p p r a i s a l S y s t e m Observation Summary Summative Annual Appraisal Lee Elementary 5/10/2013 Murphy, Jacquelyn 3 McCartney, Candice Comments: Strengths Areas to Address Signature of Appraiser: My appraiser has given me a copy of this Observation Summary Report. Signature of Teacher: Date: Date: Observation Summary Signature of Appraiser: My appraiser and I have discussed this Summative Annual Appraisal Report. Signature of Teacher: Date: Date: Summative Annual Appraisal Signed: 84840 Signed: 84857 5/16/2013 5/16/2013 Revised June 2012 6 2 0 1 2 R e v i s i o n Name: Beginning Time: Appraiser: Date: Campus: Assignment/Grade: Ending Time: P r o f e s s i o n a l D e v e l o p m e n t A n d A p p r a i s a l S y s t e m Observation Summary Summative Annual Appraisal Lee Elementary 5/10/2013 Murphy, Jacquelyn 3 McCartney, Candice AYP Needs Improvement Indicators Reading Performance and/or Participation 1. Performance Only 1a. Participation Only 1b. Performance and Participation 1c. Mathematics Performance and/or Participation 2. Performance Only 2a. Participation Only 2b. Performance and Participation 2c. Graduation Rate 3. Attendance 4. Reading and Mathematics 5. Reading Performance Only and Math Performance Only 5a. Reading Performance Only and Math Participation Only 5b. Reading Performance Only and Math Performance and Participation 5c. Reading Participation Only and Math Participation Only 5d. Reading Participation Only and Math Performance and Participation 5e. Reading Performance Only and Graduation Rate 6. Reading, Mathematics, and Graduation Rate 7. Reading/Performance, Math/Performance and Graduation Rate 7a. Reading/Performance, Math/Participation and Graduation Rate 7b. Reading/Performance, Math/Performance/Participation and Graduation Rate 7c. Mathematics and Graduation Rate 8. Mathematics/Performance and Graduation Rate 8a. Mathematics/Participation and Graduation Rate 8b. Mathematics Performance/Participation and Graduation Rate 8c. Revised June 2012 7