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: Ian Hale School: Grand Meadow High School

Grade Level(s) / Subject: Global Studies Observer: Dr. Bryan Matera
Date: November 28, 2017 Start Time: 2:05 End Time: 3:12

Summary of Lesson: The lesson centers on the physical geography of Northern and Southern Europe. Covered in the lesson includes the locations
and names of Northern and Southern European countries, major capitals, and major landforms and waterways. Additionally, content is covered
related to the differences in climate between Southern and Northern Europe.

Domain 1: Planning and Preparation

Component Unsatisfactory Emerging Proficient Advanced

1a The educator’s plans and practice The educator’s plans and practice reflect some The educator’s plans and practice The educator’s plans and practice
Demonstrating display little knowledge of the content, awareness of the important concepts in the reflect solid knowledge of the content, reflect extensive knowledge of the
content and the structure of the
Knowledge of Content prerequisite relationships between discipline, prerequisite relationships between prerequisite relationships between
discipline. The educator actively
and Pedagogy different aspects of the content, or the them, and instructional practices specific to that important concepts, and the builds on knowledge of prerequisites
instructional practices specific to that discipline. instructional practices specific to that and misconceptions when describing
discipline. discipline. instruction or seeking causes for
student misunderstanding.
Evidence: The teacher provides direct instruction to students. His knowledge of the discipline is comprehensive and detailed. The teacher provides opportunities for the students to reflect on prerequisite
knowledge of previous lessons. The instruction and learning reflect clear alignment to what is described in the submitted lesson plan. The teacher asks the observer to focus on specific elements as
written in the plan. Specifically, he writes in the plan, “Pacing- make sure I am taking enough time to fully explain the content and allow students to take notes before moving to the next slide (it’s okay if
we don’t finish the whole presentation today). Volume- make sure I am able to be heard throughout and that I try to avoid being monotone. Enthusiasm- especially when introducing the topic and telling
the students about the learning targets. Classroom management- this class likes to talk (a lot), I want to be more proactive in not allowing it to get too disruptive.”

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 cultures, skills, language proficiency, interests, and special needs from a
interests, and special needs, and does special needs, and attains this knowledge for the
interests, and special needs, and variety of sources, and attains this
not seek such understanding. class as a whole. attains this knowledge for groups of knowledge for individual students.
students.
Evidence: The teacher understands the individual students in the classroom, but doesn’t make an attempt to connect the learning to personal backgrounds, cultures, or personal traditions.

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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: Learning targets are displayed, presented, and implemented throughout the instructional sequence. This alignment allows the students to make connections to the previous day’s work and
clear goals for what is to be achieved by the end of the observed lesson.

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 for Internet, 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: The teacher utilizes technology (projector, screen, PPT) and district textbook resources as a complement to his instruction.

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: The instruction, learning targets, and activities are arranged in a way that will likely engage learners in the classroom. The lesson is planned with step by step structure and aligns with the
content explained in the planning document.
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 Emerging Proficient Advanced

1f The educator’s plan for assessing The educator’s plan for student assessment is The educator’s plan for student The educator’s plan for student
Designing Student student learning contains no clear partially aligned with the instructional outcomes, assessment is aligned with the assessment is fully aligned with the
instructional outcomes, uses clear instructional outcomes, with clear
Assessments criteria or standards, is poorly aligned is without clear criteria, and is inappropriate for at criteria, and is appropriate for the
criteria and standards that show
with the instructional outcomes, or is least some students. The educator intends to needs of students. The educator evidence of student contribution to
inappropriate for many students. The use assessment results to plan for future intends to use assessment results to
their development. Assessment
results of assessment have minimal instruction for the class as a whole. plan for future instruction for groups of
methodologies may have been
impact on the design of future students. adapted for individuals, and the
educator intends to use assessment
instruction.
results to plan future instruction for
individual students.
Evidence: Although not observed within the context of the observation as I exited at the 40-minute mark, the teacher designs a structure for informal assessment. Specifically, he writes in the planning
document, “Students will be asked to restate what they have learned when randomly called upon. Every topic or concept that is introduced will end with a prompt from the instructor to have the students
convey that they have understood or had time to write down the notes.”

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: The teacher engages in talk that is unrelated to the lesson prior to the beginning of the lesson. The teacher is comfortable and the students seem to engage in the discussion for a few minutes.
He makes his way around the room engaging others in talk. When the official start of class begins, the teacher quickly transitions to the “Bellringer” and presents the content objective for the day.

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Component Unsatisfactory Emerging Proficient Advanced

2b
Establishing a Culture
for Learning
Evidence: The teacher is knowledgeable about the content and he demonstrates a clear passion and excitement for the content being taught. The students take an interest in the work and the
discussions happening.
The classroom environment conveys a
negative culture for learning,
characterized by low educator
commitment to the subject, low
expectations for student achievement,
and little or no student pride in work.
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.”
The classroom culture is High levels of student energy and
educator passion for the subject
characterized by high expectations for
create a culture for learning in which
most students and genuine everyone shares a belief in the
commitment to the subject by bothimportance of the subject and all
educator and students, with students
students hold themselves to high
standards of performance—for
demonstrating pride in their work.
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: There is little loss of instructional time evident. Two times during the observation, the teacher had to stop instruction (hesitate) and redirect students. Once the hesitation was completed the
students silenced immediately and the teacher resumed instruction or discussion prompts.

2d There is no evidence that standards of It appears that the educator has made an effort Standards of conduct appear to be Standards of conduct are clear, with
Managing Student conduct have been established, and to establish standards of conduct for students. evidence of student participation in
clear to students, and the educator
The educator tries, with uneven results, to setting them. The educator’s
Behavior little or no educator monitoring of monitor student behavior and respond to student monitors student behavior against monitoring of student behavior is
student behavior. Response to student misbehavior. those standards. The educator subtle and preventive, and the
misbehavior is repressive or response to student misbehavior iseducator’s response to student
disrespectful of student dignity. appropriate and respects the misbehavior is sensitive to individual
students’ dignity. student needs. Students take an
active role in monitoring the standards
of behavior.
Evidence: When the students are too loud or off task, the teacher looks at the students and says, “Guys…” The students know to quiet themselves and get back on task. This only occurs two times during
the observation and does not create a distraction to the direction of the instruction or learning taking place.

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Component Unsatisfactory Emerging Proficient Advanced

2e The physical environment is unsafe, or The classroom is safe, and essential learning is The classroom is safe, and learning is The classroom is safe, and the
Organizing Physical some students don’t have access to accessible to most students; the educator’s use accessible to all students; the physical environment ensures the
learning. There is poor alignment of physical resources, including computer learning of all students, including
Space educator ensures that the physical
between the physical arrangement technology, is moderately effective. The educator those with special needs. Students
and the lesson activities. may attempt to modify the physical arrangement arrangement is appropriate for the contribute to the use or adaptation of
to suit learning activities, with partial success. learning activities. The educator the physical environment to advance
makes effective use of physical learning. Technology is used skillfully,
resources, including computer as appropriate to the lesson.
technology.
Evidence: The classroom arrangement is conducive to student learning. It is spacious and allows for student collaboration in different student desks arrangements, if desired. There is space to walk in
between desks so the teacher can check for understanding or listen in on student discussions when the opportunity exists.

Domain 3: Instruction

Component Unsatisfactory Emerging Proficient Advanced

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: The instructions given at the onset and throughout the instructional lesson are appropriate for the developmental level of the students within the class. The teacher provides concise directions
and they are followed by most students.
Expectations for learning, directions and
procedures, and explanations of content are
clarified after initial confusion; the educator’s use
of language is correct but may not be completely
appropriate for students’ cultures or levels of
development.
Expectations for learning, directions
and procedures, and explanations of
content are clear to students.
Communications are appropriate for
students’ cultures and levels of
development.
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.

3b The educator’s questions are low-level Some of the educator’s questions elicit a Most of the educator’s questions elicit Questions reflect high expectations
Using Questioning and or inappropriate, eliciting limited thoughtful response, but most are low-level, a thoughtful response, and the and are culturally and
Discussion Techniques student participation and recitation posed in rapid succession. The educator’s educator allows sufficient time for developmentally appropriate.
rather than discussion. attempts to engage all students in the discussion students to answer. All students Students formulate many of the high-
are only partially successful. participate in the discussion, with the level questions and ensure that all
educator stepping aside when voices are heard.
appropriate.
Evidence: The questioning throughout the instruction is surface level that includes academic vocabulary. The teacher is encouraged to provide more pre-planned questions that evoke critical thinking and
that make connections to student backgrounds or link to previous lessons. Many of the questions are posed as, Where is this located?, what is this land formation called?, etc.

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Component Unsatisfactory Emerging Proficient Advanced

3c Activities and assignments, materials, Activities and assignments, materials, and Activities and assignments, materials, Students, throughout the lesson, are
Engaging Students in and groupings of students are groupings of students are partially appropriate for and groupings of students are fully highly intellectually engaged in
the instructional outcomes or students’ cultures appropriate for the instructional significant learning and make material
Learning inappropriate for the instructional
or levels of understanding, resulting in moderate outcomes and students’ cultures and contributions to the activities, student
outcomes or students’ cultures or intellectual engagement. The lesson has a levels of understanding. All students groupings, and materials. The lesson
levels of understanding, resulting in recognizable structure but is not fully maintained. are engaged in work of a high level of is adapted as needed to the needs of
little intellectual engagement. The rigor. The lesson’s structure is individuals, and the structure and
lesson has no structure or is poorly coherent, with appropriate pace. pacing allow for student reflection and
closure.
paced.
Evidence: Most students are engaged in the content and message of the lesson being presented. Students answers surface level questions by the teacher and the teacher calls on students regardless of
if their hand is raised or not. One student closest to the door is disengaged throughout the entire lesson by reading a book entitled, The Silver Eyes.” There is no attempt by the teacher to engage or
redirect the student. Others are unevenly engaged in the lesson. However, most of the class can answer questions, ask questions related to geographical formations in in Southern and Northern Europe,
and engage in discussion about this content.

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
aware of the assessment criteria used evaluate their work. students. Students are fully aware of by both students and the educator,
to evaluate their work. the assessment criteria used to and high-quality feedback to students
evaluate their work. from a variety of sources.
Evidence: N/A – No evidence collected within the parameters of this observation.

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: During the minute 28, the student asks, “Could you maybe slow down a bit? The teacher responds, “Sure.” During the course of the instruction, if the student returns an incorrect
answer, the teacher expands on the question and clarifies before moving to another student or remaining with the student who originally answered incorrectly.

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Domain 4: Professional Responsibilities

Component Unsatisfactory Emerging Proficient Advanced

4a Educator does not accurately assess Educator provides a partially accurate and Educator provides an accurate and Educator’s reflection on the lesson is
Reflection on Teaching the effectiveness of the lesson, and objective description of the lesson, but does not objective description of the lesson, thoughtful and accurate, citing
cite specific evidence. Educator makes only citing specific evidence. Educator specific evidence. Educator draws on
has no ideas about how the lesson general suggestions as to how the lesson might makes some specific suggestions as an extensive repertoire to suggest
could be improved. be improved. to how the lesson might be improved. alternative strategies and predicting
the likely success of each.
Evidence: N/A – No evidence collected within the parameters of this observation.

4b The educator’s systems for The educator’s systems for maintaining both The educator’s systems for The educator’s systems for
Maintaining Accurate maintaining both instructional and non- instructional and non-instructional records are maintaining both instructional and maintaining both instructional and
non-instructional records are
Records instructional records are either rudimentary and only partially effective. non-instructional records are accurate, efficient, and effective, and
nonexistent or in disarray, resulting in accurate, efficient, and effective. students contribute to its
errors and confusion. maintenance.
Evidence: N/A – No evidence collected within the parameters of this observation.

4c The educator’s communication with The educator adheres to school procedures for The educator communicates The educator’s communication with
Communicating with families about the instructional communicating with families and makes modest frequently with families and families is frequent and sensitive to
Families program or about individual students is attempts to engage families in the instructional successfully engages them in the cultural traditions; students participate
sporadic or culturally inappropriate. program. Communications are not always instructional program. Information to in the communication. The educator
The educator makes no attempt to appropriate to the cultures of those families. families about individual students is successfully engages families in the
engage families in the instructional conveyed in a culturally appropriate instructional program, as appropriate.
program. manner.
Evidence: N/A – No evidence collected within the parameters of this observation.

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Component Unsatisfactory Emerging Proficient Advanced

4d The educator avoids participating in a The educator becomes involved in the The educator participates actively in The educator makes a substantial
Participating in a professional community or in school professional community and in school and district the professional community and in contribution to the professional
Professional and district events and projects; events and projects when specifically asked; school and district events and community and to school and district
Community relationships with colleagues are relationships with colleagues are cordial. projects, and maintains positive and events and projects, and assumes a
negative or self-serving. productive relationships with leadership role among the faculty.
colleagues.
Evidence: N/A – No evidence collected within the parameters of this observation.

4e The educator does not participate in The educator participates in professional The educator seeks out opportunities The educator actively pursues
Growing and professional development activities development activities that are convenient or are for professional development based professional development
Developing and makes no effort to share required, and makes limited contributions to the on an individual assessment of need opportunities and initiates activities to
Professionally knowledge with colleagues. The profession. The educator accepts, with some and actively shares expertise with contribute to the profession. In
educator is resistant to feedback from reluctance, feedback from supervisors and others. The educator welcomes addition, the educator seeks feedback
supervisors or colleagues. colleagues. feedback from supervisors and from supervisors and colleagues.
colleagues.
Evidence: N/A – No evidence collected within the parameters of this observation.

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: N/A – No evidence collected within the parameters of this observation.
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.
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.
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.

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