I've decided to include a few excepts from my Teacher Evaluations from the 2020-21 and 2021-22 School Year as they further illustrate my proficiency at meeting the California Standards foe the Teaching Profession. (CSTPs). It should be noted that the 2020-21 School Year was conducted completely virtual. At the time I was teaching 7th grade Math and 8th Grade Language Arts in English and remote. Whereas in the 2021-22 School Year I taught 1st grade Bilingual Spanish and classes were conducted in person.
Ms. Carlton is developing her understanding of the 7th Grade math content. She is able to provide students with clear explanations during instruction. Ms. Carlton is able to adjust instructional strategies to meet students' needs. She is able to provide immediate feedback to further student learning. She needs to continue to develop her routine collection and analysis of data in order to identify student groupings for regular implementation in classroom lessons and for planning. She has been able to gather knowledge about the students in her class by checking in with students' prior teachers, reading IEP passports, speaking directly with families, and using BOY student data. She has been developing her ability to connect with all students and provide spaces for students that might need more attention or differentiated approaches to motivate them and help them improve their engagement in class.
Ms. Carlton is developing her ability to create lessons that are aligned to the instructional outcomes for the days as well as aligned to the content standards for math. In the context of remote teaching she has effectively used PearDeck as a platform for engagement and needs to continue to develop her understanding of it's limitations in terms of student access as well as alignment to instructional outcomes so students feel like they provide evidence of learning during all components of a lesson.
In her first year of implementation of the CPM curriculum, Ms. Carlton's quarterly pacing plans are used to guide the learning activities that build off of each other and also connect to the big ideas of the unit. Her activities provide an opportunity for higher level thinking during both independent and small group assignments. She uses a variety of materials and resources that support students understanding and challenges students to apply knowledge through a variety of activities. Ms. Carlton has done an effective job of sustaining a consistent platform for delivery of content through the use of adapting CPM lessons to PearDeck Slides, however, certain tasks are better suited for other formats. Ms. Carlton is developing her understanding of designing lessons that allow students to provide evidence of learning in a seamless manner with respect to all content areas in math.
Sarah has a solid understanding of her grade level standards. Although she changed grade level's last year, Sarah takes he time to study the standard, ask questions and unpack it with her grade level partner before teaching it. She often shows others how to find the standard, resources or lessons in the new ARC curriculum. During PD she has often models how the standards are taught in her classroom. Sarah also has implemented Ethnic Studies pedagogy into content instruction. She is able to use their knowledge of standards and content to provide students with the strategies and skills necessary to deepen their understanding.
In semester 2 she also lead the K-2 team in modeling use of new ARC program and volunteering to have staff observe her instruction.
Sarah has been able to gather knowledge about the students in this class by checking in with students' prior teachers, speaking directly with families, collecting information from the students' Finding Our Roots projects and using iReady and ARC BOY and MOY student data. She has a strong understanding of students' interests and needs which she is able to weave into her instruction on a daily basis. She is flexible, patient, and is developing her understanding of these students' academic and socio-emotional needs.
In semester 2 she worked closely with a new student coming from another CNCA site in order to help him and parents adapt to the changes in school and become a part of the class.
Sarah has been able to create an environment where students feel respected and safe enough to take risks. Their approach is grounded in Restorative Justice practices and honors the humanity of all students in this classroom. She provides specific positive feedback which leads to a very caring and supportive environment. This year we moved student's into her class who were struggling both academically and social emotionally in another room with a long term sub. Sarah's students showed a level of caring and respect for new student's that is considered modeling for their age. Especially considering that these students did all of kinder year in distance learning and Sarah's class is their first experience learning in a classroom.
In semester 2 she took extra time to address the behaviors of a new student that were negatively impacting the class and shifting the class culture. She was able to problem solve and find restorative approaches to help the new student feel like a part of the class and stop harming others.