CEDAR FALLS COMMUNITY SCHOOLS

PRR 2005

CAREER TEACHER
PERFORMANCE REVIEW REPORT
Observation
Date(s)
& Time(s)
Teacher: Kelly Pirkl

2015-01-15

Building: Lincoln Elementary

Walk Throughs

Subject/Class: 1st Grade

The performance review shall include, at a minimum:

Classroom observation of the teacher, the teachers implementation and progress on the Individual Teacher
Career Development Plan.

Supporting documentation from other evaluators, teachers, parents, and students.

Evidence of meeting the Iowa Teaching Standards

Standard I Demonstrates ability to enhance academic performance and support for

implementation of the school districts student achievement goals.
Meets standard
Does not meet standard

a.
Provides evidence of student learning to students, families, and staff.
b.
Implements strategies supporting student, building, and district goals.
c.
Uses student performance data as a guide for decision-making.
d.Accepts and demonstrates responsibility for creating a classroom culture that supports the
learning of every student.

e.
Creates an environment of mutual respect, rapport, and fairness.
f.Participates in and contributes to a school culture that focuses on improved student learning.
g.Communicates with students, families, colleagues, and communities effectively and accurately.
Observation on 2015-01-15: During this observation, Mrs. Pirkl led students in small group
instruction with opportunities to work on a variety of Literacy tasks. The stations included reading to
self, reading to someone, word work, writing and listening. To begin the lesson, the students
reviewed expectations before beginning their work. Each of these groups were designed to support
students working at their level and improve their literacy. Following each lesson or week, how do
provide feedback for students on their independent work?
Standard II Demonstrates competence in content knowledge appropriate to the teaching
position.
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Meets standard
Does not meet standard

a.Understands and uses key concepts, underlying themes, relationships, and different perspectives
related to the content area.
b.Uses knowledge of student development to make learning experiences in the content area
meaningful and accessible for every student.
c.
Relates ideas and information within and across content areas.
d. Understands and uses instructional strategies that are appropriate to the content area.
Observation on 2015-01-15: During small group, Mrs. Pirkl focused on helping students to preview
their books as well as focus on word work before a chance to read to themselves as well as the
teacher. Each of these groups looked different depending on the needs of the students in the group. A
few of the groups used leveled readers while others had the chance to read an eBook. Last, the upper
level groups included work on comprehension. Independent groups focused on reading to someone,
reading to self, listening and word work. Each station was designed to help provide students with
multiple literacy experiences.
Standard III Demonstrates competence in planning and preparing for instruction.
Meets standard
Does not meet standard

a.Uses student achievement data, local standards, and the district curriculum in planning for
instruction.
b.Sets and communicates high expectations for social, behavioral, and academic success of all
students.
c.Uses students developmental needs, backgrounds, and interests in planning for instruction.
d.
Selects strategies to engage all students in learning.
e.Uses available resources, including technologies, in the development and sequencing of
instruction.
Observation on 2015-01-15: In order to prepare for the lesson, Mrs. Pirkl created learning
experiences including reading to self, reading to someone, word work, writing and listening. Each
station was designed to support both independent and teacher directed work and support students as
readers.
Standard IV Uses strategies to deliver instruction that meet the multiple learning needs of
students.
Meets standard
Does not meet standard

a.
Aligns classroom instruction with local standards and district curriculum.
b.Uses research-based instructional strategies that address the full range of cognitive levels.
c.Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
d.Engages students in varied experiences that meet diverse needs and promote social, emotional,
and academic growth.
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e.Connects students prior knowledge, life experiences and interests in the instructional process.
f.
Uses available resources including technologies, in the delivery of instruction.
Observation on 2015-01-15: During the lesson, students were given the opportunity to participate in
reading to self, reading to someone, word work, writing and listening. Each station was an
opportunity for the students to learn at their level especially the read to self and to someone. As you
consider the range of needs in the classroom, how is their independent work monitored to support
their continued learning?
Standard V Uses a variety of methods to monitor student learning.
Meets standard
Does not meet standard

a.
Aligns classroom assessment with instruction.
b.
Communicates assessment criteria and standards to all students and parents.
c.Understands and uses the results of multiple assessments to guide planning and instruction.
d.
Guides students in goal setting and assessing their own learning.
e.
Provides substantive, timely and constructive feedback to students and parents.
f.Works with other staff and building and district leadership in analysis of student progress.
Observation on 2015-01-15: During the lesson, Mrs. Pirkl monitored student learning during small
group through use of white boards, word work cards and listening to students read aloud. As the
students worked independently, they focused on Reading to self, reading to someone, word work and
listening. How is this feedback provided to the students for these tasks?
Standard VI Demonstrates competence in classroom management.
Meets standard
Does not meet standard

a.Creates a learning community that encourages positive social interaction, active engagement, and selfregulation for every student.
b. Establishes, communicates, models, and maintains standards of responsible student behavior.
c.Develops and implements classroom procedures and routines that support high expectations for student
learning.
d.
Uses instructional time effectively to maximize student achievement.
e.
Creates a safe and purposeful learning environment.
Observation on 2015-01-15: Mrs. Pirkl designed 6 different learning experiences to support student
literacy instruction. Her use of the Daily Five model helped keep the students engaged and allowed
them to meet their needs for learning as well as movement and interacting with others. During this
lesson, Mrs. Pirkl helped students through reminders and recognition of students making good
choices. As students needed to move from one station to another, the lights were turned off to remind
the students.
Standard VII Engages in professional growth.
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Meets standard
Does not meet standard

a.
Demonstrates habits and skills of continuous inquiry and learning.
b.
Works collaboratively to improve professional practice and student learning.
c.Applies research, knowledge, and skills from professional development opportunities to
improve practice.
d.Establishes and implements professional development plans based upon the teachers needs
aligned to the Iowa Teaching Standards and district/building student achievement goals.

Standard VIII Fulfills professional responsibilities established by the school district.

Meets standard
Does not meet standard

a.
Adheres to board policies, district procedures, and contractual obligations.
b.Demonstrates professional and ethical conduct as defined by state law and individual district
policy.

c.
Contributes to efforts to achieve district building goals.
d.
Demonstrates an understanding of respect for all learners and staff.
e.Collaborates with students, families, colleagues, and communities to enhance student learning.
Observation on 2015-01-15: Mrs. Pirkl demonstrated use of eBooks and iPads to support student
learning during this lesson. eBooks are evidence of learning with colleagues and a district
expectation for 1st grade. In addition, Mrs. Pirkl collaborates with her grade level colleagues through
our weekly PLC meetings. She is also a member of our Lighthouse Team that supports our Leader In
Me implementation through our monthly meetings and focus on our goals.
Comments:

Date of Conference

Staff Member

Evaluator

Staff members signature verifies a conference was held. If the staff member wishes to comment or respond further,
procedures should be followed as stated in the procedural section of the instructional performance booklet.

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