STEM

Teacher Evaluation

Staff Member Name: Lance Holly

Date of Evaluation: April 29, 2015
Observation Completed By: Cody Blackburn High School Principal

Performance Standard #1: Professional Knowledge
Professional Educators prepare for quality instruction using a comprehensive approach
1a.Establish a culture of high expectations for learning and achievement.
Key Indicators
Unsatisfactory (1)
Satisfactory w/ Growth Needed (2)
Expectations &
Teaching practices do not
Demonstrates general support of
Inclusion
support, and in some case
STEM School culture as one
may undermine, STEM
reflecting inclusion and high
School culture of high
expectations for MOST students
expectations
Culture of
Classroom practices reflect Classroom culture supports student
Excellence
low level expectations
improvement efforts suitable for
most students

Communicating
Expectations

Little to no evidence of
communication regarding
expectations

Achievement expectations are

unclear or inconsistently
communicated

Notes:

Satisfactory (3)
Teaching practices reinforce
and strengthen the STEM
School culture of inclusion
and high expectations for ALL
students
Classroom culture challenges
all students to continually
improve

Exemplary (4)
Initiates and promotes new ideas
that advance STEM School culture of
inclusion and high expectations for all
students
Creates a culture of excellence that
focuses on stretching achievement
for all students. System in place to
continuously measure progress
towards goals.
Student practices reflect high levels
of learning and achievement and no
longer reflect teacher prompting.

Achievement expectations are

clearly communicated in a
timely manner and
Consistently reinforced
1b. Use school-adopted curriculum, Grade Level Expectations (GLEs) and Core Knowledge content to design coherent lessons
Curriculum &
Lesson plans are not
Lesson plans are partially aligned to Lesson plans closely align to
Lesson plans reflect a thorough
Assessment
readily available and/or do State standards and STEM School
STEM School curriculum and
integration of State standards and
Alignment
not align with State
curriculum
State standards
the STEM School curriculum
standards and STEM
School curriculum
Content
Information presented in
Information presented in class is
Lesson plans are based on
Lesson plans are based on extensive
Knowledge
class is frequently
generally accurate, but it may not
solid content knowledge.
content knowledge. Information is
inaccurate and/or
reflect the most current knowledge
Information is accurate and
accurate, current and consistent with
outdated
of the discipline
current
well-established practices of the
discipline
Lesson/Unit Design Lesson plans are frequently Lesson plans are activity vs.
Lesson is planned in detail
Lesson plans are exemplary and
inadequate. Chosen class
objective based. Time allocated and around clearly defined
reflect strong, clear alignment with
activities often do not
pacing of lessons is not consistently
objectives. Progression and
objectives. Progression and pacing
promote student learning
reasonable
pacing have reasonable time
are perfect
of content knowledge.
allocations
1c. Post aligned lesson objectives and standards and plan for demonstrations of learning (DOL).
Posts Lesson
Lesson objectives are not
Lesson objectives are posted, but
The posted lesson objective is The posted objectives are used to
Objectives
posted in classroom
not used to focus students
effectively used to focus
effectively focus student attention
attention to task
student attention at the
throughout the lesson
beginning of the lesson
Students
Lesson objectives are
Students primarily rely on teacher
Lesson objectives are written,
Students automatically refer to the
Understand Lesson unknown or unclear to
direction to understand the
posted and referenced in
posted objective to focus their
Objectives
students
objectives.
student-friendly language;
learning
students clearly understand
what they are expected to
know
Plans for
DOLs are not developed in
The DOLs are minimally developed
The DOLs are developed in
The DOLs are designed in advance of
Demonstrations of
advance of instruction
and loosely connected to the
advance of instruction and
instruction, tied closely with the
Learning (DOL)
and/or not aligned with
objective
aligned with lesson objective
lesson objective, and provide
the objective
multiple ways for students to
demonstrate what they have learned

Mr. Holly creates organized learning opportunities for the students centered on standards. All lessons are focused upon a central
learning objective that is clearly communicated at the beginning of the lesson, referred to during the class, and reinforced at the end of
the lesson. His strong knowledge of the content is clearly evident. Mr. Holly has a good sense of pace in his lessons and it is clear
students are gaining a great deal of knowledge in his class. He has also worked collaboratively with other members of the Social Studies
department to develop common essential questions used to focus the learning pathways for the students and lead back directly to the
established standards.

STEM Teacher Evaluation

Staff Member Name: Lance Holly

Date of Evaluation: April 29, 2015
Observation Completed By: Cody Blackburn High School Principal

Performance Standard #2: Instructional Planning
Professional Educators use data to inform instruction
2a. Focus on instruction using data
Key Indicators
Unsatisfactory (1)
Use of data
Does not independently
management tools
access student
achievement data
Uses data to
inform instruction

Fails to use data to make

instructional decisions

Uses disaggregate
data to refine
instruction

Data is rarely if ever used

to make changes in
instruction

Satisfactory w/ Growth Needed (2)

Independently accesses student
achievement data

Satisfactory (3)
Independently accesses and
utilizes student achievement
data

Attempts to make instructional

decisions based on data but
inferences about the data may not
be thorough or complete
Examines and utilizes group level
data when planning instruction

Accurately utilizes data when

making instructional decisions

2b. Use a variety of methods when designing classroom assessments

Assessment
A single type of classroom
Uses a limited number of classroom
Methods
assessment method is use
assessment methods which may be
and is not aligned with the
loosely aligned to the evidence
evidence outcome in the
outcomes in the curriculum
curriculum
Classroom
Classroom assessments are Primarily uses prepared
Assessments
of poor quality
assessments with multiple choice
responses

Common Grade
Level Assessments

Does not utilize or

contribute to the
development of grade level
assessments

Cooperates with colleagues to

implement common grade level
assessments; compares results

2c. Involves students in assessing their own learning or skill mastery.

Scoring Criteria
Students are not made
Students receive the scoring criteria
aware of the assessment
too late in the process and are not
scoring criteria in advance
able to identify what they need to
of the lesson
do to improve performance
Student Self-
Monitoring

Student Goal-
Setting

Notes:

Teacher does not track

student results in a timely
manner and students do
not know how they are
doing
Periodically provides
anecdotal information to
students and/or parents
about how they are doing

Teacher assumes responsibility for

all monitoring of student
performance; students wait for the
teacher to let them know

Provides students and/or parents

with information about how to
understand achievement data. The
teacher sets goals and monitors
progress for students

Exemplary (4)
Regularly accesses and
systematically utilizes data to
measure individual and group
achievement results
Accurately draws inferences from
multiple data sources to make
instructional decisions

Examines data at the item

level to identify strengths
and challenges of
disaggregated groups

Routinely uses data to accurately

refine and modify instruction for
whole groups, small groups and
specific individuals

Appropriately matches
classroom assessment
methods with evidence
outcomes in the curriculum

Clear evidence of multiple

assessment methods that match
intended purpose and are closely
aligned to outcomes in the
curriculum
Varied assessment tasks are
imbedded within the lesson and are
a function of learning, not time.

Creates a variety of
assessments that accurately
measure student learning.
Assessment tasks provide
varied options for students to
demonstrate learning
Collaborates with colleagues
to better understand how to
use common assessment
results to improve future
instruction
Students have the scoring
criteria in advance of the
lesson and can readily identify
what they need to do to
improve performance
Teacher regularly prompts
students to monitor their
progress; student have
opportunities to practice self-
monitoring
Coaches students to interpret
their own achievement data,
and to set realistic goals.

Collaborates with colleagues to

design, implement and review
results of common assessments.
Uses data to re-teach and improve
future lessons
Students are very familiar with the
scoring criteria and can readily take
responsibility for improving their
own performance
The students self-monitoring
system includes an organized way
for students to keep artifacts that
document their level of proficiency
Teacher facilitates student
ownership of the entire individual
goal setting and progress
monitoring system

Mr. Holly provides varied opportunities for students to demonstrate their learning of the material in his classes. There is a mixture of
projects, essays, and other assessments created to both assess the content gained, but there are strong components of skill-based
assessments he utilizes as well. Though he utilizes the data generated from his classroom assessments, perhaps the next viable step in
his evolution as a teacher is to identify a variety of data to pull from that will guide instruction by giving Mr. Holly a greater idea of the
skill gaps his students possess so he can tailor his instruction to meet their academic needs.

STEM Teacher Evaluation

Staff Member Name: Lance Holly

Date of Evaluation: April 29, 2015
Observation Completed By: Cody Blackburn High School Principal

Performance Standard #3 Delivers Quality Instruction
Professional Educators deliver quality instruction
3a. Instructs bell to bell
Key Indicators
Unsatisfactory (1)
Engages within one Much time is wasted
minute
before beginning the
lesson

Satisfactory w/ Growth Needed (2)

Instructional time lost because
teacher is not ready to begin the
lesson

Satisfactory (3)
Teacher consistently engages
students within one minute of
the bell

Transitions

Transitions are chaotic

with much time lost
between lesson segments

Not all transitions are efficient

which results in some loss of
instructional time

Teacher ensures that transitions

are well-planned and do not
result in loss of time between
instructional segments

Purposeful Closure

Lesson ends abruptly

without purposeful closure
or review of learning
objective

Lesson closure is perfunctory and

does not effectively prepare all
students for follow-up practice or to
link lesson to future learning

Lesson closure is well-

summarized, thought- provoking
and clearly linked to GLEs

3b. Use a variety of instructional strategies to focus instruction

Selection of
Lacking instructional focus; Selects an instructional strategy
Instructional
classroom activities merely specific to the subject matter to
Strategies
consume time
support student understanding
Instructional
Delivery

Directions and
Expectations

Instructional delivery is
poorly executed

Instructional delivery engages

some, but not all of the students

Selects multiple instructional

strategies that maintain focus
and cognitively engage students
Instructional delivery is effective
in engaging students in
important learning
Teachers written and/or oral
directions consistently contain
an appropriate level of detail and
are clear to students; minimal
clarification required by teacher

Teachers written and/or

oral directions are
regularly confusing to the
students, leaving them
with questions about what
they are supposed to do
3c. Engages students in learning
Active Engagement Lecture and/or busy work
characterize the learning
experience (passive
learning)

Teachers written and/or oral

directions are sometimes unclear,
causing students to frequently ask
the teacher to repeat the directions

Learning experiences are primarily

teacher-directed, the teacher
experiments with different
engagement strategies

Teacher promotes an
expectation of active learning
process and collaboration

Multiple Response
Techniques

Calls on only one student

at a time to respond

Attributes the correct responses of

a few students to the entire class

Class Discussions

Teacher monopolizes class

discussions

Teacher has limited success

engaging all students in class
discussions and/or a few students
are allowed to dominate
discussions

Solicits responses from all

students to show that they are
understanding (e.g. clickers,
thumbs up, dry erase boards)
Teacher successfully engages all
students in class discussions

3d. Checks for student understanding

Lesson Sequence
The teacher does not
and Pacing
check for understanding
and is therefore unable to
adjust sequence or pacing
of lesson when students
are confused
Questioning
Teacher questioning skills
Strategies
are relatively poor and

elicit limited responses

Implementation of
Demonstrations of
Learning (DOLs)

DOLs are rarely used

Exemplary (4)
Students are taught to be self-
directed learners who engage in
activities within one minute of
the bell
Students are able to self-
progress from one learning
segment to the next through
well-established classroom
routines
All students are engaged and
teachers use this time to guide
reflection, prepare students for
follow-up practice, and to make
connections to future learning
Strategically selects from an
extensive repertoire of
instructional strategies that
challenge students at all levels
Instructional delivery is well-
executed and effectively leads to
significant student learning
Teachers written and/or oral
directions anticipate possible
student misunderstanding and
teacher plans accordingly (pre-
teaching vocab, scaffolding, etc.)

Teacher facilitates challenging

learning experiences that
promote collaboration,
independent learning, and
choice for all students
Expects thoughtful responses
from all students that clearly
demonstrates critical thinking
Teacher organizes the classroom
and skillfully prepares students
to effectively contribute to class
discussions

The teacher does not incorporate

sufficient checks for understanding
during the lesson, but may adjust
future lessons based on student
response data

The teacher uses a variety of

techniques to check student
understanding, and adjusts the
lessons sequence and pacing
during the lesson

The teacher uses a variety of

techniques to check student
understanding and adjust the
lesson to ensure individual
student success (SPED, ALP)

Only some teacher questioning

strategies invite a thoughtful
response

Teacher questioning strategies

prompt students to extend their
thinking and elaborate their
answers

DOLs are at times cumbersome and

difficult to gain information from

DOLs are readily used,

completed in a short period of
time and easy to understand

Strategic teacher questioning

strategies require students to
think critically by defending or
justifying their answers.
Thoughtful questions deepen the
discussion
The DOLs are quick, effective and
varied from day to day

Continues on next page

STEM Teacher Evaluation

Staff Member Name: Lance Holly

Date of Evaluation: April 29, 2015
Observation Completed By: Cody Blackburn High School Principal

Performance Standard #3 Delivers Quality Instruction (continued)
Professional Educators deliver quality instruction
3e. Deliver rigorous content
Key Indicators
Unsatisfactory (1)
Adherence to
Content presented is too
Rigorous Curriculum
easy for the majority of
students and teacher has
departed for prescribed
curriculum
Prior Knowledge and Lesson content is poorly
Making Connections
presented. Teacher
neglects key pieces of
content

Satisfactory w/ Growth Needed (2)

Lessons or units require limited
intellectual engagement and/or
curriculum is not always presented
with fidelity

Satisfactory (3)
Lessons or units consistently
provide rigorous intellectual
engagement and/or curriculum
is taught with fidelity

Teacher assumes students will

make appropriate links to prior
knowledge and relevance

Presentation of new content is

challenging, appropriate, and
links well with students prior
knowledge

Exemplary (4)
Lessons or units are expertly
designed to maximize rigorous
learning. Curriculum is taught
and expanded with fidelity

Presentation of new content is

challenging, appropriate, and
links well with students prior
knowledge. Teacher skillfully
makes learning relevant to
students lives
Relevance for
Presentation of lesson is
Whether or not they find it
Students are interested and
Students find the lesson
Students
uninteresting. Students
interesting, student follow the
engaged in the lesson, and can
engaging and can explain how
are bored and uninvolved teachers directions and do what is
state how the subject is relevant
the subject is relevant to other
in learning
asked of them
to their own learning
disciplines
3f. Integrate 21st Century Skills and Instruction (Critical Thinking/Reasoning, Problem Solving, Information Literacy, Collaboration and Communication, Self-
Direction and Invention)
Skills of a 21st
Lesson or unit does not
Lesson or unit design helps students Lesson or unit design includes
Lesson or unit design provides
Century Learner
further the development
to develop at least one 21st Century
varied strategies for teaching
opportunities for students to
st
st
of 21 Century skills
skill
21 Century skills
demonstrate 21st Century skills
Materials and
Instructional materials or
Instructional materials and
Teacher selects a variety of
Teacher selects a variety of
Resources
resources are
resources limit student access to
appropriate instructional
relevant materials that enhance,
inappropriate, ineffective different perspectives
materials and resources that
extend the instructional
and/or not used at all
provide students with different
experience and reflect diverse
perspectives
perspectives
Technology
Technology is rarely if
Teacher experiments with
Technology promotes efficiency,
Teacher skillfully uses technology
Integration
ever used for efficiency
technology, but it may distract from understanding of content and is
to extend student expertise of
or instruction
the attainment of the lesson
appropriate to accomplish the
both content and available
objectives
lesson objective
technology
3g. Provides feedback about student proficiency
Timely Feedback
When feedback is given,
Feedback is provided too late for
Feedback is provided in a timely
Timely feedback reinforces what
it is too little, too late
the student to use it to improve
manner and students are able to the student did well and it
performance
make necessary improvement in
outlines specific strategies for
the next assigned task
students to improve their
performance in the next
assigned task
Homework
Homework is basically
Loose connection between the
Homework effectively reinforces
Homework effectively reinforces
irrelevant and does not
assigned homework and the
key concepts and skills from the
key concepts and skills from the
further learning
concepts/skills taught in class
lesson
lesson. An efficient system of
shared responsibility exists
Grading & Reporting Grading is inconsistent
Grading is completed and posted at
Grading and reporting system
Teacher proactively establishes
and heavily subjective
the end of the unit. Grades and
accurately reflects student
and communicates the system
(lacking rubric). Posting
progress reports are completed per
learning and is shared with
used for grading and reporting
of grades on Canvas is
the school schedule.
students/parents on an ongoing
student learning.
not timely.
basis through Canvas
Notes:

Little to no time is wasted in Mr. Hollys classes. Before the students arrive in class, Mr. Holly generally has the warm up activity listed for
students to see and begin. He doesnt need to prompt students to begin working, because the expectation is clearly understood.
Students get a variety of direct instruction, collaborative discussion/activities, independent work, and opportunities to communicate in
small groups and to the larger class. He has been utilizing a game-layer in his classes to increase engagement for some time prior to
coming to STEM, and he has been able to improve on this methodology during the course of this school year. Technology is clearly used
as a tool to enhance the learning of the students as Mr. Holly fully utilizes the Canvas LMS, Google Docs, and other means to provide
students with the materials necessary to complete the assignments. Students are also frequently typing responses to prompts, notes,
and creating projects using the technology at their disposal. He appropriately blends direct instruction with the STEM instructional model
of problem-based learning.

STEM Teacher Evaluation

Staff Member Name: Lance Holly

Date of Evaluation: April 29, 2015
Observation Completed By: Cody Blackburn High School Principal

Performance Standard #4 Interventions to meet diverse needs
Professional Educators increase the probability of advancing individual student achievement
4a. Differentiate instruction based on student needs and background
Key Indicators
Unsatisfactory (1)
Satisfactory w/ Growth Needed (2)
Differentiation
No visible effort put forth Uncoordinated or inconsistent
Techniques
to differentiate for
effort to differentiate for diverse
diverse needs
needs; may not clearly understand
needs
Differentiates for
No visible evidence that
Requires support from others to
learning Styles and
learning styles and
differentiate for different learning
Abilities
abilities have influenced
styles and abilities
instruction
Student
One size fits all approach
Acknowledges or makes some
Backgrounds and
to lesson design
reference to student backgrounds
Interests
and interests in the lesson

4b. Implements interventions with fidelity and adjusts interventions based on results
Response to
Assumes minimal
Attends RTI meetings to discuss
Intervention
responsibility in the RTI
student concerns
process and/or does not
collaborate with SPED
Intervention
Makes no visible effort to Requires additional skill
Implementation
implement interventions
development to effectively
implement selected interventions
with fidelity
Progress Monitoring Does not generate
Records some progress data
progress monitoring data

4c. Adapt and modify instruction for the unique needs of learners
Plan for special
Instruction is not
Uses second-hand student
learning needs
differentiated for
information to plan instruction for
students with special
students with special needs
needs
Individual student
Fails to implement
Implements required
plans
accommodations or
accommodations or modifications
modifications
with support from others
Interdependence

Resists or is passive in
collaborating with others

Allows others to take the lead in

directing student plans

Notes:

Satisfactory (3)
Appropriately implements
differentiated instruction
techniques that meet the needs
of the students
Clear evidence of differentiated
instruction based on knowledge
of learning styles and abilities
Takes diverse student
backgrounds/interests into
consideration when designing
and implementing instruction

Participates in the RTI process
and consults with special service
providers to support student
needs
Implements interventions with
skill and fidelity

Regularly records progress-

monitoring data to determine
whether interventions are
effective. May increase
frequency of monitoring for
certain students.
Accesses and utilizes student
information to plan instruction
for students with special needs
Independently implements
appropriate accommodations or
modifications as indicated in
student plan
Collaborates or co-teaches with
others to implement student
plans

Exemplary (4)
Analyzes student achievement
data to effectively design and
differentiate instruction
Differentiates for learning styles
and abilities on multiple levels,
including assessment, content,
process and product
Exhibits a heightened sensitivity,
awareness and response in all
areas to culturally diverse
student backgrounds and
interests

Assumes a proactive role in the
RTI process and readily offers
effective and individualized
strategies to support the student
Strategically implements and
manages interventions for
multiple students while
maintaining fidelity
Maintains progress monitoring
data and analyzes it to improve
interventions. Uses multiple
progress monitoring tools.

Routinely accesses, organizes

and analyzes student
information to adjust instruction
for students with special needs
Effectively implements
appropriate accommodations or
modifications in all student areas
Seeks partnerships and works
interdependently whenever
necessary to implement
individual student plans

Mr. Holly is effective with meeting the needs of the diverse learning populations in his classes. Whether the students are on IEPs or ALPs,
he understands how to modify his assignments, instructional practices, and assessments. Students in his classes are both supported
through his efforts as well as challenged to their individual abilities and generally feel successful in his classes. He clearly knows the
students in his classes who need extra support and makes sure to plan for those scaffolds during his lessons.

STEM Teacher Evaluation

Staff Member Name: Lance Holly

Date of Evaluation: April 29, 2015
Observation Completed By: Cody Blackburn High School Principal

Performance Standard #5 Classroom Environment
Professional Educators establish a culture that is conducive to student well being and learning
5a. Contribute to a safe and orderly learning environment
Key Indicators
Unsatisfactory (1)
Satisfactory w/ Growth Needed (2)
Rules and
Is non-compliant or
Is often unclear or inconsistent in
Regulations
negligent with respect to
the implementation of school rules
school rules and/or
or safety requirements; supervision
student safety, both
of students may lack the
inside and outside the
appropriate level of attention
classroom
Safe and Organized
Environment

Classroom arrangement
is either unsafe or
impedes learning

Creates a safe classroom

environment, but limited attention
has been given to use of space

Satisfactory (3)
Complies with school behavioral
rules and safety requirements,
and supervision of students is
given the appropriate level of
attention

Classroom environment is safe,

organized and designed to
support student learning

Physical Resources:
Uses physical resources
The use of physical resources limits
furniture
poorly and learning is not engagement
arrangement,
accessible to some
technology and
students
learning stations
5b. Use effective classroom management procedures
Routines and
Established classroom
Procedures and routines are
Procedures
routines and procedures
established but they are
are not reinforced
inconsistently reinforced. Teacher
spends too much instructional time
redirecting behavior
Learning Experiences Learning experiences and Learning experiences and activities
and Activities
activities are disorganized are primarily managed by the
and poorly managed
teacher and may result in wasted
time while students wait for teacher
direction
Independent and
Procedures for
Teacher redirection is required to
Cooperative Work
independent and
engage in independent or
cooperative work are not
cooperative work
established or reinforced,
resulting in considerable
down time
5c. Effectively manage student behavior
Discipline Plan
Does not have a clear set
Most students seem to understand
of classroom rules or
the classroom rules and standards
procedures, resulting in
of conduct. Consequences for
unclear student
inappropriate behavior are
expectations, increasing
inconsistently applied
vocal intensity and/or
spending too much time
on behavioral issues
Redirection
Lessons have numerous
Teachers strategies to redirect
Techniques
disruptions
inappropriate behavior are limited,
resulting in too much time spent
redirecting student behavior

The use of physical resources

contributes to all students being
able to access learning

Circulation During
Instruction

Teacher circulates during

instruction to effectively monitor
behavior and learning

Remains basically
stationary when teaching

Utilizes teacher proximity to

students to prevent disruptive
behavior

Exemplary (4)
Consistently implements and
reinforces school rules and
safety requirements. Is fully
engaged at all times with active
supervision of students. Prompt
students to assume responsibility
for school rules.
Establishes a comfortable, safe
and inviting learning
environment that is organized
and maximizes efficiency
Varies physical resources for
optimal use; factors in individual
student needs when arranging
the classroom environment

Efficient procedures and routines

are clearly established and well
known to students

Procedures and routines are so

well-established that they are
efficiently managed by self-
directed learners

Learning experiences are

routinely organized in such a way
that learning time is maximized

Teacher has successfully instilled

a sense of urgency in all students
related to learning experiences
and activities

Procedures for independent and

cooperative work are known in
advance and most students are
engaged in learning

Students have been well trained

to consistently manage their
own independent or cooperative
work and to hold themselves
accountable

Teacher has established

classroom rules and standards of
conduct that are clear to all
students. Consequences for
inappropriate behavior are
reasonable and consistently
applied

Teacher has effectively passed

on the responsibility for
managing classroom rules and
conduct to students. Monitoring
by the teacher is subtle and
proactive

Teacher is skilled and uses a

variety of effective techniques to
redirect students

Very little time is spent by the

teacher managing student
behavior because a culture of
respect has been established and
students respect the rights of
others to learn
Teacher circulates during
instruction and interacts with
students to assess progress and
student thinking; teacher
exhibits a heightened awareness
of all students

Continues on next page

STEM Teacher Evaluation

Staff Member Name: Lance Holly

Date of Evaluation: April 29, 2015
Observation Completed By: Cody Blackburn High School Principal

Performance Standard #5 Classroom Environment (Continued)
Professional Educators establish a culture that is conducive to student well being and learning
5d. Promote positive and respectful rapport
Key Indicators
Unsatisfactory (1)
Student to Student
Teacher allows student
Interactions
interactions in the
classroom that are
disrespectful (conflict,
sarcasm, teasing and
bullying)
Teacher to Student
General interactions
Interactions
between teacher and
student reflect a lack of
rapport
Respect for
The teachers actions or
Differences
words embarrass or
devalue student
Notes:

Satisfactory w/ Growth Needed (2)

Teacher periodically reinforces
appropriate interactions between
students

Satisfactory (3)
Teacher is intentional about
efforts to consistently foster
polite and respectful student to
student interactions

Exemplary (4)
Teacher has established a
classroom culture that fosters
highly respectful student to
student interactions

Teacher-student interactions are

cordial, but superficial

Teacher-student interactions are

positive, respectful and produces
a rapport with most students

Teacher does not consistently

reinforce a respect for student
differences

Teacher reinforces high

expectations for respecting
student differences

Teacher fosters a strong rapport

with ALL students that is
consistently positive and
respectful
Teacher is intentional about
teaching and demonstrating
respect for student differences

Mr. Holly creates a clearly focused learning environment where students understand the expectations for behavior. Minimal time is
devoted to refocusing misbehavior mainly because of the engaging nature of the lessons and activities Mr. Holly develops for his classes.
His classroom is a safe and comfortable environment for students to share their ideas without fear of how their peers will react. A sense
of urgency has been instilled in his students through his use of game-layer theory where students are awarded various privileges based
on the completion of the assignments and other requests. Students are eager to earn the badges to be given the ability to sit in a
comfortable section of the classroom, exempt themselves from certain assignments, and other incentives. During the school year, Mr.
Holly volunteered to take over for a teacher who abruptly left mid-year and he was able to quickly turnaround the energy of the students
from frustration about the other teacher leaving to a focus on their own individual learning. He was able to quickly establish positive
relationships with the students in the new classes.

STEM Teacher Evaluation

Staff Member Name: Lance Holly

Date of Evaluation: April 29, 2015
Observation Completed By: Cody Blackburn High School Principal

Performance Standard #6 Professional Development
Professional educators have a responsibility for professional growth and positive leadership
6a. Understand their role and responsibility in implementing the STEM School Unified Improvement Plan
Key Indicators
Unsatisfactory (1)
Satisfactory w/ Growth Needed (2)
Satisfactory (3)
Leadership Skills
Allows others to fulfill the Works collaboratively with school
Initiates collaboration with
goals and priorities
leadership to fulfill the goals and
partner or team to fulfill goals
outlined in the UIP
priorities outlined in the UIP
and priorities outlined in the UIP
Collegial
Does not actively work
Maintains minimal relationships
Provides mutual support and
Partnerships
with others to support
with colleagues to support school
cooperation with colleagues and

school improvement
improvement efforts
administrators to fulfill school
efforts
improvement efforts
Focus on Quality
Is generally unsupportive
Teacher actively supports the
Teacher visibly supports and
Instruction
of school improvement
schools efforts to improve the
promotes the schools efforts to
efforts as evidenced by
quality of instruction for all
improve the quality of
vocal disagreements
students
instruction for all students
and/or refusal to make
necessary changes
6b. Promote Professional Learning Communities (PLCs) through collaboration and purposeful involvement
PLC Participation
Works in isolation
Willing to collaborate with
Actively participates in a PLC,
without evidence of
colleagues, but requires additional
enthusiastically and
collaboration with
skill development and practice for
independently implements the
colleagues to implement
effectively implementing the
ideas/concepts of the PLC within
ideas/concepts generated ideas/concepts of the PLC
own classroom
in the PLC
Professional Inquiry
Rarely, if ever,
Takes some initial steps to engage
Consistently displays
demonstrates a
in professional dialogue with
professional curiosity with
professional curiosity or
colleagues
colleagues by asking Why
challenges other PLC
and/or actively pursuing data or
members thinking
solutions related to the question

Professional
Little to no effort to share Exchanges ideas regarding
Voluntarily participates in team
Learning
knowledge or contribute
instructional materials and teaching efforts to improve programming
productively to the
strategies
professional learning of
the team
6c. Continue Professional Growth
Life Long Learning
Does not engage in
Participates in professional
Actively evaluates own teaching
professional
development to gain new skills to
practices and seeks new
development except to
improve teaching practices
professional development
maintain license
opportunities related to personal
growth goals
Mentorship and
Not receptive to
Seeks and accepts support from
Positively impacts peers by
Peer Feedback
feedback from mentors
mentors or peers
providing mentorship or
or peers
feedback
Performance Goal
Sets low performance
Develops individual performance
Establishes individual SMART
Setting
goals or does not monitor goals and monitors own progress as goals that align with the school
or meet personal
required
UIP and monitors own progress
performance goals
as required
Notes:

Exemplary (4)
Serves in a school-wide
leadership capacity to fulfill goals
and priorities outlined in the UIP
Initiates partnerships with
colleagues in order to further
lead school improvement efforts
Teacher is actively engaged in
leading efforts to improve the
quality of instruction for all
students

Exhibits highly collaborative

leadership skills that support the
PLC members efforts to
implement the ideas/concepts of
the PLC
Engages in collective inquiry by
challenging self and others to
continually think about broader
professional or philosophical
questions.
Shares best practices with others
through modeling or conducting
professional development inside
the school

Continually challenges self to

embrace new ideas and teaching
methods to enhance teaching
effectiveness and grow
professionally
Serves as a skilled mentor for
other educators
Sets individual SMART goals that
go above and beyond those
reflected in school UIP; monitors
own progress and consistently
achieves goals

Mr. Holly has been a tremendous addition to the Social Studies team this year. He has brought a positive, collaborative attitude to the
department that has greatly advanced game-based learning approaches and strategies many of the team members have been working on
during the school year. He is a reliable teammate who often asks thoughtful questions when the team is discussing various strategies or
ideas. After taking over for another teacher, Mr. Holly began teaching economics in an engaging way that made the material relevant to
the students. Further, he has created opportunities for students to engage in activities where they learn entrepreneurship skills. This is
one example of how Mr. Holly looks at the curriculum to identify ways to further enhance the learning opportunities for students so they
are not bored with the content but rather, students become incredibly engaged and excited about the projects.

STEM Teacher Evaluation

Staff Member Name: Lance Holly

Date of Evaluation: April 29, 2015
Observation Completed By: Cody Blackburn High School Principal

Performance Standard #7: Professional Responsibilities
Professional Educators have a responsibility to the profession, school, parents, students and the public
7a. Adhere to federal laws, state statutes and regulations pertaining to education, the Board of Education policies, the STEM School Teacher Operating
Principals document, and school rules
Key Indicators
Unsatisfactory (1)
Satisfactory with Growth Needed (2) Satisfactory (3)
Exemplary (4)
Legal and
Disregards or has no
Has a limited understanding of legal
Understands and abides by
Understands and abides by legal
Professional
awareness of legal and
and professional responsibilities, and
legal and professional
and professional responsibilities
Responsibilities
professional
may actively seek to raise personal
responsibilities pertaining to
pertaining to education as well
responsibilities pertaining awareness
education
as help peers with this.
to education
Compliance
Does not comply with
Inconsistently complies with rules
Personally complies with all
Actively contributes to the
rules, either out of
rules
effective implementation of
ignorance or blatant
rules
disregard
Confidentiality
Disregards the legal and
Seeks clarification and understanding Maintains the legal and
Personally maintains and
professional aspects of
of confidentiality practices
professional aspects of
regularly reminds peers of the
confidentiality practices
confidentiality practices.
legal and professional aspects of
confidentiality practices
7b. Demonstrate Professionalism
Respectful
Frequently treats other
Interactions with peers, students,
Consistently treats peers,
Consistently models and
Workplace
disrespectfully, including
parents or visitors are periodically
students, parents and visitors
promotes a culture of respect for
peers, students, parents
disrespectful and need to be
with respect
others
or visitors
addressed
Honesty and
Displays unethical or
Poor judgment by teacher raises
Deals with students, parents
Displays the highest level of
Integrity
dishonest conduct
questions about their honesty and
and colleagues with honesty
ethical and professional conduct
integrity
and integrity
Other Duties as
Absent or habitually late
Usually completes assigned duties
Assumes responsibility for the
Over time improves upon the
Assigned
for assigned duties;
and responsibilities
timely and successful
effective and efficient
unwilling to help with
implementation of assigned
implementation of assigned
additional tasks
duties and responsibilities
duties and responsibilities
7c. Effectively Communicates and Solves Problems
Communication
Poorly communicates
Communicates adequately
Consistently communicates
Strong Performer rating +
with others.
clear and accurate information
Communication serves to
Communication is neither
in an efficient and timely
advance understanding in
accurate, understandable
manner
challenging situations
or timely
Conflict Resolution
Minimal involvement or
Makes limited or grudging
Actively participates in solution Facilitates and models effective
interest in identifying
contributions to the resolution of
generation, using conflict
conflict resolution skills and
solutions to issues
conflicts
resolution strategies
strategies
Professional
Loses composure or
Requires guidance or prompting from Assumes responsibility for and
Anticipates and diffuses conflicts
Composure
becomes defensive when others to help maintain composure
successfully maintains
and is a calming presence when
faced with a difficult
when faced with a difficult problem
professional composure when
faced with a difficult problem or
problem or person
or person
faced with a difficult problem
person.
or person
Notes:

It is clear Mr. Holly is an exemplary professional. As an employee, he is dedicated, reliable, and prompt. Generally, Mr. Holly is one of
the first staff members to come to school and is often working on things until well after 5pm. He is truly dedicated to the profession of
teaching and is well on his way to becoming a master teacher. Mr. Holly is a model for our students and other staff members with regard
to honest, integrity, respect, and responsibility; in short he is an individual full of good character! When a situation developed this year in
his AP US History class, Mr. Holly was able to hold students accountable, listen intently to the concerns of his parents, manage his own
frustration of the situation, and respond appropriately to the issue. All throughout the process, Mr. Holly fully anticipated issues the
students and parents communicate and was able to appropriately respond to the concerns. During several meetings with the upset
parents, Mr. Holly remained calm and professional even when some of the other parents did not. Truly, Mr. Holly is a wonderful asset to
the STEM School teaching faculty!

STEM Teacher Evaluation

Staff Member Name: Lance Holly

Date of Evaluation: April 29, 2015
Observation Completed By: Cody Blackburn High School Principal

Professional Goals for Next School Year:

1. Mr. Holly will review various forms of achievement data (MAP, CMAS, PARCC), as well as classroom-generated data,
to identify areas of growth for students and identify ways in his classes where he can support individual growth for
all students.
2. Mr. Holly will work with new staff members to help them learn about the STEM School Instructional Model as well
as best practices for classroom management, planning, and assessments.
3. CREATE YOUR OWN GOAL HERE.

Teacher Signature


Administrator Signature

Date

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