Mrs.

Sigers Growth in Campus Focus IPRs

End of
IPR Baseline
Baseline Description Year End of Year Description
Criterion Score
Score
Learning objectives do not align to scope and sequence or Learning objectives cover required content but are not
TEKS closely aligned to annual learning goals (STAAR readiness
Teacher does not plan objectives, lessons, or units in TEKS)
advance Units include lessons, objectives, and assessments that
Assessments do not measure student mastery of learning measure mastery, though theyre not closely aligned
objectives Lessons allow for real-world and hands-on experiences and
Lesson plans are not aligned to objectives/TEKS technology regularly
Lessons do not allow students to apply knowledge through Lesson plans include objectives and learning activities that
PL-3 Designs real-world and/or hands-on experiences are sequenced to lead students toward mastery
effective No technology included in lessons, or is not being used to
lesson plans, support learning goals Evidence: informal discussions about planning processes,
units, and
1 2 observation of lesson implementation (alignment), analysis of
Evidence: informal discussions, lack of unit planning, lack exit ticket and end of unit assessments, lack of teacher
assessments of familiarity with HISD planning resources and TEKS, lack modeling and gradual release into student work
of experience designing assessments, not beginning with
the end in mind, not all lessons align with TEKS Note: I do not feel that a 2 reflects Mrs. Sigers growth in
planning and alignment (she has made incredible progress
here), however she doesnt quite meet all of the criteria
listed in a level 3 teacher. The descriptors included here are
partially from a level 2 teacher and partially from a level 3
teacher, based on what I have seen through observation
and conferencing.
I-2 Checks Teacher infrequently or never checks for student Teacher checks for understanding and accurately diagnoses
for student 1 understanding, or the checks are ineffective in accurately 3 student misunderstanding at key moments during a lesson
understanding assessing student understanding.
and responds Teacher does not address student misunderstanding, or
the attempts to address misunderstanding are
to student unsuccessful.
misunderstanding Teacher provides limited feedback to students during the
lesson but students are aware if they correctly
understand the content.
Evidence: observations, discussions with department
dean, Sibme, lesson plans
Teacher sets and communicates high behavior
expectations with students.
Teacher redirects student behavior in a manner that
slows lesson momentum and disrupts the learning process.
Teacher assigns consequences for misbehavior that are
I-9 Sets and logical, appropriate to the level of student behavior, and
implements successfully change student behaviors, but may not do so
discipline 2 consistently with all students.
management Students adhere to behavioral expectations and rules, but
require frequent redirection from teacher.
procedures Evidence: observations, Sibme, conferences, and
teacher reflection
using a variety of methods*
Teacher adjusts lesson to ensure student understanding in
response to assessments during the lesson and without
interrupting the flow of the lesson.
Teacher provides feedback throughout the lesson that
affirms correctly understood content, clarifies
misunderstood content, and extends student thinking.
Teacher uses clear systems and routines for assessing
student understanding during the lesson.
Evidence: Sibme, observation feedback, conferences.
*Teacher uses cold call, call-and-response, one-on-one
conferencing, hands up, students coming up to the board to
show understanding, and circulating observation of student
work.
Teacher effectively implements district and campus discipline
management procedures.
Teacher consistently communicates high behavioral
expectations with students, addresses non-compliance, and
reinforces appropriate behavior, as needed.
Teacher maintains lesson momentum because there is no
inappropriate or off-task behavior, or because the teacher
3 redirects it in a subtle and preventative manner.
Teacher consistently follows-through with consequences
that are logical, appropriate to the level of student behavior,
and effective at changing student behavior, when necessary.
Students demonstrate a clear understanding of behavioral
expectations and rules through their actions.
Evidence: observations, Sibme, conferences, and teacher
reflection