Semester 1 Teacher Appraisal 2017

TEACHER:
Jordyn Lye 1-1 Readers Workshop Adjectives- Describing the Characters Appraised by: Mr. Druery YH Director
This documentation is based on administration’s current appraisal of your teaching performance as of May-June 2017. These comments are based on both general observation of your daily practice and
specific observation of you teaching your students during a planned observation visit. Personal comment follows expectations, which were previously shared with you, under the headings planning and
preparation, instruction, classroom management and professional work habits.

✔
Outstanding Proficient Basic Unsatisfactory
PLANNING AND PREPARATION Exceeds Meets Meets Some Falls short of
Expectations Expectations Expectations Expectations
The following statements focus on the role of the English Program
Observation lesson planned and presented to the Director in advance of the Teacher in their planning and preparation for their daily life as an
educator at Young Hoon Elementary School.
observation / lesson planned around the Readers Workshop model and clearly
* The lesson is planned using the template provided and given directly
stated expectations and success criteria in student friendly language / anchor charts ✔
to the director prior to observation
in place / required center materials prepared in advance / Jordyn is in a leadership * The lesson is specifically tied to Young Hoon curriculum. The
teacher plans and prepares lessons congruent with the Young Hoon
role, playing a major part in team planning. She adheres to the UbD backward curriculum and best English language learning practice. ✔
* There is evidence of materials planning to support the learning
planning model. In particular, Jordyn take on Writers Workshop mini lesson planning including technology and paper materials. ✔
* The teacher has planning in place for their unplanned absence. The
for her team as well as social studies. She presents lessons, rubrics and exemplars teacher has prepared absent folder that contains: a seating chart,
to her peers that are easily understood and accessible through Google Drive. personal schedule, and emergency activities/lessons ✔

✔
Outstanding Proficient Basic Unsatisfactory
INSTRUCTION Exceeds Meets Meets Some Falls short of
Expectations Expectations Expectations Expectations
The following statements focus on the instructional practices
Beginning: Lesson began with a quick transition to the mat. Referenced the RW anchor chart and the mini of the teacher.
lesson part of the process.
* The teacher communicates the purpose of the lesson orally
States the Learning: Stated the WALT/WILF (success criteria) for 'Describing a Character.' Expectations and visually. The teacher uses the accepted school acronyms,
W.A.L.T. and W.I.L.F. or Success Criteria to identify the learning
suitable: use two adjectives to describe a character. objective(s), its relation to previous learning and what will
indicate student success. ✔
MiniLesson * The teacher uses the "workshop model" of Mini-lesson 8-12
Connection: "we have been learning about about characters and what they are." Connected to the teaching minutes Connection / Teaching point & Teach/Demo / Active
Engagement / Link / Independent or small group work (this
point - describing characters includes conferring time) 30-40mins / Sharing time 5-10
minutes / Reflection: were we successful? ✔
Teaching Point/Demo: TP: Describing Character-(Adjectives), explained to the students what an adjective * Teaching includes uninterrupted explicit teaching instruction
is, and underlined the adjectives on the anchor chart, then, asked the critical question what happens if we and modeling for children ✔
* The teacher develops and closes the lesson effectively. ✔
take the adjectives away from the paragraph. Introduced the Grufallo and describing anchor chart, * The teacher communicates clearly. The teacher's directions
modeled how to look at the pictures close ups to find details that can describe more about the character. and procedures are clear to students and anticipate possible
Moved to final anchor chart Pete the Cat. Referenced a prior lesson about feelings, asking the students to student misunderstanding. ✔
recognise how does Pete the Cat look-how might he be feeling? Teacher didn't allow questioning from * The teacher effectively uses instructional time. The teacher
employs instructional pacing and diversity to maximize
students and didn't ask too many questions either ( aware of explicit teaching time).
learning during the teaching block. ✔
* The teacher engages and monitors the students. The
Active engagement: turn and talk, look at Pete the Cat the picture on the anchor chart, and use adjectives teachers encourage student involvement and monitors student
to describe what you see. Teacher listened in at ground level supporting the process activity during their teaching. ✔

Link: more tied into the activity instructions as opposed to a separate link ( see recommendations).

Pacing: Length 15 minutes: teacher monitored the time using her watch. Nothing was rushed the mini
lesson flowed from one component to the next.

Activity Instructions: made it clear not to interrupt the teacher when she had the 'cat ears' on. Explained the
expectations for the four centers as they related to the teaching point: library time-think about the
characters, word search for adjectives, describing a character and drawing an imaginary or known
character. Referenced what a prior group created as an exemplar. Students released by group using the
phrase 'off you go.'

Transition from the Mini Lesson: quick, quiet, students knew what to do, teacher didn't have to repeat
instructions.

Center time: teacher roamed the centers doing drop in conferences. Students were aware to stay on point,
respect the noiseometer limit and to not interrupt the teacher. Students were engaged and able to perform
the tasks presented to them. Students very aware of the rotation system presented on the SMARTboard,
transitions during center changes were efficient.

Sharing Time/ Reflection: students moved to the mat. Individual students were given the chance to show
what they learned by describing the character they had drawn from a text they had chosen. Teacher
returned to success criteria for the day to discuss if the students completed the expectations.

A well planned and fun lesson that the students embraced and could understand at ESL level. The majority
of students were able to comprehend the teaching point and were able to sustain their attention for the mini
lesson period.

✔
Outstanding Proficient Basic Unsatisfactory
CLASSROOM MANAGEMENT Exceeds Meets Meets Some Falls short of
Expectations Expectations Expectations Expectations

Grade 1 ESL is the most challenging role in our school. Ms. Lye has a real confident presence in the room, and knows The following statements focus on the classroom environment
and how it is managed.
the students feel and see that they will be safe in her room/ Whole Brain 'five rules' clearly visible and reviewed with
actions / students respect the high expectations in place and know the teacher is being fair - teacher is consistent with * The teacher creates and maintains a climate of mutual
expectations / classroom is organized and visual;an exciting and engaging space to enter / mat is taped, so students respect. The teacher and students have created and published
know their allocation zone when transitioning to the floor / student groups are arranged by colour, and carefully chosen a set of operating expectations for their workplace. ✔
to ensure the best dynamic and support for each group / key 'attention' cues in place: eyes on me ( doesn't over use it) / * The teacher applies consistent and fair rules. Consequences
utilizes a noiseometer tool during independent or center time / has a card behaviour system in place ( yellow, red) the are predictable, reasonable and age appropriate. ✔
teacher is very conscious of animating her voice and using actions to engage and bring energy to instruction / uses * The teacher manages a classroom effectively with a variety of
growth mindset language to praise the process not the student-"I love how you..."on occasion used proximity or non techniques. Classroom management techniques employed
verbal cues to quickly handle any situation that arises / most importantly, the teacher knows her students well making include: use of space, student information inventory,
classroom meetings, grouping, signals, transitions, energizers,
extra time to really know who they are and what excites them
proximity … ✔
 Outstanding Proficient Basic Unsatisfactory
PROFESSIONAL WORK HABITS
✔
Exceeds
Expectations
Meets
Expectations
Meets Some
Expectations
Falls short of
Expectations
The teacher meets the professional expectations as found in
Respected by all on staff due to her caring nature / an active listener, able to the Young Hoon English Program Faculty Handbook.

collaborate with anyone, and has a desire to grow through critical * The teacher is dependable and punctual.
* The teacher effectively meets expectations related to their
feedback/feed forward / has always met agree upon deadlines/ a total personal time table and maintains Message Board, Student
professional, Ms. Lye is suitably presented and has more than fulfilled her Files and Report Cards in an accurate, effective and timely
manner. ✔
professional responsibilities outlined in the YH handbook: planning, data * Relationships with faculty, parents and students are
characterized by mutual respect. ✔
collection, reporting, parent conferences, messaging, bus and yard duties, * The teacher works collaboratively with colleagues and
school events, PD, team leader and staff meetings interacts appropriately with all Young Hoon faculty, parents
and students ✔
RECOMMENDATIONS
Lesson Specific: what was your link in the mini lesson? Before saying, "what we are going to do today is," make a powerful short link to remind the students that 'today and forever' or "from
now on whenever you read, I want you to stop and think about the characters and the words the author to describing" / possible future mini lesson, what is the connection to adjectives and the
images we see in our heads as we read ( visualizing) / useful to have written in the corner of anchor the phrase you can say to lead that specific component off. Really focus on the key
language that leads to the start of each component of the mini lesson. Example. connection use "remember when"/ teaching point/modeling- "watch how I," hmmm...I'm thinking..."did you see
how I... active engagement use "now, right this moment / it's your turn to..." link "today and forever..." using these triggers, will help the flow of the lesson.

General: continue to apply growth mindset language- keep praising the process as you did during this lesson-look for opportunities to do it, but ensure the timing is meaningful.
Always ask the question-how do I know my students are getting it? If they aren't getting it, what am I doing about this? Exit tickets may support this process.
Try the G.R.A.S.P authentic performance task assessment approach in module 4 or 5. Don't underestimate your drama course at college ( situational teaching). Please, explore this further with
your class, you'll be surprised where this goes if you give it a little more time. The more we can help students recognise WHY they are learning the better
Explore getting your IB certification in Korea, see Jason Kirsch: http://www.csusm.edu/el/certificateprograms/teachereducation/ib/
Think about the strong presence you have in your class, how can that same presence relate to your role as a leader now and in the future?
Explore mindfulness activities in the class, particularly, after lunch.
Know the ALA 21st Century Outcome: http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf

CLOSING COMMENT

I'm always looking for that awesome presence in the room, that knowing you have the kids attention just by being
in the room. You are really starting to feel this, and it's critical. You truly are a born elementary teacher Jordyn; as
time rolls on, you'll continue to build a host of techniques and strategies that you can call on when required. Just
keep reflecting on your role as the inspirer of a love of learning