TEACHER EVALUATION: MAPSA TEAMS Project - Fall 2014

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Started: Monday, November 10, 2014 8:40:21 AM
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PAGE 1

Q1: School

Old Redford Academy High

Q2: Date of observation (i.e., 10-25-2013)

11-10-14

Q3: Subject taught

Algebra
Q4: Grade(s)
11th
Q5: Teacher's first name

Christopher

Q6: Teacher's last name

Klerkx

Q7: Teacher personal identification number (PIC)

320225

Q8: Actual Number of Students in Classroom on Date of Observation

21
08

Q9: Observer ID number

Q10: Observation start time (i.e. 09:00 a.m.)
8:52 am
Q11: Observation completion time (i.e., 09:30 a.m.)
9:30 am

Yes

Q12: Teacher presented artifacts?

PAGE 2: Domain 2a: Attributes - Creating an environment of respect and rapport

1 / 10

TEACHER EVALUATION: MAPSA TEAMS Project - Fall 2014

Q13: Domain 2a Level 4 Distinguished Attributes

There is no disrespectful behavior among

students.

Q14: Domain 2a Level 3 Proficient Attributes

Talk between teacher and students and among

students is uniformly respectful.
,
Teacher makes superficial connections with
individual students.

Q15: Domain 2a Level 2 Basic Attributes

Respondent skipped this

question

Q16: Domain 2a Level 1 Unsatisfactory Attributes

Respondent skipped this

question

PAGE 3

Q17: Score for Domain 2a: Creating an environment

of respect and rapport

Proficient (Level 3)

PAGE 4: Domain 2b: Attributes - Establishing a culture for learning

Q18: Domain 2b Level 4 Distinguished Attributes

2 / 10

The teacher communicates a genuine passion

for the subject.

TEACHER EVALUATION: MAPSA TEAMS Project - Fall 2014

The teacher communicates the importance of
learning.
,

Q19: Domain 2b Level 3 Proficent Attributes

Teacher communicates that with hard work all

students can be successful.
,
The teacher demonstrates a high regard for
student abilities.
,
Teacher conveys an expectation of high levels of
student effort.
,
Teacher recognizes students' efforts/hard work.,
Students expend good effort to complete work of
high quality.
,
Students begin work promptly.
Q20: Domain 2b Level 2 Basic Attributes

Respondent skipped this

question

Q21: Domain 2b Level 1 Unsatisfactory Attributes

Respondent skipped this

question

PAGE 5: Score for Domain 2b: Establishing a culture for learning

Q22: Score for Domain 2b: Establishing a culture

for learning

Proficient (Level 3)

PAGE 6: Domain 2c: Attributes - Managing classroom procedures

Q23: Domain 2c Level 4 Distinguished Attributes

Students themselves ensure that transitions and

other routines are accomplished smoothly.

Q24: Domain 2c Level 3 Proficient Attributes

The students are productively engaged during

small group work.
,
Routines for distribution and collection of
materials and supplies work efficiently.
,
Classroom routines function smoothly.

3 / 10

TEACHER EVALUATION: MAPSA TEAMS Project - Fall 2014

Q25: Domain 2c Level 2 Basic Attributes

Respondent skipped this

question

Q26: Domain 2c Level 1 Unsatisfactory Attributes

Respondent skipped this

question

PAGE 7: Score for Domain 2c: Managing classroom procedures

Q27: Score for Domain 2c: Managing Classroom

Procedures

Proficient (Level 3)

PAGE 8: Domain 2d: Attributes - Managing Student Behavior

Q28: Domain 2d Level 4 Distinguished Attributes

Student behavior is entirely appropriate; there is

no evidence of student misbehavior.

Q29: Domain 2d Level 3 Proficient Attributes

Teacher acknowledges good behavior.,

Students are attentive to person speaking to
class.

Q30: Domain 2d Level 2 Basic Attributes

Respondent skipped this

question

Q31: Domain 2d Level 1 Unsatisfactory Attributes

Respondent skipped this

question

PAGE 9: Score for Domain 2d: Managing student behavior

Proficient (Level 3)

Q32: Score for Domain 2d: Managing Student

Behavior

PAGE 10: Domain 2e: Attributes - Organizing physical space

Q33: Domain 2e Level 4 Distinguished Attributes

4 / 10

Respondent skipped this

question

TEACHER EVALUATION: MAPSA TEAMS Project - Fall 2014

The classroom is safe, and all students are able
to see and hear.
,

Q34: Domain 2e Level 3 Proficient Attributes

The classroom is arranged to support the

instructional goals and learning activities.
,
The teacher makes appropriate use of available
technology.
Q35: Domain 2e Level 2 Basic Attributes

Respondent skipped this

question

Q36: Domain 2e Level 1 Unsatisfactory Attributes

Respondent skipped this

question

PAGE 11: Score for 2e: Organizing physical space

Proficient (Level 3)

Q37: Score for Domain 2e: Organizing Physical

Space

PAGE 12: Domain 3a: Attributes - Communicating with students

Q38: Domain 3a Level 4 Distinguished Attributes

The teacher points out possible areas for

misunderstanding.
,
All students seem to understand the
presentation.

5 / 10

TEACHER EVALUATION: MAPSA TEAMS Project - Fall 2014

The teacher states clearly, at some point during
the lesson, what the students will be learning.
,

Q39: Domain 3a Level 3 Proficient Attributes

If the tactic is appropriate, the teacher models

the process to be followed in the task.
,
Students engage with the learning task,
indicating that they understand what they are to
do.
,
The teacher makes no content errors.,
The teacher's explanation of content is clear and
invites student participation and thinking.
,
The teacher's vocabulary and usage are correct
and completely suited to the lesson.
,
The teacher's vocabulary is appropriate to the
students' ages and levels of development.
Q40: Domain 3a Level 2 Basic Attributes

Respondent skipped this

question

Q41: Domain 3a Level 1 Unsatisfactory Attributes

Respondent skipped this

question

PAGE 13: Score 3a: Communicating with students

Proficient (Level 3)

Q42: Score for Domain 3a: Communication with

Students

PAGE 14: Domain 3b: Attributes - Using questioning and discussion techniques

Q43: Domain 3b Level 4 Distinguished Attributes

6 / 10

Respondent skipped this

question

TEACHER EVALUATION: MAPSA TEAMS Project - Fall 2014

Teacher uses open-ended questions, inviting
students to think and/or offer multiple possible
answers.
,

Q44: Domain 3b Level 3 Proficient Attributes

Discussions enable students to talk to one

another without ongoing mediation by the
teacher.
,
The teacher calls on most students, even those
who don't initially volunteer.
Q45: Domain 3b Level 2 Basic Attributes

Respondent skipped this

question

Q46: Domain 3b Level 1 Unsatisfactory Attributes

Respondent skipped this

question

PAGE 15: Score for Domain 3b: Using questioning and discussion techniques

Q47: Score for Domain 3b: Using Questioning and

Discussion Techniques

Proficient (Level 3)

PAGE 16: Domain 3c: Attributes - Engaging students in learning

Q48: Domain 3c Level 4 Distinguished Attributes

All students are highly engaged in the lesson.

Q49: Domain 3c Level 3 Proficient Attributes

Students have some choice in how they

complete learning tasks.
,
There is a mix of different types of groupings,
suitable to the lesson objectives.
,
Materials and resources support the learning
goals and require intellectual engagement, as
appropriate.
,
The pacing of the lesson provides students the
time needed to be intellectually engaged.
,
The lesson has a clear beginning, middle, and
end.

7 / 10

TEACHER EVALUATION: MAPSA TEAMS Project - Fall 2014

Q50: Domain 3c Level 2 Basic Attributes

Respondent skipped this

question

Q51: Domain 3c Level 1 Unsatisfactory Attributes

Respondent skipped this

question

PAGE 17: Score for Domain 3c: Engaging students in learning

Q52: Score for Domain 3c: Engaging Students in

Learning

Proficient (Level 3)

PAGE 18: Domain 3d: Attributes - Using assessment in instruction

Q53: Domain 3d Level 4 Distinguished Attributes

Respondent skipped this

question

Q54: Domain 3d Level 3 Proficient Attributes

Students indicate that they clearly understand

the characteristics of high-quality work.
,
The teacher elicits evidence of student
understanding during the lesson.
,
Students are invited to assess their own work
and make improvements.
,
Feedback includes specific and timely guidance,
at least for groups of students.
,
The teacher attempts to engage students in selfassessment or peer assessment.

Q55: Domain 3d Level 2 Basic Attributes

Respondent skipped this

question

Q56: Domain 3d Level 1 Unsatisfactory Attributes

Respondent skipped this

question

PAGE 19: Score for 3d: Using assessment in instruction

Proficient (Level 3)

Q57: Score for Domain 3d: Using assessment in

Instruction

8 / 10

TEACHER EVALUATION: MAPSA TEAMS Project - Fall 2014

PAGE 20: Domain 3e: Attributes - Demonstrating flexibility and responsiveness

Q58: Domain 3e Level 4 Distinguished Attributes

The teacher's adjustments to the lesson are

designed to assist individual students.

Q59: Domain 3e Level 3 Proficient Attributes

When necessary, the teacher makes

adjustments to the lesson to enhance
understanding by groups of students.
,
Teacher incorporates students' questions into the
heart of the lesson.

Q60: Domain 3e Level 2 Basic Attributes

Respondent skipped this

question

Q61: Domain 3e Level 1 Unsatisfactory Attributes

Respondent skipped this

question

PAGE 21: Score for 3e: Demonstrating flexibility and responsiveness

Q62: Score for Domain 3e: Demonstrating Flexibility

and Responsiveness

Proficient (Level 3)

PAGE 22

Respondent skipped this

question

Q63: Other observational comments

9 / 10

TEACHER EVALUATION: MAPSA TEAMS Project - Fall 2014

Q64: Summary of Scores for Domains (2a, 2b, 2c, 2d, 2e, 3a, 3b, 3c, 3d, and 3e)
Domain 2a Creating an environment of respect and
rapport

Proficient (3)

Domain 2b Establishing a culture for learning

Proficient (3)

Domain 2c Managing Classroom Procedures

Proficient (3)

Domain 2d Managing Student Behavior

Proficient (3)

Domain 2e Organizing Physical Space

Proficient (3)

Domain 3a Communication with Students

Proficient (3)

Domain 3b Using Questioning and Discussion

Techniques

Proficient (3)

Domain 3c Engaging Students in Learning

Proficient (3)

Domain 3d Using Assessment in Instruction

Proficient (3)

Domain 3e Demonstrating Flexibility and

Responsiveness

Proficient (3)

10 / 10