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BRIAN ERICSON
CHANDLER PARK
ACADEMY
Evaluation Tool
Evaluation Tool
Context
First year Mathematics
teacher
Algebra I
8% proficiency in
mathematics
Lesson on power
functions in comparison
to other functions
3rd observation
Engagement
Groups with varying abilities
Technology
TI-Smartview
TI graphing calculators
Differentiated instruction
Visual representations
Questions of varying ability
Assessment
Students present answers to question 1
student per group
Special Attention
Lack of student focus
Domain 1
Effective
Group work
Technology integration
Student presentations
factual knowledge
procedural knowledge
reasoning skills
communication skills
Smartview programs
Domain 1: Assessments
Fully aligned to the instructional outcomes.
Clear directions for group work
Group presentation and problems did not yield fruitful
data
The formative assessment only provided an indication
that one member of the group was successful on one
select concept.
Domain 2
Minimally Effective
classroom rules
unsuccessful.
Domain 3
Minimally Effective
engagement
Domain 4
Effective
+ Planning
- Classroom environment
Teacher suggested that behavior logs, a
review of the rules, and attention-getters
can be implemented to control talking.
Teacher also suggested that having a
daily bellwork would promote a review
of prior knowledge.
Striving to be highly effective by
reflecting
Letters
Phone calls
profession community.
Domain 5
Effective
drive instruction.
This group definitely understood the differences between exponential growth function,
exponential decay functions, and quadratic functions.
Demonstrates that all of these group members were engaged during the lesson and are
prepared for future content.
instructional delivery.
Use of the Smartboard and Smatview with the examples was very helpful to the
students.
Grouping was successful. The advanced students were placed with some of the
struggling students intentionally.
you do differently?