Semester 2

1 Teacher Appraisal 2017

TEACHER:
James Green Grade 4 Lesson Topic: Drama/ Reading ( teacher in role)
This documentation is based on administrations current appraisal of your teaching performance as of May-June
November2017.
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
Drama (teacher in role) lesson planned and presented to the Director before the appraisal took Teacher in their planning and preparation for their daily life as an
place / anchor charts (digging deeper), character letter, slide presentation, Tale of a Fourth Grade educator at Young Hoon Elementary School.
Nothing read aloud passages prepared, rehearsed teacher in role script all prepared in advance / * The lesson is planned using the template provided and given directly
James is heavily involved in grade 4 team module planning. In particular, his efforts to integrate
to the director prior to observation
* The lesson is specifically tied to Young Hoon curriculum. The
cross-curricular concepts into subject planning (especially social studies and science) and his teacher plans and prepares lessons congruent with the Young Hoon
reading knowledge have been a big asset. He adheres to the UbD planning process and works hard curriculum and best English language learning practice.
* There is evidence of materials planning to support the learning
to ensure his students have clear exemplars to support rubric leveling. His peers have been very including technology and paper materials.
appreciative of his lesson creations, due to the quality of there design and attention to detail / * The teacher has planning in place for their unplanned absence. The
teacher has prepared absent folder that contains: a seating chart,
absent folder in place and organized. 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
Pre-lesson start: Students silently reading around the room and in the reading cave. Relaxed, happy of the teacher.
climate to begin a lesson. Bell used as a non verbal cue for students to immediately transition to the mat
for the start of the mini lesson. Students did so effectively and without hesitation. * The teacher communicates the purpose of the lesson orally
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
Mini Lesson objective(s), its relation to previous learning and what will
Connection: teacher referenced the class reading 'Tales of a Fourth Grade Nothing.' Asked the students to indicate student success.
prepare for a think - pair - share about what happened in the last chapter providing the clue Fudges * The teacher uses the "workshop model" of Mini-lesson 8-12
Birthday." Went on to introduce explain that today the class will be doing something a little different by minutes Connection / Teaching point & Teach/Demo / Active
Engagement / Link / Independent or small group work (this
helping a character from the book solve a serious problem. includes conferring time) 30-40mins / Sharing time 5-10
minutes / Reflection: were we successful?
Engager/Teaching Point/ : Reading/Drama: Communicate meaning clearly at sentence level during pair, * Teaching includes uninterrupted explicit teaching instruction
group and whole class exchanges (using drama to help discuss and clarify understanding of the story by and modeling for children
* The teacher develops and closes the lesson effectively.
feeling what it's like to be in the characters shoes). Teacher referenced the imagination zone circle concept * The teacher communicates clearly. The teacher's directions
that he'll be using (teacher in role-students are familiar with this) and how this time, the students will need and procedures are clear to students and anticipate possible
to step into the circle and use their imagination for today's class. Teacher announced when he came to student misunderstanding.
school this morning he had a letter addressed to Mr. Green and 4-1 in his cubbie. Teacher moved to the * The teacher effectively uses instructional time. The teacher
employs instructional pacing and diversity to maximize
imagination zone to live model changing into the character/voice ( pink wing) of the letter recipient (Mrs
learning during the teaching block.
Hatcher). After reading the letter, and still in character, he requested the help of the class in discovering * The teacher engages and monitors the students. The
ideas to calm Mrs. Brown down and give suggestions of how to prevent the brown family from being teachers encourage student involvement and monitors student
evicted from the apartment. activity during their teaching.

Active Engagement: Student Think-Pair-Share How do you think Mrs Hatcher feels getting a letter like this?
What do you think Mrs. Brown wants? Teacher actively listened in to discussions guiding those requiring
support. Students asked to quickly share responses

Modeling / Instructions: Teacher explained the expectations and behaviours he wanted to see during group
work before live modeling the freeze frame technique showing what it should and shouldn't look like and
the importance of using your body when acting. Later in the lesson, the teacher went on to explain step 2 -
theatre time where students were asked to act out a scene of their choice from the chapter. Teacher used
the SMARTboard to dictate groups before sending the students to allocated room positions to begin.

Small Group / Whole Group: Students worked on their chapter scenes as the teacher roamed the room
helping each group. Each group was told to then freeze their specific scene while the rest of class were
unfrozen allowing them to try and guess what might be happening in the frozen scene. Part 2, students
given time to move into a longer acting role from a chapter of their choosing. Students moved to the front
of the class to perform. Teacher reminded students of audience expectations to ensure fairness and
respect.

Sharing Time/ Reflection: The teacher paused the lesson to remind students of the purpose (using drama
to help discuss and clarify understanding of the story by feeling what it's like to be in the characters shoes).
At the end of the lesson students returned to the mat for sharing time. What went well with your acting? Do
you think we helped Mrs Hatcher with her problem?
Maybe we could hear from Mrs Hatcher in the future to see if all our hard work helped her.

Pacing: The entire lesson was well planned and paced accordingly. The mini lesson itself was under 20
mins with a nice balance of explicit teaching (I teach, you listen) modeling and student active engagement.
Students were engaged for the 60min process and generally understood the premise/teaching point of the
lesson.

Outstanding Proficient Basic Unsatisfactory
CLASSROOM MANAGEMENT Exceeds Meets Meets Some Falls short of
Expectations Expectations Expectations Expectations
Students are very aware of the five whole brain rules permanently and clearly visible in the classroom / students respect the The following statements focus on the classroom environment
expectations and routines in place and know the teacher is being fair and consistent / classroom is organized and visual; an and how it is managed.
interesting and engaging space to enter / mini lesson-bell transitions to the floor/mat are seamless and calm / student 'groups' are
carefully chosen to ensure the best dynamic and support for each group / key 'attention' cues in place and not overused as well as * The teacher creates and maintains a climate of mutual
non verbal cues - eye contact, proximity / the teacher is very conscious of his voice, ensuring the students listen in to his audio respect. The teacher and students have created and published
level / beginning to use more growth mindset language to praise the process not the student-"I like how you..."on occasion used a set of operating expectations for their workplace.
proximity to quickly handle any situation that may arise / recognizes the need for brain breaks and working on creativity / most * The teacher applies consistent and fair rules. Consequences
are predictable, reasonable and age appropriate.
importantly, the teacher knows his students as well as he can in this culture; differentiates and support all of his students in anyway
* The teacher manages a classroom effectively with a variety of
he can (finds a way) in the time that he has. Mr. Green is very aware that even when he isn't in front of the class, he is still on
techniques. Classroom management techniques employed
'show' at all times, and acts accordingly. He recognizes how student perception can easily be misinterpreted and works hard at
include: use of space, student information inventory,
understanding how the students are perceiving his words and actions / class craft and outdoor fun reward systems in place and
classroom meetings, grouping, signals, transitions, energizers,
used effectively by the teacher (not over used and dependent on such systems).
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 his colleagues due to his commitment to his students, his grade level team and the the Young Hoon English Program Faculty Handbook.
school vision / an active listener, he is able to collaborate with anyone / has a desire to grow
through constructive criticism and praise from administration and his peers-wants to learn / a true * The teacher is dependable and punctual.
* The teacher effectively meets expectations related to their
professional, Mr. Green is punctual, well presented and has more than fulfilled his professional personal time table and maintains Message Board, Student
responsibilities outlined in the YH handbook: planning, suitable classroom management, data Files and Report Cards in an accurate, effective and timely
manner.
collection, Edmodo parent/student daily message board, reporting, parent conferences, bus and * Relationships with faculty, parents and students are
yard duties, school events, PD, team leader and staff meetings. Mr. Green has also presented characterized by mutual respect.
PLCs in oral language strategies, and running record instruction / Mr. Green has not hesitated to * The teacher works collaboratively with colleagues and
interacts appropriately with all Young Hoon faculty, parents
cover absent teachers when asked. and students
RECOMMENDATIONS
Lesson: Teacher in role done well is a highly effective delivery model and engager in itself. Excited to see you take on that challenge and be successful with it. Don't stop! The most critical component of the lesson was when you intentionally
slowed the lesson down and reminded the student of the purpose of the lesson. In a dynamic drama lesson like this, it's easy for the students to lose the thread of the lesson and I was very pleased to see you consciously bring the focus in when
required. As we discussed the only area to work on, even though you did clearly model expectations during the mini lesson is just to stay with the modeling phase a little longer to ensure your expectations are absolutely clear for the theatre
session-model for, model with, release responsibility back to the students.
General:
See the Mind Up Curriculum- take your mindfulness practice to the next level- critical Korean students learn mechanisms for coping with stress.
Continue to apply the 'see, think, and wonder' engager method to your lessons. Do it before or even better AFTER stating the learning (WALT) have the kids explore what the learning might be. It's a powerful critical thinking opportunity when the
right questioning strategies are applied.
Keep developing assessment for learning strategies/techniques to gather as much evidence as you can to guide your teaching practice and to differentiate as much as possible. 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?
Really recognise in yourself that you truly are that incredible inspiring presence in the room and know the students will feel that from you. Fake it to you become it. This knowing is the ultimate classroom management and only comes with time.
Move away from roaming the classroom during independent or small group work and go for small group or one or one conferences to create more time for differentiation
Really build on the G.R.A.S.P authentic performance task assessment from Module 5. The more you do it, the more refined and creative the authentic tasks will become.
Investigate the ALA 21st century standards: get a handle on why these particular standards are so important moving forward
Continue to explore inquiry based learning through the IB program
Continue the 'Teacher in Role' delivery model to add another strategy to your teaching belt.
Know that creativity can be taught and you have the skills to do it. Start by focusing on daily drills that allow your students to make connections as opposed to solving problems.
Explore getting your IB certification in Korea, see Jason Kirsch: http://www.csusm.edu/el/certificateprograms/teachereducation/ib/

CLOSING COMMENT
A really intelligent and engaging lesson for the students to experience. Using a 'flipped' teacher in role experience to explore reading comprehension worked really well. It was a risky lesson to
attempt, but you definitely pulled off and pushed your boundaries. This is what I asked people to do, so a job well done! For a teacher so young, you have come a long way in a short time.
Keep pushing! Always find a way, as that is what great teachers do! Pleasure watching you teach James!

Richard Druery
Director
Young Hoon Elementary School