Evaluation of teachers is a challenging task. It requires a great deal of observation, assessment review and student surveys. All of this is combined into measuring the level of teaching proficiency for a certified teacher. In Georgia, the public school system uses the TKES model.

Last year, I feel like I fared well on the measures. 

I scored a bit higher in communication, differentiated instruction, professional knowledge and assessment strategies. I agree that these are my strengths. 

Here are my evaluator's comments on differentiated instruction. 

BRYSON WORLEY 12/16/2013 12:49 PM	The nature of the ELL classroom allows itself for differentation. You provided both remediation and enrichment to assist ELL students in further understand the English material.
2	BRYSON WORLEY 10/29/2013 11:18 AM	The level of creative thinking was appropriate, and you allowed students to demonstrate high expectations for learning as you did not allow any students to sit passively. You effectively questioned and had students compare the two versions of Romeo and Juliet. Student responses made it evident that they were engaged and thinking at a creative level - you made them choose which Romeo/Juliet they liked better and had them defend their answer).

Planning	Exemplary	Proficient	Needs Development	Ineffective
1. Professional Knowledge - The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences. View Feedback	1	3   6
2. Instructional Planning - The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students. View Feedback		1   3   6
Instructional Delivery	Exemplary	Proficient	Needs Development	Ineffective
3. Instructional Strategies - The teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning & to facilitate the students' acquisition of key knowledge & skills. View Feedback		2   3   6
4. Differentiated Instruction - The teacher challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences. View Feedback	6	2   3
Assessment of and for Learning	Exemplary	Proficient	Needs Development	Ineffective
5. Assessment Strategies - The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population. View Feedback	6	3   4
6. Assessment Uses - The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students & parents. View Feedback		3   4   6
Learning Environment	Exemplary	Proficient	Needs Development	Ineffective
7. Positive Learning Environment - The teacher provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all. View Feedback		3   5   6
8. Academically Challenging Environment - The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners. View Feedback		3   5   6
Professionalism and Communication	Exemplary	Proficient	Needs Development	Ineffective
9. Professionalism - The teacher exhibits a commitment to professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the profession. View Feedback		3   6
10. Communication - The teacher communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning. View Feedback	6	3

Adjusting courses based on Data

Adjusting courses based on Data:


This graphic show the past lexile scores of a class of my students. This shows that all of them are reading below grade level. This is understandable, since all of the students are English Learners. Only 14 percent of the 12th graders are on level. This tells me that I must adjust the reading level of class material and perhaps give assistance on reading assignments.

Current Grade	Classroom Lexile Performance
	09
	10
	11
	12

'

This image shows the ACCESS test scores on a particular student. This data shows areas of strength and weakness. A teacher would be able to make adjustments to meet the needs of this student based on this data. 

Linking Course objectives with assessments

Linking Course objectives with assessments

Some LMS allow teachers to match course objectives or competencies.

This allows the teacher to associate a grade or assessment with a particular course objective.


This allows a teacher to document mastery of the student learning objectives





Some LMS platforms to not allow for matching to objectives. Instead, the teacher might weight categories instead and match assignments to those categories.

Using Data

Using Data

Student Enrollments and Student Progress


Using this data, we know that there are almost twice as many students in the regular ed social studies class as compared to the AP section. This is understandable, as generally fewer students are willing to attempt a college level course.


This graphic shows when students access the lessons. Generally, it seems that some students are progressing steadily, while others haven't viewed any pages at all. The ones toward the bottom seemed to have not been working.



This graphic shows the student's completed assignment, the grade, the number of items correct and the teacher's feedback. This is a way for the student to have direct knowledge of how to improve.

Reliable Assessments

Here is an example of an assessment that I have used in my courses in the past:

Romeo and Juliet

 Quiz 2
(Test not in current use)

1.     Who kills Mercutio?

2.     What crime does Romeo commit?

3.     What is Romeo’s punishment?

4.     Who does Juliet’s father want her to marry after Tybalt’s death?

5.     What does Juliet do instead of marrying him?

6.     Why does Romeo think Juliet is dead?

7.     Who says, “I defy you stars!”?

8.     Who does Romeo meet and kill on the way to the Capulet tomb?

9.     How does Romeo kill himself?

10.          What happens to Juliet at the end?

As you can tell, this is version 2 of the test. I created multiple versions with a bank of questions in order to discourage cheating. Additionally, I give a pre test and check it against the end of unit test to measure gains and also to test the validity of the assessment. I checked the answers after completion in order to see if too many people missed the same question in order to check the reliability of the test questions. Generally, I also like for another teacher to look over the answers to increase the reliability. 

Feedback

Work feedback

Good job writing down the page numbers where you found the answers!

1. Please write in a complete sentence. A better answer would be, " He planned to take them to the cinema," (p. 134)

2. Remember to capitalize the word Texas. (Write a complete sentence here, too.)

3. You gave a description of what Lucky was wearing, but what was he like? What was his personality? 

4. Please do not start a sentence with because.