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Charlotte Danielson's Four Domains

Emily Ream

on 14 February 2013

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Transcript of Evaluation

Classroom Environment Creates a classroom of respect and rapport Domain I Demonstrates knowledge of content and pedagogy 2012-2013 Emily Ream Domain III Engages students in learning Professional Evidence Virtual Artifact Portfolio Charlotte Danielson's
Four Domains Planning and Preparation Domain II Creates and distributes extension activities for home as well as the classroom. Demonstrates knowledge of students Formats and maintains IPFs for multiple students in reading, writing, and math
Documents student progress and observational data. Demonstrates knowledge of resources Collaborates with grade level team, LBS, as well as specialists to better instructional activities.
Utilizes school resources such as the library, book room, ipads, laptops, and online subscriptions as a part of instructional practices. Designs coherent instruction Develops long-range pacing guides in reading, spelling, math, science, and social studies.
Practices backwards planning when designing a unit. Instruction Classroom norms are expected and implemented with a mutual respect of both teacher and students.
Students are self-directed and use peer referencing as common practice.
Students are intrinsically motivated. Establishes a culture for learning. Students are self-directed and use peer referencing as common practice.
'Characteristics of Successful Learners' behaviors are identified and discussed. This common language is understood and can be heard by both students and adults. Manages classroom procedures Displays a visual schedule with the day's activities listed.
Uses rhymes, chants, songs, and poems to draw students back.
Strategically groups of students to foster positive peer relationship, and build collaborative efforts.
Encourages partner and small group work.
Creates signs at the door and messages on the SMART board with directions. Manages student behavior Creates and implements individualized incentive charts for students including goals and an individualized reward menu.
Makes accommodations for students by using wiggle cushions, weighted pillows, stress balls, fidgets, digital & visual timers, privacy folders, etc.
Maintains detailed and accurate student data. Organizes physical space Strategically places students in assigned seats on the rug and at desks to foster positive collaboration with peers.
Places students in close proximity, according to IEP requirements.
Monthly rotates students by moving desk arrangements, switching spots on the carpet, as well as partners.
Supplies are accessible to students at all times.
Decisions about storage, decoration, and furniture placement are made as a class with student input and help. Communicates with students Uses assessment in instruction Demonstrates flexibility and responsiveness Domain IV Professional Responsibilites Reflects on teaching Maintains accurate records Communicates with families Participates in a professional community Grows and develops professionally Narratives specific strength and goal areas on district progress reports.
Tailors small groupings of students based on assessment to reteach and provide guided practice in specific areas.
Uses notes and post-its to tag work, offer students a reminder, or give a positive boost. Creates hands on SMART Board lessons.
Math manipulatives are accessible and available for all students.
Uses active listening strategies.
Engages students in collaborative exchange learning, whether in small groups or partners. Uses both common testing as well as curriculum progress checks to monitor student growth.
Looks to assessment to provide flexible, skill based grouping to reinforce concepts, provide further explicit instruction, or guided practice. Provides students opportunities for choice work.
Differentiates instruction by:
Varying morning "wake up work" to meet a specific skill in which the student needs continued practice.
Scaffolding math materials, games, and concepts.
Separating students into small groups for reading and writing by common assessment. Records student assessment data, anecdotal notes, observations, and running communication log. Consistently communicates with families via email, phone calls, weekly newsletter, and class website.
Conducts parent teacher meetings such as fall and spring conferences, IEP meetings, and phone conference calls. Serves on the Sister School Committee as well as Principal's Advisory Committee.
Volunteered for the PTO Science Night by setting up various booths, running the ticket table and facilitating the air transportation experiment. Meets regularly with district curriculum advisor.
Participates in a variety of Academy 39 classes such as iWonder, Books and Bagels, iPads in the Elementary Classroom, Social & Emotional Learning, and Executive Functioning Skills.
Reads and discusses professional books such as Pathways to the Common Core, and Teach Like a Champion book study.
Attended the SCIRA event Literacy in the Digital Age. Designs small group and individual instruction to best meet student needs as shown by assessment of learning, and assessment for learning. Designs Student Assessment •Administers common assessments as well as curriculum targeted skill checks within each subject area.
•Monitors student growth through observation, meaningful work, and student participation.
•Fosters self-reflection both through assessment, as well as time checks and active listening signals. •Recognizes peer teacher strengths and seeks knowledge as well as resources.•Records notes and memos in a lesson log including details of time and content.
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