Draft of Teacher Evaluation evidence

1. TEACHER EVALUATION
EVIDENCE 2013-2014 DRAFT
BONNIE TATE

2. STANDARD I: CURRICULUM PLANNING &
ASSESSMENT
I-A-3: UNIT DESIGN:

3. STANDARD I: CURRICULUM PLANNING &
ASSESSMENT
I-A-4: WELL- STRUCTURED LESSONS:
•
PROBLEM-BASED
Dear Physics student,
LEARNING: DESIGNING A NEW EXIT FOR FRANKLIN
•
•
There are numerous tasks to carry out in the construction of a highway exit like exit 17. We must evaluate the type, quality
and structural patterns of the soil before we lay down any concrete. Furthermore, effects of thermal expansion on the
concrete must also be evaluated. There are also many choices to make when it comes to design. The partners in our firm
have opted for a flat, circular, clockwise exit, mostly for purposes of cost-effectiveness.
•
•
As an employee, you will have to determine what portion of a circle we will need, as well as the optimal dimension of the
circle. Security being of utmost importance, you will have to calculate the maximum speed limit on the exit. Note that the
maximum speed on the highway is 65 mph, although speeds of up to 90 mph are common.
•
•
Your calculations should be thorough enough to include the ultimate scenario, such as exiting in rain and snow. Minimizing
the number of accidents on our exit is a critical part of obtaining future contracts.
•
•
I am trusting the quality and thoroughness of your work and will be driving on this exit!
•
•
Dr. Tate
•
CEO, Highways R Us

4. STANDARD II: TEACHING ALL STUDENTS
II-A-2: STUDENT ENGAGEMENT:
BERNOULLI FLUIDICS LAB
CLICK ON VIDEO TO PLAY

5. STANDARD II: TEACHING ALL STUDENTS
II-B-1: SAFE LEARNING ENVIRONMENT:
ESSENTIAL CONCEPT, AGENDA, & HOMEWORK EACH DAY/ SAME PLACE/ REFERRED TO
AT THE BEGINNING AND THE END ALONG WITH OBJECTIVES

6. STANDARD II: TEACHING ALL STUDENTS
II-D-1/3: CLEAR EXPECTATIONS AND ACCESS TO KNOWLEDGE:
NEWTON’S LAWS RUBRIC FOR ASSESSMENT SHARED WITH STUDENTS BEFORE
PROJECT & STUDENT ASSESSED
Assignment: Newton’s Laws Cartoon
Performance Expectation/Learning Outcome:
CRITERIA
1- Needs Improvement
Represents Newton’s Laws
None or only one law represented with
minimal comprehension
2- Approaching Proficient
3- Proficient
Clearly represents one of Newton’s laws with Clearly represents two of Newton’s laws with
comprehension
comprehension
4-Exemplary
Clearly represents all three of Newton’s laws
with comprehension
Incorporates word problem into cartoon No solvable problem using Newton’s second A problem is incorporated but is not solvable A problem is incorporated but has minimal
law is shown (F= ma)
thought and is too easy
A problem using Newton’s second law is
incorporated and has thought and difficulty
incorporated
Format
Directions were not followed and there are
less than six frames
Cartoon has 6-8 frames
Cartoon has 6-8 frames and with a title on front
and, name, block, and date on the back
Creativity & Neatness
Project lacks creativity and is sloppy, words
can’t be made out
Project has some creativity but lacks neatness Project is creative but lacks neatness
Project is original, shows a great deal of
creativity, and is done neatly
Communicates results
No solved problem on the back
Incorrectly solved problem or no identified
variables
Variables are identified, problem is solved,
answer is circled and with correct units and sig
figs on the back.
Total Points:
Cartoon has 6-8 frames but no title
Problem solved but not circled or no units or
incorrect sig figs
Total

7. STANDARD II: TEACHING ALL STUDENTS
II-D-1/3: CLEAR EXPECTATIONS AND ACCESS TO KNOWLEDGE:
NEWTON’S LAWS EXEMPLAR

8. STANDARD III: FAMILY
AND COMMUNITY
ENGAGEMENT
III-A-1: PARENT/FAMILY
ENGAGEMENT:
REPRESENTATIVE EMAIL OF
ONGOING COMMUNICATION
SUPPORTING A STUDENT

9. STANDARD III: FAMILY
AND COMMUNITY
ENGAGEMENT
III-A-1:
COMMUNICATION
INDICATOR:
CO-ADVISOR FOR CHANGE
FOR A CHANCE- MEETING
WITH PETER TO DISCUSS
FUNDRAISER
Change for a Chance
Guess How Many ”Star”bursts are in the Jar Fundraiser Proposal
What/How: Students can buy a guess for 50 cents.
They then may guess how many Starbursts are in a jar.
Winner received the jar of Starbursts
When: Jan. 6 to Jan. 10
Winner to be announced Jan. 10 (Friday)
Where: A table would be set up before school outside Lou’s office in the morning
Another table would be set up in the cafeteria
Who: All preparation, and cleanup will be facilitated by club members with the assistance of
Dr. Fortuna and Dr. Tate
Summary
Change for a Chance is a club that aims to provide women with the necessary
skills needed to join the workforce and gain jobs. The way we achieve helping these
women is by fundraising and donating the money to the organization, Give a Heart to Africa.
The fundraiser that we propose to you is a simple guess how many Jellybeans are in the jar. Instead of
Jellybeans we would fill the jar with Starbursts.
This fundraiser would take place the week before Christmas break and would be a week-long event.
Setting up a small table outside of Lou’s office in the mornings, and a table in the cafeteria at lunch,
students would be able to purchase a guess for 50 cents. Students guess as many times as they would like,
writing their guesses and names on a slip of paper that will be provided and be stored in a Give a Heart to
Africa themed box, between January 6th and Jan. 10th.. After reviewing all the guesses, the Change for a
Chance club will determine who had the closest guess and ask that the winner is announced with the normal
announcements on the morning of Jan. 10. The winner will receive the jar of Starbursts as their prize at the
end of the day. All the proceeds will go towards the organization Give a Heart to Africa.
Thank you for your time,
Bonnie Tate
Change for a Chance

10. STANDARD IV: PROFESSIONAL CULTURE
IV-A-1:REFLECTIVE PRACTICE
STUDENT FEEDBACK ON EFFECTIVENESS OF PROBLEM-BASED LEARNING
Chart Title
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Understanding Concept
developing ideas
Q1
sharing ideas in group
Q2
Q3
Q4
sharing ideas in class

11. STANDARD IV: PROFESSIONAL CULTURE
IV-B-1:PROFESSIONAL LEARNING AND GROWTH
TAFT AP Physics week PD
Two-day lab safety training