Teacher evaluation evidence 2013 2014 draft

• 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. TateCEO, 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: NEWTONS LAWS RUBRIC FOR ASSESSMENT SHARED WITH STUDENTS BEFORE PROJECT & STUDENT ASSESSED Assignment: Newtons Laws CartoonPerformance Expectation/Learning Outcome:CRITERIA 1- Needs Improvement Represents Newtons LawsNone or only one law represented with minimal comprehension2- Approaching Proficient3- ProficientClearly represents one of Newtons laws with Clearly represents two of Newtons laws with comprehension comprehension4-Exemplary Clearly represents all three of Newtons laws with comprehensionIncorporates word problem into cartoon No solvable problem using Newtons 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 easyA problem using Newtons second law is incorporated and has thought and difficulty incorporatedFormatDirections were not followed and there are less than six framesCartoon has 6-8 framesCartoon has 6-8 frames and with a title on front and, name, block, and date on the backCreativity & NeatnessProject lacks creativity and is sloppy, words cant be made outProject has some creativity but lacks neatness Project is creative but lacks neatnessProject is original, shows a great deal of creativity, and is done neatlyCommunicates resultsNo solved problem on the backIncorrectly solved problem or no identified variablesVariables 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 titleProblem solved but not circled or no units or incorrect sig figsTotal 7. STANDARD II: TEACHING ALL STUDENTS II-D-1/3: CLEAR EXPECTATIONS AND ACCESS TO KNOWLEDGE: NEWTONS 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 FUNDRAISERChange for a Chance Guess How Many Starbursts 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 Lous 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 Lous 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 LEARNINGChart Title 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0 Understanding Conceptdeveloping ideas Q1sharing ideas in group Q2Q3Q4sharing ideas in class 11. STANDARD IV: PROFESSIONAL CULTURE IV-B-1:PROFESSIONAL LEARNING AND GROWTHTAFT AP Physics week PDTwo-day lab safety training