Wright Booklet_TN_2 copy

Casey Wright

Professional Teaching Portfolio

2116 Sugar Mill Drive – Nolensville, TN - 37135
(859) 462-9228

Casey Wright .email. .website. .Twitter.
[email protected] wrights2-3homeroom.weebly.com @MrsWright_OPE
2116 Sugar Mill Drive – Nolensville, TN - 37135
[email protected]
 
(859) 462-9228


 

Dr. Seuss once said, “Unless someone like you cares a whole awful lot, nothing is going to get better. It's not.”
Though it typical of an elementary teacher to have quotes of the great Dr. Seuss at hand, I’ve carried those
words for many years.

When I started my undergraduate studies at the University of Hawaii, it was natural for me to take a job as an
elementary teacher’s assistant. I enjoyed the role of leader. I was surprised by the spirit I felt to help
students succeed. It was in that little school where conditions were poor and resources were scarce that I
was bit by the “teaching bug”. Soon after I chose to take my excited self to Purdue University where teacher
preparation was exceptional.

Once there, I quickly realized that I was learning under the best. I thrived with each opportunity to teach, while
never “easy”, my teacher shoes began to fill. I sought out experiences that would help to make me a well-
rounded teacher. In 2007 I studied abroad in St. Petersburg, Russia. There I faced a rigorous curriculum and
the difficulty of teaching with a language barrier. It was the gratitude shown to me from my Russian students
that made the experience most rewarding.

I graduated as a Dean’s List student in December 2008. The following summer, I accepted my first teaching
position as a fourth grade teacher in Northern Kentucky. In reflection, I recall an administrator’s prediction, “The
first year will decide if you were meant to be a teacher”. In fact there were a few curve balls, starting with
the Praxis II assessment that was needed to get a Kentucky teaching license. While I was licensed in Indiana,
Kentucky had different requirements. I had the job, but to keep it, I had to pass the test. I took all measures
possible and was pleased to learn that I scored in the top fifteen percentile. Another curve was completing
the Kentucky Teacher Internship Program, a laborious program designed to evaluate and prepare new
teachers.

I blossomed as a teacher during those first four years. I taught alongside the common core standards for
three of those four years, and was proud of my fourth grade students who scored among the highest
science scores in the state. In the spring of 2013, I presented at the University of Kentucky for my work in the
Kentucky Reading Project while pursuing my Master's Degree through the University of the Cumberlands. It was
during that spring that my husband and I decided to relocate to Carmel, Indiana, when he accepted a job with a
new company.

Being noticed in Carmel, one of the top-rated school districts in Indiana, was not an easy undertaking while
working full time in another state. My drive, however, didn’t waver, and I was fortunate enough to accept a job
with the district at Orchard Park Elementary School where I’ve been teaching for the past three years. In my
first year, I taught 5th grade. I enjoyed the diverse students that I worked with and can compare the
experience to that of my first year: challenging and rigorous. That spring, I interviewed for the 2/3 Gifted and
Talented position at my school. After accepting the position, I knew that it would mean a year of reinventing
my practice to suit a whole new type of learner. Now in my second year with 2/3 Gifted and Talented kiddos,
I’ve been inspired as a teacher in ways that I never anticipated.

In my classroom, I have a strong commitment to differentiated teaching, learning alongside technology, and a
desire to foster learning through goal setting, data analysis, and accountable talk strategies.

I am aware of the academic distinction that can be found in Williamson County Schools. I am excited to be
seeking employment with such a reputable district and thrilled to relocate to Nolensville while on maternity leave.
I know that, in addition to a strong administration, your schools are home to exemplary teachers and advanced
learners. It is my hope to be given the privilege of joining such excellence.

15

Table of Contents

Resume
4

Professional Letter of Reference
Rhonda Turner, Principal
5

Professional Letter of Reference
Cathy Jackson, Teacher
6

Personal Letter of Reference
Karla Walsworth, Parent of Student

7

Sample Learning Targets
8

Administrative Evaluation
10

Undergraduate Academic Transcript
Purdue University
14

Classroom and Teaching Photos
back cover


 
 
14

O B J E C T I V E
  Eager
 to
 facilitate
 authentic
 situations
 that
 allow
 all
 students
 to
 cultivate
 motivation
 and
 
 
 
 
 
  Wright, Casey

  flourish
 into
 owners
 of
 knowledge
 and
 experience.
 
 
 
OPE - Fifth Grade Teacher
Short Observation #2
FY 2015/2016
Evaluated by Rhonda Turner
Started: November 09, 2015
Printed: January 18, 2016 at 3:44pm

E X P E R I E N C E
  For Level 4, much of the Level 3 evidence is Students are respectful of their teacher and Students are generally respectful of their Students are frequently disrespectful of
observed during the year, as well as some of peers (3.2.E.1) teacher and peers, but may occasionally act teacher or peers, as evidenced by
the following: (3.2.HE.1) out or need to be reminded of classroom discouraging remarks or disruptive behavior
norms (3.2.IN.1) (3.2.I.1)

  Current
  Orchard
 Park
 Elementary
 School
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Carmel,
 IN
 
Students are invested in the academic Students are given opportunities to Students are given opportunities to Students are not given many opportunities to

  2nd/3rd
 Grade
 Gifted
 and
 Talented
 Teacher
 (2014
 –
 2016)
  success of their peers as evidenced by collaborate and support each other in the collaborate, but may not always be collaborate, OR during these times do not
5th
 Grade
 Teacher
 (2013
 –
 2014)
  unprompted collaboration and assistance learning process (3.2.E.2) supportive of each other or may need work well together, even with teacher

  ! Analyzed
 data
 for
 comprehensive
 and
 continuous
 improvement.
  (3.2.HE.2) significant assistance from the teacher to intervention (3.2.I.2)
! Developed
 habits
 of
 mind
 through
 goal
 setting
 and
 learning
 targets.
  work together (3.2.IN.2)
“…she
 has
 grown
 into
 an
 
  Students reinforce positive character and
extraordinary
 teacher
 whose
  2009
 -­‐
 2013
  Ryland
 Heights
 Elementary
 School
 
 
 
 
 
 
 
 
 
 
 
 
 Independence,
 KY
  behavior and discourage negative behavior Teacher reinforces positive character and Teacher may praise positive behavior OR Teacher rarely or never praises positive
amongst themselves (3.2.HE.3) behavior and uses consequences enforce consequences for negative behavior, behavior (3.2.I.3)
state
 test
 scores
 were
 a
  4th
 Grade
 Teacher
  appropriately to discourage negative but not both (3.2.IN.3)
testament
 to
 her
 vigilance
 at
  ! Utilized
 Common
 Core
 Standards
 to
 improve
 and
 employ
 cognitive
 strategies.
  behavior (3.2.E.3)
! Fostered
 awareness
 as
 E=WISE2
 (energy
 education)
 team
 coach.
 
teaching
 core
 standards
 to
  Teacher has a good rapport with students, Teacher may focus on the behavior of a few Teacher rarely or never addresses negative
mastery.”
  and shows genuine interest in their thoughts students, while ignoring the behavior behavior (3.2.I.4)
and opinions (3.2.E.4) (positive or negative) of others (3.2.IN.4)

 
 
 Cathy
 Barwell
 
 
 
 
 
 
 
 
 
 
 
 
 Ryland
 
Heights
 Principal
  Observation History

Observation started on Nov 09, 2015
Sent to Casey Wright on Nov 11, 2015
Viewed by Casey Wright on Nov 12, 2015
Observation completed on Nov 11, 2015

“…great
 teachers
 set
 high
 
 
expectations
 and
 are
 confident
 
Additional
 
that
 all
 students
 can
 and
 will
 
achieve
 in
 the
 classroom.
 Casey
  ! 2009
 Sylvan
 Learning
 Center,
 Teacher
 
  page 7 of 7
learned
 early
 on
 the
 importance
 
of
 making
 accommodations
 for
  ! 2009
 Glen
 Acres
 Elementary
 School,
 Requested
 Long
 Term
 Substitute
 (K,
 2nd)
 

students
 who
 struggle
 and
 did
  ! 2008
 Glen
 Acres
 Elementary
 School,
 14
 wk.
 Student
 Teacher
 (3rd)
 
this
 to
 boost
 the
 confidence
 and
 
! 2008
 Pine
 Village
 Elementary
 School,
 8
 wk.
 Student
 Teacher
 (1st)
 
enthusiasm
 of
 struggling
 
! 2007
 Dayton
 Elementary
 School,
 8
 wk.
 Student
 Teacher
 (ESL/1st)
 

students.”
 
 
 
 
 
!  
 
 
 
 
 
 
 
  2
  007
 New
 Community
 School,
 3
 wk.
 Student
 Teacher
 (3rd,
 4th)
 

Susan
 Lapcheska
 
 
 
 
 
 
 
 
 
 
 Purdue
  ! 2006
 Miami
 Elementary
 School,
 8
 wk.
 Student
 Teacher
 (2nd)
 

University
 Supervisor
  ! 2006
 St.
 Mary’s
 Elementary
 School,
 8
 wk.
 Student
 Teacher
 (2nd)
 

E D U C A T I O N
  2006
 -­‐
 2008
  Purdue
 University
 
 West
 Lafayette,
 IN
 

 
! Bachelor
 of
 Arts,
 Elementary
 Education
 
I N T E R E S T S
  ! Study
 abroad
 in
 St.
 Petersburg,
 Russia
 with
 teaching
 experience
 at
 Anishkov
 Palace
 

  ! Deans
 List
 2006,
 2007,
 2008
 

I
 find
 joy
 and
 excitement
 in
 challenging
 myself
 creatively,
 physically,
 and
 mentally.
 I
 thrive
 
 
 
 
 
 
 
 
 
 
 
 
 
 
in
 these
 attributes
 with
 running,
 yoga,
 cooking,
 and
 crafting.
 
 My
 husband
 and
 I
 are
 
 
 
 
 
 
 
 
 
 
 
 
 
expecting
 our
 first
 baby
 in
 January
 2016.
 

4 13

Wright, Casey Mrs. Rhonda Turner Orchard Park Mrs. Melissa McCullough
Principal Student Services
OPE - Fifth Grade Teacher Mrs. Kate Fagan Elementary School Mrs. Debbie Gish
Short Observation #2 Assistant Principal Office Staff
FY 2015/2016 Mrs. Cristina Fontana Experience Excellence…Explore Opportunities… Mrs. Ann Bernard
Evaluated by Rhonda Turner Nurse Realize Potential Office Staff
Started: November 09, 2015
Printed: January 18, 2016 at 3:44pm Mrs. Heather Mullins
Office Staff
Highly Effective Effective Improvement Necessary Ineffective

For Level 4, much of the Level 3 evidence is Lesson is accessible and challenging to Lesson is not always accessible or Lesson is not aligned with developmental
observed during the year, as well as some of almost all students (2.6.E.1) challenging for students (2.6.IN.1) level of students (may be too challenging or
the following: (2.6.HE.1) too easy) (2.6.I.1)

Lesson is accessible and challenging to all Teacher frequently develops higher-level Some questions used may not be effective in Teacher may not use questioning as an
students (2.6.HE.2) understanding through effective questioning developing higher-level understanding (too effective tool to increase understanding.
(2.6.E.2) complex or confusing) (2.6.IN.2) Students only show a surface understanding
of concepts (2.6.I.2)

Students are able to answer higher-level Lesson pushes almost all students forward Lesson pushes some students forward, but Lesson rarely pushes any students forward.
questions with meaningful responses due to adjustments in instruction based on misses other students due to lack of Teacher does not adjust instruction based on
(2.6.HE.3) each student's level of understanding adjustments in instruction based on students’ students’ level of understanding (2.6.I.3)
(2.6.E.3) level of understanding (2.6.IN.3)
Students pose higher-level questions to the
teacher and to each other (2.6.HE.4) Students have opportunities to meaningfully While students may have some opportunity Lesson is almost always teacher directed. February 15, 2016
practice, apply, and demonstrate what they to meaningfully practice and apply concepts, Students have few opportunities to
are learning (2.6.E.4) instruction is more teacher directed than meaningfully practice or apply concepts To Whom It May Concern:
appropriate (2.6.IN.4) (2.6.I.4)
It is a pleasure to recommend Casey Wright for a teaching position in your school. My name is Rhonda
Teacher highlights examples of recent Teacher shows patience and helps students Teacher may encourage students to work Teacher gives up on students easily and Turner. I am currently the Principal of Orchard Park Elementary in Carmel Clay Schools. I have known
student work that meets high expectations; to work hard toward mastering the objective hard, but may not persist in efforts to have does not encourage them to persist through Casey for the past two and half years. Casey was originally hired as a fifth grade teacher. She taught fifth
Insists and motivates students to do it again and to persist even when faced with difficult students keep trying (2.6.IN.5) difficult tasks (2.6.I.5) grade for one year. She has spent the past eighteen months teaching a second and third grade split
if not great (2.6.HE.5) tasks (2.6.E.5) classroom for gifted and talented students.
Casey is flexible, genuine and hard-working. Working with students and parents of students who possess
Teacher encourages students’ interest in Teacher promotes problem solving through Teacher uses collaborative tools and digital Teacher does not promote exploration of real qualities of a gifted and talented student can be quite challenging. Casey tends to show a great amount
learning by providing students with additional collaborative tools and digital resources resources in lessons for rote learning world issues and authentic problem solver of flexibility when working with the students and a tremendous amount of understanding of these
opportunities to apply and build skills beyond (2.6.E.6) (2.6.IN.6) OR does not engage student in the use of qualities. She puts in the time it takes to plan activities that meet these students at their level of
expected lesson elements (2.6.HE.6) collaborative tools and digital resources learning. Her ability to build relationships with parents and students is commendable and critical to a
(2.6.I.6) successful school experience. While teaching our fifth graders, she was able to meet students at the
other  end  of  the  spectrum  meeting  students’  remedial  needs  as  well.  
Teacher promotes exploration of real world Casey is adaptable and innovative. She would be a great fit for your educational program because she is
issues and authentic problem solving through able to create and execute individualized, differentiated lesson plans for any ability level.
collaborative tools and digital resources It is without hesitation that I recommend Casey for a position with your school. If you need any
(2.6.HE.7) additional information, please do not hesitate to contact me.

Domain 3: Classroom Environment Sincerely,
3.1 Maximize Instructional Time

page 5 of 7

Wright, Casey

OPE - Fifth Grade Teacher
Short Observation #2
FY 2015/2016
Evaluated by Rhonda Turner
Started: November 09, 2015
Printed: January 18, 2016 at 3:44pm

Highly Effective Effective Improvement Necessary Ineffective

For Level 4, much of the Level 3 evidence is Appropriate structures are supported by well Appropriate structures are not supported by Teacher is not prepared and starts class late
observed during the year, as well as some of executed routines, transitions, and routines, transitions, and procedures. (3.1.I.1)
the following: (3.1.HE.1) procedures. Students know what they are Students require significant teacher direction
supposed to be doing and when with minimal or prompting (3.1.IN.1)
prompting from the teacher (3.1.E.1)

Appropriate structures are supported by well Students are only ever not engaged in There is more than a brief period of time There are few or no evident routines or
executed routines, transitions, and meaningful work for brief periods of time (for when students are left without meaningful procedures in place. Students are unclear
procedures. Students know what they are example, during attendance) (3.1.E.2) work to keep them engaged (3.1.IN.2) about what they should be doing and require
supposed to be doing and when without significant direction from the teacher at all
prompting from the teacher (3.1.HE.2) times (3.1.I.2)

Students are always engaged in meaningful Teacher delegates time between parts of the Teacher may delegate lesson time There are significant periods of time in which
work while waiting for the teacher (for lesson appropriately so as best to lead inappropriately between parts of the lesson students are not engaged in meaningful work
example, during attendance) (3.1.HE.3) students towards mastery of objective (3.1.IN.3) (3.1.I.3)
(3.1.E.3)
Teacher wastes significant time between
Students share responsibility for operations Almost all students are on task and follow Significant prompting from the teacher is parts of the lesson due to classroom
and routines and work well together to instructions of teacher without much necessary for students to follow instructions management (3.1.I.4)
accomplish these tasks (3.1.HE.4) prompting (3.1.E.4) and remain on task (3.1.IN.4)
Even with significant prompting, students
All students are on task and follow Disruptive and/or off task behaviors and off- Disruptive and/or off task behaviors and off- frequently do not follow directions and are
instructions of teacher without much task conversations are not observed or when task conversations are observed; they may off-task (3.1.I.5)
prompting (3.1.HE.5) observed, they are addressed immediately not be addressed in the most effective
by teacher without major interruption to the manner and teacher may have to stop the Disruptive and/or off-task behaviors and off-
lesson (3.1.E.5) lesson frequently to address the problem task conversations are observed and not
(3.1.IN.5) addressed by teacher (3.1.I.6)

Rhonda Turner

3.2 Create Classroom Culture of Respect and Collaboration 10404 Orchard Park Drive South Indianapolis, IN 46280

Highly Effective Effective Improvement Necessary Ineffective Phone: 317.848.1918 Fax: 317.571.4043 Parent Link: 317.571.4039

page 6 of 7


  12 5
 

February(6,(2016( Wright, Casey

( OPE - Fifth Grade Teacher
Short Observation #2
To(Whom(It(May(Concern,( FY 2015/2016
Evaluated by Rhonda Turner
I(am(so(very(pleased(to(write(this(letter(in(support(of(Mrs.(Casey(Wright.((I(have(taught(with(her(at( Started: November 09, 2015
Orchard(Park(Elementary,(in(Carmel(Clay(Schools,(for(the(past(four(years.((During(that(time(Mrs.(Wright( Printed: January 18, 2016 at 3:44pm
taught(5th(grade(and(a(2/3(Gifted(&Talented(class.((She(is(a(highly(caring,(dedicated,(and(professional(
educator.((The(students(and(staff(at(Orchard(Park(have(a(great(deal(of(love(and(respect(for(herNNfor(too( Students ask higher-order questions and Teacher uses developmentally appropriate Explanations sometimes lack Teacher fails to use developmentally
many(reasons(to(list(in(this(letter!( make connections independently, language and explanations (2.2.E.5) developmentally appropriate language appropriate language (2.2.I.5)
demonstrating that they understand the (2.2.IN.5)
In(her(short(time(at(Orchard(Park,(Mrs.(Wright(made(a(big(impact(on(her(students,(as(well(as(our(entire( content at a higher level (2.2.HE.5)
school!((She(initiated,(planned,(and(implemented(a(schoolNwide(Vocabulary(Parade(for(our(Literacy(
Week(Celebration,(and(she(hosted(a(bookNsharing(station(at(our(Literacy(Night.((Mrs.(Wright(wrote(a( Teacher implements relevant instructional Teacher does not always implement Teacher does not implement new and
grant(and(received(funding(from(the(Carmel(Education(Foundation(for(an(ongoing(ePortfolio(project(in( strategies learned via professional instructional strategies learned via improved instructional strategies learned via
which(her(students(post(exemplary(samples(of(their(work,(reflect(upon(their(achievements,(and(set( development (2.2.E.6) professional development or implements new professional development (2.2.I.6)
goals.((Mrs.(Wright(was(tapped(to(teach(an(advanced(math(class(for(3rd(grade(students(who(qualified(to( instructional strategies ineffectively (2.2.IN.6)
move(on(to(the(4th(grade(math(curriculum.((She(also(organized(and(implemented(an(interactive(Carmel(
History(Tour(during(her(students’(study(of(local(history,(and(hosted(an(interactive(open(house(for( 2.3 Engage Students in Academic Content
parents(in(which(her(students(presented(their(biography(projects.(((
Highly Effective Effective Improvement Necessary Ineffective
Mrs.(Wright(sets(high(expectations(for(all,(and(puts(forth(extra(time(and(effort(to(help(each(student(
excel(and(reach(his(or(her(academic(potential.((Most(importantly,(I(have(witnessed(Mrs.(Wright’s(love,( For Level 4, much of the Level 3 evidence is Most students are actively engaged in Fewer than 3/4 of students are engaged in Fewer than 1/2 of students are engaged in
care,(and(concern(for(her(studentsNNNnot(only(for(their(academic(growth,(but(also(their(social(and( observed during the year, as well as some of content at all times and not off-task (2.3.E.1) content and many are off-task (2.3.IN.1) content and many are off-task (2.3.I.1)
emotional(growth.((Through(her(cute(sense(of(humor(or(her(thoughtful(words,(she(connects(with(each( the following: (2.3.HE.1)
one(and(makes(them(feel(so(very(important(and(special!((((
Teacher provides ways to engage with Teacher provides multiple ways, as Teacher may provide multiple ways of Teacher may only provide one way of
Mrs.(Wright(would(be(a(tremendous(asset(to(any(elementary(school(program.((She(will(be(sorely(missed( content that significantly promotes student appropriate, of engaging with content, all engaging students, but perhaps not aligned engaging with content OR teacher may
at(Orchard(Park,(and(we(wish(her(the(very(best(in(her(bright(future(in(teaching!( mastery of the learning target (2.3.HE.2) aligned to the learning target (2.3.E.2) to learning target or mastery of content provide multiple ways of engaging students
(2.3.IN.2) that are not aligned to the learning target or
( mastery of content (2.3.I.2)

Sincerely,( Teacher provides differentiated ways of Ways of engaging with content reflect Teacher may miss opportunities to provide Teacher does not differentiate instruction to
engaging with content specific to individual different learning modalities or intelligences ways of differentiating content for student target different learning modalities (2.3.I.3)
Catherine(A.(Jackson( student needs (2.3.HE.3) (2.3.E.3) engagement (2.3.IN.3)

3rd(Grade(Teacher( The lesson progresses at an appropriate Teacher adjusts lesson accordingly to Some students may not have the prerequisite Most students do not have the prerequisite
pace so that students are rarely disengaged, accommodate for student prerequisite skills skills necessary to fully engage in content skills necessary to fully engage in content
Orchard(Park(Elementary,(Carmel(Clay(Schools( and students who finish early have and knowledge so that all students are and teacher’s attempt to modify instruction and teacher makes no effort to adjust
something else meaningful to do (2.3.HE.4) engaged (2.3.E.4) for these students is limited or not always instruction for these students (2.3.I.4)
[email protected]( effective (2.3.IN.4)

317N848N1918,(ext(1632( Teacher effectively integrates technology as Teacher provides appropriate Teacher sometimes provides appropriate Teacher does not provide appropriate
a tool to engage students in academic accommodations to students in order to be accommodations to students in order to be accommodations to students in order to be
( content (2.3.HE.5) responsive to student needs so that students responsive to student needs so that students responsive to student needs so that students
may be engaged in content (2.3.E.5) may be engaged in content (2.3.IN.5) may engage in content (2.3.I.5)
(
page 3 of 7
6
Wright, Casey

OPE - Fifth Grade Teacher
Short Observation #2
FY 2015/2016
Evaluated by Rhonda Turner
Started: November 09, 2015
Printed: January 18, 2016 at 3:44pm

Students work hard and are deeply active Students may appear to actively listen, but Students do not actively listen and are overtly
rather than passive/receptive (2.3.E.6) when it comes time for participation are disinterested in engaging (2.3.I.6)
disinterested in engaging (2.3.IN.6)
Teacher misses opportunities or does not
Teacher uses technology as an instructional Teacher uses technology tools but they do integrate technology as a tool to engage
tool that supports student learning (2.3.E.7) not engage student in academic content student in academic content (2.3.I.7)
(2.3.IN.7)

2.4 Check for Understanding

Highly Effective Effective Improvement Necessary Ineffective

For Level 4, much of the Level 3 evidence is Teacher checks for understanding at almost Teacher sometimes checks for understanding Teacher rarely or never checks for
observed during the year, as well as some of all key moments (when checking is
the following: (2.4.HE.1) necessary to inform instruction going of content, but misses several key moments understanding of content, or misses nearly
forward) (2.4.E.1)
(2.4.IN.1) all key moments (2.4.I.1)

Teacher checks for understanding at higher Teacher uses a variety of methods to check Teacher may use more than one type of Teacher does not check for understanding, or
levels by asking pertinent, scaffolding for understanding that are successful in check for understanding, but is often uses only one ineffective method repetitively
questions that push thinking; accepts only capturing an accurate “pulse” of the class’s unsuccessful in capturing an accurate “pulse” to do so, thus rarely capturing an accurate
high quality student responses (those that understanding (2.4.E.2) of the class’s understanding (2.4.IN.2) "pulse" of the class's understanding (2.4.I.2)
reveal understanding or lack thereof)
(2.4.HE.2)

Teacher uses open-ended questions to Teacher uses wait time effectively both after Teacher may not provide enough wait time Teacher frequently moves on with content
surface common misunderstandings and posing a question and before helping after posing a question for students to think before students have a chance to respond to
assess student mastery of material at a students think through a response (2.4.E.3) and respond before helping with an answer questions or frequently gives students the
range of both lower and higher-order thinking or moving forward with content (2.4.IN.3) answer rather than helping them think
(2.4.HE.3) through the answer (2.4.I.3)

Teacher doesn’t allow students to “opt-out” of Teacher sometimes allows students to "opt- Teacher frequently allows students to "opt-
out" of checks for understanding and does
checks for understanding and cycles back to out" of checks for understanding without not cycle back to these students (2.4.I.4)

these students (2.4.E.4) cycling back to these students (2.4.IN.4)

Teacher systematically assesses every Teacher may occasionally assess student Teacher rarely or never assesses for mastery
student’s mastery of the learning target(s) at mastery at the end of the lesson through at the end of the lesson (2.4.I.5)
the end of each lesson through formal or formal or informal assessments (2.4.IN.5)
informal assessments (see note for
examples) (2.4.E.5)

2.6 Develop Higher Level of Understanding through Rigorous Instruction and Work page 4 of 7 11

Wright, Casey
OPE - Fifth Grade Teacher
Short Observation #2
FY 2015/2016
Evaluated by Rhonda Turner
Started: November 09, 2015
Printed: January 18, 2016 at 3:44pm

SCRIPTING

[10:25] 2/3 GT whole group shared reading discussion on poetry. Graphic organizer posted on the board. Discussing a poem and students were writing key
words from the poem. All students were participating and sitting on the carpet- whole group.

[10:26] Images, description images. What did we see in our brain? Turn and talk and discuss the images. Students participated in the turn and talk. Students
shared what they saw. S: I saw a heart slowly breaking over time. S: I saw a never ending hole with an object falling in it.

[10:28] Read the poem again if you need to? It is only 5 lines. S: Can I draw of a picture of the image you saw? S: I saw a cave the farther you went in, then
somewhere in it I saw a heart breaking. T: Let me see it kiddo, go for it.

[10:29] Let's move on, Tayben and Kellen up on your pockets and I know your into, just come back to it. I am waiting for Nick and Miller. Last section I want to do
together, I take it back, let's do it together. Let's talk before you write. For me, there weren't any characters. Perhaps you saw Edward. How did you feel, who did
the poem feel? How did the author feel? S: I feel sad. I felt sad, when it said it kept breaking it was losing it breaking and when it was going away from its family.

[10:31] Did any of you feel yellow? Did any of you feel happy? Please write how you felt? I am reading upside down and I am peeking over your shoulders and you
are writing my favorite word. What is it? S: Because. Why? S: it forces me to tell you why!

[10:32]I need your eyes and your attention. Kellen are you with me kiddo? Boys and girls, I will let you do this on your own, (Idea) What is the main idea. You will
tell me what this poem is about. I would suspect, I will read something a little different because it means something different to each of you. I want you to flip your
paper over to the blank side. I want you to get ready for a Padlet I have posted, I want you to record your rough draft thoughts and we might put the laptops on our
desks on Wed and post to it.

[10:35] The Testing Tree, what does the heart breaks and breaks and lives by breaking mean? Keep your writing goal in mind. Perhaps you need to read the
poem another 5 times. But, I need to know what this means?

[10:36] Take ten minutes to do this.

(2.2.HE.4) (2.4.HE.2) (2.4.HE.3) Images, description images. What did we see in our brain? Turn and talk and discuss the images. Students participated in the
turn and talk. Students shared what they saw. S: I saw a heart slowly breaking over time. S: I saw a never ending hole with an object falling in it.

(2.6.E.2) The Testing Tree, what does the heart breaks and breaks and lives by breaking mean? Keep your writing goal in mind.

(2.6.HE.3) (2.3.E.6) Images, description images. What did we see in our brain? Turn and talk and discuss the images. Students participated in the turn and talk.
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Wright, Casey
OPE - Fifth Grade Teacher
Short Observation #2
FY 2015/2016
Evaluated by Rhonda Turner
Started: November 09, 2015
Printed: January 18, 2016 at 3:44pm

Students shared what they saw. S: I saw a heart slowly breaking over time. S: I saw a never ending hole with an object falling in it.

[10:28] Read the poem again if you need to? It is only 5 lines. S: Can I draw of a picture of the image you saw? S: I saw a cave the farther you went in, then
somewhere in it I saw a heart breaking. T: Let me see it kiddo, go for it.

(2.3.E.1)(3.1.E.4) (3.1.E.5) (3.1.E.2) All students were participating and sitting on the carpet- whole group.

(3.2.E.2) Turn and talk

(3.2.E.4) Teacher listens to students opinions and genuinely is interested

Domain 2: Effective Instruction
2.2 Demonstrate and Clearly Communicate Content Knowledge to Students

Highly Effective Effective Improvement Necessary Ineffective

For Level 4, much of the Level 3 evidence is Teacher demonstrates content knowledge Teacher delivers content that is factually Teacher may deliver content that is factually
observed during the year, as well as some of and delivers content that is factually correct correct (2.2.IN.1) incorrect (2.2.I.1)
the following: (2.2.HE.1) (2.2.E.1)

Teacher fully explains concepts in as direct Content is clear, concise and well-organized Content occasionally lacks clarity and is not Explanations may be unclear or incoherent
and efficient a manner as possible, while still (2.2.E.2) as well-organized as it could be (2.2.IN.2) and fail to build student understanding of key
achieving student understanding (2.2.HE.2) concepts (2.2.I.2)

Teacher effectively connects content to other Teacher restates and rephrases instruction in Teacher may fail to restate or rephrase Teacher continues with planned instruction,
content areas, students’ experiences and multiple ways to increase understanding instruction in multiple ways to increase even when it is obvious that students are not
interests, or current events in order to make (2.2.E.3) understanding (2.2.IN.3) understanding content (2.2.I.3)
content relevant and build interest (2.2.HE.3)
Teacher does not emphasize main ideas, and
Explanations spark student excitement and Teacher emphasizes key points or main Teacher does not adequately emphasize students are often confused about content
interest in the content (2.2.HE.4) ideas in content (2.2.E.4) main ideas, and students are sometimes (2.2.I.4)
confused about key takeaways (2.2.IN.4)
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