2013 14feedback

Walkthrough & Formative
Assessment for BRITTANY R
BEAUMONT
Evaluator: CHANTE' BLACKWELL
Assessment Date: 10/14/2013
Rating:
Planning Rating Specific Comments
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.
Exemplary During the observation, the students displayed a depth of knowledge about
strategies used to solve a word problem. The students discussed their answers
with an elbow partner, and was able to explain strategies utilized to solve the
problem, such as using a diagram. Additioanlly, it was evident that Number
Talks is being integrated, as the teacher noted the use of sentence
starters learned during Number Talks. Ms. Beaumont is also the grade level
chair and serves as a model for her peers.
Sample Performance Indicators
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.
Unrated
Instructional Delivery Rating Specific Comments
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.
Proficient The instructional strategies utilized by Ms. Beaumont were research-based and
student-centered. The students were able to identify and discuss multiple
strategies used to solve a word problem. The students grasped the meaning of
the concept, and took reasonable risks during their discussions about the
letter received from The Fly Guy.
4. Differentiated Instruction - The teacher
challenges and supports each studentâ€™s
learning by providing appropriate content and
developing skills which address individual
learning differences.
Unrated
Assessment of and for Learning Rating Specific Comments
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.
Unrated
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.
Unrated
Learning Environment Rating Specific Comments
7. Positive Learning Environment - The teacher
provides a well-managed, safe, and orderly
environment that is conducive to learning and
encourages respect for all.
Proficient Ms. Beaumont's classroom climate was supportive and safe. Students were
eager to engage and share their thoughts with a peer or the entire class.
Materials were prepared in advance, and the classroom was organized and
supportive of learning.
8. Academically Challenging Environment - The
teacher creates a student-centered, academic
environment in which teaching and learning
Unrated

occur at high levels and students are self-
directed learners.
Professionalism and Communication Rating Specific Comments
9. Professionalism - The teacher exhibits a
commitment to professional ethics and the
schoolâ€™s mission, participates in professional
growth opportunities to support student
learning, and contributes to the profession.
Unrated
10. Communication - The teacher
communicates effectively with students,
parents or guardians, district and school
personnel, and other stakeholders in ways that
enhance student learning.
Unrated
BEAUMONT
Rating:
Unrated
students.
Unrated
knowledge & skills.
Unrated
Proficient During the observation, the students met the same standard of decomposing
larger shapes into smaller ones. Additionally, students were allowed to plan and
decide how they would individually decompose shapes. Additionally, weekly
lesson plans submitted by the teacher, indicate student engagement in varied
tasks that meet each student's individual needs and ability levels.
population.
Unrated

Unrated
Unrated
directed learners.
Proficient During the observation, the students utilized the classroom space to support
their own learning. Students were asked to decompose larger shapes into
smaller shapes. They did an excellent job planning how they would complete the
task before performing it. The students managed their resources, and were
engaged the entire observation.
Unrated
Unrated
BEAUMONT
Rating:
Exemplary During the observation, learning tasks were varied and appropriate for all
learning styles. Ms. Beaumont was abreast of each student's instructional
needs and how to meet them.
She consistently implements best teaching practices and understands the
scope and sequence of learning goals. She is a model for her grade level and
apart of the school's Professional Learning Cadre team. Additional evidence has
been provided to support how Ms. Beaumont continually demonstrates
extensive content and pedagogical knowledge, enriches the curriculum, and
guides others in enriching the curriculum.
students.
Exemplary The lesson plan submitted by Ms. Beaumont provides a blueprint of how to
address the curriculum during reading instruction. Additionally, Ms. Beaumont
collaborates with her team, and leads her grade level's Professional Learning
Community as the Grade Level Chair. Additional evidence has been provided
to support how she continually seeks and uses multiple data and real world
resources to plan differentiated instruction to meet the individual student
needs and interests in order to promote student accountability and
engagement.

knowledge & skills.
Exemplary During the observation, students were in literacy centers. They worked
independently, with the teacher, and in small groups. Ms. Beaumont has
provided additional evidence to support how she continually facilitates
studentsâ€™ engagement in metacognitive learning, higher-order thinking
skills, and application of learning in current and relevant ways. She is also a
model for her peers and has provided modeling and mentoring for teachers
new to APS.
Exemplary During the observation, the students participated in literacy centers based
upon principles of Daily Five. They were assigned to "Primary" and
"Secondary" centers, where they were required to submit products from
instrctional task after completion. Additionally, the students participated in
leveled Guided Reading groups. The lesson plan provided outlines the
instructional tasks for each group. Additional evidence has been provided to
support how Ms. Beaumont continually facilitates each studentâ€™s
opportunities to learn by engaging him/her in critical and creative thinking and
challenging activities tailored to address individual learning needs and interests.
population.
Exemplary During the observation, Ms. Beaumont asked probing questions to assess
student proficiency. Additional evidence has been provided to support how
Ms. Beaumont continually demonstrates expertise and leads others to
determine and develop a variety of strategies and instruments that are valid
and appropriate for the content and student population and guides students
to monitor and reflect on their own academic progress.
Exemplary Ms. Beaumont continually demonstrates expertise in using data to measure
student progress and leads others in the effective use of data to inform
instructional decisions. She utilizes Wiggin's Backward Design Model when
planning for instruction and assessment. Formal and informal assessment tools
to guide her teaching practices. Lesson plan submitted notes the utilization of
multiple data points when forming guided reading groups. Additionally
evidence has been provided to support how she is a model for her peers as
well as other teachers in the district.
Exemplary During the observation, the students followed classroom procedures and were
aware of expectations. Ms. Beaumont provided sound boxes that gave
directions to students as needed to ensure instructional time was maximized.
She provided positive feedback and was supportive. Additionally, students are
assigned jobs during literacy centers so that they may assist each other as
needed. Ms. Beaumont is a model for her peers and is consistently observed
by teachers in the district.
directed learners.
Exemplary The teacher continually creates an academic learning environment where
students are encouraged to set challenging learning goals and tackle
challenging materials. During the observation, the students analyzed their work
against benchmark standards and the teacher provided exemplars for each
learning station. Students worked independently and cooperatively in
purposeful learning, and students monitored their behavior. Additional
evidence has been provided to support how the teacher is a model for her
peers.
Exemplary Ms. Beaumont continually engages in a high level of professional growth and
application of skills and contributes to the development of others and the well-
being of the school and community. She is currently working on her Reading
Endorsement through Metro RESA, she attended the Conference for
Extraordinary Educators and presented at the district's professional learning
day in August. Additionally, she serves as a mentor for novice teachers in APS.
Exemplary Ms. Beaumont, ccontinually uses communication techniques in a variety of
situations to proactively inform, network, and collaborate with stakeholders to
enhance student learning. She clearly communicates learning expectations
throughout lessons, implements frog binders which include a behavior log to

enhance student learning. communicate daily with parents, creates the academic bulletin for her team,
conducts parent conferences, and leads her teams PLC meetings. Additionally,
she effectively uses technology to communicate and is a model for teachers
throughout the district.
BEAUMONT
Rating:
Unrated
students.
Unrated
knowledge & skills.
Unrated
Unrated
population.
Proficient During the observation, Ms. Beaumont observed and asked probing questions
to gauge student proficiency. Additionally, the lesson plan notes the teacher's
use of a time quiz to assess student mastery of telling time.
Unrated
Unrated

directed learners.
Unrated
Unrated
Exemplary During the observation, Ms. Beaumont explained how to tell time with a high
level of clarity. She used a wide repertoire of communication such as singing to
sustain a positive and interactive learning environment. Additionally, she
exhibited active listening when students discussed content with an elbow
partner. She is a model for her peers.
BEAUMONT
Rating:
Unrated
students.
Unrated
knowledge & skills.
Exemplary During the observation, Ms. Beaumont employed a variety of techniques and
instructional strategies to engage her students. Students participated in
learning centers as Ms. Beaumont worked with a small group of level 3 children.
Unrated
population.
Unrated

Unrated
Unrated
directed learners.
Unrated
Unrated
Proficient During the observation, Ms. Beaumont exhibited active listening and used a
wide repertoire of communication behaviors to sustain a positive and
interactive learning environment.
BEAUMONT
Rating:
Exemplary Ms. Beaumont possess a coherent bodyof knowledge about the facts,
concepts, principles, methodology, and important generalizations of the 1st grade
content. She understands the scope and sequence of learning goals and
chooses effective instructional strategies to communicate subject content. Additional
evidence has been submitted to support how Ms. Beaumont is a model for her peers.
students.
Exemplary Lesson plans submitted byMs. Beaumont set clear, specific learning
objectives to communicate intended learning goals. She utilizes student data to
in instructional planning and integrates other content areas when appropriate.
Additional evidence has been submitted to support how Ms. Beaumont is a model for
her peers.
knowledge & skills.
Exemplary During the observation, the students worked in differentiated literacy centers
where the tasks matched the studetns' achievement and ability level. It was
student centered and appropriate practicing skills. Additional evidence was
provided to support how Ms. Beaumont is a model for her peers.

Exemplary Ms. Beaumont routinely combines instructional techniques that involve
individual, small-group, and whole-class instruction. During the observation,
the students participated in varied instructional strategies and activities.
Additional evidence was provided to support how Ms. Beaumont is a model for
her peers.
population.
Exemplary During the observation, Ms. Beaumont assessed her students thorough
observation and questioning. Additionally, some students were being assessed
through Computer Adaptive and student work from literacy centers will be
assessed. Additioanl evidence has been submitted to support how Ms.
Beaumont is a model for her peers.
Exemplary Ms. Beaumont consistently utilizes assessment data to check for understanding
and adequacy of learning. She provides differentiated instruction based on
assessment analysis and provides students with opportunities to reflect on
their performance. She is model for her peers.
Exemplary During the observation, Ms. Beaumont created situations for all students to
succeed. She maintained a professional role while being friendly. She was aware
of all activities in the classroom although she was working with a small group.
Additional evidence was provided to support how Ms. Beaumont is a model for
her peers.
directed learners.
Exemplary During the observation, instructional time was maximized. The learning
objectives and activities were carefully linked and Ms. Beaumont was
supportive in keeping students on task. Additional evidence has been provided
to support how Ms. Beaumont is a model for her peers.
Exemplary Ms. Beaumont is a consistent professional who adheres to legal and ethical
guidelines and policies. She shares practices through district professional
developments and as the grade level chair. Additional evidence has been
provided to support how Ms. Beaumont is a model for her peers.
Exemplary During the observation, Ms. Beaumont exhibited active listening and
encouraged an open, warm, communicative climate. Additional evidence has
been provided to support how Ms. Beaumont is a model for her peers.

2013 14feedback

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2013 14feedback