Post-Observation Conference Score & Feedback Review (Teacher) for THOMPSON, DESTINY

Date Printed: 06/01/2023

The evaluator will provide overall strengths, areas of growth, and overall comments and will click share for the teacher to view
the Observation ratings and comments. The teacher will click new to complete the Teacher Acknowledgement form and will
sign-off on the observation. Both the evaluator and teacher Finalize the Conference. When the evaluator clicks "Finalize" to
confirm, the container will lock. Submit a help desk ticket to unlock the activities if necessary.
Post-Observation Conference
Please note that the Finalize activity button will not appear until all required fields are completed, saved and shared.
1.
Score
Unannounced Observation 3.28

Unannounced Observation Display

Observation summary for: Thompson, Destiny for Assessment : Teacher
Effectiveness Measure (TEM) revised 2017
By Activity Name
A Duncan, Allison L Unannounced Observation (Evaluator)

Level 1 - Significantly Level 2 - Below Level 3 - Meeting Level 4 - Above Level 5 - Significantly
Teach Domain
Below Expectations Expectations Expectations Expectations Above Expectations
Indicator 1 - Objective
A
Driven Lessons

Page 1 of 9
 Performed Evidence (Required)
by

A Duncan, [04/25/2023 3:34 PM]: Teacher says my turn, students repeat. We are trying to, students say identify, key
Allison L details in the story. Mrs. Thompson is talking. I know that every story has a beginning, middle, and end. I see
4/26/2023 my friend Molly and she has her notebook, but she couldn't think of anything to do. That's when her friends
03:41 PM came, but they all wanted to draw the same flower. Then they say we want to do thinking. Now for the middle
of our story. Teacher says our turn and students say our turn. Does everybody get a turn, students say no.
When we left the beginning of our story they were trying to come up with something for his birthday. Student
says they wanted to draw the same tree, Did they want to give that to turtle, students said no. Student says
that we can't draw the same flower or the same tree. Teacher ask what did Molly say, we can't draw the same
flower or same tree, I have an , students say idea. Teacher has another student come up. Teacher asks what
do Molly and her friends do together, student answers they colored, painted, glued, and drew their tree.
Teacher says they did trees, but they did it in different ways, they did it in different seasons. Did they work by
themselves, students say no. Did they work together, students say they worked together. Teacher is placing
picture cards in order. Another student comes up, what did the animals, student says summer, winter, etc....
What did they give him, students say book. Okay, so this last one I want you to do it with your partner. What did
turtle love, turn and talk to your partner. Students are talking. What did he think of when he reads his book,
students are discussing. What is turtle going to think about every time he reads his book, Chloe what did your
group say, he's going to think about his friends...I have another question for your group, what do all of the
animals do together. Talk to your partner. Look at me in 3,2,1 If your group is done, raise your hand. What did
all the animals do together, student says they ate together while turtle drew in his book. Your turn, students
repeat. Everybody is going to get a book. You are going to draw a picture and tell me what happened at the
end of the story. You are going to turn to page 12. You are silently working when it is your turn. Students are
leaving the carpet one by one and going to their seats. Can you turn to page 12 in your books. Teacher
circulates. Students are drawing a picture. Student asked are we supposed to write. Teacher repeats the
directions. Draw some things that happened at the beginning of the story. What happened at the beginning,
student's response is inaudible. Teacher is circulating. I did ... and his brother. What happened at the
beginning, I don't remember.. student goes to the picture visuals. Remember the turtle at the beginning of the
story. Teacher continues to circulate checking for understanding. I love your drawings, but can you draw me
something about Molly and her friends. Teacher is monitoring as she checks for understanding. What are you
thinking, student says.... what happens at the end...inaudible. Teacher continues to check for understanding
and is notating it on her clipboard.

[04/25/2023 3:07 PM]: Teacher stops to check for understanding. Let's see what her friends thought of.
Teacher continues to read the story. Why do you think that she is grumpy, student says because she had not
figured out what she wanted to give turtle yet. Teacher says let's see what ideas the friends had. Teacher
continues to read the story. Student raises her hand. Student says they all drew the same thing in different
places. Teacher continues to read the story. Chloe is making predictions already. Teacher continues to read.
What did everybody do, student says they all worked together. Another student says they all got together to
say happy birthday. We are going to do a brain break real quick and then we will move on with the story. The
video ends.

[04/24/2023 11:08 AM]: Teacher reviews expectations. If you look like Buddy, your brain is thinking etc...
Teacher says repeat after me, I can identify, key details, so I can retell, familiar stories. Teacher has students
to repeat the PBO. The PBO is SWBAT. I want y'all to try to tell me what you're doing today. Teacher makes
formations, and students say, I can identify key details so I can retell familiar stories. I want you to be able to
identify, What does identify mean, students say to look for, what are key details, student says key details are
things you use to get in your house. Are key details important, students say yes. Key details are important. If
we don't have those key details, important parts, we won't know what is happening in the story. What does
retell the story, students say to retell means to tell again. Familiar stories, Chloe says that familiar stories are
stories that we have already read. I know that we have already read, What is the big idea. I want you to be able
to find important details in my story. This is a story that we are familiar with. Check Buddy to make sure that
you are doing the right thing. You are working to earn your recess back.

Indicator 2 - Explain
A
Content

Page 2 of 9
 Performed Evidence (Required)
by

A Duncan, [04/25/2023 3:34 PM]: Teacher says my turn, students repeat. We are trying to, students say identify, key
Allison L details in the story. Mrs. Thompson is talking. I know that every story has a beginning, middle, and end. I see
4/26/2023 my friend Molly and she has her notebook, but she couldn't think of anything to do. That's when her friends
03:41 PM came, but they all wanted to draw the same flower. Then they say we want to do thinking. Now for the middle
of our story. Teacher says our turn and students say our turn. Does everybody get a turn, students say no.
When we left the beginning of our story they were trying to come up with something for his birthday. Student
says they wanted to draw the same tree, Did they want to give that to turtle, students said no. Student says
that we can't draw the same flower or the same tree. Teacher ask what did Molly say, we can't draw the same
flower or same tree, I have an , students say idea. Teacher has another student come up. Teacher asks what
do Molly and her friends do together, student answers they colored, painted, glued, and drew their tree.
Teacher says they did trees, but they did it in different ways, they did it in different seasons. Did they work by
themselves, students say no. Did they work together, students say they worked together. Teacher is placing
picture cards in order. Another student comes up, what did the animals, student says summer, winter, etc....
What did they give him, students say book. Okay, so this last one I want you to do it with your partner. What did
turtle love, turn and talk to your partner. Students are talking. What did he think of when he reads his book,
students are discussing. What is turtle going to think about every time he reads his book, Chloe what did your
group say, he's going to think about his friends...I have another question for your group, what do all of the
animals do together. Talk to your partner. Look at me in 3,2,1 If your group is done, raise your hand. What did
all the animals do together, student says they ate together while turtle drew in his book. Your turn, students
repeat. Everybody is going to get a book. You are going to draw a picture and tell me what happened at the
end of the story. You are going to turn to page 12. You are silently working when it is your turn. Students are
leaving the carpet one by one and going to their seats. Can you turn to page 12 in your books. Teacher
circulates. Students are drawing a picture. Student asked are we supposed to write. Teacher repeats the
directions. Draw some things that happened at the beginning of the story. What happened at the beginning,
student's response is inaudible. Teacher is circulating. I did ... and his brother. What happened at the
beginning, I don't remember.. student goes to the picture visuals. Remember the turtle at the beginning of the
story. Teacher continues to circulate checking for understanding. I love your drawings, but can you draw me
something about Molly and her friends. Teacher is monitoring as she checks for understanding. What are you
thinking, student says.... what happens at the end...inaudible. Teacher continues to check for understanding
and is notating it on her clipboard.

[04/25/2023 3:07 PM]: Teacher stops to check for understanding. Let's see what her friends thought of.
Teacher continues to read the story. Why do you think that she is grumpy, student says because she had not
figured out what she wanted to give turtle yet. Teacher says let's see what ideas the friends had. Teacher
continues to read the story. Student raises her hand. Student says they all drew the same thing in different
places. Teacher continues to read the story. Chloe is making predictions already. Teacher continues to read.
What did everybody do, student says they all worked together. Another student says they all got together to
say happy birthday. We are going to do a brain break real quick and then we will move on with the story. The
video ends.

[04/24/2023 11:08 AM]: Teacher reviews expectations. If you look like Buddy, your brain is thinking etc...
Teacher says repeat after me, I can identify, key details, so I can retell, familiar stories. Teacher has students
to repeat the PBO. The PBO is SWBAT. I want y'all to try to tell me what you're doing today. Teacher makes
formations, and students say, I can identify key details so I can retell familiar stories. I want you to be able to
identify, What does identify mean, students say to look for, what are key details, student says key details are
things you use to get in your house. Are key details important, students say yes. Key details are important. If
we don't have those key details, important parts, we won't know what is happening in the story. What does
retell the story, students say to retell means to tell again. Familiar stories, Chloe says that familiar stories are
stories that we have already read. I know that we have already read, What is the big idea. I want you to be able
to find important details in my story. This is a story that we are familiar with. Check Buddy to make sure that
you are doing the right thing. You are working to earn your recess back.

Indicator 3 - Appropriately
A
Challenging Work

Page 3 of 9
 Performed Evidence (Required)
by

A Duncan, [04/25/2023 3:34 PM]: Teacher says my turn, students repeat. We are trying to, students say identify, key
Allison L details in the story. Mrs. Thompson is talking. I know that every story has a beginning, middle, and end. I see
4/26/2023 my friend Molly and she has her notebook, but she couldn't think of anything to do. That's when her friends
03:41 PM came, but they all wanted to draw the same flower. Then they say we want to do thinking. Now for the middle
of our story. Teacher says our turn and students say our turn. Does everybody get a turn, students say no.
When we left the beginning of our story they were trying to come up with something for his birthday. Student
says they wanted to draw the same tree, Did they want to give that to turtle, students said no. Student says
that we can't draw the same flower or the same tree. Teacher ask what did Molly say, we can't draw the same
flower or same tree, I have an , students say idea. Teacher has another student come up. Teacher asks what
do Molly and her friends do together, student answers they colored, painted, glued, and drew their tree.
Teacher says they did trees, but they did it in different ways, they did it in different seasons. Did they work by
themselves, students say no. Did they work together, students say they worked together. Teacher is placing
picture cards in order. Another student comes up, what did the animals, student says summer, winter, etc....
What did they give him, students say book. Okay, so this last one I want you to do it with your partner. What did
turtle love, turn and talk to your partner. Students are talking. What did he think of when he reads his book,
students are discussing. What is turtle going to think about every time he reads his book, Chloe what did your
group say, he's going to think about his friends...I have another question for your group, what do all of the
animals do together. Talk to your partner. Look at me in 3,2,1 If your group is done, raise your hand. What did
all the animals do together, student says they ate together while turtle drew in his book. Your turn, students
repeat. Everybody is going to get a book. You are going to draw a picture and tell me what happened at the
end of the story. You are going to turn to page 12. You are silently working when it is your turn. Students are
leaving the carpet one by one and going to their seats. Can you turn to page 12 in your books. Teacher
circulates. Students are drawing a picture. Student asked are we supposed to write. Teacher repeats the
directions. Draw some things that happened at the beginning of the story. What happened at the beginning,
student's response is inaudible. Teacher is circulating. I did ... and his brother. What happened at the
beginning, I don't remember.. student goes to the picture visuals. Remember the turtle at the beginning of the
story. Teacher continues to circulate checking for understanding. I love your drawings, but can you draw me
something about Molly and her friends. Teacher is monitoring as she checks for understanding. What are you
thinking, student says.... what happens at the end...inaudible. Teacher continues to check for understanding
and is notating it on her clipboard.

[04/25/2023 3:07 PM]: Teacher stops to check for understanding. Let's see what her friends thought of.
Teacher continues to read the story. Why do you think that she is grumpy, student says because she had not
figured out what she wanted to give turtle yet. Teacher says let's see what ideas the friends had. Teacher
continues to read the story. Student raises her hand. Student says they all drew the same thing in different
places. Teacher continues to read the story. Chloe is making predictions already. Teacher continues to read.
What did everybody do, student says they all worked together. Another student says they all got together to
say happy birthday. We are going to do a brain break real quick and then we will move on with the story. The
video ends.

Indicator 4 - Content
A
Engagement

Page 4 of 9
 Performed Evidence (Required)
by

A Duncan, [04/25/2023 3:34 PM]: Teacher says my turn, students repeat. We are trying to, students say identify, key
Allison L details in the story. Mrs. Thompson is talking. I know that every story has a beginning, middle, and end. I see
4/26/2023 my friend Molly and she has her notebook, but she couldn't think of anything to do. That's when her friends
03:41 PM came, but they all wanted to draw the same flower. Then they say we want to do thinking. Now for the middle
of our story. Teacher says our turn and students say our turn. Does everybody get a turn, students say no.
When we left the beginning of our story they were trying to come up with something for his birthday. Student
says they wanted to draw the same tree, Did they want to give that to turtle, students said no. Student says
that we can't draw the same flower or the same tree. Teacher ask what did Molly say, we can't draw the same
flower or same tree, I have an , students say idea. Teacher has another student come up. Teacher asks what
do Molly and her friends do together, student answers they colored, painted, glued, and drew their tree.
Teacher says they did trees, but they did it in different ways, they did it in different seasons. Did they work by
themselves, students say no. Did they work together, students say they worked together. Teacher is placing
picture cards in order. Another student comes up, what did the animals, student says summer, winter, etc....
What did they give him, students say book. Okay, so this last one I want you to do it with your partner. What did
turtle love, turn and talk to your partner. Students are talking. What did he think of when he reads his book,
students are discussing. What is turtle going to think about every time he reads his book, Chloe what did your
group say, he's going to think about his friends...I have another question for your group, what do all of the
animals do together. Talk to your partner. Look at me in 3,2,1 If your group is done, raise your hand. What did
all the animals do together, student says they ate together while turtle drew in his book. Your turn, students
repeat. Everybody is going to get a book. You are going to draw a picture and tell me what happened at the
end of the story. You are going to turn to page 12. You are silently working when it is your turn. Students are
leaving the carpet one by one and going to their seats. Can you turn to page 12 in your books. Teacher
circulates. Students are drawing a picture. Student asked are we supposed to write. Teacher repeats the
directions. Draw some things that happened at the beginning of the story. What happened at the beginning,
student's response is inaudible. Teacher is circulating. I did ... and his brother. What happened at the
beginning, I don't remember.. student goes to the picture visuals. Remember the turtle at the beginning of the
story. Teacher continues to circulate checking for understanding. I love your drawings, but can you draw me
something about Molly and her friends. Teacher is monitoring as she checks for understanding. What are you
thinking, student says.... what happens at the end...inaudible. Teacher continues to check for understanding
and is notating it on her clipboard.

[04/25/2023 3:07 PM]: Teacher stops to check for understanding. Let's see what her friends thought of.
Teacher continues to read the story. Why do you think that she is grumpy, student says because she had not
figured out what she wanted to give turtle yet. Teacher says let's see what ideas the friends had. Teacher
continues to read the story. Student raises her hand. Student says they all drew the same thing in different
places. Teacher continues to read the story. Chloe is making predictions already. Teacher continues to read.
What did everybody do, student says they all worked together. Another student says they all got together to
say happy birthday. We are going to do a brain break real quick and then we will move on with the story. The
video ends.

[04/24/2023 11:08 AM]: Teacher reviews expectations. If you look like Buddy, your brain is thinking etc...
Teacher says repeat after me, I can identify, key details, so I can retell, familiar stories. Teacher has students
to repeat the PBO. The PBO is SWBAT. I want y'all to try to tell me what you're doing today. Teacher makes
formations, and students say, I can identify key details so I can retell familiar stories. I want you to be able to
identify, What does identify mean, students say to look for, what are key details, student says key details are
things you use to get in your house. Are key details important, students say yes. Key details are important. If
we don't have those key details, important parts, we won't know what is happening in the story. What does
retell the story, students say to retell means to tell again. Familiar stories, Chloe says that familiar stories are
stories that we have already read. I know that we have already read, What is the big idea. I want you to be able
to find important details in my story. This is a story that we are familiar with. Check Buddy to make sure that
you are doing the right thing. You are working to earn your recess back.

Indicator 5 - Higher-Level
A
Thinking Skills

Page 5 of 9
 Performed Evidence (Required)
by

A Duncan, [04/25/2023 3:34 PM]: Teacher says my turn, students repeat. We are trying to, students say identify, key
Allison L details in the story. Mrs. Thompson is talking. I know that every story has a beginning, middle, and end. I see
4/26/2023 my friend Molly and she has her notebook, but she couldn't think of anything to do. That's when her friends
03:41 PM came, but they all wanted to draw the same flower. Then they say we want to do thinking. Now for the middle
of our story. Teacher says our turn and students say our turn. Does everybody get a turn, students say no.
When we left the beginning of our story they were trying to come up with something for his birthday. Student
says they wanted to draw the same tree, Did they want to give that to turtle, students said no. Student says
that we can't draw the same flower or the same tree. Teacher ask what did Molly say, we can't draw the same
flower or same tree, I have an , students say idea. Teacher has another student come up. Teacher asks what
do Molly and her friends do together, student answers they colored, painted, glued, and drew their tree.
Teacher says they did trees, but they did it in different ways, they did it in different seasons. Did they work by
themselves, students say no. Did they work together, students say they worked together. Teacher is placing
picture cards in order. Another student comes up, what did the animals, student says summer, winter, etc....
What did they give him, students say book. Okay, so this last one I want you to do it with your partner. What did
turtle love, turn and talk to your partner. Students are talking. What did he think of when he reads his book,
students are discussing. What is turtle going to think about every time he reads his book, Chloe what did your
group say, he's going to think about his friends...I have another question for your group, what do all of the
animals do together. Talk to your partner. Look at me in 3,2,1 If your group is done, raise your hand. What did
all the animals do together, student says they ate together while turtle drew in his book. Your turn, students
repeat. Everybody is going to get a book. You are going to draw a picture and tell me what happened at the
end of the story. You are going to turn to page 12. You are silently working when it is your turn. Students are
leaving the carpet one by one and going to their seats. Can you turn to page 12 in your books. Teacher
circulates. Students are drawing a picture. Student asked are we supposed to write. Teacher repeats the
directions. Draw some things that happened at the beginning of the story. What happened at the beginning,
student's response is inaudible. Teacher is circulating. I did ... and his brother. What happened at the
beginning, I don't remember.. student goes to the picture visuals. Remember the turtle at the beginning of the
story. Teacher continues to circulate checking for understanding. I love your drawings, but can you draw me
something about Molly and her friends. Teacher is monitoring as she checks for understanding. What are you
thinking, student says.... what happens at the end...inaudible. Teacher continues to check for understanding
and is notating it on her clipboard.

[04/25/2023 3:07 PM]: Teacher stops to check for understanding. Let's see what her friends thought of.
Teacher continues to read the story. Why do you think that she is grumpy, student says because she had not
figured out what she wanted to give turtle yet. Teacher says let's see what ideas the friends had. Teacher
continues to read the story. Student raises her hand. Student says they all drew the same thing in different
places. Teacher continues to read the story. Chloe is making predictions already. Teacher continues to read.
What did everybody do, student says they all worked together. Another student says they all got together to
say happy birthday. We are going to do a brain break real quick and then we will move on with the story. The
video ends.

[04/24/2023 11:08 AM]: Teacher reviews expectations. If you look like Buddy, your brain is thinking etc...
Teacher says repeat after me, I can identify, key details, so I can retell, familiar stories. Teacher has students
to repeat the PBO. The PBO is SWBAT. I want y'all to try to tell me what you're doing today. Teacher makes
formations, and students say, I can identify key details so I can retell familiar stories. I want you to be able to
identify, What does identify mean, students say to look for, what are key details, student says key details are
things you use to get in your house. Are key details important, students say yes. Key details are important. If
we don't have those key details, important parts, we won't know what is happening in the story. What does
retell the story, students say to retell means to tell again. Familiar stories, Chloe says that familiar stories are
stories that we have already read. I know that we have already read, What is the big idea. I want you to be able
to find important details in my story. This is a story that we are familiar with. Check Buddy to make sure that
you are doing the right thing. You are working to earn your recess back.

Indicator 6 - Check for

A
Understanding

Page 6 of 9
 Performed Evidence (Required)
by

A Duncan, [04/25/2023 3:34 PM]: Teacher says my turn, students repeat. We are trying to, students say identify, key
Allison L details in the story. Mrs. Thompson is talking. I know that every story has a beginning, middle, and end. I see
4/26/2023 my friend Molly and she has her notebook, but she couldn't think of anything to do. That's when her friends
03:41 PM came, but they all wanted to draw the same flower. Then they say we want to do thinking. Now for the middle
of our story. Teacher says our turn and students say our turn. Does everybody get a turn, students say no.
When we left the beginning of our story they were trying to come up with something for his birthday. Student
says they wanted to draw the same tree, Did they want to give that to turtle, students said no. Student says
that we can't draw the same flower or the same tree. Teacher ask what did Molly say, we can't draw the same
flower or same tree, I have an , students say idea. Teacher has another student come up. Teacher asks what
do Molly and her friends do together, student answers they colored, painted, glued, and drew their tree.
Teacher says they did trees, but they did it in different ways, they did it in different seasons. Did they work by
themselves, students say no. Did they work together, students say they worked together. Teacher is placing
picture cards in order. Another student comes up, what did the animals, student says summer, winter, etc....
What did they give him, students say book. Okay, so this last one I want you to do it with your partner. What did
turtle love, turn and talk to your partner. Students are talking. What did he think of when he reads his book,
students are discussing. What is turtle going to think about every time he reads his book, Chloe what did your
group say, he's going to think about his friends...I have another question for your group, what do all of the
animals do together. Talk to your partner. Look at me in 3,2,1 If your group is done, raise your hand. What did
all the animals do together, student says they ate together while turtle drew in his book. Your turn, students
repeat. Everybody is going to get a book. You are going to draw a picture and tell me what happened at the
end of the story. You are going to turn to page 12. You are silently working when it is your turn. Students are
leaving the carpet one by one and going to their seats. Can you turn to page 12 in your books. Teacher
circulates. Students are drawing a picture. Student asked are we supposed to write. Teacher repeats the
directions. Draw some things that happened at the beginning of the story. What happened at the beginning,
student's response is inaudible. Teacher is circulating. I did ... and his brother. What happened at the
beginning, I don't remember.. student goes to the picture visuals. Remember the turtle at the beginning of the
story. Teacher continues to circulate checking for understanding. I love your drawings, but can you draw me
something about Molly and her friends. Teacher is monitoring as she checks for understanding. What are you
thinking, student says.... what happens at the end...inaudible. Teacher continues to check for understanding
and is notating it on her clipboard.

[04/25/2023 3:07 PM]: Teacher stops to check for understanding. Let's see what her friends thought of.
Teacher continues to read the story. Why do you think that she is grumpy, student says because she had not
figured out what she wanted to give turtle yet. Teacher says let's see what ideas the friends had. Teacher
continues to read the story. Student raises her hand. Student says they all drew the same thing in different
places. Teacher continues to read the story. Chloe is making predictions already. Teacher continues to read.
What did everybody do, student says they all worked together. Another student says they all got together to
say happy birthday. We are going to do a brain break real quick and then we will move on with the story. The
video ends.

[04/24/2023 11:08 AM]: Teacher reviews expectations. If you look like Buddy, your brain is thinking etc...
Teacher says repeat after me, I can identify, key details, so I can retell, familiar stories. Teacher has students
to repeat the PBO. The PBO is SWBAT. I want y'all to try to tell me what you're doing today. Teacher makes
formations, and students say, I can identify key details so I can retell familiar stories. I want you to be able to
identify, What does identify mean, students say to look for, what are key details, student says key details are
things you use to get in your house. Are key details important, students say yes. Key details are important. If
we don't have those key details, important parts, we won't know what is happening in the story. What does
retell the story, students say to retell means to tell again. Familiar stories, Chloe says that familiar stories are
stories that we have already read. I know that we have already read, What is the big idea. I want you to be able
to find important details in my story. This is a story that we are familiar with. Check Buddy to make sure that
you are doing the right thing. You are working to earn your recess back.

Indicator 7 - Instructional
A
Time

Page 7 of 9
 Performed Evidence (Required)
by

A Duncan, [04/25/2023 3:34 PM]: Teacher says my turn, students repeat. We are trying to, students say identify, key
Allison L details in the story. Mrs. Thompson is talking. I know that every story has a beginning, middle, and end. I see
4/26/2023 my friend Molly and she has her notebook, but she couldn't think of anything to do. That's when her friends
03:41 PM came, but they all wanted to draw the same flower. Then they say we want to do thinking. Now for the middle
of our story. Teacher says our turn and students say our turn. Does everybody get a turn, students say no.
When we left the beginning of our story they were trying to come up with something for his birthday. Student
says they wanted to draw the same tree, Did they want to give that to turtle, students said no. Student says
that we can't draw the same flower or the same tree. Teacher ask what did Molly say, we can't draw the same
flower or same tree, I have an , students say idea. Teacher has another student come up. Teacher asks what
do Molly and her friends do together, student answers they colored, painted, glued, and drew their tree.
Teacher says they did trees, but they did it in different ways, they did it in different seasons. Did they work by
themselves, students say no. Did they work together, students say they worked together. Teacher is placing
picture cards in order. Another student comes up, what did the animals, student says summer, winter, etc....
What did they give him, students say book. Okay, so this last one I want you to do it with your partner. What did
turtle love, turn and talk to your partner. Students are talking. What did he think of when he reads his book,
students are discussing. What is turtle going to think about every time he reads his book, Chloe what did your
group say, he's going to think about his friends...I have another question for your group, what do all of the
animals do together. Talk to your partner. Look at me in 3,2,1 If your group is done, raise your hand. What did
all the animals do together, student says they ate together while turtle drew in his book. Your turn, students
repeat. Everybody is going to get a book. You are going to draw a picture and tell me what happened at the
end of the story. You are going to turn to page 12. You are silently working when it is your turn. Students are
leaving the carpet one by one and going to their seats. Can you turn to page 12 in your books. Teacher
circulates. Students are drawing a picture. Student asked are we supposed to write. Teacher repeats the
directions. Draw some things that happened at the beginning of the story. What happened at the beginning,
student's response is inaudible. Teacher is circulating. I did ... and his brother. What happened at the
beginning, I don't remember.. student goes to the picture visuals. Remember the turtle at the beginning of the
story. Teacher continues to circulate checking for understanding. I love your drawings, but can you draw me
something about Molly and her friends. Teacher is monitoring as she checks for understanding. What are you
thinking, student says.... what happens at the end...inaudible. Teacher continues to check for understanding
and is notating it on her clipboard.

Area of Strength
TEACH 2: Explain Content

Area of Improvement
TEACH 1: Objective-Â ​Driven Lessons

Level in which the Descriptor for Improvement is found

Level 3
Descriptor for Improvement
Descriptor 1

Additional Area of Strength (not required)

--Select One--

Additional Area of Improvement (not required)

--Select One--

Precise Praise
The students were sitting on the carpet and ready to engage in the learning. Students were excited about the topic.
You read with such passion and enthusiasm. I appreciate how you followed the components of Gradual Release.
With so many personalities, you did an amazing job keeping the students focused on the topic. I also loved how you
utilized symbols when unpacking the PBO. KUDOS!
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 Specific Development Area
TEACH 1 Objective Driven Lessons: Level 3 Descriptor 1: Teacher communicates lesson objective (s) to students in
relationship to standards.

Action Steps (connected to anticipated student learning outcomes)

Going forward, when unpacking the PBO, refer to the overarching standard. For example, read the standard as
written and then explain that the PBO is covering the standard with a higher order thinking task connected to it. The
students may not understand it, but it would satisfy you communicating that the lesson objective (s) is related to the
standard.
Attachment
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Teacher Acknowledgement

1. Sign-Off Options
Understand and Agree

Comments for Evaluator

Thank you for everything!

Signatures
Destiny Thompson on 04/26/2023 4:30 PM Accepted

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