Mahidol University International Demonstration School

Teachers Annual Performance Review Short Form

Name of Charlene Cunningham Date: March 6, 2017

Teacher:
Grade 10 Subject: Environmental Science
Level:
Name of Stephen Coryelle Position: Deputy Director
Observer:
Focus of Preparation and Student Date of March 6, 2017
Observation: Engagement Observation:

Based on both the portfolio and the observation, write the score for each component in the boxes
below using the following performance rating scale:
4 = Excels. The teacher 3 = Highly 2 = Meets 1 = Needs
who performs at this level Effective. The teacher Expectations. The Improving/Ineffective.
consistently surpasses consistently meets school teachers performance The teacher consistently performs
established standards for goals and standards for adequately meets the below the established standards
teaching and maintains high teaching in a manner that is established standards for for teaching in a manner that is
levels of accomplishment and above average. teaching in a manner that is inconsistent with the school
performance. consistent with the school mission and goals.
mission and goals.

Domain 1: Planning and Preparation: The teacher ~

O P O = observation; P = portfolio
3 Demonstrates knowledge of content and pedagogy that encompasses all aspects of the subject,
including what to teach as well as research-based best practices.
3 Understands how students construct meaning, taking into account the impact student needs,
interests, background, and knowledge of English will have on learning content.
3 Establishes appropriate learning outcomes that clearly state what diverse students will learn as a
result of engaging in the lessons activities.
3 Is aware of a variety of human, textual, and community resources that will enhance students
learning experiences.
3 Demonstrates the ability to translate learning goals into appropriate, meaningful, relevant, and
coherent learning experiences.
3 Demonstrates that learning goals can be assessed appropriately, and uses assessment results to
improve teaching and learning.
3 Divide the total of each column for Domain 1 by the number of scores

Domain 2: The Instructional Environment: The teacher ~

O P O = observation; P = portfolio
3 Creates an environment of respect and rapport so that all students feel valued knowing they will be
treated with dignity and will take intellectual risks.
3 Creates high expectations for all students, setting a high value on high quality work.
2 Demonstrates procedures for the smooth operation of the classroom and the efficient use of time.
3 Demonstrates there are agreed-upon standards for conduct and language use appropriate to the
students age, needs, developmental level, and culture.
3 Demonstrate organization of physical space that sends a clear message to students that learning
takes place in an environment that is safe and has been arranged to optimize student learning.
2. Divide the total of each column for Domain 2 by the number of scores
8

Domain 3: Instruction: The teacher ~

O P O = observation; P = portfolio
3 Demonstrates clarity in directions, procedures, and explanations, both orally and in writing.
2 Demonstrates skill in questioning and in leading discussion, eliciting student reflection, and
challenging deeper student engagement.
3 Plans for students intellectual engagement and involvement with content so that they are actively
constructing meaning and understanding.
2 Provides relevant, accurate, specific, timely and constructive feedback to students.
n/ Demonstrates ability to change, adjust, or alter the lesson in response to student confusion or lack
a of understanding.
5 Divide the total of each column for Domain 3 by the number of scores and multiply by 2

Domain 4: Professional Responsibilities: The teacher ~

O P O = observation; P = portfolio
3 Demonstrates thinking and reflections on practice to improve teaching and learning.
3 Maintains effective records of student learning that demonstrate which areas of the curriculum
students have learned.
n/ Communicates with families, keeping them informed of events, procedures, expectations, and
a grading systems, as well as academic and social progress.
n/ Demonstrates collegiality in relationships with peers, focusing on the well-being of students during
a meetings and on collaborations on committees and school activities.
3 Engages in continual professional development.
3 Demonstrates professional qualities that demonstrate service, advocacy, and research-based best
practices.
6 Divide the total of each column for Domain 4 by the number of scores and multiply by 2

Summary: This was an observation of a 10th grade Environmental Science class. The
bulk of the class time was made up of student presentations on the effects that
Climate Change has had on different species. There were 23 students in the class:
15 girls and 8 boys. During the whole class discussion and question-and-answer
sessions 4 girls and 3 boys participated. There was 1 distracted boy during the
presentations, but this behavior was quickly noted and corrected by the teacher.

I entered at 12:07. Students were submitting presentations to the teacher.

These would be used during the presentations.
At 12:08 the students began their presentations. Before doing so, they were
reminded by the teacher of the expectations for both presenting and
listening.
At 12:09 the first group began (they were volunteers to do so). The teacher
stayed in the back of the room, to take notes, mark the rubric, and monitor
for student behavior.
At 12:18 a student left for the bathroom, leaving their phone.
At 12:25 the teacher redirected a few students who were not paying
attention.
At 12:39 the teacher redirected another student who was distracted (he
appeared to have his phone out).
At 12:43 there were some technical issues with a presentation upload. These
were solved in time to allow all groups to present.
At 12:56 the teacher removed the bathroom pass from the front of the room
and kept it in her clipboard [see question].
At 1:00 the groups were done.
At 1:01 the teacher gave the students a summarization activity as an exit
slip.

Commendations:
Your rubric was very thorough, yet comprehensible to students who are still
English learners. I was initially wondering about the large number of
categories, but in reading it over these make good sense. As you know, this
also helps with grading.
o Question: Do you differentiate grades within groups, when it is clear
that certain individuals either did more work or that their part of the
presentation was clearly superior to that of their groupmates?
Overall, this lesson went well in terms of the expectations that were set
explicitly by you. You also had the lesson objectives and vocabulary posted
on the board at the back of the room. It is always good to have visual and
oral reminders of where they are going.
 I know that classroom management was an area of growth for you in the
past. I want to take the time to commend you on the steps you have clearly
taken. These students were attentive to your directions, and when there was
redirecting needed you did this with a minimum of fuss.
Excellent use of an exit slip. Not only does this help bracket the lesson, but
provides a good assessment of whether they were paying attention.

Recommendations: I have a few recommendations here. Two of them are more

technical in nature, designed to help with smoothing the time, and the other is more
of a Blooms Taxonomy suggestion.
[Domain 2.3] In the future, I would have students submit their presentations
to you the night before, so that you can check to make sure they load on
your computer before the actual class. This will help avoid the technical
difficulties the class ran into, which did interrupt flow.
[Domain 2.3] Another suggestion in the same area is to just call the groups
up, rather than wait for volunteers. They all need to go eventually, and
waiting until the last minute will often just ramp up students anxiety about
being in front of their classmates. This will also help with transitions, and
reinforce the truth that you are the one in ultimate charge.
[Domain 3.2, 3.4] My major suggestion for this lesson is related to the time
after the presentation finishes. You asked students if they had questions for
their peers each time, and this was all well and good. However, the level of
questions asked was low. I would use this time to model the type of higher
level questions the students should be pondering, for example, predicting the
future fate (save for the toad that is now extinct), pushing them on their
suggestions mitigating the current situation, or analyzing the efficacy of
existing efforts. If you are able to ask one or two of these, your students can
see what they should be asking; in addition, it allows you to further assess
your students critical thinking and ability to think on their feet.

Observation Score:
Domain 1: 3 + Domain 2: 2.8 + Domain 3: 5 + Domain 4 6 6=
2.8 Observation Score

Portfolio Score:
Domain 1: + Domain 2: + Domain 3: + Domain 4 6=
Portfolio Score

Performance Level:
Observation Score: + Portfolio Score: 2 =
Performance Level

Performance MUIDS Rating Performance Pay

Ranges for Teacher
Leadership
Activities
4.03.4 Excels 4,000 baht per
The teachers performance is exceptional and well above average in meeting month
school goals and standards for teaching.
3.32.7 Highly Effective 3,000 baht per
 The teachers performance is consistently above average in meeting school month
goals and standards for teaching.
2.62.0 Meets Expectations 2,000 baht per
The teachers performance is consistently adequate in meeting school goals month
and standards for teaching.
1.91.6 Developing/Needs Improving 0
The teachers performance is often below the standards for teaching and is
inconsistent with school goals.
1.51.0 Ineffective 0
The teachers performance is consistently below the standards for teaching and
is inconsistent with school goals.

By signing this document I acknowledge that its contents have been shared with me. If I do not meet
expectations, I may be asked to complete a formal program for improvement. After due consideration,
I may choose voluntarily to resign instead of continuing the program for improvement. However, if I do
meet expectations, the contract will continue as before.

Teacher: Dat
e:
Deputy Director: Dat
e:
Director: Dat
e: