2016-2017 Teacher Observation (Track 1) for ESADES, ALLYSON J

Date Printed: 04/09/2019

Evaluation Details
Title:2016-2017 Teacher Observation (Track 1)
Description:
Evaluation Steps
Upload Written Evidence (Optional)
Enter Evidence Option A
Upload Written Evidence
Upload written evidence  Allyson E. Focused Ob NotesOctober 26.docx
10/28/2016 11:32 AM by PAYNE-SHANNON, PIA P

Teacher Pre-Conference Form (Focused)

Focused Pre-Conference Guide
Teacher ESADES, ALLYSON J
Observer Pia
School Middle & High Schools-All: Henry High
Observation Date 10/26/2016
Grade 9th
Subject French
Please select a minimum of 2Aii - Establishes high cognitive expectations
four elements to focus on 3Ai - Uses content language to promote learning
during your observation 3Bi - Uses instructional strategies to engage students
(selected elements should 3Biv - Uses appropriate pacing and structure
align with your PDP goal, 3Ci - Uses formative assessments to inform instruction
conversations from previous
observations, and/or school
wide growth areas). Please
select the element number.
What will you teach?
Domain 1 Indicator A
1Ai - What is the lesson <p>The lesson learning target is "I can identify my family." In this we will learn words
learning target and how that describe our families. The activity that we will do is to create a family tree using the
does it align with your family vocabulary that we learned.</p>
lesson activities?
1Aii - How have you <p>According to second lagnuage acquisition theory, vocabulary is best learned in
incorporated what you groups of odd numbers less than 9. I have two lists each of seven vocabulary words. The
know about how students lesson is set up so that the new words will be said repeatedly by myself and by the
learn your content and students. They will also be written several times by the students.</p>
academic language into
your plans?
How will you teach the lesson?
Domain 1 Indicator B

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1Bi - How have you planned <p>The students are assigned to seats that will help them focus. Students wil IEPs are in
strategies and grouping that the front next to strong students so that they can have a partner that is well informed
will support student about the subject who can act as a secondary teacher. Students are also away from other
cognitive engagement? students that are known to distract them. Routines and rituals help the students to know
what is coming next so they are comfortable with the routine of class. Students are given
time to write and answer questions.</p>
1Bii - What resources and/or <p>Students will be using their notebooks to facilitate memory and to practice writing
technology will be utilized words. Students will use artistic instruments (paper/markers/colored pencils) for a
and how will they be used hands-on learning activity.</p>
by students to promote
deeper thinking about the
content?
1Biii - How have students' <p>All students know about families and&nbsp;almost all&nbsp;have families of which
interests, cultural to talk about. Also all of the students are second language learners, the langauge that I
backgrounds, language am expecting them to produce is basic language that is taught to them in the classroom.
proficiency and Students who learn visually are targeted by the visual pictures on the board. Students
exceptionalities been who learn through hearing are targeted with the reapeated vocabulary, and students
incorporated into your plan? who learn through movement are targeted through the hands-on activity.</p>
How will you know if students learned what you taught?
Domain 1 Indicator C
1Ci - What formative and/or <p>Students are constantly being formatively assessed. The questions are the begining
summative assessments are assess what they have retained through the unit. The review of yesterdays material
planned, and how do you assesses what they know from yesterday. The activity that I model how to do involves
anticipate using the results them telling me what I should write, which assesses what information they have learned
to adjust this lesson and from the new information section. The activity which they have to turn in assesses the
future lessons? information that was just taught. And at the end they do their own self assessment
where they tell me how they feel about the lesson. The summative is on Friday. I use the
information that I gain from the formatives to know what I need to review most on
Thursday (review day).</p>
1Cii - How have you used <p>All of the students are new to the language. I assume that students do not know the
student data to plan information that I am teaching them. This is the first time I will be teaching them about
differentiation of the lesson family specific vocab so there is no students data at this point. However from a survey I
content, product or learning took last unit the students made it clear that they did not want to take a quiz every
experience? Friday so we are taking our summative assessments every other friday.</p>

1. Is there anything else It really depends on the hour in which I am observed. Each hour has a different feel and
that you would like the culture that needs some explination.
observer to know about
your classroom, content, or
students?
2. Is there any specific I would like to know how I can better engage the students who are not engaged.
evidence that you would
like the observer to collect
and share with you via the
post-conference?
3. Please answer the
following question if you do
NOT upload a lesson plan.
Please describe the agenda/
timing of your lesson. An
agenda should include the
pacing and order of the
activities in your lesson.
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 Upload Lesson Plan
Upload Lesson Plan  2.8 I can identify my family Lesson Plan.pdf
10/24/2016 1:16 PM by ESADES, ALLYSON J

 2.8 I can identify my family.pptx

10/26/2016 7:24 AM by ESADES, ALLYSON J

Observation Evidence and Performance Levels (Focused)

Enter Evidence Option C

Observation Cycle Record - Feedback (Focused)

Observation Cycle Record - Feedback (Focused)
Teacher ESADES, ALLYSON J
Observer Pia Payne-Shannon
School Middle & High Schools-All: Henry High
Date 10/28/2016
Grade 9-12
Subject French
Student learning was Students were talking about their families while learning about my family and vocabulary.
best when.. (1)
Element 3.A.ii. - Communicates learning targets and directions
Student learning was Students were able to translate the French vocabulary into English.
best when.. (2)
Element 3.A.i. - Uses content language to promote learning
Student learning was Students were able to write the vocabulary themselves. They learn by doing.
best when.. (3)
Element 3.B.i. - Uses instructional strategies to engage students
Student Learning could Teacher had addressed students who were not sitting in their assigned seats.
be better if... (1)
Element 2.B.ii. - Monitors and provides feedback on student behavior
Student Learning could The students had been more focused, but due to negative influences occurring within the
be better if... (2) school students were on edge. Students were not feeling safe.
Element 2.A.i. - Creates a safe learning environment
Student Learning could
be better if... (3)
Element --Select One--
Follow-up Provisions Communicate, consistently, behavior expectations and community in the classroom so that
and Next Steps students feel safe.
Providing consistent feedback on student behavior to ensure that they are following
expectations in the classroom.
Classroom expectations should be visible, reviewed everyday, and posted.
If you object, please upload additional information in the "Additional Information" step.
(Upload Note): Please e-mail [email protected] if you have further questions.

Sign Off Status

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Sign Off Status Name Sign Off Date
Accepted ALLYSON J ESADES November 3, 2016 at 07:31 AM

Additional Information (Full)

Enter Evidence Option A
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Teacher Pre-Conference Form (Full)

Full Pre-Conference Guide
Teacher ESADES, ALLYSON J
Observer Liza
Observation Date 01/11/2017
Grade 9th
Subject French
What will you teach?
Domain 1 Indicator A
1Ai - What is the Je peux comprendre Cendrillon. I can understand Cinderella. This corresponds with the
lesson learning target Focused Instruction learning target for this unit "F.1 I can identify and describe a fairy tale in
and how does it align the target culture." Although the story is familiar to some of the students there are differences
with your lesson within the story. Students will be asked to listen to the TPRS style story, answer oral questions
activities? about the story, reiterate the story in English, and both draw and write a review of the story.
1Aii - How have you At the beginning of the year I asked each student about their particular learning style. In my
incorporated what you classes I have majority visual and audio learners. I engage my visual learners through the
know about how visual props I will be using as well as the movement and facial expressions. I engage my audio
students learn your learners by producing comprehensible input in the lesson. When there are vocabulary words
content and academic that we have already learned, I will stop and access their prior knowledge.
language into your
plans?
How will you teach the lesson?
Domain 1 Indicator B
1Bi - How have you Students are grouped at tables using a seating chart. I attempted to put stronger students by
planned strategies and students that find French more challenging so that the stronger students can help the
grouping that will challenged students. I also inform the students exactly what is being expected of them as we
support student go through the story.
cognitive
engagement?
1Bii - What resources I will be using a PowerPoint with the vocabulary words written out next to pictures of the
and/or technology will words meaning. I will also be using colored props that I interact with to show movement in
be utilized and how the story. Students have a writing utensil, their notebooks, and a packet full of Fairy Tale
will they be used by Comic Strips. The students use their notes to infer what the vocabulary words mean. Although
students to promote their are pictures on the board, I will not explicitly state the translation, they will have to use
deeper thinking about their own brain power for that.
the content?

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 1Biii - How have Most of my students are aware of the story of Cinderella. Telling them a story that they
students' interests, already know in French helps them to incorporate new French words into their already
cultural backgrounds, developed file of language in their brains. All of the students are at an introduction level in
language proficiency French and my use of Comprehensible Input targets new French learners specifically.
and exceptionalities
been incorporated into
your plan?
How will you know if students learned what you taught?
Domain 1 Indicator C
1Ci - What formative During the lesson, I will be asking comprehension questions of the students. They will be
and/or summative either/or questions, and yes/no, questions. The students whether the students are able to
assessments are answer the questions shows me how much they have understood. Also, their work after the
planned, and how do story, to draw and write a comic strip version of the story shows me if they understood the
you anticipate using story and the vocabulary that goes along with it. Seeing what they know will determine how
the results to adjust much we will need to review the day after.
this lesson and future
lessons?
1Cii - How have you The formative assignment for this class is to draw a comic and write sentences about the
used student data to pictures that the student drew. I am aware that some students are not yet to the point where
plan differentiation of they can write fluid, cohesive sentences, but the drawings can help show me their intention
the lesson content, and understanding of the topic. It is difficult to draw a picture of something someone does not
product or learning understand. I also am tapping into students' creative expression by having them draw
experience? pictures. Some students that are adverse to writing will draw beautiful pictures that show me
how much they understand.
Optional Questions
1. Is there anything This lesson is using Language Acquisition specific teaching techniques that derive from the
else that you would Total Physical Response Stories (TPRS - Blaine Ray) that are centered around the concept of
like the observer to stories as a means of language acquisition. The stories use Comprehensible Input, which is a
know about your way of communicating so that as much understanding as possible travels between the more
classroom, content, or knowledgeable other (the teacher) and the student. (Stephen Krasen)
students?
2. Is there any specific
evidence that you
would like the
observer to collect and
share with you via the
post-conference?
Upload Lesson Plan

No Answer Sets

Observation Evidence and Performance Levels (Full)

Enter Evidence Option C

Observation Cycle Record - Feedback (Focused) (Copy)

Observation Cycle Record - Feedback (Focused)

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 Teacher ESADES, ALLYSON J
Observer Liza Anderson Schmid
SchoolMiddle & High Schools-All: Henry High
Date01/10/2017
Grade 9
SubjectFrench 1
Element 2.B.i. - Establishes and maintains classroom routines and procedures
Element 2.A.ii. - Establishes high cognitive expectations
Element 2.A.iii. - Creates a culture of persistence
Element 1.C.ii. - Plans for differentiation
Element 3.C.iii. - Promotes student self-assessment
Element --Select One--
If you object, please upload additional information in the "Additional Information" step.
(Upload Note): Please e-mail [email protected] if you have further questions.

Sign Off Status

Sign Off Status Name Sign Off Date
Accepted LIZA M ANDERSON SCHMID March 31, 2017 at 05:49 PM

Additional Information
Enter Evidence Option A
Upload Written Evidence
Upload written evidence  Allyson Esades3.9.17ShortObs.docx
3/16/2017 8:08 AM by PAYNE-SHANNON, PIA P

Observation Evidence and Performance Levels

Observation Cycle Record - Feedback
Observation Cycle Record - Feedback (Focused)

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 Teacher ESADES, ALLYSON J
Observer Pia Payne-Shannon
School Middle & High Schools-All: Henry High
Date 03/17/2017
Grade Multi-grade
Subject French I
Student learning Learning was best when teacher gave the students 3-5 minute tech breaks for every 15 minutes of
was best when.. instruction. Students were more focused during instruction and not on their cell phones because this
(1) routine was in place.
Element 2.B.i. - Establishes and maintains classroom routines and procedures
Student learning Learning was best when students were provided opportunities to practice the learning and maintain
was best when.. an academic rapport with the teacher.
(2)
Element 3.A.i. - Uses content language to promote learning
Student learning
was best when..
(3)
Element --Select One--
Student Learning could be better if all students were held accountable for answering questions posed by the
Learning could teacher.
be better if... (1)
Element 3.B.ii. - Uses questioning and discussion techniques
Student Learning could be better if students had received positive acknowledgement of behavior as well as
Learning could redirections.
be better if... (2)
Element 2.B.ii. - Monitors and provides feedback on student behavior
Student
Learning could
be better if... (3)
Element --Select One--
Follow-up Teacher will:
Provisions and implement a question/discussion strategy, which holds all students accountable to answer
Next Steps questions.
ensure that students are receiving behavior feedback, which is positive as well as timely,
preventative, and constructive.
continue using the tech break strategy, which has reduced the time taken away from instruction
because students know that if they work, consistently, they will have those breaks.

Mentor will:
commit to making bi-weekly visits to classroom to provide teacher with feedback and coaching,
which will grow her practice.

If you object, please upload additional information in the "Additional Information" step.
(Upload Note): Please e-mail [email protected] if you have further questions.

Sign Off Status

Sign Off Status Name Sign Off Date
Accepted ALLYSON J ESADES March 29, 2017 at 02:04 PM
Page 7 of 11
Sign Off Status Name Sign Off Date

Additional Information
Enter Evidence Option A
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Observation Evidence and Performance Levels

Enter Evidence Option C

Observation Cycle Record - Feedback

Observation Cycle Record - Feedback (Focused)

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 Teacher ESADES, ALLYSON J
Observer Liza Anderson Schmid
School Middle & High Schools-All: Henry High
Date 05/01/2017
Grade 9 and 10
Subject French 1
Student learning students came into class, got thier materials, and jumped into instruction without direction from
was best when.. (1) teacher.
Element 2.B.i. - Establishes and maintains classroom routines and procedures
Student learning students were engaged in identifying the words in French to describe the goats.
was best when.. (2)
Element 3.A.i. - Uses content language to promote learning
Student learning
was best when.. (3)
Element --Select One--
Student Learning all students were held accountable to be engaged in the class discussion around goats and
could be better if... vocabulary from last lesson.
(1)
Element 3.B.ii. - Uses questioning and discussion techniques
Student Learning
could be better if...
(2)
Element --Select One--
Student Learning
could be better if...
(3)
Element --Select One--
Follow-up Create a system to hold yourself accountable for calling on all students (Sticks, chart, etc). Make
Provisions and sure it includes holding all students accountable for answering different levels of questioning.
Next Steps
If you object, please upload additional information in the "Additional Information" step.
(Upload Note): Please e-mail [email protected] if you have further questions.

Sign Off Status

Sign Off Status Name Sign Off Date
Accepted LIZA M ANDERSON SCHMID May 6, 2017 at 12:58 PM

Accepted ALLYSON J ESADES May 8, 2017 at 01:32 PM

Enter Evidence (Domain 4)

Full Pre-Conference Guide

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Observation Evidence and Performance Levels (Domain 4)

Value Added Reports

Value Added Report
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Multiple Measures Summary Report

Multiple Measures Summary Report
Multiple Measures Summary
2016-2017 Multiple Measures Summary Report
Report
2016-2017 Multiple Measures Summary 2016-2017 Multiple Measures Summary
Report Report.pdf

Final Observation Summary

Additional Information - Observation 1
Additional Information - Observation 1

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Additional Information - Observation 2

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Additional Information - Observation 3

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Additional Information - Observation 3

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Additional Observations
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chose to complete the paper version of the Peer Coaching Pre-Conference form, you could upload that here. If you used a
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