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2018-2019 Educator Development and Support: Teacher Evaluation Plan-Final Evaluation Report
and Sign-Off (Teacher) for ESTENSON, MICHELLE LAUREN
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2018-2019 Educator Development and Support: Teacher Evaluation Plan-Final Evaluation Report and Sign-Off (Teacher)
for ESTENSON, MICHELLE LAUREN
Forms
Teacher Demographics - REQUIRED
Name Employee Status
ID
School School (if Department(s)
different)
Grades Subjects
K Other
Other Other District
Grade(s) Subject(s)
Multiple Subjects
Initial Planning Sheet Dates
Teacher 09/27/2018 IPS 09/27/2018
Submitted Conference
IPS Date Date
Formal Observation Dates
Pre-Observation 3:45 PM on 11/29/2018
Conference date and time
Page 1 of 10
Observation date and time 10:15 AM on 12/03/2018
Post-Observation 3:30 PM on 12/06/2018
Conference date and time
(To be completed no later
than 10 workdays after
Observation date)
Supplemental Observation 1 Dates
No answers.
Supplemental Observation 2 Dates
No answers.
Supplemental Observation 3 Dates
No answers.
Growth Plan Visit
No answers.
Additional Growth Plan Visit
Date of Visit 02/25/2019
Additional Observation Dates
No answers.
Additional Conference Dates
No answers.
Observation of Practice
Observation of Practice
Observation summary for: ESTENSON, MICHELLE LAUREN for
Assessment : EDST Formal Observation
By Activity Name
A MAK, JENNIFER S Formal Observation Rating
Standard 1 | Planning and Preparation Ineffective Practice Developing Practice Effective Practice
Demonstrating Knowledge of Content and Pedagogy
Demonstrating Knowledge of Students
Establishing Instructional Outcomes
Designing Coherent Instruction
Designing Student Assessment
Standard 2 | The Classroom Environment Ineffective Practice Developing Practice Effective Practice
Creating an Environment of Respect and Rapport
Establishing a Culture for Learning
Page 2 of 10
Managing Classroom Procedures
2c1 | Management of Routines, Procedures, and Transitions A
Managing Student Behavior
Standard 3 | Delivery of Instruction Ineffective Practice Developing Practice Effective Practice
Communicating With Students
3a1 | Communicating the Purpose of the Lesson A
Using Questioning and Discussion Techniques
3b1 | Quality and Purpose of Questions A
3b2 | Discussion Techniques and Student Participation A
Structures to Engage Students in Learning
3c1 | Standards-Based Projects, Activities and Assignments A
Using Assessment in Instruction to Advance Student Learning
3d3 | Feedback to Students A
Demonstrating Flexibility and Responsiveness
Standard 4 | Additional Professional Responsibilities Ineffective Practice Developing Practice Effective Practice
Maintaining Accurate Records
Communicating with Families
Demonstrating Professionalism
Standard 5 | Professional Growth Ineffective Practice Developing Practice Effective Practice
Reflecting on Practice
5a2 | Use of Reflection to Inform Future Instruction A
Participating in a Professional Community
Observation of Practice Comment(s)
Guiding Questions
1. When you consider your classroom observations and the evidence you've
collected and rated during the school year, what do you understand
about this teacher's practice?
2. Considering the TLF focus elements and the teacher's instructional
growth objective(s), was there growth in teaching practice across multiple
observations?
Administrator Comments
on formal, supplemental
and informal growth plan
observations
Contributions to Student Outcomes
Page 3 of 10
Data-Based Reading: Reading at a guided reading Teacher I will frequently review my classroom
Objective level D. Student recognizes all letters Growth data set and collect data each month to
and their sounds. Student knows sight Strategies be accurate. Knowing this data will
words. help me purposefully drive my
Writing: Student is able to write instruction on the day to day, and
phonetic sentences with matching clear lesson by lesson basis. I will be able to
pictures and labels. Students are able more thoughtfully see the areas of
to demonstrate the writing process by misconception among my class and
planning a piece to publishing a final focus on these skills during whole
copy. group and small group instruction.
Math: Student is able to count to 100. I will collect student work throughout
Student is able to add and subtract each week, and check for progress
numbers up to 10. among students work. I will refine my
mini-lessons and conferring based on
the student work that I see.
Contributions to Student Outcomes Comment(s) - REQUIRED
The Contribution to Student Outcomes Measure evaluates an employee's performance as it is reasonably
related to support for student progress toward District standards and State standards for pupil achievement,
as measured by State-adopted criterion-referenced student testing results. The Measure is evaluated against
available student-progress data outlined in Section 1.3 of the 2012 LAUSD-UTLA Supplement to Article X.
Considerations Considering any school-wide student outcome data and/or the teacher's
individual classroom performance:
1. Did the teacher demonstrate progress towards meeting goals set in
his/her Data-Based Objective?
2. Did the teacher show progress towards implementing strategies outlined
in his/her Data-Based Objective?
*
Administrator comments 1. Ms. Estenson is working on demonstrating progress towards meeting goals
(required) set in her data-based objective.
2. Yes, Ms. Estenson showed progress towards implementing strategies
outlined in her data-based objective.
* Required
Instructional Growth Objective
Instructional Growth 3b1 | Quality and Purpose of Questions
Objective
Professional Growth Objective
Professional Growth 5a2 | Use of Reflection to Inform Future Instruction
Objective
Administrator Identified Objective(s)
Page 4 of 10
Focus Element --Select One--
Please provide comments
or rationale for your
assignment of this element
as a growth objective for
your teacher.
Improvement of Practice
Teaching Strategies
Action Steps
Teacher Progress Toward Initial Planning Sheet Objectives
No answers.
Professional Responsibilities - REQUIRED
PROFESSIONAL RESPONSIBILITIES: ATTENDANCE AND
PUNCTUALITY
1. Arrives on time, starts Ineffective Developing Effective
class on schedule
2. Regularly in attendance Ineffective Developing Effective
for the total contract day
3. Attends all school Ineffective Developing Effective
meetings and staff
development programs
Attendance Data
Number of days absent 4
Number of times tardy 0
Administrator Comments
on Attendance and
Punctuality
ADDITIONAL PROFESSIONAL RESPONSIBILITIES
4. Provides supervision and Ineffective Developing Effective
control of students both
within and outside
classroom setting
Page 5 of 10
5. Engages families in the Ineffective Developing Effective
instructional program
through participation in
Open House, community
and parent activities
6. Communicates and Ineffective Developing Effective
interacts professionally
with students, parents,
colleagues, administrators,
and staff
7. Collaborates with Ineffective Developing Effective
colleagues to improve
teaching and learning
8. Engages in ethical Ineffective Developing Effective
conduct and complies with
school, District and State
rules, policies, and
standards
9. Reviews and evaluates Ineffective Developing Effective
the work of pupils
10. Regularly prepares Ineffective Developing Effective
appropriate lesson plans
11. Maintains accurate and Ineffective Developing Effective
timely records
12. Assumes reasonable Ineffective Developing Effective
responsibility for the
proper use and control of
District property,
equipment, material and
supplies
Administrator Comments Ms. Estenson serves as the grade level lead teacher on our professional
on Additional Professional development (PD) committee this year. She attends our monthly PD committee
Responsibilities meeting. Ms. Estenson facilitates her grade level planning and collaboration
during Tuesday banked-time weekly.
Evidence in Support of There are no attachments.
Ratings
Final Evaluation Rating - REQUIRED
The Final Evaluation Rating is determined by the evaluator considering overall performance, progress toward
Initial Planning Sheet objectives, observation of teacher practice, the performance of additional professional
responsibilities, and the record of student progress and Contribution to Student Outcomes. The observation of
teacher practice and performance of additional professional responsibilities, together with the other factors
indicated in Section 4.1 of Article X, are together to act as the primary factors in determining the Final
Evaluation Rating.
Page 6 of 10
*FINAL EVALUATION RATING Below Standard Performance Meets Standard Performance
Exceeds Standard Performance
*
Page 7 of 10
*
Administrator comments Based on my formal observation and informal observations, Ms. Estenson has
on Overall Rating - earned "meets standard performance".
REQUIRED
This is Ms. Estenson's second year teaching at 15th Street ES. Ms. Estenson
maintains a growth mindset and positive learning posture around the balanced
literacy program, Cognitively Guided Instruction (CGI) math approach, and
inquiry-based teaching and learning. She reflects upon her experiences from
last year and works on improving her instructional practices to make them
better. Ms. Estenson's blend of passion, dedication, and drive surely makes her
a great addition to our 15th Street professional community.
Ms. Estenson truly embraces a growth mindset as a new teacher. Her passion
shines through in her careful planning and purposeful execution. As Principal, I
regularly visit Ms. Estenson's kindergarten class. Through Lucy Calkin's reading
and writing workshop frameworks, Ms. Estenson has generated a class of
students who love reading and writing. She meets her readers at where they
are in guided reading groups daily and uses the Unit of Study to carefully plan
her teaching points. This year, Ms. Estenson attended two (2) full day
professional study with our Literacy Consultant Ms. Enid Martinez around
guided reading, in-depth data analysis around running records, and looking
across tasks to plan for small group group instruction. It is evident Ms.
Estenson applies her learning from PDs to raise the level of her teaching. Ms.
Estenson provides her readers and writers with a wealth of relevant teaching
charts to refer to. She teaches a variety of writing genres via writer's workshop
mini lesson structure. This year, Ms. Estenson has made an effort to confer with
her writers regularly and follow up with next-steps to support them.
This year, Ms. Estenson further explores Cognitively Guided Instruction (CGI)
math approach in teaching the math Common Core State Standards to promote
students' critical thinking and mathematical reasoning. Ms. Estenson designs
her number sense warm-up routines and math problems based on the CCSS
and experiments with CGI with her mathematicians. Her students have become
very comfortable in explaining their thinking and flexible in solving problems
different ways due to Ms. Estenson's consistency in her CGI delivery.
15th Street School partners with UCLA Lab School around inquiry-based
teaching and learning since August 2018. Ms. Estenson participated in all the
PDs and exhibited immense interest in adopting the approach to her teaching.
She sets up her room environment to spark children's interest and curiosity in
learning. Ms. Estenson put forth her own time before the beginning of the
school year to set up her classroom. She brought in furnitures, assembled
bookcases, and put her personal touch with decors to make her classroom feel
like home away from home. Every set-up reflects thoughtful planning and
genuine care to promote a comfortable and inviting environment.
Data connects us to our students and their learning. It pushes us to high levels
of reflection on our practices. Data is, in many ways, a truth teller about the
effectiveness of our instruction. Around guided reading, 41% of Ms. Estenson's
kindergartens read at benchmark (Level A or higher) in October 2018. In March
2019, 50% of the students read at benchmark (Level C or higher). Ms. Estenson
will adminiter the EOY Fountas & Pinnell Benchmark Assessment in May to
collect final data on leveled reading.
Ms. Estenson is open to constructive feedback whenever I hold instructional
conversations with her. She is dedicated to do the courageous work that
requires mindful planning and meticulous preparation to ensure purposeful
delivery of her lessons. She builds good rapport with her students, parents, and
colleagues. Ms. Estenson provides quality leadership to facilitate grade level
planning and collaboration during Tuesday bank-time PD weekly. She is an
invaluable asset to our school community!
Page 8 of 10
Commendations Ms. Estenson is commended on the following qualities:
1. Demonstrates evidence of planning consistently
2. Applies learning from PDs to her teaching consistently
3. Implements our school-wide instructional approach around the Balanced
Literacy Program and Cognitively Guided Instruction in teaching the ELA and
Math CCSS respectively
4. Uses formative and summative data to guide her planning, delivery, and next
steps consistently.
5. Exhibits immense interest in learning inquiry-based teaching and applies her
learning from PDs with UCLA Lab School Team to her classroom
6. Promotes a community within her classroom to ensure equity, access, and
social-emotional well-being
Recommendations Ms. Estenson will continue to -
I. Provide students with data-driven instruction:
It is important to study data off of formative and summative assessments to
find out students' strengths and weaknesses and plan next-steps to facilitate
small group and whole group instruction to meet students' diverse needs.
Teacher will continue to focus on studying and applying the following elements:
1. Reading CCSS: via reader's workshop, read-aloud, shared reading, & word
study
A. Fountas & Pinnell Benchmark Assessment data (3x/year)
B. Monthly running record data
C. Notes taken during guided/leveled reading groups
2. Writing CCSS: via writer's workshop, shared writing, & interactive writing
A. Pre- & post assessment of each unit of writing (Narrative, Information,
Opinion)
B. Entries in students' writing folder
C. Conferring notes
D. Students' published pieces
3. Math CCSS: via CGI approach
A. Counting collections
B. Number sense warm-up routines
C. Word problem
II. Maintain a growth mindset and positive learning posture:
Teacher will continue to maintain a growth mindset and positive learning
posture to deepen her content knowledge and refine her instructional practices
around the balanced literacy program, CGI approach, and inquiry-based
teaching and learning. Continue to participate in grade level planning and
collaboration and professional development both on and off site.
III. Demonstrate mindful planning and purposeful delivery:
Teacher will continue to study and deepen her knowledge in the ELA and Math
CCSS and teach them via reader's and writer's workshop and CGI approach
respectively to support student learning and mastery of grade level standards.
Teacher will continue to show evidence of mindful planning, purposeful
execution, and consistent implementation on a daily basis. Teacher will
maximize her instructional time in direct teaching, supporting students'
differentiated needs, and providing immediate feedback to children.
Page 9 of 10
Recommended assistance
Next evaluation year 2019-2020
* Required
Designated Evaluator Sign Off
Acknowledgement
I acknowledge the above statement.
Date 04/26/2019
Signature Jennifer Mak
Signatures
No Signatures
I have received a copy of this report, but my signature does not necessarily indicate my
agreement. I understand that I may attach a written response to this form within ten(10)
working days from the date on which the report was received. This written response is to
become a permanent part of the report and my personnel service folder.
Page 10 of 10
