Devyn S Mcnamee (53qn Rancho HS

TEACHER EVALUATION CONFERENCE SUMMATIVE SCORING TOOL

Teacher Name: Devyn S Mcnamee School: Rancho HS

Date: 4 / 6 / 2017 Evaluator Name: GAY G LAFOND

Dates of Observations: (9/21/2016) (10/4/2016) (1/4/2017) (1/4/2017)

Dates of Conference: 4 / 6 / 2017

Evaluation Summary:

Instructional Leadership Strengths/Area for Growth and Evidence/and Directives:

During all observations, Ms. McNamee used a variety of strategies to integrate assessment into her instruction. This was evident through student worksamples,
lesson plans, feedback on written work, assessment informing classroom instruction, and observed checks throughout the lessons. This has been an area of
strength for Ms. McNamee. She made progress towards each of her previous instructional directions that she received during post observation conferences as
noted in this evaluation through evidence statements. Ms. McNamee demonstrates high standards in complying with her professional obligations. This was
evident through her interactions with colleagues and parents, how she treats all students in her classroom in a fair and equitable manner, and her involvement
in professional development opportunities within the school district. Ms. McNamee made progress towards each of her previous directions that she received
during post observation conferences in the area of Professional Responsibilities as noted in this evaluation through evidence statements.

Professional Responsibilities Strengths/Area for Growth and Evidence/and Directives:

Educator Plan Progress and Evidence:

Ms.McNamee completed the NEPF Teacher Evaluation Cycle including a Self-Assessment, Pre-Evaluation Conference, Student Learning and ProfessionalPractice
Goals, Mid-Cycle Conference, several classroom observations and post-observation conferences, and a Post-Evaluation Conference. A Pre-Evaluation Conference
was held on 9/16/2016 to discuss Ms.McNamee's Student Learning Goal and Professional Practice Goal. The following Student Learning Goal was determined:
Increase the effective citing of thorough textual evidence to support analysis of text and draw references (RI 9-10.1). A Mid-Year Review Conference was held
on 1/4/2017. Progress towards meeting this goal has included developing and implementing lessons related to literacy, providing organizational structures,
frameworks, and other scaffolds as needed, providing timely and effective feedback on students writing, scheduling regular writing practice, and building
opportunities for students to reflect on writing. Ms. McNamee reported at the mid-year review conference and in a post conference that a majority of her
students had demonstrated mastery of this standard at that point. In addition to her Student Learning Goal, Ms.McNamee established a Professional Practice
Goal: Align professional learning opportunities to support improved instructional practice across the school community. Ms. McNamee has made progress on
her Professional Practice Goal and has met expectations.

Teacher Signature Date q/61/ 7 Evaluator Signature

 Devyn S Mcnamee (539530) Rancho HS

The evaluator uses this tool and evidence collected throughout the cycle to rate each Indicator on levels 1-4. Indicator ratings are then used to calculate each
Standard score by averaging all Indicator levels for each Standard. The Professional Responsibilities domain score is then calculated by averaging the scores of
all Standards.

p rh,../Jczni ee have received an electronic copy of the Summary of Evidence which identifies at least two

required pieces of evidence for each indicator O m /1 (educator teacher/administrator signature). Date: SA

Teacher Signature (V /M Date VO 7 Evaluator Signature 12 440(/

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 Devyn S Mcnamee (539630) Rancho HS

TEACHER EVALUATION CONFERENCE SUMMATIVE RATING - EDUCATIONAL PRACTICE

Transfer the Standard scores and Instructional Leadership Practice and Professional Responsibilities domain scores from the Summary Scoring form to this tool. The final
Educational Practice score is then determined by calculating the sum of the weighted domain scores.

Teacher Instructional Leadership Standards

Standard Score = Average of all Indicator levels for each Standard. Instructional Practice Standards
Overall Score = Average
Standard 1 Score Standard 2 Score Standard 3 Score Standard 4 Score Standard 5 Score of Standard Scores
3.25 3.50 3.25 3.33 3.25 3.32

Teacher Professional Responsibilities Standards

Standard Score = Average of all Indicator levels for each Standard. Professional Responsibilities
Standards Overall Score =
Standard 1 Score Standard 2 Score Standard 3 Score Standard 4 Score Standard 5 Score Average of Standard Scores

4.00 3.33 3.33 3.00 3.33 3.40

Non-probationary teacher and probationary teacher not in their initial year of employment.

Educational Practice Summative Score

Instructional Practice Overall Score x .60 1.99
Professional Responsibilities Overall Score x .20 0.68
Schoolwide Aggregate Score x .10 0.30
Student Learning Goal Overall Score x .10 0.40
Final Score = Sum of Weighted Instructional Practice, Professional Responsibilities, Schoolwide Aggregate Data, and
3.37
Student Learning Goal Overall Scores

Educational Practice Overall Rating of Ineffective, Minimally Effective, Effective, or Highly Effective Effective
STUDENT PERFORMANCE
Schoolwide Aggregate Score: 3
Schoolwide Aggregate:

Student Learning Goal / Professional Practice Score: 4

Student Learning I rofessional Practice:
Teacher Signature
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Evaluator Signature 2476, ( K)
 Devyn S Mcnamee (539630) Rancho HS

Teacher Signaturee 7 Date Evaluator Signatun,

 Devyn S Mcnamee (539 5 30 Rancho HS

INSTRUCTIONAL PRACTICE STANDARDS

Standard 1: New Learning is Connected to Prior Learning and Experience

Indicator 1: The teacher activates all students' initial understandings of new concepts and skills. Level 3

Evidence:

10/22/2016 - You adequately activated all students' initial understandings by questioning students as they read and responded to Born Bad. You askedstudents
to identify with characters in the play. Most students raised their hands. You used the responses from student generated questions to address and assess their
experiences as they furthered their understanding of literature and the literary terms allusion and inference. Lesson plans and student journals reviewed during
the observation on 10/4/2016 revealed class discussion questions to be asked at DOK levels 2, 3 and 4.

Indicator 2: The teacher makes connections explicit between previous learning and new concepts and skills for all students. Level 3

Evidence:

10/22/2016 - You made adequate connections for all students between previously learned and/or new concepts and skills as you guided students through
written and oral responses to the reading and writing material. You encouraged student interest and involvement by stating, "Take a minute to finish your
journal. I do want to talk about it!" You encouraged students to share reading reactions as they participated in the class discussion. All of the students raised
their hands to participate through the course of the lesson.

Indicator 3: The teacher makes clear the purpose and relevance of new learning for all students. Level 4

Evidence:

10/22/2016 - You adequately clarified the purpose and relevance of new learning for all students, including connecting new learning to the broader learning
goals of the lesson by having students explain why it is important to understand the author's purpose and do careful character analysis. The tasks they
performed in responding to the assigned reading, built upon their understanding of identifying literary techniques and identifying the writer's purpose. You
clearly articulated the purpose of the lesson and had it written on the board as observed on 10/4/2016. All students participated in the oral and written
responses and made connections from their life experiences to the targeted learning outcomes as observed on 10/4/2016.

Indicator 4: The teacher provides all students opportunities to build on or challenge initial understandings. Level 3

Evidence:

10/22/2016 - You employed adequate strategies (individual response, whole class question and answer, and written responses), assisting students in the
process of bridging understanding from the reading assignment to the target discussion. Reading responses (both written and oral) and enabled all students to
respond to the reading questions as evidenced in lesson plans and student responses reviewed on 10/4/2016.

Standard Score (Average of Above Indicator Levels): 3.25

Standard 2: Learning Tasks have High Cognitive Demand for Diverse Learners

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Indicator 1: Tasks purposefully employ all students' cognitive abilities and skills. Level 4

Evidence:

10/22/2016 - You provided tasks that place appropriate demands on students. As you guided the students through the reading material, you encouraged
students to consider their experiences and how they could relate to the character. You recognized the ability level of students and matched student abilities in
appropriately challenging ways. Student responses during a lesson on 10/4/2016 showed a multi-level approach to the reading assignment. Students employed
cognitive abilities and skills as they reacted to the literature and discussion questions. All students contributed to the discussion either in small group or whole
class discussion.

Indicator 2: Tasks place appropriate demands on each student. Level 3

Evidence:

10/22/2016 - You provided tasks including individual responses, and whole class response at an appropriate level of challenge for all students, enabling all
students to advance their learning of subject-matter content and processes. Student work samples, projects, and strategies utilized by the teacher observed
during a lesson on 10/4/2016 showed differing tasks based on the needs of the students in order to appropriately challenge each student. The reading material,
and assignments provided students an opportunity to creatively respond to literature and work with peers allowing all students to participate with a level of
understanding.

Indicator 3: Tasks progressively develop all students' cognitive abilities and skills. Level 3

Evidence:

10/22/2016 - You adequately structured tasks that advanced all students' cognitive abilities and skills in connected steps during the course of the lesson that
connected to the overall goals of the unit. Students were working on relevant tasks, with multiple steps and multiple directions during an observation on
10/4/2016. The tasks as recorded in the teacher's lesson plans and teacher notes, and pre-observation conference were structured and had students exploring
different strategies to approach literature and defend their positions as they read Born Bad.

Indicator 4: The teacher operates with a deep belief that all children can achieve regardless of race, perceived ability, and socio-economic
Level 4
status.

Evidence:
You modeled and demonstrated expectations that children can learn regardless of family background, socio-economic status, or ability by having a system that
required students to participate in classroom discussions. You offered your assistance to students who were credit deficient by creating multiple options for
them to display mastery of subject through computer based coursework. As recorded in your pre-conference teacher notes and grading report and discussed in
the observation conference, you provided all students the same opportunity of learning material from peers, teacher led instruction and through oral responses
and oral presentations with a sense of fairness for all.

Standard Score (Average of Above Indicator Levels): 3.50

Teacher Signature Dare 4 /6

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 Devyn S Mcnamee (539630) Rancho HS

Standard 3: Students Engage in Meaning-Making through Discourse and Other Strategies

Indicator 1: The teacher provides opportunities for extended, productive discourse between the teacher and student(s) and among students. Level 3
Evidence:
You provided adequate guidance for all students to actively participate in reciprocal and sustained interactions in activities that enabled them to articulatetheir
developing understanding, as they prepared for responses from the daily warm up used to enhance grammar and develop speaking and listening skills.
Opportunities for extended discourse were observed and outlined in the teacher notes reviewed on 10/22/2016.

Indicator 2: The teacher provides opportunities for all students to create and interpret multiple representations. Level 4
Evidence:

10/22/2016 - You provided adequate guidance for all students to actively participate in reciprocal and sustained interactions in activities that enabled them to
articulate their developing understanding, as they prepared reading responses to the play. The student responses enhanced grammar and developed speaking
and listening skills which is a focus of your student learning goal. Opportunities for extended discourse were observed and outlined in the teacher notes
reviewed on 10/4/2016. During the observation, students used academic language and literary terminology to articulate their responses as they tried to
determine lago's motivation. The learning activity was one that the students took active interest in.10/22/2016 - You adequately structured opportunities in a
well-designed written and oral response activity for all students. They used more than one method of responding to literature that engaged them in higher level
thinking and supported their understanding of emerging and developing concepts and their acquisition of reading skills. Student responses and were observed
on 10/4/2016. The student outcomes demonstrated a variety of options to respond to the literature. Student responses further showed students worked
independently, in groups and used whole class response as they experienced Born Bad.

Indicator 3: The teacher assists all students to use existing knowledge and prior experience to make connections and recognize relationships. Level 3
Evidence:

10/22/2016 - You used multiple strategies to help most students see connections and relationships between previous and present learning, furthering their
understanding of emerging/developing concepts and/or their acquisition of skills. As observed during classroom visits, multiple students shared information
from previous experiences and lessons to make connections with what was to be learned.

Indicator 4: The teacher structures the classroom environment to enable collaboration, participation, and a positive affective experience for
all students. Level 3

Evidence:

10/22/2016 - You enacted classroom routines and expectations so that all students valued each others' contributions and supported each others' learning.
Transitions flowed smoothly during the classroom observation due to the expectations and routines set in the classroom. All students were respectful to each
other and listened to one another and you during the lesson. All students were able to have extended discourse with you. By providing opportunities for
discourse and multiple representations of assessments, you contributed to student collaboration, participation and positive learning experiences.

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 Devyn S Mcnamee (539630) Rancho HS

Standard Score (Average of Above Indicator Levels): 3.25

Standard 4: Students Engage in Metacognitive Activity to Increase Understanding of and Responsibility for Their Own Learning.

Indicator 1: The Teacher and all students understand what students are learning, why they are learning it, and how they will know if they
Level 3
have learned it.

Evidence:
You and all students in the class during the observation could explain (1) what the intended learning goal of the lesson (2) why they were learning it, and (3)
what a successful performance looked like, so all students in the class could fully explain the following:(1) what the intended learning goal of the lesson was, (2)
why they were learning it, and (3) what a successful performance looked like. You recorded the learning objectives in your lesson plans and notes, stated the
learning objectives, posted the learning objectives on the board, and articulated why the students were learning the material. Lesson plans were reviewed on
10/22/2016.

Indicator 2: The teacher structures opportunities for self-monitored learning for all students. Level 4

Evidence:

10/22/2016 - You structured opportunities for all students to adequately engage in reflection on their learning status, which is related to learning goals and
performance criteria in the lesson. The students discussed their learning with their peers on 10/4/2016. Students reflected on their positions as they shared
their plans with each other and the teacher.

Indicator 3: The teacher supports all students to take actions based on the students' own self-monitoring process. Level 3

Evidence:

10/22/2016 - You support all students to frequently take actions based on their own assessment of their learning status, with the purpose of advancing their
learning either independently or with teacher support. As discussed on 10/4/2016, you provided time for students to talk to one another about what they were
learning and why they were learning it. After discussion between peers, you had students articulate their learning process with the entire class.

Standard Score (Average of Above Indicator Levels): 3.33

Standard 5: Asessment is Integrated into Instruction

Indicator 1: The teacher plans on-going learning opportunities based on evidence of all students' current learning status. Level 3

Evidence:

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 Devyn S Mcnamee (539630) Rancho HS

10/22/2016 - You consistently planned on-going learning opportunities based on adequate evidence of all students' learning status. Your lesson plans andnotes
for 10/4/2016 indicated a variety of requirements for students in your English 9 class. Each of your students had different learning goals and different outcomes
based on their understanding of the play with an assessment aligned to it. You encouraged student involvement as you ensured understanding and set the
stage for learning. As witnessed in the observation on 10/4/2016 and discussed in the conference, your careful planning helped the lesson flow smoothly.

Indicator 2: The teacher aligns assessment opportunities with learning goals and performance criteria. Level 3

Evidence:

10/22/2016 - You adequately aligned assessment opportunities with specific learning goals and performance criteria to provide adequate evidence of most
students' learning status. You articulated the goals that were met for each student and how you would go about meeting the needs of those that were not met
in your lesson plans for 10/4/2016. Observed lesson plans had assessment opportunities that aligned with the stated lesson objectives.

Indicator 3: The teacher structures opportunities to generate evidence of learning during the lesson of all students. Level 4

Evidence:

10/22/2016 - You structured multiple and varied opportunities to generate evidence of all students' learning during the lesson. On 10/4/2016, students were
required to respond to questions, and participate in activities to determine if learning was occurring. In interviews, students affirmed that you asked questions
at high levels as well as probing questions to better understand student comprehension and to further discussions of literary topics. This was in evidence in the
observation conducted on 10/4/2016.

Indicator 4: The teacher adapts actions based on evidence generated in the lesson for all students. Level 3

Evidence:

10/22/2016 - You adequately adapted your actions for students in response to evidence presented and generated in the lesson. You adapted your lessons
based on evidence generated from student responses to reading material and writing projects and implemented enrichment activities outlined in detailed
lesson plans reviewed during a post-observation conference on 10/24/16.

Standard Score (Average of Above Indicator Levels): 3.25

Teacher Signature Date Evaluator Signaturej

 Devyn S Mcnamee (539630) tancho ri5

PROFESSIONAL RESPONSIBILITIES STANDARDS

Standard 1: Commitment to the School Community

Indicator 1: The teacher takes an active role on the instructional team and collaborates with colleagues to improve instruction for all
Level 4
students.

Evidence:

1/17/2017 - You participated in your subject-level PLC and collaborated with colleagues to improve instruction. You met weekly with fellow teachers during
common planning times, Structured Teacher Planning Time (STPT), and after school and participated by making suggestions and offering instructional materials
for consideration. You attended and provided valuable input in the Building AP Culture weekly meetings. You utilized professional development information from
the school district and the State to guide your instructional and professional practice. Your efforts were reflected in your teacher notes and discussed during the
mid-cycle review. You led staff trainings for the ELL workshops.

Indicator 2: The teacher takes an active role in building a professional culture that supports school and district initiatives. Level 4

Evidence:

1/19/2017 - You played an integral role in building a professional culture by participating in the Professional Learning Communities (PLC) and presenting ELL
trainings as part of the districtwide ELL plan. You developed lessons that addressed student diversity, and increased collaboration among the professional
community. You offered suggestions and materials during meetings with school based partners within the district to enhance lessons for colleagues. Your
efforts were reflected in your teacher notes and discussed during the mid cycle review.

Indicator 3: The teacher takes an active role in cultivating a safe, learning-centered school culture and community that maintains high
Level 4
expectations for all students.

Evidence:

1/17/2017 - You modeled and advocated for fair and equitable treatment of others to ensure that students had high quality education. You met the individual
learning needs of students and assisted each student to maximize his or her own learning potential by keeping parents informed of student's progress by
various electronic and personal means of communication. You worked with CollegeBoard, Advanced Placement, and educational leaders to build student
opportunities and expand the AP program. You offered assistance beyond the school day as reflected in your teacher notes and revealed through student
feedback.

Standard Score (Average of Above Indicator Levels): 4.00

Standard 2: Reflection on Professional Practice and Growth

Indicator 1: The teacher seeks out feedback from instructional leaders and colleagues, and uses a variety of data to self-reflect on his or her
Level 3
practice.

Evidence:

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 Devyn S Mcnamee (53961 Rancho HS

1/17/2017 - You consistently modeled self-reflection in discussions with instructional leaders and colleagues through attending professional conferences. You
regularly sought out feedback from teaching professionals in the English department and used the data to modify instruction to assist students in post
secondary career options as recorded in your lesson plans and conferences. 1/17/2017 - You consistently modeled self-reflection in discussions with
instructional leaders, colleagues, and educational partners in conferences and professional meetings. You regularly sought out feedback from professionals in
the English department and used the data to modify instruction assist students in post secondary career options as recorded in your lesson plans and
conferences.

Indicator 2: The teacher pursues aligned professional learning opportunities to support improved instructional practice across the school
Level 4
community.

Evidence:

1/19/2017 - You participated in professional learning opportunities and showed evidence of applying the experiences in the classroom. You developed and led
all school ELL trainings and attended several key district-level trainings and workshops for AP teachers and shared information with colleagues in the
department during formal meetings. Written evidence of these efforts were documented in your notes and submitted during your mid cycle review.

Indicator 3: The teacher takes an active role in mentoring colleagues and pursues teacher leadership opportunities. Level 3

Evidence:

1/17/2017 - You actively sought out opportunities to engage with colleagues and educational leaders. You sought out professional opportunities from
CollegeBoard and AP teachers to build the AP program at Rancho. You worked with the AP teachers in the district and attended workshops to better your
teaching.

Standard Score (Average of Above Indicator Levels): 3.33

Standard 3: Professional Obligations

Indicator 1: The teacher models and advocates for fair, equitable, and appropriate treatment of all students and families. Level 3

Evidence:

1/17/2017 - You consistently modeled and advocated for fair and equitable treatment of others to ensure that students had high quality education. You met the
individual learning needs of students and assisted each student to maximize his or her own learning potential by keeping parents regularly informed of
student's progress by various electronic and personal means of communication. You offered assistance beyond the school day as reflected in your teacher
notes and revealed through student feedback.

Indicator 2: The teacher models integrity in all interactions with colleagues, students, families, and the community. Level 3

Evidence:

1/17/2017 - You demonstrated a high standard of professional behavior by attending and actively participating in all PLC, ELL meetings and common planning
times. You contacted the parents of students failing or with attendance issues regularly beyond progress report time, thereby including the family in the

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student's education. You maintained a current and accurate grade book that was easily accessible, so that students and families could monitor student
achievement.

Indicator 3: The teacher follows policies, regulations, and procedures specific to role and responsibilities. Level 4

Evidence:

1/19/2017 - You followed all Rancho High School, Clark County School District, and State Regulations and Policies specific to your role and responsibilities. Your
successful fulfillment of your professional role and and responsibilities included leadership roles in AP advancement and ELL master planning which were
recorded in your files and reviewed during the mid cycle review. You extended your role and responsibilities by serving as the liaison for the APEX and
computer based learning.

Standard Score (Average of Above Indicator Levels): 3.33

Standard 4: Family Engagement

Indicator 1: The teacher regularly facilitates two-way communication with parents and guardians using available tools that are responsive to
Level 3
their language needs, and includes parent/guardian requests and insights about the goals of instruction and student progress.

Evidence:

1/17/2017 - You facilitated two-way communication on a regular basis with parents/guardians about the goals of instruction and student progress, using
available tools that were responsive to the needs of the parents'/ guardians' language. You listened to parents'/guardians' requests and insights, and made
effort to incorporate feedback into instruction and communication on student progress. A report of gradebook activity demonstrated that you consistently
updated your grades so that parents could track student progress using the Campus Portal.

Indicator 2: The teacher values, respects, welcomes, and encourages students and families, of all diverse cultural backgrounds, to become
Level 3
active members of the school, and views them as valuable assets to student learning.

Evidence:

1/17/2017 - You treated parents, stakeholders, and guardians professionally. Additionally, you extended a welcome to families and to become active members
of the school community in all your interactions with them. You included parents, and fellow teachers in extended learning opportunities by including them in
best practices for Advanced Placement, end of course exams, and ELL practices which strengthened your relationships with the students and their families.

Indicator 3: The teacher informs and connects families and students to opportunities and services according to student needs. Level 3

Evidence:

1/17/2017 - You provided students and families information on opportunities and services to assist students with academic achievement. You maintained an
accurate grade book so that students and families could monitor achievement in your classes.

Standard Score (Average of Above Indicator Levels): 3.00

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 Devyn S Mcnamee (539630) Rancho t -15

Standard 5: Student Perception

Indicator 1: The students report that the teacher helps them learn. Level 4

Evidence:

1/19/2017 - Students reported that you were always responsive and available to answer questions and/or provide clarity concerning content. The students
indicated that you always encouraged and supported self-regulated learning. One of your students stated you have high expectations for him and don't let him
take the easy way out when it comes to writing.

Indicator 2: The students report that the teacher creates a safe and supportive learning environment. Level 3

Evidence:

1/17/2017 - Students reported that you created a safe environment by establishing fair rules and consequences for the class. You made students feel theywere
valuable members of the school. You consistently sought out student, staff, and administrative feedback on how to improve the learning environment.

Indicator 3: The students report that the teacher cares about them as individuals and their goals or interests. Level 3

Evidence:

1/17/2017 - Students reported that you respected them and showed concern for their individual background, interests, and progress. The students indicated
that you encouraged, expected, and honored student self-advocacy. You built positive interpersonal relationships with the students. Throughout all
observations, you provided positive feedback and encouragement.

Standard Score (Average of Above Indicator Levels): 3.33

Teacher Signature' Date 6//7 Evaluator Signal: