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Failing 4a Reflecting On Teaching Search For PD 50% of Professional Responsibility 0.0 - Failing Reviewer Comments: The teacher considers the lesson but draws incorrect conclusions about its effectiveness The Teacher makes no suggestions for improvement Evidence: Ms. Guzman does not engage in effective reflection. She does take the feedback and suggestions offered to her by staff in a position to offer such advice. Ms. Guzman taught the same lesson for this observation as she did for her observation in the same class last year. Despite feedback, she made no growth or progress. 4c Communicating With Families Search For PD 50% of Professional Responsibility 0.0 - Failing Reviewer Comments: Little or no information regarding the instructional program is available to parents Families are unaware of their children's progress Family engagement activities are lacking There is some culturally inappropriate communication Evidence: Ms. Guzman is required to make at least five phone calls to the parents of her students each week. Her Jupiter Grades log shows that zero parent calls have been made/logged for this quarter.

1.0 -Needs Improvement Reviewer Comments: Some students are intellectually engaged in the lesson Learning tasks are a mix of those requiring thinking and those requiring recalls Student engagement with the content is largely passive; the learning consists primarily of facts or procedures The materials and resources are partially aligned to the lesson objectives Few of the material and resources require student thinking or ask students to explain their thinking The pacing of the lesson is uneven- suitable in parts but rushed or dragging in others The instructional groupings used are partially appropriate to the activities Evidence: Throughout the lesson, Ms. Guzman only provided direct instruction to the whole class. She did not differentiate for different groups of learners. Students participated individually as directed by the teacher. Ms. Guzman did not provide opportunities for the students to collaborate, or to learn through inquiry and discovery. Ms. Guzman employed no method to require or monitor student engagement or participation. She handed out white boards and asked students to record feedback to student performers, but did not monitor the students' responses. Students perform tasks in isolation without any concrete connection to the learning objective. PROFESSIONAL RESPONSIBILITY 20% of Overall Score

Failing Reviewer Comments: Questions are rapid-fire and convergent, with a single correct answer Questions do not invite student thinking All discussion is between the teacher and students; students are not invited to speak directly to one another The teacher does not ask students to explain their thinking Only a few students dominate the discussion Evidence: Ms. Guzman talked constantly throughout the lesson. She asked simple, low-order thinking questions and most of the time answered them herself. She did not employ adequate wait time for students to think about the question. She would prompt students to write down what they thought on dry erase board but did not take the time to turn it into a discussion. Ms. Guzman would often take one student's answer and move on. 3c Engaging Students In Learning Search For PD 33.3% of Instruction

Failing Reviewer Comments: At no time during the lesson does the teacher convey to students what they will be learning Students indicate through body language or questions that they don't understand the content being presented The teacher makes a serious content error that will affect students' understanding of the lesson Students indicate through their questions that they are confused about the learning task The teacher's communications include errors of vocabulary or usage or imprecise use of academic language The teacher's vocabulary is inappropriate to the age or culture of the students Evidence: Ms. Guzman communicated the learning objective in isolation. The students were not engaged with the learning objective. Throughout the lesson, a number of students were observed asking each other what was going on, or what they were supposed to be doing. Ms. Guzman had grammatical errors on her power point. 3b Using Questioning And Discussion Techniques Search For PD 33.3% of Instruction

0.0 Failing Reviewer Comments: LAJARA, RENATO 05/01/2017 at 8:00 AM The classroom environment is chaotic, with no standards of conduct evident The teacher does not monitor student behavior Some students disrupt the classroom, without apparent teacher awareness or with an ineffective response Evidence: Ms. Guzman's classroom is chaotic. She does not communicate clear expectations to her students. Ms. Guzman does not monitor student behavior. Students talk among themselves throughout the lesson and are not redirected by the teachers. Ms. Guzman attempted to correct student behavior (excess talking) by saying "shhhhh" while she was writing on the board. Her attempt had no effect. INSTRUCTION 30% of Overall Score 0.333 Failing 3a Communicating With Students Search For PD 33.3% of Instruction

Failing Reviewer Comments: Students not working with the teacher are not productively engaged Transitions are disorganized, with much loss of instructional time There do not appear to be any established procedures for disturbing and collecting materials A considerable amount of time is spent off task because of unclear procedures Evidence: Ms. Guzman is unclear about her expectation for student behavior and learning. While students are presenting, other students are told to "write everything down" but aren't given clear directions about what they should be writing, or where they should write it. Furthermore, the teacher does not monitor the students' writing to determine whether they're doing what she asked them. There are not clear procedures for distributing materials. Ms. Guzman printed multiple copies of monologues for students to select. When she discovered that multiple students had selected the same monologue, she said that everyone had to have a different one. Her procedure for distributing the materials was disorganized. There is significant loss of instructional time because it seems Ms. Guzman isn't clear about the procedures herself. She talks throughout the entire lesson, telling students to "come on" and "go". 2.D Managing Student Behavior Search For PD 33.3% of The Classroom Environment

Failing 2.B Establishing A Culture For Learning Search For PD 33.3% of The Classroom Environment 0.0 Failing Reviewer Comments: The teacher conveys that there is little or no purpose for the work, or that the reasons for doing it are due to external factors The teacher conveys to at least some students that the work is too challenging for them Students exhibit little or no pride in their work Students use language incorrectly; the teacher does not correct them Evidence: Throughout the duration of the lesson, the classroom environment was very disorganized due to Ms. Guzman's lack of proper planning and poor time management. At different points of the lesson random materials were added and the purpose was not really explained. The students played a game called "Story Time". The teacher told students to get into a circle and tell a story one word at a time. The teacher did not explain the instructions for the game, nor did she set a learning expectation for the game. Some students inquired about finishing their do now assignment, to which the teacher responded with disregard for the assignment and continued to ask students to get up. Students were unclear about the story they were supposed to tell. If a student didn't know what to say, the teacher told them to say "no se". After each student in the circle had an opportunity to say a word of the story, the teacher said, "Have a seat, write it down, go! I want to see who remembers the whole story. Write it down". The students talked to each other about the task. It was clear that they did not understand the purpose of the game or the activity. When students read what they wrote, the included "no se" as words in the story. Ms. Guzman did not correct these errors. Later in the lesson, Ms. Guzman told the students to select a commercial monologue, but in doing so, said, "For the English Language Learners, I have a shorter one for you to pick... it's easier, you don't have to do as much". This public identification of the students who are learning English and further lowering of the expectations for them based only on their status as English Learners is inappropriate and discriminatory.students read what they wrote, the included "no se" as words in the story. Ms. Guzman did not correct these errors. Later in the lesson, Ms. Guzman told the students to select a commercial monologue, but in doing so, said, "For the English Language Learners, I have a shorter one for you to pick... it's easier, you don't have to do as much". This public identification of the students who are learning English and further lowering of the expectations for them based only on their status as English Learners is inappropriate and discriminatory. 2.C Managing Classroom Procedures Search For PD 33.3% of The Classroom Environment 0.0

1.0 Needs Improvement Reviewer Comments: LAJARA, RENATO 04/28/2017 at 9:09 AM Learning activities are moderately challenging Learning resources are suitable, but there is limited variety Instructional groups are random, or they only partially support objectives Lesson structure is uneven or may be unrealistic about time expectations Evidence: Ms. Guzman provided 4 or five different types of materials to the students. None of them were explained correctly to the students. There was a rubric available but it was never explained to the students. Ms. Guzman had three different grades for the same activity. The commercial monologue was worth 25 points in one worksheet, the rubric for the commercial monologue was a score of 0-100 and the student to peer review for the monologue was a scale from 1 to 5. Students were told to write down the names of the students presenting and to write down their feedback. "Write down the feedback and we will give feedback tomorrow." The lesson structure was very disorganized and a lot of instructional time was lost. The objective was for students to be able to perform a commercial monologue and so much time was wasted that every student did not get to present their monologue. THE CLASSROOM ENVIRONMENT 30% of Overall Score

1.0 Needs Improvement Reviewer Comments: LAJARA, RENATO 04/28/2017 at 9:02 AM Outcomes represent a mixture of low expectations and rigor Some outcomes reflect important learning in the discipline Outcomes are suitable for most of the class Evidence: Ms. Guzman started the lesson by reading the objective to the students then moved on to reading out the standard. She did not stop to fully explain to the students what the expected outcomes would be for the students. She then moved on to the do now: "What is a commercial monologue?" Before students could even finish the do now she was inviting students to play a story time game. At this time there were 3-4 students still trying to write the answer to the do now and looking around the room confused. This was due to Ms. Guzman not using her time appropriately to make sure students understood exactly what was expected of them. 1e Designing Coherent Instruction Search For PD 50% of Planning And Preparation

20% of Overall Score 1.0 Needs Improvement Scoring Help Reviewer Comments: Ms. Guzman, You had a lot of material for students to cover and you rushed through much of the lesson. Students were very confused throughout the lesson due to your not taking time to fully explain what the expected outcome of the lesson was. This is feedback you have received numerous times and yet there has not been a change. Simply putting the objective in a powerpoint and reading it aloud to the kids does not mean they fully understand the expectations. There were many times during the lesson where students asked each other what was going on. The objective is not for you as much as it is for the students. They need to know what the expectations are before they start the activity. 1c Setting Instructional Outcomes Search For PD 50% of Planning And Preparation