15-16 TOPPS Report

User Information
Name: Chiresse Letbetter (34619)

Title: Classroom Teacher Secondary

Building: 07-KATE BOND MIDDLE

Department: English-Language Arts

Grade: Grade 08

Evaluation Type: 15-16 GenEd 5

Assigned Administrator: Murrah, Christopher

Evaluation Cycle: 09/02/2015 - 09/01/2016

Submitted By: Murrah, Christopher

Date Submitted: 04/14/2016 4:18 pm CST

Acknowledged By: Letbetter, Chiresse

Date Acknowledged: 04/14/2016 4:20 pm CST

Finalized By: Murrah, Christopher

Date Finalized : 04/14/2016 4:21 pm CST

Tripod
Which Tripod Score is Displayed:
For teachers with complete and valid fall and spring results, the season with the higher composite (7C) score will be used for the overall effectiveness level as part of the
calculation for the 15-16 Final TEM Summative and is displayed here on the TOPPS report. If the composite (7C) score is equal for both fall and spring administrations, the
spring will be used in the 15-16 Final Summative and is displayed here on the TOPPS report.
For teachers with complete and valid results for one season, the composite (7C) score for that administration will be used for the overall effectiveness level and part of the
calculation for the 2015-16 Final TEM Summative and is displayed here on the TOPPS report.
For teachers with missing, incomplete, and/or invalid results for both seasons, the 5% weighting from Tripod will be added to the observation weighting. (NOTE: If a
teacher's surveyed class had too few respondents, Tripod Ed Partners determined that these are invalid.) "N/A Sample too small or didn't have results" will be displayed if the
teacher fits into this category.
Tripod Administration
Semester:

Spring

Tripod Level
(Composite):

Care:

Confer:

Captivate:

Clarify:

Consolidate:

Challenge

Classroom Management: 5
Tripod 7 C's Breakdown

Observation of Practice
Observation of Practice Scores
Rubric

Progress

Score

Max

Criteria

Avg

Last Completed

15-16 Gen Ed (Obs)

2 of 2
2 of 2

70

70

14

02/03/2016

70

70

14

TOTAL:
Area of Strength: (07/01/2015 - 06/30/2016)
Area of Strength:

15-16 GenEd Observation Announced (15-16 GenEd Announced Observation) - 11/4/2015 Ayers, Michael
TEACH 6: Check for Understanding
Area of Strength:
15-16 GenEd Observation Unannounced #1 (15-16 GenEd Observation Unannounced #1) - 2/3/2016 McNeal, James
TEACH 6: Check for Understanding

Area for Improvement: (07/01/2015 - 06/30/2016)

Area for Improvement Indicator:
15-16 GenEd Observation Announced (15-16 GenEd Announced Observation) - 11/4/2015 Ayers, Michael
TEACH 1: Objective-Driven Lessons
Area for Improvement Indicator:
15-16 GenEd Observation Unannounced #1 (15-16 GenEd Observation Unannounced #1) - 2/3/2016 McNeal, James
TEACH 5: Higher-Level Thinking Skills

Observation of Practice Recommendation Summary (07/01/2015 - 06/30/2016)

Next Steps (Required):
15-16 GenEd Observation Announced (15-16 GenEd Announced Observation) - 11/4/2015 Ayers, Michael
Your preparation and training of the students is outstanding. Students were actively coached and able to function in an environment with increased pace and expectation (as
most Honors-level classes should). Students respond well to your directives and are able to produce to the levels you set for them and this same energy you display is
evident in the manner in which all students were able to focus and stay on task throughout the lesson. Going forward, I would like to the see students being able to generate
and express their process for generating individual thoughts and questions, modeling and explaining mastery (T1) to each other-independent of the instructor (T5, ind. 2) and
without prompting, in order to demonstrate effective internalization and expression of key concepts or skills (citing and inference) needed to achieve the desired objective.
This possibly includes allowing students to stage themselves in class to demonstrate or being permitted to active present as a small group (1-2 students) to the whole class?
This will, in turn, open up additional avenues for discussion, debate and argument for lesson objectives. These areas should be considered, not only to reveal the depth of
understanding that you desire from your students, but at the same time, address key descriptors in T1.4, T2.4 and T5.2 that deal with student independence and expression of
the learned material.
Teacher was encouraged to promote more student display of their abilities through debate and argument of their independently-created questions/points in order to showcase
and promote deeper discussion among all students.
Next Steps (Required):
15-16 GenEd Observation Unannounced #1 (15-16 GenEd Observation Unannounced #1) - 2/3/2016 McNeal, James
Teacher had a well prepared lesson to push students to improve on their reading, punctuation, spelling and compiling good strong sentences. Students worked well with peers,
engaging with each other on the writing of paragraphs as instructed by the teacher. The teacher continued to circulate the entire class, checking student writing skills and
expressing to them to correct their punctuation, spelling and capitalization. This class is a challenge for the teacher as it has a large percentage of ESL students, who have
greatly improved in all areas. I suggest that the teacher practice newer skills and continue repetition of current skills to enhance the writing of these students, which will
prepare them further for future college opportunities.

Professionalism
Professionalism Score Report
Rubric

Progress

Score

Max

Criteria

Avg

Last Completed

15-16 Professionalism (Obs)

1 of 1
1 of 1

20

20

04/13/2016

20

20

TOTAL:
Area of Strength: (07/01/2015 - 06/30/2016)
Area of Strength:

15-16 Professionalism Observation (15-16 Professionalism) - 4/13/2016 Murrah, Christopher

Leadership

Area for Improvement: (07/01/2015 - 06/30/2016)

Area for Improvement:
15-16 Professionalism Observation (15-16 Professionalism) - 4/13/2016 Murrah, Christopher
School and Community Involvement

Professionalism Recommendation Summary (07/01/2015 - 06/30/2016)

Next Steps:
15-16 Professionalism Observation (15-16 Professionalism) - 4/13/2016 Murrah, Christopher
Prepare 3 measurable goals that speak to your identified area of improvement.

Professional Development
Professional Development History (07/01/2015 - 06/30/2016)
Activity

Form

Creating Common Formative Assessments ( In-District PD Session

Hours

Credits

Completed

Recommended

Standard(s)

09/09/2015

No

TEACH 3:
Appropriately
Challenging Work
TEACH 5: Higher-Level
Thinking Skills
TEACH 6: Check for
Understanding

English Language Arts 6-12 Cordova HS WED

In-District PD Session

7.5

08/05/2015

No

TEACH 1: ObjectiveDriven Lessons

TEACH 2: Explain
Content
TEACH 3:
Appropriately
Challenging Work
TEACH 4: Content
Engagement
TEACH 5: Higher-Level
Thinking Skills

TEACH 6: Check for

Understanding
TEACH 7: Instructional
Time
Kate Bond MS PLC: Using Dropbox & Office

In-District PD Session

09/14/2015

No

TEACH 3:
Appropriately
Challenging Work
TEACH 4: Content
Engagement

Kate Bond MS TEM 2015-16 Training

In-District PD Session

09/21/2015

No

TEACH 1: ObjectiveDriven Lessons

TEACH 2: Explain
Content
TEACH 3:
Appropriately
Challenging Work
TEACH 4: Content
Engagement
TEACH 5: Higher-Level
Thinking Skills
TEACH 6: Check for
Understanding
TEACH 7: Instructional
Time

Kate Bond Middle Faculty Learning: Creatin

In-District PD Session

10/14/2015

No

TEACH 6: Check for

Understanding

Kate Bond Middle PLC: Writing TNREADY C

In-District PD Session

10/28/2015

No

TEACH 1: ObjectiveDriven Lessons

TEACH 6: Check for
Understanding

Kate Bond Middle School - TEM 4.0 Professi

In-District PD Session

03/08/2016

No

TEACH 1: ObjectiveDriven Lessons

TEACH 2: Explain
Content
TEACH 3:
Appropriately
Challenging Work
TEACH 4: Content
Engagement
TEACH 5: Higher-Level
Thinking Skills
TEACH 6: Check for
Understanding
TEACH 7: Instructional
Time

Kate Bond Middle: Building Strong PLCs-Coll

In-District PD Session

10/07/2015

No

Kate Bond Middle: CFA1 Feedback and Revi In-District PD Session

10/28/2015

No

TEACH 1: ObjectiveDriven Lessons

TEACH 6: Check for
Understanding
IC Standard 3: Develop
IC Standard 5: Delivery
of Services

New Teacher Mentor Training Series: Sessi

Workshop Evaluation

1.5

1.5

03/10/2016

No

Working with Refugee Students (Kate Bond

In-District PD Session

09/23/2015

No

TEACH 3:
Appropriately
Challenging Work