Teacher Performance Appraisal of:
Sheila Sastri - Peel District School Board (April 2016)
Sheila Sastri
RESUME
ONTARIO COLLEGE OF TEACHERS (OCT) - CERTIFICATE
DOMAIN: COMMITMENT TO TEACHERS AND STAFF DEVELOPMENT
COMMPETENCY - Teachers demonstrate commitment to the well-being and development of all adult learners.
-Co-planned, Co-taught and Co-debriefed lessons dedicated to the implementation of teacher inquiry from K-12
-Mentored classroom teachers towards new learning and wonderings of students in the classroom
-Provided current research in the areas of math and literacy
-Committed to mobilizing knowledge by engaging in educational discourse with teachers
-Fostered new and existing relationships in schools by being a reliable source of information and collaboration
- Aligns assessment strategies with learning objectives of presentations
-Knowledgeable of a variety of diagnostic techniques to assess student difficulties
-Knowledgeable of a variety of diagnostic techniques to assess student difficulties and to check for understanding
-Uses a variety of appropriate teaching techniques to engage colleagues
-Can recommend a variety of assessment strategies and instruments to make both short-term and long-range decisions to improve student learning
Confirmation - Mirella Aglio
FDK Inquiry @ Kindree P.S
Teacher Collaboration
Resources To Inform Practice
COMPETENCY - Teachers are dedicated in their efforts to teach and support pupil learning and achievement.
-Maintained positive relationships with students by getting to know them
-Helped students move along in their understanding of concepts and ideas
-Provided timely feedback to inform next steps in students' learning
-Committed to remedial help for students who struggle
-Co-taught lessons and implemented teaching strategies optimal for student growth
-Assisted learners in practicing new skills by providing guided practice towards independence
-Created an environment that maximizes learning
-Provided active teacher participation in the learning process
-Employed appropriate balance of teacher directed discussion and learning opportunities
-Utilized a variety of facilitation/presentation skills suited to the individual needs of the audience
Confirmation: Mirella Aglio / Gale Solomon-Henry
Large Group Instruction
One to One Support
Small Group Instruction
COMPETENCY: Teachers treat all colleagues equitably and with respect.
-Advocated for teachers to attend professional development opportunities by providing the supports necessary
-Demonstrated equitable opportunities for teachers by providing them with supports to their needs and meeting them where they are in their learning
-Provided research on equitable practices to improve classroom instruction of diverse communities
-Modeled the practice of social justice ideas by co-planning with teachers on issues related to equity and diversity
-Ability to share board policies and literature dedicated towards equity and inclusive education
Confirmation - Mirella Aglio
Key Learning and Testimonial of the SWST Initiative
Equity in Mathematics Presentation Handout to Staff
Co-planning Social Justice Lesson
COMPETENCY: Teachers provide an environment for learning that encourages teachers to be problem-solvers, decision makers, life-long learners and contributing members of a changing profession.
-See above domain
-Facilitated workshop on Special Education for aspiring teachers at OISE
-Co planned and supported teachers to present at staff meetings
-Provide learners with appropriate opportunities for independent practice of new skills through modeling
-employ effective questioning techniques that encourage higher order level thinking skills
-Provided feedback, risk-taking and experimentation by establishing a safe, welcoming and inclusive environment
-Promoted a "SWST habit of mind" through a state of inquiry
-Assisted colleagues by modeling an appetite for life-long learning
Confirmation - Mirella Aglio
Concurrent Teacher Education Program at OISE
Letter from OISE Participating as Facilitator
DOMAIN: PROFESSIONAL KNOWLEDGE
COMPETENCY: Teachers know their subject matter, the Ontario curriculum and education-related legislation.
-Developed theory of action through collaboration with teachers in conjunction with the Ontario curriculum
-Utilized the Ontario curriculum to meet the needs of co-planned lessons in all inquiries
-Learned new methods of teaching standard and non-standard algorithms as per the Ontario curriculum
-Facilitated learning on mathematical processes to change mindsets on how students learn mathematics
-Demonstrated an understanding and ability to explain subject areas and skills in the Ontario Curriculum
Confirmation - Mirella Aglio
Collaborating With Teachers Using the Ontario Curriculum
Using Mathematical Processes to Evaluate Ways of Knowing
Theory of Action With Curriculum Expectations
COMPETENCY: Teachers know a variety of effective teaching and assessment practices.
-Researched and studied different methods using professional resources
-Studied student thinking and learning through assessment of qualitative analysis
-Studied student thinking and learning through assessment of quantitative analysis
-Used a number of strategies towards the implementation of non-standard algorithms in mathematics
-Co-planned lessons with teachers in conjunction with learning goals and success criteria
Confirmation - Mirella Aglio
Qualitative Data of Student Thinking and Learning
Whole Group Class Discussion As Formative Assessment
Learning Goal of Lesson on Fractions
COMPETENCY: Teachers know a variety of effective classroom management strategies.
-Assisted teachers by working with students who have difficulty attending to a task
-Facilitated Special Education workshop at OISE in instruction of classroom management strategies
-Facilitated presentation at OISE during Principal Qualification Part 1 and legal aspects of the system
-Taught and all boys class of students at Dunrankin Drive P.S and strategies to improve student achievement.
-Special Education Specialist from OISE
-Worked with resource teachers to meet the needs of students with special needs such as hearing impaired, autism, and attention deficit.
Confirmation - Gale Solomon-Henry
All Boys Class at Dunrankin Drive P.S
Presenting at OISE for PQP Part 1
Working With Students
COMPETENCY: Teachers know how adults learn and factors that influence adult learning and achievement.
-Attended and implemented coaching strategies through Lucy West training
-Attended professional development with Jennifer Abrams and Bruce Wellman
-Collaborated with SWST team to develop strategies for co-planning with teachers
-Provided professional development for host teachers at SWST orientation
-Involved in host teacher celebration for teacher learning
-Organized presentation time by providing for the needs of all teachers
-Considers the individual needs of teachers when selecting resources
-Seek and uses various resources to achieve and reinforce expectations
-Provided opportunities for teachers to share their interests and demonstrate their involvement in learning
-Uses appropriate strategies to manage large group presentations
-Differentiate instruction to meet diverse teacher's needs
-Uses different motivational strategies to encourage teachers in developing competence in all areas
-Takes into account various learning styles with the selection of materials/media
-Adapt to group or individual teachers with flexible grouping practices
-Modify programs to fit teachers' needs by making topics relevant to adult learners' lives and experiences
Confirmation: Mirella Aglio
SWST Team With Lucy West Metamorphosis Training
Host Teacher Celebration Presentations of Inquiry and Learning
Teacher Release Day Collaboration of Ideas
DOMAIN: TEACHING PRACTICE
COMPETENCY: Teachers use their professional knowledge and understanding of adult learning, curriculum, legislation, teaching practices and classroom management strategies to promote the learning and achievement of their colleagues.
- Participated in SWS teleconferences and ministry PD/sharing sessions
-Participated in Math Networks at Darcel P.S and Terry Fox P.S
-Effectively motivate and empower teachers to improve student learning
-Model and promote the joy of learning
-Effectively support and/or assist teachers in meeting their professional goals by addressing their individual needs
-responds thoughtfully and effectively to demonstrate a positive rapport with colleagues and am caring, approachable and trustworthy in all interpersonal relationships
-Information shared with colleagues in a non threatening way through collaboration of ideas and thoughts
-Develop clear and achievable expectations for adult learners
-Encourage teachers to know about, reflect on, and monitor their own learning
-Assisted teachers to develop and use ways to access and critically assess information
Confirmation - Mirella Aglio
7-10 Network Collaboration at Darcel P.S
COMPETENCY: Teachers communicate effectively with pupils, parents, colleagues, superintendents and co-ordinations.
-Worked with students in a number of capacities including classroom teacher and SWST
-Met with principals to meet the needs in the school
-Worked with faculty at OISE to facilitate teacher education workshops
-Created Powtoon presentation for Superintendents for the SWST initiative
-Presented to principals for SWST rollout
-Worked on a number of committees at Dunrankin P.S which included the principal as the chair for meetings
-Collaborative Inquiry developed into a SMORE (digital monograph) of key learning on SWST initiative
Confirmation - Mirella Aglio / Gale Solomon-Henry
Powtoons Video for Superintendents
COMPETENCY: Teachers are knowledgeable of a variety of ways of communicating to pupils and parents.
-Through classroom website kept both students and parents informed and to chart student progress
-Met regularly and had telephone calls with parents to provide feedback on students' progress
-Used success criteria to help students reach targets for their own learning
-Fostered literacy engagement through persuasive writing of obtaining more books in the classroom
-Built strong classroom communities by allowing students to come for remedial support
-Assist learners in practicing new skills by providing opportunities for guided practice
-Promoted the joy of learning
-Actively engaged students through equitable practices
Confirmation - Gale Solomon-Henry / Mirella Aglio
Persuasive Writing Assignment For More Books in the Classroom
Classroom Community of Male Learners
Working With a Student at Terry Fox P.S
COMPETENCY: Teachers adapt and refine their teaching practices through continuous learning and reflection, using a variety of sources and resources.
Examples of Evidence:
-Written a number of educational papers dedicated to leadership and student achievement
-Engaged in professional dialogue with host teachers and SWST team
-Attended "Building Your Leadership Capacity" workshops
-Engaged in the "Racialized Leaders Series"
-Read and critically deconstructed literature in education
-Assess and reviewed Annual Learning Plan on a consistent basis for evidence of growth
-Effectively demonstrated knowledge of trends, techniques and research relevant to learning
Building Your Leadership Capacity Group Members
Diversity and Leadership Paper
Artifact on Key Learnings Developed in Inquiry
COMPETENCY: Teachers consistently uses appropriate technology in their professional practice and related responsibilities.
-Used pedagogical documentation to assist in understanding how students learn
-Used a variety of apps to help students learn and teachers to engage student learning
-Attended professional development on digital citizenship with George Couros
-Researched and implemented new technology as a SWST team
-Use of SMORE to promote student and teacher learning of inquiries
-Use of Twitter for information sharing and learning
Confirmation -Mirella Aglio
SWST Inquires Using SMORE
Using Number Frames APP on the IPad
Documenting Student Thinking
DOMAIN: LEADERSHIP AND COMMUNITY
COMPETENCY: Teachers collaborate with other teachers and colleagues to create and sustain learning communities in their classrooms and in their schools.
-Assisted in the planning and implementation of inquiry presentations at staff meetings
-Organized host teacher celebration of all inquiries attached to the SWST initiative
-Organized learning communities for single gendered classrooms at Dunrankin
-Invited and organized professional development for teachers with Dr. Edmond Dixon at Dunrankin Drive P.S
-Built capacity in schools through the SWST inititiave through the development of teacher knowledge and learning
-Learned with and from colleagues and others in the community of learners
-Pursued and effectively shared knowledge about current educational trends
-Worked co-operatively with colleagues to solve student, classroom and school concerns
-Participated as an effective team member and shared expertise with others, for example, by acting as a mentor, peer coach and presenter
-Participated effectively by contributing to committees, subject teams and board/ministry initiatives
-Effectively lead portions of team meetings
-Planned worthwhile professional development activities for school-based, field office and board wide initiatives
-Shared instructional strategies that have worked successfully with colleagues
-Shared learning acquired through participation on system-wide or provincial initiatives with colleagues
-Served as a resource to colleagues, for example, in the effective use of technology, assessment strategies and classroom management
Confirmation - Mirella Aglio / Gale Solomon-Henry
Host Teachers Engaged in Learning at the SWST Orientation
Collaborated With Teachers To Showcase Single Gendered Classrooms in the Mississauga News
Invited Guest Speaker at Dunrankin with Sister School Morningstar P.S
COMPETENCY: Teachers work with professionals, parents and members of the community to enhance pupil learning, pupil achievement and school programs.
-Apart of a number of committees at Dunrankin Drive P.S including climate for learning and the F.A.S.T program (Families and Schools Together)
-Volunteer at end of the year barbeque and holiday luncheon at Dunrankin Drive P.S
-Monitored student learning with parents
-Facilitated open house for parents during EQAO and Literacy and Numeracy nights
-Apart of Author's Day with invited Trustee's, Superintendents and Parents
Confirmation - Gale Solomon-Henry
Math Night at Dunrankin Drive P.S
DOMAIN: ONGOING PROFESSIONAL LEARNING
COMPENTENCY: Teachers engage in ongoing professional learning and apply it to improve their teaching practices.
-Completed additional qualifications including PQP Part 1
-Graduated with a Master's of Education from OISE
-Attended various professional development opportunities at the Peel Board and Ministry of Education
-Participated in workshops, seminars, courses, in-service programs, or reads books, articles, journals, and internet sites, or reflects with others to better understand human nature and be a model for colleagues
-Explored ways to access and to use educational research
-Tapped into web sites that describe best practices, acquires successful teaching strategies and applies them to their role
-Read and understood board policies and applied to literature review of practices in the Peel Board through the Peel Cohort Master's of Education
Confirmation: Gale Solomon-Henry