Mahidol University International Demonstration School

Initial Probationary Review – Short Form

Name of Teacher: Madjid Hamlat Date: October 19, 2017

Grade Level: 10 Subject: Mathematics
Name of Observer: Stephen Coryelle Position: Deputy Director
Focus of Observation: Student-Centered Instruction and Iterative Date of Observation: October 19, 2017
Content

Based on either the portfolio, the observation, or both, write the score for each component in the boxes below using the
following performance rating scale:
4 = Excels. The teacher who 3 = Highly Effective. The teacher 2 = Meets Expectations. The 1 = Needs Improving/Ineffective.
performs at this level consistently consistently meets school goals and teacher’s performance adequately The teacher consistently performs
surpasses established standards for standards for teaching in a manner meets the established standards for below the established standards for
teaching and maintains high levels of that is above average. teaching in a manner that is teaching in a manner that is inconsistent
accomplishment and performance. consistent with the school mission with the school mission and goals.
and goals.

Domain 1: Planning and Preparation: The teacher ~

3 Demonstrates knowledge of content and pedagogy that encompasses all aspects of the subject, including what to teach
as well as research-based best practices.
3 Understands how students construct meaning, taking into account the impact student needs, interests, background, and
Observation

knowledge of English will have on learning content.

Portfolio

3 Establishes appropriate learning outcomes that clearly state what diverse students will learn as a result of engaging in
the lesson’s activities.
3 Is aware of a variety of human, textual, and community resources that will enhance students’ learning experiences.
3 Demonstrates the ability to translate learning goals into appropriate, meaningful, relevant, and coherent learning



experiences.
3 Demonstrates that learning goals can be assessed appropriately, and uses assessment results to improve teaching and
learning.
Total/6 3

Domain 2: The Instructional Environment: The teacher ~

4 Creates an environment of respect and rapport so that all students feel valued knowing they will be treated with dignity
Observation

and will take intellectual risks.

Portfolio

3 Creates high expectations for all students, setting a high value on high –quality work.
2 Demonstrates procedures for the smooth operation of the classroom and the efficient use of time.
3 Demonstrates there are agreed-upon standards for conduct and language use appropriate to the students’ age, needs,
developmental level, and culture.
3 Demonstrate organization of physical space that sends a clear message to students that learning takes place in an


environment that is safe and has been arranged to optimize student learning.
Total /5 3

Domain 3: Instruction: The teacher ~

3 Demonstrates clarity in directions, procedures, and explanations, both orally and in writing.
3 Demonstrates skill in questioning and in leading discussion, eliciting student reflection, and challenging deeper student
Observation

engagement.
Portfolio

3 Plans for students’ intellectual engagement and involvement with content so that they are actively constructing
meaning and understanding.
3 Provides relevant, accurate, specific, timely and constructive feedback to students.
2 Demonstrates ability to change, adjust, or alter the lesson in response to student confusion or lack of understanding


during a lesson.
Total/5 x2 5.6

Domain 4: Professional Responsibilities: The teacher ~

4 Demonstrates thinking and reflections on practice to improve teaching and learning.
3 Maintains effective records of student learning that demonstrate which areas of the curriculum students have learned.
Observation

n/a Communicates with families, keeping them informed of events, procedures, expectations, and grading systems, as well
Portfolio

as academic and social progress.

4 Demonstrates collegiality in relationships with peers, focusing on the well-being of students during meetings and on
collaborations on committees and school activities.
3 Engages in continual professional development.


3 Demonstrates professional qualities that demonstrate service, advocacy, and research-based best practices.
Total/6 3.4
Summary: This was an observation of a 10th grade Mathematics class of mostly good ability; there is a
group of 4 students who are at a lower level of ability. The objective of the lesson was for students
to be introduced to the Factor Theorem and demonstrate their understanding of it through practice
problems. There were 25 students in the class: 15 girls and 10 boys. During the lesson 6 girls and 5
boys made contributions, with 1 of the girls making multiple contributions. There were no late or off-
task students. [Note: this was also the teacher’s homeroom, so all students were in the class well
before the tardy bell rang.]

 I entered at 8:47. The teacher was giving a short quiz, with some of the students using small
whiteboards, which the teacher would use later to share and debrief the answers.
 At 8:50 the teacher noted a mistake a student made on the test, and asked for a volunteer to
locate it. This was done without much difficulty.
 At 8:53 the teacher gave a brief refresher on the remainder theorem.
 At 8:54 the lecture portion of the lesson began, with the teacher introducing the Factor
Theorem.
 At 9:01 the teacher asked if the class was aware of a new use of arrows. The class did not, so
he provided clarification. When a student made a contribution to the discussion it was not
quite correct, but the teacher rephrased their answer to it made sense.
 At 9:06 the teacher worked an example on the board, with the class providing assistance.
The next example was done by a student.
 At 9:21 the teacher gave the class a series of exercises to do in class, with a participation
bonus given for full completion.
o The teacher gave a time target for each question or set of questions.
 At 9:39 a student came to the board to work out the first question for the class.
 At 9:46 the teacher gave a preview of the next lesson, as well as what work they are
expected to have done by the next day.
 At 9:50 the class ended.

Commendations:

 I really like that the department has increased their use of the small whiteboards, and your
use of them for the warmup activity was an appropriate one. My assumption is that these are
distributed equitably over the course of the semester and that all students are expected to
contribute to the class learning.
 The quiz was a good entry activity, and was particularly effective considering that this is your
homeroom class. It really helps keep the transition going, and I saw that you were doing
attendance as they were taking it. Good multitasking on your part.
 Something that might have gone unnoticed, but which I think is important, is how you made
a slight shift in a student’s answer to make it correct, without calling them out for the error
explicitly. This is a small thing, but it makes a difference to students’ self-confidence. You
honored their contribution while making sure it did not mislead the class as a whole.
 Overall, this work was paced well, with proper iterations of rigor. I would keep carrying this
forward, and look for ways to make the students even more responsible for the work, to
take them further up Bloom’s Taxonomy.
  Your practice of having the students work in groups (pairs) from time to time is a good one.
As only one person, you are limited in how often you can help a student, and how many
students you can help at once. I found that this lesson was one in which no students were off
task, even with the talking; it was clear that the discussions they were having had to do with
the work.

Recommendations:

 [Domain 2.3] The time ran out on the class here, and in looking at the expected times for
students to be able to do the questions, this class’s pace was well behind that. I would
reduce the number of questions per category of rigor, and then assign the remainder for
homework, e.g have them do #1 in class and #2 at home; #3 in class and #4 at home; and so
on, so that you more opportunity for the students to share their process. [Note: this was
addressed by you in our meeting, and I think the use of whiteboards here is another good
idea in this case.]
 [Domain 2.4] There is quite a lot of Thai spoken, and while these are only 10th graders I would
keep encouraging students to do their best in English, so that they can practice its use.
 [Domain 3.2] I would keep looking for ways to make students more responsible for
producing the content and managing their learning. One example of this was when you had a
student come to the board to do the first question. This is a good initial step. With that said,
it would be more powerful to then have the student explain their process to the class.
 Small change: “quiz” was misspelled. Only one “z”.
 The writing on the whiteboard was small, particularly for students in the back. I had difficulty
reading it from my position, and my vision is still fairly good. I would just write larger, and
also have students avoid using a red marker, as that is also difficult to read.

Subtotals:
Domain 1: 3 Domain 2: 3 Domain 3: 5.6 Domain 4: 3.4
Subtotal of 4 Domains Divided by 5 3

Performance MUIDS Rating

Ranges
4.0—3.4 Excels
The teacher’s performance is exceptional and well above average in meeting school goals and standards for teaching.
3.3—2.7 Highly Effective
The teacher’s performance is consistently above average in meeting school goals and standards for teaching.
2.6—2.0 Meets Expectations
The teacher’s performance is consistently adequate in meeting school goals and standards for teaching.
1.9—1.6 Developing/Needs Improving
The teacher’s performance is often below the standards for teaching and is inconsistent with school goals.
1.5—1.0 Ineffective
The teacher’s performance is consistently below the standards for teaching and is inconsistent with school goals.

By signing this document I acknowledge that its contents have been shared with me. If I do not meet expectations, I may
be asked to complete a formal program for improvement. After due consideration, I may choose voluntarily to resign
instead of continuing the program for improvement. However, if I do meet expectations, the contract will continue as
before.

Teacher: Date:
Deputy Director: Date:
Director: Date: