AMCS

Employee Portal · Training Guide

Teacher Walkthrough & Evaluation Training Guide

A step-by-step guide for accessing your walkthrough feedback, observation tools, and classroom expectations.

For the Training Facilitator

This guide is designed to be used during a live training session with teachers. Each section includes talking points and step-by-step instructions. Print this page as a handout, or project it on screen. Teachers can follow along on their own devices. The entire guide takes approximately 20–30 minutes to walk through.

Part 1 — Accessing Your Walkthroughs & Tools

Step-by-Step: Getting to the Portal

1

Go to the Employee Portal

Open your web browser and go to amcharterschool.org/employee-portal. You can also reach it from the school website by clicking the "Employee Portal" link in the main menu.
2

Sign In with Your PIN

If you're not already signed in, click "Sign In" and enter your Staff ID and PIN. If you don't have a PIN yet, click "Register" and use the staff code provided by your administrator to set up your account.
3

Navigate to 'My Walkthroughs'

Once signed in, click "My Walkthroughs" in the portal navigation bar (star icon). This is your personal walkthrough feedback page — only you and your administrators can see your walkthroughs.
4

Review Your Feedback

Any walkthrough that has been shared with you will appear as a list. Click on any walkthrough to see the full observation record — including domain ratings, evidence notes, and target goals for your next observation.
5

Access Your Resource Documents

At the top of the My Walkthroughs page, you'll see four resource documents you can open or download at any time:
  • • Walkthrough Teacher Success Guide — what administrators look for
  • • Classroom Walkthrough Tool (FCPCS) — the official observation form
  • • Teacher Performance Evaluation (FCPCS) — the formal evaluation rubric
  • • AMCS Instructional Model 2026-27 — our school's instructional playbook

What You'll See on a Walkthrough Record

Header Information

  • • Date, time, and duration of observation
  • • Observer name and campus
  • • Grade / subject observed
  • • Status (Draft, Shared, Completed)

Domain Ratings

  • • + = Demonstrated effectively
  • • / = Demonstrated partially / not demonstrated
  • • — = Not able to observe this visit
  • • Evidence notes for each indicator

Domain Comments

  • • Observer's comments and questions
  • • Per-domain narrative feedback

Target Goals

  • • Specific goals for next observation
  • • Next visit date

Part 2 — Classroom Expectations (FCPCS Domains A–D)

Our walkthrough and evaluation system is built on the Florida Consortium of Public Charter Schools (FCPCS) framework. Every classroom observation — whether a quick walkthrough or a formal evaluation — measures your practice against these four domains. Use this breakdown as a daily planning and reflection tool.

A

Instructional Design and Lesson Planning

A.1Aligns instruction with state-adopted standards that takes into consideration varying aspects of rigor and complexity, and that is age and developmentally appropriate for students in prekindergarten through grade 12.
A.2Sequences lessons and concepts to ensure coherence and required prior knowledge as shown in lesson plan objectives, learning activities, materials, and other resources designed to promote student understanding and mastery.
A.3Designs instruction for students to achieve mastery of essential concepts and skills by planning engaging lessons and instructional activities that are clearly focused on the main concept or skill to be taught.
A.4Selects appropriate formative assessments to monitor learning that provides useful information about the depth of a student's understanding of a specific concept or skill.
A.5Uses diagnostic student data to plan lessons that address the individualized needs of all students through differentiated instruction as evidenced in the lesson.
A.6Develops learning experiences that require students to apply a variety of skills and competencies that demonstrate understanding and mastery.
B

The Learning Environment

B.1Organizes, allocates, and manages, the resources of time, space, and attention to ensure the maximum amount of time is devoted to learning and to providing a classroom environment that optimizes learning for every student.
B.2Conveys high expectations to all students through clear communications and actions that lead all students to believe that they are valued and capable of success.
B.3Monitors student learning, provides immediate, explicit feedback, and adjusts activities to meet the needs of all students.
B.4Demonstrates respect for all students' cultures, backgrounds, and diversity, and adapts the learning environment to accommodate the differing needs of students in accordance with statutory requirements.
B.5Maintains a climate of openness, inquiry, fairness, and support that demonstrates respect for all students and cultivates resiliency and confidence.
B.6Manages individual and class behaviors effectively through a well-planned management system that consists of clearly established policies and procedures that are used consistently and equitably to ensure all students are provided a safe and organized learning environment.
C

Instructional Delivery and Facilitation

C.1Demonstrates a deep and comprehensive knowledge of the subject taught to deliver relevant, engaging, and challenging lessons at the appropriate level of rigor that promote student mastery of state standards.
C.2Clearly communicates learning goals and incorporates instructional activities that include real-life experiences and integration with other disciplines to deepen and enrich students' understanding of the content being taught.
C.3Identifies gaps in students' knowledge of the content taught and addresses these gaps effectively through instruction that differentiates among students' abilities and learning styles.
C.4Modifies or adjusts instruction, as needed, to respond to preconceptions and misconceptions among students by providing immediate and explicit feedback and verifying understanding by all students.
C.5Applies varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction and to teach for student understanding.
C.6Employs higher-order questioning techniques and resources, including technology, to provide rigorous, comprehensive instruction and promote critical thinking.
D

Assessment

D.1Analyzes and applies data from multiple assessments and measures growth from one assessment to the next to diagnose students' learning needs, inform instruction, and drive the learning process.
D.2Designs and aligns formative and summative assessments at the appropriate level of rigor that match learning objectives and lead to mastery of standards.
D.3Uses a variety of assessment tools to monitor student progress, achievement, and learning gains of each student and to develop lessons that differentiate instruction for students based on their academic needs.
D.4Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge.
D.5Shares student outcome data with students and parents through a systematic process throughout the year.
D.6Uses technology to organize and integrate assessment information and uses data to inform and drive instruction for each student.

Part 3 — How You're Rated

Walkthrough Rating Scale (Quick Snapshot)

+

Demonstrated Effectively

The indicator was clearly observed and well-executed during the visit.

/

Demonstrated Partially / Not Demonstrated

The indicator was partially observed, not observed, or needs development.

—

Not Able to Observe

The indicator wasn't visible during this short visit — not a negative mark.

Formal Evaluation Rating Scale (Annual)

4 — Highly Effective

Consistently exceeds expectations; serves as a model for peers.

3 — Effective

Meets expectations; demonstrates solid instructional practice.

2 — Needs Improvement / Developing

Partially meets expectations; targeted support provided.

1 — Unsatisfactory

Does not meet expectations; formal improvement plan required.

Part 4 — Tips for Success

Review Before Every Lesson

Use the Walkthrough Teacher Success Guide to plan your lessons. Ask yourself: "Which indicators am I targeting today?" This makes walkthroughs a confirmation of what you already know, not a surprise.

Check Your Feedback Regularly

After each walkthrough is shared, log in to My Walkthroughs and review the evidence notes and target goals. The sooner you review, the sooner you can adjust your practice.

Focus on Target Goals

Each walkthrough includes specific target goals for your next observation. Treat these as your personal growth plan — they're designed to help you move toward "Highly Effective" in every domain.

Use the Instructional Model

The AMCS Instructional Model 2026-27 document outlines our school's specific expectations for lesson design and classroom structure. Align your daily practice with this playbook.

Quick Reference

Portal Address

amcharterschool.org/employee-portal

My Walkthroughs

Employee Portal → My Walkthroughs

Need Help Signing In?

Use "Reset PIN" on the login page

Questions About Feedback?

Contact your observing administrator

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