STEP 1 IDENTIFY INDICATORS TO BE ASSESSED

Transcription

1 STEPS 1-3

2 8 STEP PROCESS Step 1 Identify Indicators to be Assessed Step 2 Determine Average Baseline Score Step 3 Develop a Growth Plan Step 4 Regularly Assess Progress on Growth Plan Steps 5, 6, 7 Summative Evaluation Step 8 Continue to Monitor Impact

3 STEP 1 IDENTIFY INDICATORS TO BE ASSESSED Standard 1 Curriculum and Instructional Practices Quality Indicator 1.1: Content Knowledge and Academic Language Quality Indicator 1.2: Student Engagement in Subject Matter Quality Indicator 1.3: Prior Experiences, Multiple Intelligences, Strengths, and Needs Quality Indicator 1.4: Implementation of Curriculum Standards Quality Indicator 1.5 Instructional Goals and Differentiated Instructional Practices Standard 2 Learning Environment Quality Indicator 2.1: Classroom Management, Motivation, and Engagement Quality Indicator 2.2: Management of Time, Space, Transitions, and Activities Quality Indicator 2.3: Classroom, School, and Community Culture Standard 3 Student Learning and Growth Quality Indicator 3.1: Student Goals and Assessment Strategies Quality Indicator 3.2: Effect of Instruction on Individual/Class Learning Quality Indicator 3.3: Assessment Data to Improve Learning Quality Indictor 3.4: Communication of Student Progress and Maintaining Records Standard 4 Professionalism Quality Indicator 4.1: Self Assessment and Improvement Quality Indicator 4.2: Professional Learning Quality Indicator 4.3: Professional Rights, Responsibilities, and Ethical Practices Quality Indicator 4.4: Induction of Collegial Activities Quality Indicator 4.5: Collaborating to Meet Student Needs Quality Indicator 4.6: Cooperative Partnerships in Support of Student Learning

4 Raymore-Peculiar Standard 3 Student Learning and Growth ALL STAFF Quality Indicator 3.1: Student Goals and Assessment Strategies Quality Indicator 3.2: Effect of Instruction on Individual/Class Learning Quality Indicator 3.3: Assessment Data to Improve Learning Quality Indictor 3.4: Communication of Student Progress and Maintaining Records 1 ST YEAR RP TEACHERS ALSO Raymore-Peculiar Standard 2 Learning Environment Quality Indicator 2.1: Classroom Management, Motivation, and Engagement Quality Indicator 2.2: Management of Time, Space, Transitions, and Activities Quality Indicator 2.3: Classroom, School, and Community Culture

5 STEP 2 DETERMINE AVERAGE BASELINE SCORE Using the Growth Guide for Quality Indicator 3.3 determine an initial baseline score on a scale from 1 to 7. A score of 1 represents a status of developing and a 7 represents a status of distinguished. As you read through the growth guide, identify those things that are a CONSISTENT, ROUTINE part of your daily professional practice. Evidence of Commitment, Practice, AND Impact must be routinely demonstrated within a level to identify it as the baseline score. The purpose of the baseline score is to give each teacher a starting place from which to demonstrate GROWTH! 1 st year RP teachers will also complete the above process for Quality Indicator 2.1

6 3.3 Assessment Data to Improve Learning Growth Guide Developing Progressing Proficient Distinguished The teacher The teacher also The teacher also The teacher also Demonstrates basic strategies for accessing, analyzing and appropriately using information and assessment results to improve learning activities. Reviews student trend data and growth in learning through a comparison of student work (i.e. pre- /post- test results or similar mechanisms) to inform instructional decisions. Uses tools such as rubrics, scoring guides, performance analyses, etc., that clearly identify the knowledge and skills intended for students to acquire in well- defined learning goals. Is able to model and/or share information and expertise with others on the use of a wide variety of assessments and evidence that they improved the effectiveness of instruction. Evidence of Commitment N / A Evidence of Commitment N / A Professional Frames Evidence of Commitment N / A Evidence of Commitment N / A Evidence of Practice Collects data information and assessment results for instructional planning and decision-making Evidence of Impact Students engage in learning goals that advance mastery of content Evidence of Practice Uses pre and post results or other comparison data to confirm growth in learning and impact future instructional decisions Evidence of Impact Individual students and the whole class advance in their learning Evidence of Practice Regularly uses rubrics, scoring guides and other forms of performance analysis to clearly articulate expectations to students Evidence of Impact Students understand the learning objectives and set personal goals for learning Evidence of Practice Serves as an informal resource to others on the effective use of a wide variety of assessments to improve instruction Evidence of Impact Colleagues improve their use of assessment data to positively impact learning Score =

7 STEP 3 DEVELOP A PROFESSIONAL GROWTH PLAN DESE requires that all teachers have a professional growth plan as part of the district evaluation model. The District goal is to connect this requirement to current professional practice. Growth Plans can be a collaborative effort with a grade level or departmental team but student data information should be specific to each teacher.

8 WHEN CREATING A PROFESSIONAL GROWTH PLAN. 1. Select a high leverage learning target preferably one that spans a semester or a year rather than one unit. 2. Collect data from preassessment. 3. Set measurable goal(s) for student growth. Examples 4. Use Possible Sources of Evidence to identify action steps/strategies that you believe will impact the goal. I can design valid experiments. I can utilize geographic tools. I can add and subtract rational numbers. I can produce accurate and condensed writing with a purpose. I can analyze primary and secondary sources to draw conclusions. I can design and conduct a valid experiment with multiple trials. I can perform a variety of tasks using radicals and integer exponents. I can acquire and use grade appropriate vocabulary. I can incorporate feedback effectively. I can sight sing. I can explain specific skills necessary to participate in various team/individual sport activities. I can use vocabulary and grammar to communicate my message. I can evaluate intent of speech and act accordingly. I can demonstrate phonological awareness. I can describe characters, setting, problem, and solution in a story. I can apply word relationships to create meaning. I can develop understanding of fractions as numbers. I can explain the concept of location to make predictions and solve problems.

9 STANDARD 3 POSSIBLE SOURCES OF EVIDENCE Professional Commitment Unit instructional plan including assessment Tiered/differentiated lesson designs Tiered/differentiated assessments Lessons/units amended based on data analysis (examples of both) Example of analysis of student learning needs Instructional/Assessment record management Formal/information assessments Scoring guides/rubrics Student progress reports Examples of communication/feedback to students about their work/progress Communication logs to parents/guardians Sample parent response sheets Parent/guardian communication examples Professional Practice Presentation materials Professional development attendance record/sign-in sheet Mentor log Grade level/content area meeting notes and agenda Building/district professional learning community log/agenda Uses a variety of formal/informal methods of assessment Utilizes individual student assessment data to plan differentiated learning activities Maintains a comprehensive instructional/assessment system charting individual student growth and performance Designs, develops, and/or utilizes pre and post-tests to identify prior knowledge and chart progress Reviews student trend data Samples of student directed goal statements Samples of pre- and post-assessments Assessment data guides decisions about specific learning goals Data information and assessment results Samples of progress reports using concrete student data Evidence of changed practice Instructional records of individual student progress Samples of students charting their own progress Student work samples: projects, products, presentations Communicates clearly to students the learning goals (rubrics/scoring guides) Utilizes observation data to modify instruction and Monitor impact Communicates student progress to parents/guardian using performance and behavior data Assists students in charting their own progress and goal setting Adjusts instruction to maximize student learning Professional Impact Running Records or Running Charts Feedback from colleagues Feedback from parents/guardians Professional growth plan Evidence of individual student growth/performance Parent-teacher conference participation Behavioral referral data RTI, IEP, or 504 plan conference participation Facilitates student long and short-term goal setting Provides focused, objective, relevant, valid, specific, and purposeful feedback to students Shares knowledge and expertise with colleagues Models effective assessment practices to enhance individual and class achievement Participates in data team training

10 Standard 3.3 Professional Growth Plan Sample Name: Plan Dates: Plan Type: Individual Collaborative (*Note: Each teacher must turn in a growth plan and use his/her class data to monitor progress) Indicator #1: 3.3 Assessment Data to Improve Learning (All teachers ) Learning Target: I can design and conduct a valid experiment with multiple trials. Measurable Goal: The percentage of students scoring a 3 or 4 on the post-test will increase from 6% to 80%. Data/Evidence used to measure goal: Pre and Post Assessment; Formative checks Students Data: Pre-Assessment 10 of 150 students (6%) scored a 3 - No students scored a 4 Midpoint Formative Summative Growth Percentage Action Steps (Strategies) used to Achieve the Goal: 1. Develop instructional plan for learning target including midpoint formative and summative assessment with scoring guide. 2. Analyze student assessment for misconceptions and missing prerequisite skills. 3. Introduce goal setting to students and chart and track progress on learning target. 4. Work with department team to collaboratively score formative and midpoint assessments to ensure consistent use of scoring guides. 5. Use formative assessments throughout unit to differentiate activities.

11 Standard 2.1 Professional Growth Plan Sample (RP 1 st Year Teachers Only) Name: Plan Dates: Plan Type: Individual Collaborative (*Note: Each teacher must turn in a growth plan and use his/her class data to monitor progress) Indicator #1: 2.1 Classroom Management, Motivation, and Engagement (All RP 1 st year teachers) Learning Target: N/A Measurable Goal: 90% of daily lessons will include at least one processing activity and one opportunity for movement. Data/Evidence used to measure goal: Feedback from administrator during formative observations; Feedback from mentor; Lesson plans; Classroom discipline occurrences Students Data: Pre-Assessment N/A Midpoint Formative N/A Summative N/A Growth Percentage N/A Action Steps (Strategies) used to Achieve the Goal: 1. Research and generate list of processing activities and opportunities for movement during lessons. 2. Teach and practice expectation for activities. 3. Incorporate activities/strategies into lesson plans. 4. Request feedback from evaluator and/or mentor on effectiveness.

12 SUBMITTING A PROFESSIONAL GROWTH PLAN THROUGH TALENT ED Go to the Talent Ed Website: Your user name is the same one that you log into your computer with each day. It is NOT your address. Your password will be one that you entered last year or Password if you are new to RP. If you do not remember, click on the Request your password link on the login page. Talent Ed works best when opened with Chrome or Firefox. Once logged in you will see a Task titled Professional Growth Plan. Click on Go to Form and complete. Click Save and Submit button when you are finished and would like for your evaluator to review. Save Progress may be used if you need to finish your document at a later time. You may upload supporting documents to the form if you wish. After reviewing your plan, your evaluator will either approve or return with comments and/or requesting revisions. If no changes are needed, you will electronically sign the form and it will be sent to your evaluator for his/her signature. If changes are requested you will revise and resubmit. If you have difficulty using Talent Ed, please contact Lisa Hatfield or Nicole Osborn for assistance.

13 FINAL THOUGHTS Teacher evaluation is about GROWTH Improving practice so that positive gains in student achievement occur. Development and monitoring of established professional goals provides the opportunity to determine if practice is effective.should we keep doing it? Goals are simply that.goals. They should be set high enough to stretch us but realistic enough to not be discouraging. We will undoubtedly find aspects of our new Teacher Evaluation Model that need to be revised. Please share difficulties and/or ideas for improvement with your evaluators.