Teacher/Principal Evaluation Project

Transcription

1 Teacher/Principal Evaluation Project Examples of Sound Growth Goals Math Music Mathematics ELEMENTARY EXAMPLES Between September 2013 and May 2014, my 1st grade readers (a small group of students identified with a need for comprehension improvement based on the instructional level IRR from September 2013/June 2013, the four- point Common Core aligned rubric with an IRR score below 5 in comprehension) will increase their ability to identify key ideas and details in both fiction and non- fiction books, as identified by the School District s IRR level proficiencies and the CCSS First Grade 4 point rubric. Starting September 2013, they will increase their ability to retell and identify key ideas and details by at least one year s expected growth by May This will be monitored with at least two different data points by November, January, March based on the School District s IRR scores for Independent and Instructional Levels, the CCSS rubric, guided reading groups, data from small group discussions and responses in their reading response journals. By April 15, 2014, fifth grade students in my class who scored below 3 on the district s problem solving pre- assessment administered on Sept 15, 2013, will improve by at least 1 rubric score as measured by incremental monitoring (such as exit slips and unit tests) and measured the district s problem solving post- assessment. Because 1/3 of my AM kindergarten class were assessed as intensive identified by the Teaching Strategies Gold assessment tool taken on October 10, 2013, by April 15, 2014, these students will identify, know and name upper case and lowercase letters when presented in random order as assessed using multiple measures, such as flashcards, alphabet puzzles, alphabet worksheet, and foam letters. Based on the October 2013 Recorder Karate Belts test when 90% of the class scored less than 60 points on a 100 point scale, these same students will increase their Recorder Karate Belts scores by at least 20 points in February As measured by the district math series curriculum pre and post assessments, 90% of the students in my math instructional group 12/5/2014 1

2 will increase their ability to write and interpret numerical expressions as measured by pre and post curricular assessments given in October and April and monitored by incremental data points, formative assessment and student self- assessment. Health and Fitness Fifth grade Health and Fitness students at Gordon Elementary School will increase the number of skip jumps (with a jump rope) by 10% or more for each trial on three, three- minute timed tests administered in September 2014, mid- February 2015 and April Monitoring will take place throughout the year as students set individual growth goals and check their progress, with teacher support, between the three timed tests. Science During the first semester, my 6 th grade students will improve their ability to identify text- based evidence to evaluate predictions, inferences and opinions. Students will improve at least one level in each of the three skills as measured by a four- point rubric. Progress will be determined by a pre- assessment, graphic organizers, student work formative assessments and/or a post- assessment. Math Kindergarten students will be able to add and subtract numbers to 10 by applying their understanding of cardinality, composing and decomposing numbers and be able to share their reasoning. Students will increase their skill by one level on the math communication scale demonstrated verbally, through math journals and using objects or drawings. Writing During a 12 week unit, 4 th grade students will demonstrate elaboration including details, important and interesting facts, convincing reasons to support an opinion, thoughts, feelings, and sensory detail. Students will increase their writing skill by at least one level on the units of study writing rubric as demonstrated by narrative, informational, and opinion composition writing and PLC generated formative and summative assessments. These are examples of student growth goals that might be set by a team. Keep in mind that the In the school year, all third grade students will meet the Common Core Standard for Fluency, R.F.3.4: Read with sufficient accuracy and fluency to support comprehension. All students will meet the School District's third grade fluency standard of 100 correct words per minute by May We will measure growth using the state DIBELS assessments in September, January and May and DRA grade level assessments in December and March. All students in our kindergarten classes will increase their mean scores by 30% between September 2013 and April 2014 as measured by the CORE phonics pre and post assessments. 12/5/2014 2

3 MIDDLE LEVEL EXAMPLES Theatre Students in Introduction to Theatre who score below 80% on their pre Introduction Performance assessment in September 2013 will increase their score to at least 80% on the Final Performance assessment by April 2014 and as measured by performances based on standard rubric categories, self- assessment and peer feedback. Reading During first semester, a sub- group of students identified in the lowest tier of the rubric through a pre- assessment will improve their ability to identify text- based evidence to evaluate predictions, inferences and opinions. Students will use supports such as differentiated text, a scaffold frame, an oral reader and use texts appropriate to their reading level. Students will improve at least one level in two of the three skills, as measured by a four- point rubric. Between October 2013 and January 2014, students will increase by at least one level of performance their ability to use textual evidence to support analysis of secondary and primary sources as measured by pre and post writing assessment using the common SA analysis rubric. Rubric is also used to provide ongoing feedback and Socratic sessions. Physical Since 8 th graders met 3 or less of the 5 fitness categories in October 2013 based on a classroom- based pre- assessment modeled from the Presidential Challenge, all students will increase their results to meet 4 or more fitness categories in a February 2014 post- assessment that I will compare to the Presidential and national scores set by the Presidential Challenge. This is an example of a student growth goal that might be set by a team. Keep in mind that the Between September 2013 and May 2014, students in all CTE classes will demonstrate improvement in the area of expository writing, by writing CTE content- specific article summaries and critiques. The baseline data will be students' first article summary critique in September Growth will be measured by an increase in total score of at least 1 level each semester based on the school s Expository Writing Rubric. This will be measured by at least 6 data points per year/3 per semester class, from September to May. During First Semester, 8 th grade students will improve their ability to identify text- based evidence to evaluate predictions, 12/5/2014 3

4 inferences, and opinions. The 8 th grade team will meet four times through the first semester to write common formative assessments, examine student work, monitor progress, and calibrate expectations. Progress along the goal will be determined through a pre- assessment, graphic organizers, student work, formative assessments, and a post- assessment. World Languages Social Studies Chemistry Mathematics- Integrated 2 HIGH SCHOOL EXAMPLES Students in my second semester Foods and Nutrition course who are identified as specific learning disabled and score level 1 or below on the week 1 pre- assessment for planning, preparing and the use of proper food preparation techniques will meet proficiency level 3 as measured by teacher observation, small group peer feedback, student portfolio and the summative performance based assessment during the last two weeks of the semester. My French 3 students, using the Interpersonal Communication Skills rubric (aligned with National World Language Standards) in September scored between 0 and 2 (on a 4 point rubric) on the baseline assessment. By May, each student will improve by at least one proficiency level based on the ICS rubric. Multiple measures will include weekly/monthly self- and teacher assessments on the ICS rubric. Between September 2014 and January 2015, all students in my 2 nd period World History class will improve their ability to comprehend, analyze and interpret complex historical documents and then connect them to a process of human interaction in history as indicated by a two- point increase on the 10- point district DBQ writing rubric. Interim measures will include three additional writing measures evaluated by peers, self, and teacher using the same rubric. During first Semester, students will be able to understand and apply chemical reactions, create and justify chemical models, and solve problems based on their models of atoms, molecules, and chemical reactions. Progress will be monitored against the PLC Scientific Models scale with students showing growth of at least 20% along those scales. Students will use a modeling project, labs, assignments, and PLC generated formative and summative assessments to demonstrate growth. By March 1, students will understand and explain the meaning of problems, analyze givens, constraints and goals of problems, apply a solution pathway by formulating plans and accurately 12/5/2014 4

5 Health and Fitness solve multi- step free response mathematical problems. Progress toward this goal will be evaluated against the two scales associated with CCSS Math Practices 1 and 4. Students in first semester fourth period Bodyworks class will understand, analyze and design a fitness plan that is appropriate for their body type, baseline fitness, and personal goals and monitor their own progress and success with this fitness plan. Students will increase growth on the Lifelong Fitness Planning by one level as demonstrated by completion of the plan (project), results of personal goals within the plan and formative & summative assessments. These are examples of student growth goals that might be set by a team. Keep in mind that the As writing is a school wide emphasis, students in our CTE courses will improve their ability to write an effective content- specific article critique, as measured by an increase of their scores on the four- point school- developed expository writing rubric, one level between the pre- assessment administered in late September, 2014, and the Post assessment administered in early May, Aligned interim assessments and teacher feedback will be given at least six times during the academic year. Between September, 2014 and April 2015, each student enrolled in an English class at Parker High School will increase at least one performance level in his/her ability to write using textual evidence to support interpretive claims in their essays, blogs and other performance tasks, as measured by the English Department's collaboratively designed five- point writing rubric, with assessments administered at multiple points during the course of the year. All students in CTE classes at Adams High School will increase their total score by at least six points as measured by a September 2014 pre- assessment and an April 2015 post- assessment using the Washington School District Argumentative Writing Rubric. Incremental monitoring will occur via student, peer, and instructor scoring of monthly quick writes. 12/5/2014 5