This ppt provides ideas for how TL can gather evidence for Teacher Quality Standards and also for student growth
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Calcon elementary watson evidence
1. It’s Elementary, My Dear Watson
Sharing Evidence of Your School Librarian Awesomeness!
October 1, 2014
2. Contact Information
Becky Russell
CDE School Lib./Dig. Lit.
Instructional Specialist
russell_b@cde.state.co.us
3. Contact Information
Dr. Laura Summers
Director of School Library,
Teacher Leadership, Online
Teaching, and EDU at UCD
laura.summers@ucdenver.edu
4. Outcomes
By the end of this session, I will:
•Know the difference between “Teacher Quality”
evidence and ‘Student Growth” evidence
•Have some beginning ideas for how to compile
different types of evidence.
•Have some insights on prioritizing aspects of my job
5. Question
Share a working definition of these 2 things:
Teacher Quality evidence
vs.
Student Growth Evidence
6. CDE Teacher Evaluation Rubric
Quality Standard 1
QUALITY STANDARD I
Teachers demonstrate mastery of and pedagogical
expertise in the content they teach. The elementary
teacher is an expert in literacy and mathematics and is
knowledgeable in all other content that he or she
teaches (e.g., science, social studies, arts, physical
education, or world languages). The secondary
teacher has knowledge of literacy and mathematics
and is an expert in his or her content endorsement
area(s).
7. Other 4 Quality Standards
QUALITY STANDARD II
Teachers establish a safe, inclusive and respectful learning environment
for a diverse population of students.
QUALITY STANDARD III
Teachers plan and deliver effective instruction and create an environment
that facilitates learning for their students
QUALITY STANDARD IV
Teachers reflect on their practice.
QUALITY STANDARD V
Teachers demonstrate leadership.
8. What evidence can you think of for
these “Teacher Quality” concepts?
I. Pedagogical Expertise
I. Respectful Learning Environment
I. High Quality Instruction/Environment
I. Reflect
I. Leadership
9. Other Evidence Ideas
for Teacher Quality
• Backwards Plan –
• Linked from Drive, Dropbox, etc.
• Contains ‘big picture’ outcomes, differentiation
strategies, assessment, etc.
• Self Reflection (pre/post)
• Observations that are uploaded and linked
• Video Clips
• Photos (think of what it’s capturing)
10. What evidence Ideas can you think
of for “Student Growth”?
Determine what you are measuring
•Writing
•Reading
•Math
•Other core areas
•Digital lit, info lit or 21st c. skills*
*(likely embedded with the core content you are co-teaching)
11. 21st C. Skills Measures
Formative Assessment Rubrics
Student Pre/Post Reflection
21st C. Skills Rubrics:
•Tools for Real-Time Assessment of Info. Lit. Skills (TRAILS)
•Adams 12 Digital Literacy Skills Rubric
•Google Community – “School Librarian Town Hall”
•Academy District 20 CO 21st c. Skills Assessment Rubrics
13. School Unified
Improvement Plan
Goal (UIP) Goal
Which all-school goal are you aligning with for your first goal? (If your school goals are not
easily available, how are you planning on finding out from your administrator what they are?)
The gap in writing achievement in the Proficient and Advanced categories between 3rd grade
boys and girls will decrease from 20 percentage points to 10. Last year’s test scores indicated
girls are scoring 20 percentage points higher than boys.
HESLP Target area
(which 1-2 areas
would you like to
improve upon and
WHY?)
Select a target area from the HESL “Evaluation Rubric” in which you would like to make
growth. We recommend targeting an area from the “Leadership” or “Instructional Expert”
areas of the HESLP rubric. After identifying which area (i.e., collaboration), write a brief
sentence or so explaining WHY you are targeting this area for growth.
I am focusing on HESLP target area #2 Collaboration and #4 instructional delivery strategies
(in targeting boys). Past collaboration activities with third grade teachers have been
inconsistent. I want to establish a yearlong collaboration and co-teaching plan that focuses
on writing in different content areas. I’m also targeting 3rd grade since this is their first year
of statewide testing exam.
My SMART goal
which is worded to
show alignment
between UIP and
HESL Target area
Based on your target area, write growth plan goal #1 here. How is this aligned with your
school’s goal?
•1st try - By March 2015, I will have collaboratively planned and taught a third grade science,
social studies, and math unit/lesson; these lessons will include a written element that
incorporates our building writing curriculum program.
•Better 2nd try after getting feedback/coaching- By March 2015, focusing on growth areas
indicated in the MAP test**, the 3rd grade teachers and I will have co-developed student
writing rubrics and e-portfolios for 3 writing units (that we will co-teach and co-assess in at
least 2 subject areas) that contains 3 of their pre unit and post unit writings.
14. Think, Pair Share
Using this growth plan, what Teacher Quality and
Student Growth Ideas can you brainstorm?
15. MEASURABLE
EVIDENCE of
Collaboration,
Leadership, and/or
instruction for
Teacher Quality
Standards
What measurable Teacher Quality evidence can you provide for your principal?
(Evidence of YOUR growth for your portfolio)
I will upload 3 collaboratively backward-planned units on google drive so that I can easily
link this evidence of professional growth with my principal and other stakeholders. These
plans will include differentiation strategies we used for targeting boys scores. I will share a
personal reflection of instructional delivery strategies that I tried as a discussion point with
my principal during evaluation. Lastly, I will upload and link student writing examples
(some pre-post writing), especially of boys’ writing.
MEASURABLE
EVIDENCE of
Student Growth
What measurable Student Growth evidence can you provide that shows how what you
taught or implemented resulted in student growth?
Formative Assessment - Review the Assessment rubrics of the 3 units to analyze student
growth from 1st unit to 3rd unit. Did growth occur by the end of the 3rd unit? Is their
writing showing more use of (descriptive writing)? We will ensure that our random
sampling of student assessment examines boy’s writing growth and that our student
sampling is reflective of our school’s demographics.
•We will include student reflection examples - Prior to unit 1, we will ask students write an
answer to the following prompt: “Look at the assessment rubric. What do you hope to
learn? At end of unit 3, we will ask student to write a reflection on “What did I learn about
descriptive writing throughout these 3 units?”
•In this same pre/post reflection time I will work with the 3rd gr. teachers to include 2-3
questions for student self-assessment on ability to create an e-portfolio.
•I will include the answer to the following when submitting formative evidence. “I worked
with ___ of boys around using more descriptive words in writing. Here are the results from
our 3 units.”
Summative measure - Using the MAP data , student achievement in descriptive writing will
be measured.
16. Re-Think our Job
Some aspects of our job are not reflected in the
teacher rubric (just like a principal or, instructional
coach)
1)Can you capture all of your job in your goals?
2) In thinking what is most important for high
teaching quality and student growth, what aspects of
our job might we reduce, replace of think differently?
17. Resources
CDE Teacher Evaluation Rubric
Highly Effective School Library Program
Rubric
Growth Plan Template
Sample Growth Plan Goal
TRAILS
Adams 12 Digital Literacy Skills
District 20 21st Century Skills Assessment Rubrics (Compilation)
21st C. Learning Objectives
(aligned with NETS, AASL, and P21)
Google Community – School Librarian Town Hall
18. Outcomes
By the end of this session, I will:
•Know the difference between “Teacher Quality” evidence
and ‘Student Growth” evidence
•Have some beginning ideas for how to compile different
types of evidence.
•Have some insights on prioritizing aspects of my job
19. Reflection/Evaluation
1) Share one thing you learned today
1) Share one or two things you wish you
learned or that you’d like to know more
about