COMPONENT 1: Student Achievement DIBELS Readingimages.pcmac.org/Uploads/OnawayArea/OnawayArea... · COMPONENT 1: Student Achievement DIBELS Reading Student achievement will be calculated

COMPONENT 1: Student Achievement

DIBELS Reading

Student achievement will be calculated by comparing initial benchmarking scores

from September to final benchmarking scores in May.

INEFFECTIVE (1)

<30% of studentsmaintained/improved

MINIMALLY EFFECTIVE (2)

30-49% of studentsmaintained/improved

EFFECTIVE (3)


HIGHLY EFFECTIVE (4)

>70% of studentsmaintained/improved

EasvCBM Math

Student achievement will be calculated by comparing initial benchmarking scores

from September to final benchmarking scores in May.

INEFFECTIVE (1)




EFFECTIVE (3)




MEAP Reading

INEFFECTIVE (1)


(or scored 1 or 2 ingrade 3)




EFFECTIVE (3)






MEAP Math

INEFFECTIVE (1)






EFFECTIVE (3)






**ITBS Alternative to be added at a later date

! Observation SummarySchool

Observer

jrade Level(s)

Date

of th-. Lesson

Evidence of TeachingDomain 1: Planning and Preparation

COSYOC.-•..„ _ L' satisfactory Basic

j DemonstratingK.nowl«.ii i ov

i Content andPedagogy

The teacher's plans and practicedisplay little knowledge of thecontent, prerequisite relation-ships between different aspectsof the content, or the instruc-tions; practices specific to thatdiscipline.

The teacher's plans and practicereflect some awareness of theimportant concepts in the disci-pline, prerequisite relationshipsbetween them, and instructionalpractices specific to that disci-pline.

Proficient

The teacher's plans and prac-tice reflect solid knowledge ofthe content, prerequisite rela-tionships between importantconcepts, and the instructionalpractices specific to that disci-pline.

Distinguished

The teacher's plans and practice jreflect extensive knowledge of jthe content and the struct'-: ~i !

of the discipline. The teacheractively builds on knowledge ofprerequisites and misconcep-tions when describing instruc-tion or seeking causes forstudent misunderstanding.

Evidence

ComDor.snt Unsatisfactory Basic Proficient Distinguished,

\bDemonstratingKnowicJ^c ofStudents

The teacher demonstrates littleor no knowledge of students'backgrounds, cultures, skills,language proficiency, interests,and special needs, and does notseek such understanding.

The teacher indicates theimportance of understandingstudents' backgrounds, cultures,skills, language proficiency,interests, and special needs, andattains this knowledge for theclass as a whole.

The teacher actively seeksknowledge of students' back-grounds, cultures, skills, lan-guage proficiency, interests,and special needs, and attainsthis knowledge for groups ofstudents.

The teacher actively seeksknowledge of students' back-grounds, cultures, skills, lan-guage proficiency, interests, r.:idspecial neec'v rom a variety ofsources, anc. attains this knowl-edge for individual students.

Evidence

J

Comoortent •Unsatisfactory Proficient Distingttished

Sc

SettingInstruetjcnOutcomes

instructional outcomes areunsuitable fcr students, repre-sent trivial cr low-level learning,or are stated only as activities.They do not permit viablemethods of assessment.

Instructional outcomes are ofmoderate rigor and are suitablefor some students, but consistof a combination of activitiesand goals, some of which per-mit viable methods of assess-ment. They reflect more thanone type of learning, but theteacher makes no attempt atcoordination or integration.

Instructional outcomes arestated as goals reflecting high-level learning and curriculumstandards. They are suitable formost students in the class, rep-resent different types of learn-ing, and can be assessed. Theoutcomes reflect opportunitiesfor coordination.

Instructional outcomes arestated as goals that can beassessed, reflecting rigorouslearning and curriculum stan-dards. They represent differenttypes of content, offer opportu-nities for both coordination andintegration, and take account ofthe needs of individual students.

Evidence

Corr.pcpent Unsatisfactory, Proficient' Distinguished

IdDemonstratingKnowledge ofResources

The teacher demonstrates littleor no famiiiarity with resourcesto enhance own knowledge, touse in teaching, or for studentswho need them. The teacherdoss not saek such knowledge.

The teacher demonstratessome familiarity with resourcesavailable through the schoolor district to enhance ownknowledge, to use in teaching,or for students who need them.The teacher does not seek toextend such knowledge.

The teacher is fully aware ofthe resources available throughthe school or district toenhance own knowledge, to usein teaching, or for students whoneed them.

The teacher seeks outresources in and beyond theschool or district in profes-sional organizations, on theInternet, and in the communityto enhance own knowledge,to use in teaching, and for stu-dents who need them.

Evidence

© 2008 ASCD. Ail rights reserved. (continued)

Component

Ceheran*;srsstrtcCXzon-

i

;

i 'Evidence

CornsiV ' i.at"

SfCesig. ":- •Siu ""c.Asst-,,:. _ :s

Evidence

i

Unsatisfactory

The series of learning experi-r,nces is poorly aligned withthe instructional outcomes anddoes not represent a coherentstructure. The experiences aresutebie 'for only some students.

Unsatisfactory

The teacher's plan for assessingstudent learning contains noclear criteria or standards, ispoorly aligned with the instruc-tional outcomes, or is inap-propriate for many students.The results of assessment haveminima! impact on the design offuture instruction.

Basic

The series of learning experi-ences demonstrates partialalignment with instructionaloutcomes, some of which arelikely to engage students in sig-nificant learning. The lesson orunit has a recognizable struc-ture and reflects partial knowl-edge of students and resources.

' ' , ' " " " Basic , . " . -

The teacher's plan for stu-dent assessment is partiallyaligned with the instructionaloutcomes, without clear cri-teria, and inappropriate forat least some students. Theteacher intends to use assess-ment results to plan for futureinstruction for the class as awhole.

Proficient

The teacher coordinates knowl-edge of content, students, andresources to design a series oflearning experiences alignedto instructional outcomes andsuitable to groups of students.The lesson or unit has a clearstructure and is likely to engagestudents in significant learning.

. • Proficient •

The teacher's plan for studentassessment is aligned with theinstructional outcomes, usesclear criteria, and is appropri-ate for the needs of students.The teacher intends to useassessment results to plan forfuture instruction for groups ofstudents.

• Distinguished

The teacher coordinates knowl-edge of content, students, andresources to design a series oflearning experiences alignedto instructional outcomes, dif-ferentiated where appropriateto make them suitable for alistudents and likely to engagethem in significant learning.The lesson or unit's structursis clear and allows for differentpathways according to studentneeds.

Distinguished

The teacher's plan for studentassessment is fully aligned withthe instructional outcomes.with clear criteria and standardsthat show evidence of studentcontribution to their develop-ment. Assessment methodolo-gies may have been adaptedfor individuals, and the teacherintends to use assessmentresults to plan future instruc-tion for individual students.

Domain 1: Planning and Preparation Rating: U B P D(Rating is optional; if used, transfer rating to Form M: Summary of Observations and Artifacts.)

/,-a Classroorr- Hnvsronment

;-.:(. ent Unsatisfactory Basic Proficient" Distinguished

^ rj vs ro r§of Res: ci and

Clas^com interactions, bothbetween the teacher and stu-dents and among students,are negative, inappropriate, orinsensitive to students' cuitura!backgrounds, and character-ized by sarcasm, put-downs, orconflict.

Classroom interactions, bothbetween the teacher and stu-dents and among students,are genera!!/ appropriate andfree from conflict, but may becharacterized by occasionaldisplays of insensitivity or iackof responsiveness to culturalor developmental differencesamong students.

Classroom interactions, bothbetween teacher and studentsand among students, are politsand respectful, reflecting gen-eral warmth and caring, andare appropriate to the culturaland developmental differencesamong groups of students.

Classroom interactions amongthe teacher and individualstudents are highly respect-ful, reflecting genuine warmthand caring and sensitivity tostudents' cultures and !ev£<s ofdevelopment. Students them-selves ensure high levels of civil-ity among members of tha class.

tvitiencs

Unsatisfactory Basic Proficient Distinguished

The classroom environmentconveys a negative culture for!ea"nin,-', characterized bv !owteacher commitment to thesubject, low expectations forstudent achievement, and littleor re student pride in work.

The teacher's attempts to cre-ate a culture for learning arepartially successful, with littleteacher commitment to thesubject, modest expectationsfor student achievement, andlittle student pride in work.Both teacher and studentsappear to b? only "goingthrough the motions."

The classroom culture is char-acterized by high expectationsfor most students and genuinecommitment to the subject byboth teacher and students, withstudents demonstrating pride intheir work.

High levels of student energyand tsschsr passion for thssubjec'. create a culture rcrlearning in which everyonsshares a belief in the impor-tance of the subject an.-! ?.!: "tu-dents hold themselves to highstandards of performance—;crexample, by initiating improve-ments to their work.

'm G — Continued

Component: Unsatisfactory '. •:' V- •'Proficient Distinguished

2cManagingClassroomProcedures

Much instructional time is lostbecause of inefficient classroomroutines and procedures fortransitions, handling of supplies,and performance of noninstruc-tionai duties.

Some instructional time is lostbecause classroom routinesand procedures for transitions,handling of supplies, and per-formance of noninstructionalduties are only partially effec-tive.

Little instructional time is lostbecause of classroom routinesand procedures for transitions,handling of supplies, and per-formance of noninstructionalduties, which occur smoothly.

Students contribute to theseamless operation of class-room routines and proceduresfor transitions, handling of sup-plies, and performance of non-instructional duties.

Evidence

Unsatisfactory- , Proficient Distinguished

2dManagingStudentBehavior

There is no evidence that stan-dards of conduct have beenestablished, and little or noteacher monitoring of studentbehavior. Response to studentmisbehavior is repressive ordisrespectful of student dignity.

It appears that the teacher hasmade an effort to establishstandards of conduct for stu-dents. The teacher tries, withuneven results, to monitor stu-dent behavior and respond tostudent misbehavior.

Standards of conduct appearto be clear to students, andthe teacher monitors studentbehavior against those stan-dards. The teacher responseto student misbehavior isappropriate and respects thestudents' dignity.

Standards of conduct are clear,with evidence of student par-ticipation in setting them. Theteacher's monitoring of studentbehavior is subtle and preven-tive, and the teacher's responseto student misbehavior is sensi-tive to individual student needs.Students take an active role Inmonitoring the standards ofbehavior.

Evidence

Unsatisfactory . Basic Proficient Distinguished

The physical environment is

unsafe, or some students don'thave access to learning. Thereis pc^r alignment between thephysical arrangement and thelesson activities.

The classroom is safe, and

essential learning is accessibleto most students; the teacher'suse of physical resources,including computer technology,is moderately effective. Theteacher may attempt to modifythe physical arrangement to suitlearning activities, with partialsuccess.

The classroom is safe, and

learning is accessible to allstudents; the teacher ensuresthat the physical arrangementis appropriate for the learn-ing activities. The teachermakes effective use of physicalresources, including computertechnology.

The classroom is safe, and the

physical environment ensuresthe learning of ail students,including those with specialneeds. Students contributeto the use or adaptation ofthe physical environment tcadvance learning. Technology isused skillfully, as appropriate tothe lesson.

Evidence

Domain 2: The Classroom Environment Rating U B P D(Bating is optional; if used, transfer rating to Form M: Summary of Observations and Artifacts.)

(continued)

rorr."; -J-- ContinuedDomain 3: instruction

Corrr-

Unsatisfactory Basic

Expectations for learning,Ji.••actions and procedures,and explanations of contentare unclear or confusing tostudents. The teacher's use oflanguage contains errors or isinappropriate for students' cul-tures or ievels of development.

Expectations for learning,directions and procedures, andexplanations of content areclarified after initial confusion;the teacher's use of languageis correct but may not becompletely appropriate forstudents' cultures or levels ofdevelopment.

?• roficient

Expectations for learning,directions and procedures,and explanations of con-tent are clear to students.Communications are appropri-ate for students' cultures andlevels of development.

Distinguished

Expectations for learning,directions and procedure:, ::ndexplanations of content z\'•;clear to students. The teach-er's oral and written communi-cation is dear and expressive,appropriate to students'cultures and ievels of develop-ment, and anticipates possib'estudent misconceptions.

Unsatisfactory Basic

Using Questioningand Discussion

Evidence

i ns teacner s questions arelow-level or inappropriate,e!icitir.g limited student partici-psu-on, and recitation ratherthan discussion.

Some of the teacher's ques-tions eiicit a thoughtfulresponse, but most are low-level, posed in rapid succes-sion. The teacher's attemptsto engage all students in thediscussion are only partiallysuccessful.

Proficient

Most of tha tsscher's ques-tions eiicit a thoughtfulresponse, and the teacherallows sufficient time for stu-dents to answer. All studentsparticipate in the discussion,with the teacher stepping asidewhen appropriate.

Distinguished

Questions reflect high ? -.po-tations and are culturally .•::•developmental!/ apprcp;v:;:;;Students formulate many ofthe high-level questions andensure th?t all voices are-heard.

CC,'"S£C ISi-t

3cEngaging Students:n Learning

Unsatisfactory fc - ,/ *- x

Activities and assignments,materials, and groupings ofstudents are inappropriate forthe instructional outcomes orstudents' cultures or levels ofunderstanding, resulting in littleintellectual engagement. Thelesson has no structure or ispoorly paced.

'<t ' " , / ?/'Baist$f '*; ;' -f/ "' , '

Activities and assignments,

materials, and groupings of stu-dents are partially appropriatefor the instructional outcomesor students' cultures or levelsof understanding, resulting inmoderate intellectual engage-ment. The lesson has a rec-ognizable structure but is notfully maintained.

Proficient

Activities and assignments,materials, and groupings of stu-dents are fully appropriate forthe instructional outcomes andstudents' cultures and levels ofunderstanding. Ail students areengaged in work of a high levelof rigor. The lesson's structureis coherent, with appropriatepace.

'• / " ;. Distinguished '

Students, throughout the les-son, are highly intellectuallyengaged in significant learningand make material contribu-tions to the activities, studentgroupings, and materials. Thalesson is adapted as needed tothe needs of individuals, andthe structure and pacing aliowfor student reflection andclosure.

Evidence

Compapent

?dUsing

i Mssessrrssrii jninstructors

i

i

Unsatisfactory •,' * •' .>>'

Assessment is not used ininstruction, either throughmonitoring of progress by theteacher or students, or feed-back to students. Students arenot aware of the assessmentcriteria jsed to evaluate theirwork.

",,v , "•>, _ ; BjuucC^ r •

Assessment is occasionallyused in instruction, throughsome monitoring of progressof learning by the teacher and/or students. Feedback to stu-dents is uneven, and studentsare aware of only some of theassessment criteria used toevaluate their work.

>' . Proficient

Assessment is regularly used ininstruction, through self-assess-ment by students, monitoringof progress of learning by theteacher and/or students, andhigh-quality feedback to stu-dents. Students are fully awareof the assessment criteria usedto evaluate their work.

?','-,' '. '"Distinguished

Assessment is used in a sophis-ticated manner in instruction,through student involvementin establishing the assessmentcriteria, self-assessment bystudents, monitoring of prog-ress by both students and theteacher, and high-quality feed-back to students from a varietyof sources.

Evidencej

2008 ASCD. All rights reserved. (continued)

ontinued

Co; „.&>- s-ii Unsatisfactory Basic Proficient Distinguished

Flexibility ^ndResponsiveness

The teacher adheres to theinsr-uction plan, even whena change would improve thelesson or address students'lack of interest. The teacherbrushes aside student ques-tions; when students experi-ence difficulty, the teacher"r'r-r;^ the students cr theirhome environment.

The teacher attempts to mod-ify the lesson when needed andto respond to student ques-tions, with moderate success.The teacher accepts responsi-bility for student success buthas only a limited repertoire ofstrategies to draw upon.

The teacher promotes the suc-cessful learning of ai! students,making adjustments as neededto instruction plans and accom-modating student questions,needs, and interests.

The teacher seizes an oppor-tunity to enhance learning,building on a spontaneousevent or student interests. Thateacher ensures the success ofail students, using an extensiverepertoire of instructions!strategies.

3: l.-.struction Rating U B P D\ating is optionai; if used, transfer rating to Form M: Summary cf Observations and /Art/facts.)

-r-fessiona! Responsibilities1 •

Compc? ~nt

4b

,AS, „',*•: .. •_.

r;ccc - ~ "-•

Notes:

^or.'.p-u ^s/c

-:^c

vlih .--j-;'.': .ies

Unsatisfactory . "

The teacher's systems formaintaining both instructionaland r^niiistructional recordsare either nonexistent or indisarray, resulting in errors andconfusion.

Unsatisfactory

The tsachar's communica-tion with families about theins*""v:':iona! program or aboutii'iJiv. : ;! students is sporadicor c_i^. aily inappropriate. Theteacher makes no attempt toer.gar? families in the instruc-tional program.

Basic

The teacher's systems for main-taining both instructional andnoninstructiona! records arerudimentary and only partiallyeffective.

- .. . . Basic

The teacher adheres to schoolprocedures for communicatingwith families and makes modestattempts to engage families inthe instructional program. Butcommunications are not alwaysappropriate to the cultures ofthose families.

Proficient ' •

The teacher's systems for main-taining both instructional andnoninstructiona! records areaccurate, efficient, and effective.

proficient

The teacher communicatesfrequently with families andsuccessfully engages them inthe instructional program.Information to families aboutindividual students is conveyedin a culturally appropriatemanner.

D«r*-;tt£uished {

The teache-'s systems for >~*>h~ !taining both Instructional an-: '•noninstructlonal records areaccurate, efficient, and effective,and students contribute to itsmaintenance. j

1

• ' . - ' . " -.Distinguished j

The teacher's communicat'oriwith families is frequent andsensitive to cultural tradition?;students participate in thecommunication. The teachersuccessfully engages famiiie.t inthe instructional program, asappropriate.

U nsatisfacto ry Basic

4d The teacher avoids participat-ing in a professional communityor in school and district eventsand projects; relationships withcolleagues are negative or self-serving.

The teacher becomes involvedin the professional commu-nity and in school and districtevents and projects when spe-cifically asked; relationships withcolleagues are cordial.

Proficient Distinguished

The teacher participates active!;in the professional commu-nity and in school and districtevents and projects, and main-tains positive and productiverelationships with colleagues.

The teacher makes a subr:;v .!;contribution to the profession;community and to schoo' anddistrict events and projects,and assume- ?. leadership rclsamong the faculty.

orm

Cor^pGiieit

4e«s*owsr^ ~"!.CiDevelopingProfessioriEJsy

Motes:

Component

4fShowing

1 Profes5:o;vr.3i:3jrnli

Notes:

Uasatisifa|tory? t • <•>

The teacher does not partici-pate :n professional develop-ment acth'ities and makes noeffort to share knowledgewith colleagues. The teacheris rssistant to feedback fromsupervisor's or colleagues.

.Unsatisfactory- * <: - . i-

The teacher has little sense ofethics and professionalism andcontributes to practices thatare self-serving or harmful tostudents. The teacher fails toconp'y with school and districtregulations and time lines.

^i -'", ,* %J >The teacher participates inprofessional development activ-ities that are convenient or arerequired, and makes limitedcontributions to the profes-sion. The teacher accepts, withsome reluctance, feedback fromsupervisors and colleagues.

'kV > i , " ' r Basic JC^\* „

The teacher is honest and wellintentioned in serving studentsand contributing to decisionsin the school, but the teacher'sattempts to serve studentsare limited. The teacher com-plies minimally with school anddistrict regulations, doing justenough to get by.

,. :" Proficient-

The teacher seeks out oppor-tunities for professionaldevelopment based on an indi-vidual assessment of need andactively shares expertise withothers. The teacher welcomesfeedback from supervisors andcolleagues.

Proficient-

The teacher displays a highlevel of ethics and profes-sionalism in dealings with bothStudents and colleagues andcomplies fully and voluntarilywith school and district regula-tions.

'££", Distinguished

The teacher actively pursuesprofessional developmentopportunities and initiatesactivities to contribute to t!i =profession. In addition, theteacher seeks feedback fromsupervisors and colleagues.

•?&,*;i; • Distinguished

The teacher is proactive andassumes a leadership role inmaking sure that school prac-tices and procedures ensurethat a!l students, particularlythose traditionally under-served, are honored in theschool. The teacher displaysthe highest standards of ethicaiconduct and takes a leadershiprole in seeing that colleaguescomply with school and districtregulations.

ummary of Domain 4: Professional Responsibiiities

Domain 4: Professional Responsibilities Rating: _ U _ B _ P _ D(Rating is optional; if used, transfer rating to Form M: Summary of Observations and Artifacts.)

© 2008 ASCD. All rights reserved.

PERSONAL REFLECTION

Teacher: Year:

To what extent did you achieve your goal?

Did you find it necessary to modify your goal once you learned more? In what way(s)?

Which activities in your plan did you find most useful? Did you do some activities that

you had not initially planned?

In what ways were your colleagues helpful to you in working toward your goal?

Do you intend to continue working on this goal next year? Why or wht not?

Teacher: School Year:

EVALUATION SUMMARY

(25%) COMPONENT 1: Student Achievement

INEFFECTIVE

1


MINIMALLY EFFECTIVE

2


EFFECTIVE

3


HIGHLY EFFECTIVE

4


Points earned

Points poss.

(75%) COMPONENT 2: Professional Practice

INEFFECTIVE1

<30% of possible rubricpoints earned

MINIMALLY EFFECTIVE

2

30-49% of possiblerubric points earned

EFFECTIVE

3

50-70% of possiblerubric points earned

HIGHLY EFFECTIVE4

>70% of possible rubricpoints earned

Points earned

Points poss.

CUMULATIVE EVALUATION SUMMARY:

INEFFECTIVE

<30% of possiblepoints earned

MINIMALLY EFFECTIVE

30-49% of possiblepoints earned

EFFECTIVE

50-70% of possiblepoints earned

HIGHLY EFFECTIVE

>70% of possiblepoints earned

Total points earned

Total points poss.

Teacher:

INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN

Year:

Based on your self-assessment, and any school or district initiatives, what goal have you

identified? What is an area of knowledge or skill that you would like to strengthen?

What would success on this goal look like? How will you know when you have achieved

it? What would count as evidence of success?

Describe the activities you will do to work toward your goal, and their time lines.

ACTIVITIES TIMELINE

What resources will you need to better achieve your goal?

Date Event Purpose/Topic Covered

Documents

COMPONENT 1: Student Achievement DIBELS Readingimages.pcmac.org/Uploads/OnawayArea/OnawayArea... · COMPONENT 1: Student Achievement DIBELS Reading Student achievement will be calculated