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Learning Observation Instrument
Handbook | 2012-2013
September 2012
Professional Responsibilities
Learning Community
Learner Engagement
Content
Instructional Strategies
Formative Assessment
Table of Contents
The Learning Observation Instrument ............................. Page 1 - 4
The Observation Cycle ................................................ Page 5 & 6
Appendix: Related Documents ...................................... Page 7
The Rewarding Excellence in Instruction and Leadership (REIL) is an initiative of the Maricopa County Education Service Agency (MCESA)
The Learning Observation Instrument (LOI)
The REIL Learning Observation Instrument (LOI) is the result of a collaborative effort to create a cross-district teacher observation tool to be used as part of a performance-based evaluation system. It is a research-based instrument designed to define effective teaching practices, encourage dialogue about instruction, and support differentiated areas for professional growth. The LOI meets the requirements for Arizona’s recent legislation regarding the evaluation process and implementation of a high quality teacher observation instrument. Using the LOI, your assigned evaluator(s) will conduct scheduled observation cycles and provide rubric-based scores five times over the course of the school year.
The LOI is composed of six rubrics which contain specific elements and descriptors. The initial five rubrics are implemented and scored across districts and comprise the observation portion of the REIL score. These rubrics are: Content, Formative Assessment, Instructional Strategies, Learner Engagement, and Learning Community. The sixth rubric, Professional Responsibilities, is scored at the discretion of each district.
Each rubric contains elements specific to identified areas of instructional practice. There are a total of twenty elements scored during one of the three process stages of the observation cycle: pre-conference, observation, and post-conference.
Page 1
Professional Responsibilities
Learning Community
Learner Engagement
Content
Instructional Strategies
Formative Assessment
Structure of the Learning Observation Instrument
A. The highlighted gray bar near the top identifies the rubric and cites the InTASC standards. Directly below the gray bar is the “purpose statement” for the rubric.
B. Below the purpose statement you will see a color-coded bar. This bar lists the differentiated performance levels, 0-5. Level 3 represents a “proficient” rating.
C. At the top of the column on the left hand side of the page is the word “element.” Each rubric contains several elements. For example, the Formative Assessment Rubric contains the following elements: Real Time Assessment, Student Progress and Correct Level of Difficulty.
D. Each element is defined by descriptors, which describe teacher and student actions.
E. The last component is the setting. In the left hand column, each element connects to a trio of vertical bars titled Pre-Conference, Observation, and Post-Conference. These vertical bars indicate the process stage(s) during the observation cycle in which each element is scored.
C
Page 2
A
B
A
D
E
D
B
E
C
Observation Settings
The shaded areas in each rubric reflect the process stage during which each element is scored, also referred to as the setting. For example, in the Content rubric, the task analysis element is scored in both the pre-conference and classroom observation settings, whereas conceptual understanding and connections to content are only scored in the classroom observation setting.
Page 3
ContentPre Obs Post Conceptual Understanding
Pre Obs Post Task Analysis
Pre Obs Post Connections to Content
Pre Obs Post Content Accessibility
Formative AssessmentFormative AssessmentPre Obs Post Real-Time Assessment
Pre Obs Post Student Progress
Pre Obs Post Correct level of Difficulty
Instructional StrategiesInstructional StrategiesPre Obs Post Teacher Role
Pre Obs Post Instructional Approach
Pre Obs Post Practice/Aligned Activity
Pre Obs Post Feedback
Pre Obs Post Monitor and Adjust
Pre Obs Post Analysis of Instruction
Performance Levels
The Learning Observation Instrument contains six performance levels (0-5) that serve to differentiate instructional effectiveness. Level 3 is considered to be proficient. The triple line is used as a visual indicator to signal the relationship that exists between levels 3, 4, and 5. In order to receive a “4” for a specific element, a teacher has to demonstrate all of the descriptor language included in level 3 as well as level 4. In order to receive a “5” for a specific element, a teacher has to demonstrate all of the descriptor language included in levels 3 and 4, as well as level 5.
The Learner Engagement RubricThe Learner Engagement RubricPre Obs Post Student-to-Student Interaction
Pre Obs Post Teacher-to-Student Interaction
Pre Obs Post Authentic Engagement
Pre Obs Post Critical Thinking
The Learning Community RubricThe Learning Community RubricPre Obs Post Routines and Procedures
Pre Obs Post Responsibility for Learning
Pre Obs Post Monitoring and Responding to Student Behavior
Pre Obs Post Relationships
Page 4
5 4 2
Educator Goal Plans
Teachers will receive targeted support via an individualized educator goal plan (EGP) that is aligned to the school’s year-long professional development plan and to specific individual needs derived from teacher evaluation data (observation scores and student academic progress).
These plans, which will be reviewed annually by the building-level administrator, will be in place beginning in SY 2013-14. Building-level administrators will collaborate with their teachers to develop school- and team-level goals and
professional development action plans. The educator goal will have two parts: (1) a student achievement goal in an identified content, and (2) a measurable goal for improved instruction as measured by Learning Observation Instrument element scores.
Performance Improvement Plans
A teacher that needs additional support (as defined by the district and state statute) will be placed on a performance improvement plan. Please refer to your district-specific policy for additional information about the performance improvement plan process.
Page 5
The Observation Cycle
Cycle Overview
The observation cycle (pre-conference, observation, and post-conference) is an opportunity for teachers and evaluators to have on-going communication regarding instruction five times over the course of the school year. All cycles collectively contribute to the final REIL score.
Pre-Conference
The purpose of the pre-conference is to create a setting in which the teacher articulates the plans and rationale for the upcoming lesson that will be observed by the evaluator, including lesson objectives and expected outcomes. This discussion allows the evaluator to determine how effectively the teacher plans for task-analysis, content accessibility, real-time assessment, and correct level of difficulty. During the pre-conference, the evaluator might script the conversation and ask clarifying questions. The evaluator might also provide feedback regarding the upcoming lesson.
Page 6
The Learning Observation
Cycle
Pre-Conference
Observation
Post-
Conference
Observation
The observation is an opportunity for the teacher to present a complete lesson as discussed in the pre-conference. The evaluator will observe the lesson within three school days of the pre-conference. During the observation, the evaluator will script the lesson as well as students’ responses and actions. The lesson will be scored on the 16 observation elements of the LOI.
Post-Conference
The purpose of the post-conference (30-40 minutes) is to create a setting in which the teacher analyzes the lesson, demonstrates attributes that indicate scores on the post-conference elements, receive a reinforcement and refinement, and review observation and post-conference element scores.The evaluator may ask questions for clarification, review any data and artifacts that are presented, and script the discussion. The evaluator will score two post-conference elements: student progress and analysis of instruction. Additionally, the evaluator will offer a reinforcement and refinement from the observation and discuss other areas of the LOI as needed.
Scheduling Guidelines
Page 7
Pre-Conference 20-30 minutes 1-3 school days before observation
Observation One complete lesson
Post-Conference 30-40 minutes 1-5 school days after observation
Appendix
Related Documents
The Learning Observation Instrument At A Glance ................... Appendix A
Teacher Pre-Conference Form ............................................... Appendix B
Teacher Post-Conference Form ............................................. Appendix C
Page 8
Appendix AThe Learning Observation Instrument At A Glance
The Content RubricThe Content RubricThe Content rubric is designed to support
teacher understanding and implementation of effective learning experiences that make
content accessible and meaningful for learners to assure mastery of the content. These
experiences are facilitated through teacher understanding of how to connect concepts and use differing perspectives to engage learners
collaborative problem solving related to
The Content rubric is designed to support teacher understanding and implementation of
effective learning experiences that make content accessible and meaningful for learners
to assure mastery of the content. These experiences are facilitated through teacher
understanding of how to connect concepts and use differing perspectives to engage learners
in critical thinking, creativity, and collaborative problem solving related to
authentic local and global issues.
The Content rubric is designed to support teacher understanding and implementation of
effective learning experiences that make content accessible and meaningful for learners
to assure mastery of the content. These experiences are facilitated through teacher
understanding of how to connect concepts and use differing perspectives to engage learners
in critical thinking, creativity, and collaborative problem solving related to
authentic local and global issues.
The Content rubric is designed to support teacher understanding and implementation of
effective learning experiences that make content accessible and meaningful for learners
to assure mastery of the content. These experiences are facilitated through teacher
understanding of how to connect concepts and use differing perspectives to engage learners
in critical thinking, creativity, and collaborative problem solving related to
authentic local and global issues.
Pre Obs Post Conceptual Understanding
Pre Obs Post Task Analysis
Pre Obs Post Connections to Content
Pre Obs Post Content Accessibility
The REIL Learning Observation Instrument
At A Glance
The Formative Assessment RubricThe Formative Assessment RubricThe Formative Assessment RubricThe Formative Assessment rubric is designed
to support teacher understanding and implementation of real
of- lesson) assessment as a strategy to monitor learner progress and to guide ongoing
planning and instruction. Effective teachers use real
standardslearners in demonstrating knowledge and
skills. In addition, the effective teacher articulates & documents progress that learners have made in relation to the observed lesson
The Formative Assessment rubric is designed to support teacher understanding and
implementation of real- lesson) assessment as a strategy to monitor
learner progress and to guide ongoing planning and instruction. Effective teachers use real-
correct level of difficulty, aligned to standards-learners in demonstrating knowledge and
skills. In addition, the effective teacher articulates & documents progress that learners have made in relation to the observed lesson
The Formative Assessment rubric is designed to support teacher understanding and
implementation of reallesson) assessment as a strategy to monitor learner progress and to guide ongoing
planning and instruction. Effective teachers use real-time assessments that are at the
correct level of difficulty, aligned to standards-based objectives, and engage learners in demonstrating knowledge and
skills. In addition, the effective teacher articulates & documents progress that learners have made in relation to the observed lesson
The Formative Assessment rubric is designed to support teacher understanding and
implementation of real-time (during & end-lesson) assessment as a strategy to monitor learner progress and to guide ongoing
planning and instruction. Effective teachers time assessments that are at the
correct level of difficulty, aligned to based objectives, and engage
learners in demonstrating knowledge and skills. In addition, the effective teacher
articulates & documents progress that learners have made in relation to the observed lesson
objective.
Pre Obs Post Real-Time Assessment
Pre Obs Post Student Progress
Pre Obs Post Correct level of Difficulty
The Instructional Strategies RubricThe Instructional Strategies RubricThe Instructional Strategies RubricThe Instructional Strategies rubric is focused
on specific instructional strategies that teachers utilize to ensure learners develop
deep understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways. The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience)
in relation to the content and purposes of instruction and the needs of learners.
The Instructional Strategies rubric is focused on specific instructional strategies that
teachers utilize to ensure learners develop deep understanding of content areas and their
connections, and to build skills to apply knowledge in meaningful ways. The teacher
varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience)
in relation to the content and purposes of instruction and the needs of learners.
The Instructional Strategies rubric is focused on specific instructional strategies that
teachers utilize to ensure learners develop deep understanding of content areas and their
connections, and to build skills to apply knowledge in meaningful ways. The teacher
varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience)
in relation to the content and purposes of instruction and the needs of learners.
The Instructional Strategies rubric is focused on specific instructional strategies that
teachers utilize to ensure learners develop deep understanding of content areas and their
connections, and to build skills to apply knowledge in meaningful ways. The teacher
varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience)
in relation to the content and purposes of instruction and the needs of learners.
Pre Obs Post Teacher Role
Pre Obs Post Instructional Approach
Pre Obs Post Practice/Aligned Activity
Pre Obs Post Feedback
Pre Obs Post Monitor and Adjust
Pre Obs Post Analysis of Instruction
The Learning Observation
Cycle
Pre-Conference
Observation
Post-Conference
The Learner Engagement RubricThe Learner Engagement RubricThe Learner Engagement RubricThe Learner Engagement rubric is designed to
support teachers with establishment of classroom environments that support authentic engagement in learning. The effective teacher
understands the relationship between motivation and engagement and knows how to design learning experiences using strategies
collaborates with learners to develop shared values and expectations for rigorous academic
discussions, and individual and group responsibility for quality work. Engagement is
both studentstudent, and is grounded in development of
critical thinking skills focused on content specific process skills. This facilitates
authentic engagement where students are not just compliant, but can see a connection
between the assigned task and the results/outcomes, and that there is clear meaning and
The Learner Engagement rubric is designed to support teachers with establishment of
classroom environments that support authentic engagement in learning. The effective teacher
understands the relationship between motivation and engagement and knows how to design learning experiences using strategies
that build learner selfownership of learning. The teacher
collaborates with learners to develop shared values and expectations for rigorous academic
discussions, and individual and group responsibility for quality work. Engagement is
both studentstudent, and is grounded in development of
critical thinking skills focused on content specific process skills. This facilitates
authentic engagement where students are not just compliant, but can see a connection
between the assigned task and the results/outcomes, and that there is clear meaning and
The Learner Engagement rubric is designed to support teachers with establishment of
classroom environments that support authentic engagement in learning. The effective teacher
understands the relationship between motivation and engagement and knows how to design learning experiences using strategies
that build learner selfownership of learning. The teacher
collaborates with learners to develop shared values and expectations for rigorous academic
discussions, and individual and group responsibility for quality work. Engagement is
both student-to-student, and is grounded in development of
critical thinking skills focused on content specific process skills. This facilitates
authentic engagement where students are not just compliant, but can see a connection
between the assigned task and the results/outcomes, and that there is clear meaning and
personal relevance.
The Learner Engagement rubric is designed to support teachers with establishment of
classroom environments that support authentic engagement in learning. The effective teacher
understands the relationship between motivation and engagement and knows how to design learning experiences using strategies
that build learner self-direction and ownership of learning. The teacher
collaborates with learners to develop shared values and expectations for rigorous academic
discussions, and individual and group responsibility for quality work. Engagement is
both student-to-student and teacher-to-student, and is grounded in development of
critical thinking skills focused on content specific process skills. This facilitates
authentic engagement where students are not just compliant, but can see a connection
between the assigned task and the results/outcomes, and that there is clear meaning and
personal relevance.
Pre Obs Post Student-to-Student Interaction
Pre Obs Post Teacher-to-Student Interaction
Pre Obs Post Authentic Engagement
Pre Obs Post Critical Thinking
The Learning Community RubricThe Learning Community RubricThe Learning Community RubricThe Learning Community rubric is designed to
support teachers with establishment of a classroom learning environment that supports
individual and collaborative learning, and that encourages positive social interaction, active engagement in learning, and selfmotivation. The learning environment must
motivate student learning through establishing interest, providing choices, making relevant
connections, building understanding, assessing learning outcomes, developing close teacher
sense of belonging between and among learners. The teacher collaborates with learners to develop shared values and expectations for respectful interactions,
rigorous academic discussions, and individual and group responsibility for quality work.
The Learning Community rubric is designed to support teachers with establishment of a
classroom learning environment that supports individual and collaborative learning, and that encourages positive social interaction, active engagement in learning, and selfmotivation. The learning environment must
motivate student learning through establishing interest, providing choices, making relevant
connections, building understanding, assessing learning outcomes, developing close teacher- learner relationships, and creating a
sense of belonging between and among learners. The teacher collaborates with learners to develop shared values and expectations for respectful interactions,
rigorous academic discussions, and individual and group responsibility for quality work.
The Learning Community rubric is designed to support teachers with establishment of a
classroom learning environment that supports individual and collaborative learning, and that encourages positive social interaction, active engagement in learning, and selfmotivation. The learning environment must
motivate student learning through establishing interest, providing choices, making relevant
connections, building understanding, assessing learning outcomes, developing close
- learner relationships, and creating a sense of belonging between and among learners. The teacher collaborates with learners to develop shared values and expectations for respectful interactions,
rigorous academic discussions, and individual and group responsibility for quality work.
The Learning Community rubric is designed to support teachers with establishment of a
classroom learning environment that supports individual and collaborative learning, and that encourages positive social interaction, active engagement in learning, and self-motivation. The learning environment must
motivate student learning through establishing interest, providing choices, making relevant
connections, building understanding, assessing learning outcomes, developing close
learner relationships, and creating a sense of belonging between and among learners. The teacher collaborates with learners to develop shared values and expectations for respectful interactions,
rigorous academic discussions, and individual and group responsibility for quality work.
Pre Obs Post Routines and Procedures
Pre Obs Post Responsibility for Learning
Pre Obs Post Monitoring and Responding to Student Behavior
Pre Obs Post Relationships
The Professional Responsibilities RubricThe Professional Responsibilities rubric is designed to identify appropriate professional
responsibilities in the context of the other rubrics embedded in the Learning Observation Instrument. The effective teacher engages in ongoing professional learning and uses evidence to continually
evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each
learner. The effective teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Engagement in Meaningful and Appropriate Professional Learning Opportunities
Collaboration with Colleagues
Engagement with Families
Leadership
Appendix BTeacher Pre-Conference Forms
1 Teacher P
re-C
onfe
rence N
otes
Date:
_______________________
T
eacher N
am
e:
________________________________________
Evalu
ator N
am
e:
________________________________
Content –
Task A
naly
sis
How
have y
ou t
ask
analy
zed a
nd s
eq
uence
d t
he l
ess
on o
bje
ctiv
e?
Be p
repared t
o d
iscuss…
Be p
repared t
o s
hare…
• The r
atio
nale
behin
d y
our o
bje
ctiv
e/sub-o
bje
ctiv
es
• The s
equence o
f y
our l
esson (
organiz
atio
n o
f c
ontent)
• Your p
lan t
o t
each/facilit
ate e
ach s
ub-o
bje
ctiv
e o
f t
he l
esson
• C
onnectio
n o
f p
rio
r l
earnin
g t
o o
bje
ctiv
e/sub-o
bje
ctiv
es
• Sub-o
bje
ctiv
es t
o b
e t
aught i
n t
his
lesson,
to s
how
you h
ave
antic
ipated s
tudent m
isconceptio
ns r
ela
ted t
o b
ackground
know
ledge,
vocabula
ry a
nd/or p
rocesses
• The c
onnectio
n o
f t
his
lesson a
nd s
ub-o
bje
ctiv
es t
o t
he o
verall
unit
and y
ear-l
ong p
lannin
g
• Lesson P
lan(s
)
• Evid
ence o
f s
ub-o
bje
ctiv
es in y
our l
esson p
lan
• Lesson m
ateria
ls t
hat a
lign t
o t
he o
bje
ctiv
e a
nd c
ontent
standards
• Pla
nnin
g m
ateria
ls (
ie.
pacin
g g
uid
es,
curric
ulu
m m
aps,
unit
pla
ns)
Teacher N
otes:
2 C
ontent –
Content A
ccessib
ilit
y
How
is
the c
onte
nt
acc
ess
ible
for
all
stu
dents
? S
hare
ass
ess
ment
data
that
dete
rmin
ed t
he
modif
icati
ons
you m
ade f
or
the l
ess
on.
Be p
repared t
o d
iscuss…
Be p
repared t
o s
hare…
• Your p
lan f
or m
akin
g c
ontent a
ccessib
le t
o a
ll s
tudents
• Id
entif
ied s
ub-g
roups
• The m
ateria
ls a
nd s
trategie
s y
ou w
ill
use t
o s
caffold
instructio
n
• The e
vid
ence a
nd d
ata w
hic
h d
eterm
ined c
ontent a
ccessib
ilit
y
• A
ssessm
ent d
ata a
nd r
ele
vant l
iteracy d
ata u
sed t
o p
lan f
or s
ub
groups a
nd/or i
ndiv
idual
students
• Lesson P
lan(s
)
• M
ateria
ls a
nd r
esources
• IE
Ps,
ILLPs
• Rele
vant a
ssessm
ent d
ata inclu
din
g f
orm
ativ
e a
ssessm
ents
Content –
Content A
ccessib
ilit
y
How
is
the c
onte
nt
acc
ess
ible
for
all
stu
dents
? T
eacher N
otes:
3 Form
ativ
e A
ssessm
ent –
Real-
Tim
e A
ssessm
ent
What
real-
tim
e a
ssess
ments
do y
ou p
lan t
o u
se t
hro
ugh
out
the l
ess
on i
n o
rder
to m
easu
re s
tudent
pro
gress
tow
ard
s your
less
on o
bje
ctiv
e?
H
ow
have y
ou i
denti
fied y
our
sub-g
roup
s of
students
? Be p
repared t
o d
iscuss…
Be p
repared t
o s
hare…
•
The r
eal
-tim
e a
ssess
ments
you p
lan t
o u
se a
t eac
h s
ub-
obje
ctiv
e (
How
do y
ou p
lan t
o a
ssess
stu
dents
duri
ng
and a
t th
e
end o
f th
e l
ess
on?)
• The a
ppro
pri
ateness
of
your
real
-tim
e a
ssess
ments
that
allow
fo
r an
ove
rt r
esp
onse
fro
m s
tudents
duri
ng
and a
t th
e e
nd o
f th
e l
ess
on
• Your
pla
n t
o r
evi
ew
stu
dent
resp
onse
s to
the r
eal
-tim
e
asse
ssm
ents
in o
rder
to a
dju
st inst
ruct
ion
• Id
enti
fied s
ub-g
roups
of
students
• A
ssessm
ents t
hat w
ill
be u
sed f
or s
ub-g
roups o
f s
tudents
• Real-
tim
e a
ssessm
ents t
hat m
easure i
ndiv
idual
student
progress t
ow
ards t
he l
esson s
ub-o
bje
ctiv
es
• Le
sson P
lan(s
)
• Evi
dence
of
real
tim
e a
ssess
ments
in y
our
less
on p
lan f
or
key
sub-o
bje
ctiv
es
• C
opie
s of
real
-tim
e a
ssess
ments
(if
applica
ble
)
• Poss
ible
monit
ori
ng
docu
ments
(ie
. ch
eck
list
, se
atin
g ch
art)
Form
ativ
e A
ssessm
ent –
Correct L
evel
of
Dif
ficult
y
Teacher N
otes:
4 Form
ativ
e A
ssessm
ent –
Correct L
evel
of
Dif
ficult
y
What i
s y
our e
vid
ence t
hat y
our r
eal-
tim
e a
ssessm
ents a
re a
t t
he c
orrect l
evel
of d
iffic
ult
y?
Be p
repared t
o d
iscuss…
Be p
repared t
o s
hare…
• Evid
ence a
nd r
atio
nale
for t
he c
hosen l
evel
of d
iffic
ult
y
• Pre-a
ssessm
ents a
nd/or p
rio
r a
ssessm
ents
• D
ata a
nd s
tudent w
ork
• Sub-g
roup c
onsid
eratio
ns r
egardin
g l
evel(
s)
of d
iffic
ult
y
• In
div
idual
student c
onsid
eratio
ns r
egardin
g l
evel(
s)
of
dif
fic
ult
y
• Lesson P
lan(s
)
• Pre/Prio
r a
ssessm
ents (
ie.
Form
ativ
e a
ssessm
ents,
sum
mativ
e
assessm
ents)
• Student w
ork
Teacher N
otes:
Appendix CTeacher Post-Conference Forms
Teacher P
ost -
Confe
rence N
otes
Date:
___________________
T
eacher N
am
e:_
_____________________________________
E
valu
ator N
am
e:_
______________________________
Instructio
nal
Strategie
s –
Analy
sis
of
Instructio
n
How
have y
ou r
efl
ect
ed u
pon y
our
inst
ruct
ion t
o e
nsu
re i
ncr
ease
d s
tudent
learn
ing
for
the
next
less
on?
Be p
repared t
o d
iscuss…
Be p
repared t
o s
hare…
• The s
trengths o
f y
our l
esson
• The w
eaknesses o
f y
our l
esson
• Your n
ext s
teps b
ased o
n y
our s
tudent w
ork
• Your n
ext s
teps f
or y
our s
ub-g
roups
• Your l
ong r
ange p
lans f
or i
ncreasin
g e
ach s
tudent’s
learnin
g
wit
hin
this
content d
iscip
line
• Student w
ork/assessm
ents
• C
urric
ulu
m m
ap/Pacin
g G
uid
e
• G
roupin
g s
tructures
Teacher N
otes:
Form
ativ
e A
ssessm
ent –
Student P
rogress
How
do y
ou k
now
your
students
made p
rogr
ess
and/o
r m
ast
ery
tow
ard
the l
ess
on o
bje
ctiv
e?
Sh
are
your
evid
ence
and d
ata
. Be p
repared t
o d
iscuss…
Be p
repared t
o s
hare…
• Your d
ata r
efle
ctin
g a
cadem
ic g
row
th t
ow
ards a
nd/or m
astery
of t
he l
esson o
bje
ctiv
e
• The p
rogress y
our s
tudents h
ave m
ade t
ow
ards t
he o
bje
ctiv
e
• The p
ercent o
f s
tudents w
ho s
how
ed g
row
th
• The p
erc
ent
of
students
who m
et
the l
ess
on o
bje
ctiv
e
• H
ow
stu
dent
pro
gress
resu
lts
from
this
less
on c
om
par
e t
o s
hort
te
rm a
nd l
ong
term
stu
dent
goal
s
• Student w
ork/assessm
ents s
how
ing g
row
th d
irectly
rela
ted t
o
this
obje
ctiv
e
• M
onit
orin
g d
ocum
ents (
ie.
Cla
ssroom
perform
ance s
heets,
sub-
obje
ctiv
e c
hecklist)
Teacher N
otes
