Stronge and Associates Educational Consulting, LLC Simulation 2 – High School Using Multiple Data Sources for Authentic Performance Portraits Documenting

Stronge and Associates Educational Consulting,

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Simulation 2 – High School

Using Multiple Data Sources for Authentic Performance Portraits

Documenting Teacher Performance:

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Video Vignette

Max Jones


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Simulation Overview

Subject: AP Language and Composition

Topic: Argument Essay

Grade: Tenth Grade

The video is approximately 27 minutes long.


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Plan for Using the Video

Recommended Plan

• Participants are divided into pairs, triads, or small groups. Each group is assigned three standards. They are responsible for identifying evidence of these standards as they watch the video. All view the first 10 minutes of the video together. Then the entire group discusses the evidence identified.

• For the remainder of the video, groups switch standards once again, looking for evidence. Groups present evidence for the standards they were assigned.

Alternate Plan

• Everyone views the video together and discusses what is observed as it relates to the six standards.


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Multiple Data Sources

Documentation• Required Artifacts• Teacher-Selected Artifacts

Observation• Formal• Informal


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Sources of Evidence

Standard Number Standard Name Evidenced From

1 Professional Knowledge Observation and Documentation

2 Instructional Planning Documentation

3 Instructional Delivery Observation and Documentation

4 Assessment of/for Learning Observation and Documentation

5 Learning Environment Observation and Documentation

6 Professionalism Observation and Documentation


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Teacher Documentation LogCover Sheet

• Review Documentation Log Cover Sheet (pages 16-18)

• Walk through documentation pages (19-46)

• Review documentation pages (10 minutes).


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Teacher Documentation Log Cover Sheet

• Work with a partner

• Discuss where each piece of evidence should be placed on the Documentation Log Cover Sheet (pages 16-18)

• Annotate the standard on the cover sheet


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Documentation Log Cover Sheet - Annotated

Teacher Performance Standard

Documentary Evidence (Artifact)

Professional Knowledge

• “Differentiating Instruction with Advanced Placement Students” Certificate

• “National Board Certified Teacher” Certificate

• “Engaging in Intellectual Conversations” Workshop Letter

• English Department Chair Appointment Letter

• Persuasive Writing Lesson Plan

• Catcher in the Rye Lesson Plan


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Teacher Performance Standard Documentary Evidence (Artifact)

Instructional Planning

• Persuasive Writing Lesson Plan

• Catcher in the Rye Lesson Plan

• Catcher in the Rye Task Cards

• Catcher in the Rye Presentation and Evaluation Rubrics

• Course Syllabus

• Catcher in the Rye Pre- and Post-Test Assessment Results


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Instructional Delivery

• Catcher in the Rye Student Presentation Pictures

• Catcher in the Rye Instructional Activities and Strategies


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Assessment of/for Learning

• Catcher in the Rye Pre-Test

• Catcher in the Rye Pre- and Post-Test Assessment Results

• Catcher in the Rye Presentation and Evaluation Rubrics

• Bi-Weekly Student Conferencing Chart


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Learning Environment

• Bi-Weekly Student Conferencing Chart

• Course Syllabus

• Student Survey Summary


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Professionalism

• “Differentiating Instruction with Advanced Placement Students” Certificate

• “National Board Certified Teacher” Certificate

• “Engaging in Intellectual Conversations” Workshop Letter

• English Department Chair Appointment Letter

• Parent Communication Log

• Email to Parent

• Course Syllabus

• Introduction Letter to Parents/Guardians


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Classroom Observation – Formal

• Watch video (10 minutes)

• Look for evidence of your assigned standards’ implementation

• Document evidence on observation form (pages 48-50)

• Incorporate documentary evidence


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Classroom Observation – Formal

• Watch the remainder of the video (17 minutes)

• Look for evidence of your assigned standards’ implementation

• Document evidence on observation form (pages 48-50)

• Incorporate documentary evidence


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Professional Knowledge - Specific Evidence

• Provides opportunities for higher level thinking (Observation)

• Links lesson to real-world experiences and applications (Observation)

• Learning goals reflect high expectations for student learning (Observation)

• Provides opportunities for students to discuss and co-construct knowledge (Observation)

• Demonstrates accurate knowledge of subject matter, pedagogy, and curriculum (Observation/Documentation)

• Understands age group and makes learning interesting to them (Observation)


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Instructional Planning - Specific Evidence

• Lesson is coherent, sequenced, and aligned to curriculum standards (Documentation)

• Lesson requires critical thinking, creative thinking, and understanding of concepts (Documentation)

• Instructional strategies and practices are varied and relevant to content area (Documentation)

• No differentiation noted in persuasive writing lesson plan (Documentation)


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Instructional Delivery - Specific Evidence

• Scaffolds instruction using whole group, small group, and independent work to teach concepts (Observation)

• Challenges students to think critically and justify thinking with evidence from learning (Observation)

• Explains directions, concepts, and lesson content to students in a logical, sequential, and age-appropriate manner and checked for understanding - too much time taken (Observation)


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Instructional Delivery - Specific Evidence

• Communicates clearly, checks for understanding, and builds upon students’ existing knowledge and skills (Observation)

• Excessive amount of time devoted to explanation at the beginning of the lesson - loss of time for student work (Observation)

• Engages students (Observation)

• Little evidence of intentional differentiation (Observation)


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Assessment of/for Learning - Specific Evidence

• Used formal pre-assessment to build lesson - not differentiated - and formal post-assessment to assess learning (Documentation)

• Use of formative assessment to vary instruction or pacing not evidenced (Observation)

• Multiple assessments of/for learning (Documentation)


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Learning Environment - Specific Evidence

• Expectations are clear, students worked independently and diligently when appropriate (Observation)

• Rapport with students is relaxed, caring, and respectful. He listens to students, considers his responses thoughtfully, and responds clearly and positively (Observation)

• Models caring, fairness, respect, and enthusiasm for learning (Observation)

• Academic and behavioral expectations known to parents and students (Documentation)


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Learning Environment - Specific Evidence

• Uses humor to build rapport most effectively (Observation)

• Promotes a climate of trust and teamwork within the classroom - students work cooperatively with one another and support each other; they are quick to credit others for their contributions (Observation)

• Actively listens and pays attention to students’ needs and responses - positively reinforces solid thinking and supportively questions faulty logic in a way that makes students think further rather than shutting down (Observation)


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Professionalism - Specific Evidence

• Professional in dress, speech, and manner with students and adults alike (Observation)

• Positive role model for all - English Department chair, leads workshops, participates on curriculum redesign committee, NBCT (Documentation)

• Collegial and collaborative - noted in English Department chair assignment letter (Documentation)

• Participates in professional development - Differentiation PD (Documentation)


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Using multiple data sources for evidence of teacher performance provides a comprehensive and authentic “performance portrait” of a teacher’s work. Doing so helps to ensure a fair and equitable evaluation system. It also acknowledges the complex job that is teaching.


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Are there any questions?

Documents

Stronge and Associates Educational Consulting, LLC Simulation 2 – High School Using Multiple Data Sources for Authentic Performance Portraits Documenting