Reaching Your Goals and Evidence

Wayland Public Schools’ Elementary Evaluation Process Evidence Document


Standard I: Curriculum, Planning, and Assessment. The teacher promotes the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing  students with constructive feedback on an ongoing basis, and continuously refining learning objectives.


Indicator I-A. Curriculum and Planning: Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes.

I-A. Elements

Evidence

Proficient

I-A-1.

Subject Matter Knowledge

- Pre and post test assessments (e.g., EDM unit assessments, teacher created assessments)

- Grade level projects (e.g., Timelines, digital stories)

- Team Rubrics (e.g., editing checklist)

- Lesson plans (e.g., instructional steps worksheet)

- Instructional flipcharts (e.g., States of Matter flipchart, Weather flipchart, Google tools flipchart)

- Creation of new learning activity (based on coursework) to meet student needs (e.g., adapting a worksheet, lesson, or learning game)

-Teacher blog posts that display student learning (e.g. presentation of professional articles, unit websites)

Demonstrates sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.

I-A-2.

Child and Adolescent Development

- Differentiation and adaptations (e.g., adapting a worksheet, lesson, or learning game)

- Groupings of students for RTI and small group instruction (e.g., group lists, data charts)

- Universal Design (e.g., making accommodations for students with disabilities, special arrangement of classroom furniture, hearing impaired sound systems)

Demonstrates knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes.




I-A. Elements

Evidence

Proficient

I-A-3.

Rigorous

Standards-Based Unit Design

- Pre and post assessments  (e.g., EDM unit assessments, teacher created assessments)

- Rubrics (e.g., teacher created rubrics)

- Differentiation artifacts (e.g., adapting an assessment, enrichment lessons/projects)


Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.

I-A-4.

Well-Structured Lessons

- Yearly, monthly, weekly, daily plans (e.g., teacher plans, RTI plans)

-Differentiated chart/menu

- Frequent Assessments (e.g., rubrics, editing checklists,well stated goals/objectives to begin lesson, restate the goal at end of lesson)

- Progress monitoring (e.g., teacher check-ins, exit tickets)

- Videos of lessons

Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.





Indicator I-B. Assessment: Uses a variety of informal and formal methods of assessments to measure student learning, growth, and understanding to develop differentiated and enhanced learning experiences and improve future instruction.

I-B.

Elements

Evidence

Proficient

I-B-1.

Variety of Assessment Methods

- Pre and post assessments  (e.g., EDM unit assessments, teacher created assessments)

-Lexia, Symphony Math, CBMs, Xtra Math, Raz Kids, That Quiz, Fastt Math

- Parent/Student Interviews, Conferences, IEP/504 Plans, SPED Assessment reports

-Report Cards/Developmental Checklists

- Rubrics, project-based learning, portfolios

- Student self assessment

- Child study notes and records

Designs and administers a variety of informal and formal methods and assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward achieving state/local standards.

I-B-2.

Adjustment to Practice

- Standardized assessments (GMADE, F and P, DIBELS, etc.)

- Pre and post assessments

- Informal, ongoing observations

- Minutes of PLC/data meetings including RTI groupings and plan for instruction

Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.





Indicator I-C. Analysis: Analyzes data from assessments, draws conclusions, and shares them appropriately.

I-C.

Elements

Evidence

Proficient

I-C-1.

Analysis and Conclusions

- Minutes of PLC/data meetings including RTI groupings and plan for instruction

- MCAS item analysis

- Formal and informal meetings with math coach/reading teachers, etc.

Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning.

I-C-2.

Sharing Conclusions

With Colleagues

- Minutes of PLC/data meetings including RTI groupings and plan for instruction

- Data from standardized,

end of unit and grouping assessments.

- Shared materials that improve student learning

Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning.

I-C-3.

Sharing Conclusions

With Students

- Conference notes

- Rubrics

- Report Cards/Developmental Checklists

-Parent/Student meetings with teachers

- Email messages on progress

- Evidence from student data meeting (e.g., read naturally graphs, Raz Kids quiz printout, Symphony Math progress)

-Project assessment (e.g., comments, badges, certificates)

Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.





Standard II: Teaching All Students. The teacher promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.

Indicator II-A. Instruction: Uses instructional practices that reflect high expectations regarding content and quality of effort and work; engage all students; and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.

II-A.

Elements

Evidence

Proficient

II-A-1.

Quality of Effort and Work

-Rubrics attached to student work - completed by student and teacher

-Student pre and post work samples, editing checklists

-Guided practice, self assessment followed by goals

-Portfolios for progress over time

-Exemplars with student work

- Examples of effective feedback to students (Nice job is NOT effective)

- Classroom routines that encourage effort/perseverance/positive attitude (learner’s mindset) e.g. video, evaluator/peer observation, teacher writeup

Consistently defines high expectations for the quality of student work and the perseverance and effort required to produce it; often provides exemplars, rubrics, and guided practice.

II-A-2.

Student Engagement

- Exit ticket

- Answering on individual whiteboards

- Read aloud choices

- Project options

- K-W-L charts

- Interactive Response System

- Think/Pair/Share

- Multisensory materials/activities

- Kinesthetic responses

- Thumbs up/thumbs down

e.g. video, evaluator/peer observation, teacher writeup

Consistently uses instructional practices that are likely to motivate and engage most students during the lesson.

II-A-3.

Meeting Diverse Needs

- Modified/differentiated worksheets and homework

- Optional challenge activity

- Center plans for literacy and math

- Variety of homogeneous and heterogeneous groupings for small group instruction and projects

- Unit plan/lesson plan with designated activities/goals for each tier of students (high expectations for all students)

- Planning Meeting/PLC Notes that show evidence of collaboration with colleagues about student needs and instructional techniques

- Attendance at PLC Meetings by METCO liaisons, sped. teachers, math coaches, reading specialists, ELL teacher, etc. in addition to grade level teams.

- Intervention log for a specific student on strategies utilized

Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.





Indicator II-B. Learning Environment: Creates and maintains a safe and collaborative learning environment that motivates students to take academic risks, challenge themselves, and claim ownership of their learning.

II-B.

Elements

Evidence

Proficient

II-B-1.

Safe Learning Environment

- Classroom expectations

Morning meeting routines

Teacher narrative of strategy used for example:

-Evidence from individual teacher management systems

- Classroom routines that encourage effort/perseverance/positive attitude (learner’s mindset) e.g. video, evaluator/peer observation, teacher writeup

-photo of classroom design

Uses rituals, routines, and

appropriate responses that create

and maintain a safe physical and

intellectual environment where

students take academic risks and

most behaviors that interfere with

learning are prevented.


II-B-2.

Collaborative Learning Environment

- Open Circle curriculum implementation (e.g., high incidences of positive peer relationships)

- Posting of classroom rules and expectations for positive group work

- Lunch groups

- Partner work

- Small group work

- Peer editing on google docs

- Photos of student collaboration

Develops students’ interpersonal,

group, and communication skills

and provides opportunities for

students to learn in groups with

diverse peers.


II-B-3.

Student Motivation

- Project-based activity with options

- Evidence of a variety of pedagogical techniques

- Teaching strategies specific to student learning styles

- Interest checklists

Consistently creates learning

experiences that guide students to

identify their strengths, interests,

and needs; ask for support when

appropriate; take academic risks;

and challenge themselves to learn.






Indicator II-C. Cultural Proficiency: Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.

II-C.

Elements

Evidence

Proficient

II-C-1.

Respects Differences

- Open Circle curriculum implementation (e.g., high incidences of positive peer relationships)

- Class meetings and other group team building activities

- Multicultural books

- Family traditions project

- Small moment stories

-Cultural proficiency mirrored in classroom environment

Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges.

II-C-2.

Maintains Respectful Environment

- Open Circle curriculum implementation (e.g., high incidences of positive peer relationships)

- Class meetings and other group team building activities

- Multicultural books

- Family traditions project

- Small moment stories

-Cultural proficiency mirrored in classroom environment

-Classroom rules and student reflection sheet

Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities.





Indicator II-D. Expectations: Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students.

II-D. Elements

Evidence

Proficient

II-D-1.

Clear Expectations

- Rubrics attached to student work - completed by student and teacher

-Student pre and post work samples, editing checklists

-Guided practice, self assessment followed by goals

-Portfolios for progress over time

-Exemplars with student work

- Examples of effective feedback to students (Nice job is NOT effective)

- Classroom routines that encourage effort/perseverance/positive attitude (learner’s mindset) e.g. video, evaluator/peer observation, teacher writeup

Clearly communicates and consistently enforces specific standards for student work, effort, and behavior.

II-D-2.

High Expectations

-Alignment with Common Core standards

-Evidence of differentiated instruction

-Evidence of effective effort from all students through a collection of observations, photographs or videos

-exemplars of student work

Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability.

II-D-3.

Access to Knowledge

- Wide variety of assessments to meet the learning needs of all students (Gardner’s Multiple Intelligences)

- Strategies utilized in working towards meeting student IEP goals.

- Attendance at ELL professional development workshops and evidence of strategies utilized in the classroom.

- Examples of extension activities for Tier 1 students that foster abstract thinking.

Consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities.





Standard III: Family and Community Engagement. The teacher promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.

Indicator III-A. Engagement: Welcomes and encourages every family to become active participants in the classroom and school community.

III-A. Elements

Evidence

Proficient

III-A-1.

Parent/Family Engagement

- Back-to-School presentation (e.g. Powerpoint, Google slideshow)


- Open Houses (e.g. Cultural Celebration, Pilgrim projects)


- Conference schedule (e.g. during conf. time, at parent request, IEP meetings)


- Conference notes


- Parent volunteer/chaperone  

   opportunities (newsletters

   asking for chaperones or

   parent help)


- Being a PTO rep., Boston

  Mentor/Advisor, School

  Council board member (e.g.

  Certificate given to Boston  

  mentors, attendance sheets

  at PTO or School Council

  mtgs.)


- Attending after school family

  events/Boston Parent

  meetings (e.g. attendance

  sheet)


- Copies of email

  correspondence showing

  prompt responses and

  feedback


- Classroom presentations at

  assemblies (e.g. photos,

  videos, copies of student

  work that was shared,

  notices in newsletters)

Uses a variety of strategies to support every family to participate actively and appropriately in the classroom and school community.




Indicator III-B. Collaboration: Collaborates with families to create and implement strategies for supporting student learning and development both at home and at school.

III-B. Elements

Evidence

Proficient

III-B-1.

Learning Expectations

- Homework websites,

 assignment sheets (e.g. links

 to website, copies of sheets)


- Corrected tests/assignments (submit copies)


- Printed outline of teacher’s

  expectations


- Copies of daily/weekly

  behavior reports


- Share copies of grade level goals with parents




Consistently provides parents with clear, user-friendly expectations for student learning and behavior.

III-B-2.

Curriculum Support

- Newsletters (copy of class newsletters explaining upcoming units)


- Family letters sent home for

  each EDM unit (submit

  copies)


- Websites/blogs including links to resources (submit list of links)


- Corrected tests/assignments

  (share copies of pre- and

  post- assessments)


- Organizational checklists shared with parents for home use (i.e. completing homework

  assignment, organizing

  materials, homework

  assignment sheets)


- Notices/newsletters translated into parents’ native language (submit copies)


- Emails/phone call log to

 parents updating them on

  child’s progress


- Dates of IEPs meetings and

 copies of material showing

 their child’s progress (test

 reports, DIBELS, F & P,  

 GMADE, etc.)




Regularly updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency.





Indicator III-C. Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance.

III-C.

Elements

Evidence

Proficient

III-C-1.

Two-Way Communication

- Copies of email conversations


- Classroom Newsletters (esp. if translated in native language)


- Copies of corrected work that needs to be finished at home, and evidence of whether that was done or not

Regularly uses two-way communication with families about student performance and learning and responds promptly and carefully to communications from families.

III-C-2.

Culturally Proficient Communication

- Open permission for no homework on student/family observed holidays


- Two sets of Homelink for students w/ separate homes


- Allow teaching of other languages in class (Chinese or Spanish taught by parent volunteer (show copies of schedule)


-- Classroom Newsletters (esp. if translated in native language)


Always communicates respectfully with families and demonstrates understanding of and sensitivity to different families’ home language, culture, and values.





Standard IV: Professional Culture. The teacher promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.

Indicator IV-A. Reflection: Demonstrates the capacity to reflect on and improve the educator’s own practice, using informal means as well as meetings with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning.

IV-A. Elements

Evidence

Proficient

IV-A-1.

Reflective Practice

- PLC notes

- RTI planning e.g., sample of lesson plan for each tier

SPED planning meetings

collaboration with curriculum leaders e.g., lesson/behavior accommodations

Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.

IV-A-2.

Goal Setting

- Meetings with principals and grade level teams.

- Individual goal setting

(e.g., progress monitoring

e.g., Fountas & Pinnell, DIBELS, DAZE, GMADE, GRADE, EDM benchmark assessments)

Proposes challenging, measurable professional practice, team, and student learning goals that are based on thorough self-assessment and analysis of student learning data.





Indicator IV-B. Professional Growth: Actively pursues professional development and learning opportunities to improve quality of practice or build the expertise and experience to assume different instructional and leadership roles.

IV-B. Elements

Evidence

Proficient

IV-B-1.

Professional Learning and Growth

- Course work/professional development with applications in the classroom showcasing student outcomes.

-Professional workshops with evidence of applications (e.g., video clip, lesson plan, application of responsive classroom/open circle routines.

Consistently seeks out and applies, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.




Indicator IV-C. Collaboration: Collaborates effectively with colleagues on a wide range of tasks.

IV-C. Elements

Evidence

Proficient

IV-C-1.

Professional Collaboration

- RTI planning, grouping,

PLC notes,

professional development and application

committee work

- Study group with student evidence, peer mentoring

_Evidence from data meeting planning

Consistently and effectively collaborates with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.





Indicator IV-D. Decision-Making: Becomes involved in schoolwide decision making, and takes an active role in school improvement planning.

IV-D. Elements

Evidence

Proficient

IV-D-1.

Decision-Making

- Committee and meeting participation (e.g., school council, principal’s advisory committee, PLC’s)

-Evidence that one contributes to a positive school climate

Consistently contributes relevant ideas and expertise to planning and decision making at the school, department, and/or grade level.




Indicator IV-E. Shared Responsibility: Shares responsibility for the performance of all students within the school.

IV-E. Elements

Evidence

Proficient

IV-E-1.

Shared Responsibility

- BBST/Child Study (Building Based Support Team) notes with evidence of application (e.g. Principal mini observation)


- RTI planning, groups, implementation (e.g., Principal formal observations)


Within and beyond the classroom, consistently reinforces schoolwide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs.





Indicator IV-F. Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently.

IV-F. Elements

Evidence

Proficient

IV-F-1.

Judgment

- Parent conference observation

implementation of IEP’s

(e.g., ethics law certificate)

- Google doc from mini observations

- Sample of parent email

Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.

IV-F-2.

Reliability & Responsibility

- Newsletters

- Punctuality

- Completing duties

- Attending IEP meetings

- Lesson plans/schedule

- Substitute plans

Consistently fulfills professional responsibilities; is consistently punctual and reliable with paperwork, duties, and assignments; and is rarely late or absent from school.


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