The new MA Teacher Evaluation Rubric presents 33 evaluation elements. During the next couple of weeks, I am analyzing each element with regard to implications for educator practice as well as specific actions for my own craft as a fourth grade teacher. See links to previous reflections at the bottom of this page.
Element 1B-2 prompts educators to create and use a facile system for collecting and analyzing data related to student learning outcomes and unit and lesson effectiveness.
I've decided to meet this standard in the following ways:
Establish a spreadsheet of students data that is easy to access, read, share, and analyze.
Establish individual data and narrative coaching spreadsheets for each student. Share the data/narrative collection for these spreadsheets with all collaborating teachers.
Regularly assess student learning, and lesson/unit effectiveness independently and with colleagues.
Use assessments to differentiate and personalize instruction for best effect.
Note: Teachers' independent data collection spreadsheets may be replaced by system-wide data collection efforts.
-------------------------------------------------------------------------------------------------------------------
To analyze element 1B-2, read the standard, indicator, element, rubric, key points, and evaluation chart below. Make a copy of the evaluation chart for your own evaluation document, and add "implications" for your practice.
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-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.
Element 1B-2: Adjustment to Practice
Criteria: (from proficient/exemplary descriptors)
Organizes, analyzes, and models use of results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice, identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units.
Key Points/Questions:
Organizes, analyzes, and models use assessment results to determine progress toward learning goals. How do you collect, organize, and analyze data to inform effective and engaging student learning experiences?
Adjust practice, identify and/or implement differentiated interventions, enhancements for groups of students. In what ways do you use data to differentiate and personalize student learning experiences for best effect?
Modifications of lessons and units. What is your typical routine of lesson and unit analysis, and how do you use that analysis to differentiate, enrich, and improve lessons and units?
Educator Evaluation Analysis Document
Element 1B-2: Adjustment to Practice: Self Analysis