Friday, July 12, 2013

A Journey of Self Reflection: MA Teacher Evaluation Rubric #8 (1C2)

Anxious to complete the standard one analysis of the new MA Teacher Evaluation Rubric, I pushed myself to analyze 1C2 this morning.  As soon as I read 1C2, I became energized as this element supports a need I've expressed in my school which is a need for systematic, efficient ways to share information related to successful student learning with the myriad of collaborating educators I work with. In fact, I wrote a post about this in May 2013. I also created a data/coaching class sample document and individual student coaching document which I hope to employ and revise as needed during school year 2013-2014 in this regard. Also, as noted in this post, there are ways that our PLC can better develop focus, efficiency, and collaboration with regard to sharing valuable information, working together to strategize around student learning, and implementing best practice with RTI and other learning programs. 

Now it's your turn to analyze this element with regard to your own practice by reading the standard, indicator, element, criteria, key points, questions, and grid below.  Make a copy of the grid if you'd like and save to your own document to serve as a place for your individual self assessment. 

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

Element 1C2: Sharing Conclusions with Colleagues

Criteria: (from exemplary descriptors)
Establishes, implements and models a schedule and plan for regularly sharing with all appropriate colleagues conclusions and insights about student progress.  Seeks and applies feedback from them about practices that will support improved student learning. 

Key Points/Questions:

  • Establishes, implements, models plan for regular sharing student progress conclusions and insights with all appropriate colleagues. What systems have you put into place to share relevant, meaningful, and helpful student information with collaborating teachers?
  • Seeks and applies feedback related to practices that will support improved student learning. Do you seek feedback from collaborating educators on a regular basis to effectively inform your work with students?
Educator Evaluation Analysis Document

Earlier Reflections