During the next month, I will assess one or two of Massachusetts' new teacher evaluation indicators daily. Please join me on this journey of self reflection as we grow our repertoire and prepare for the new evaluation criteria and teaching children well for school year 2013-2014.
Today think about your knowledge related to the physical, social, and emotional development of your students with regard to your curriculum design, planning, implementation, and assessment. You might want to read Chip Wood's book, Yardsticks, with this in mind. What other developmental books, workshops, or learning experiences would you recommend to teachers?
Read the standard, indicator, elements, and key points below. Then make a copy of the evaluation grid, read, and determine your own professional learning steps in this regard. Please let me know if you have any questions.
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.
Element 1A-2: Child and Adolescent Behavior
|This is the state's rubric for 1A2 demonstrating the criteria with which teachers are scored.|
Specific Criteria Analysis: (based on proficient/exemplary rating descriptors)
Criteria: Demonstrates and models knowledge and expertise of grade-level and/or subject-area students' developmental levels to differentiate and expand learning experiences in significant ways that enable all learners to progress towards, demonstrate, and exceed intended outcomes.
- Demonstrates knowledge and expertise of students' developmental levels. What is the typical developmental attitude, behavior, needs, and interests of your students?
- Differentiate and expand learning experiences. How can I use my knowledge of students' development to best differentiate and expand learning towards intended outcomes?
- Intended outcomes. How will I encourage, share and communicate intended outcomes in developmentally appropriate ways?
|Find and make your own copy of the assessment grid on this self evaluation document.|
I've applied this standard to my teaching goals and work below and in my self evaluation document.