Teaching Children Well: Journey of Self Reflection #7 (1C1)

Friday, July 12, 2013

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Teaching Children Well: Journey of Self Reflection #7 (1C1)

Posted by Atsumori. Category: Learning Design , Self Reflection Journey

The self reflection journey continues as I analyze element 1C1, Analysis and Conclusions, of the new MA Teacher Evaluation Rubric. This is a complex element since we all know that there are many ways to look at, analyze, and determine assessment results. Data can be skewed in many, diverse directions depending on purpose and goal. Therefore, how do we effectively analyze data independently and with collegial groups? What systematic processes do we have in place to effectively analyze student assessment data in order to best impact student learning?

First and foremost, educators, schools, and school systems have to determine what it is that they are hoping to achieve when it comes to teaching children well. What are the priorities, and how do you systematically assess and analyze data related to those priorities? In this regard, systems' have to determine which state and local standards are prioritized as well as what goals outside of the learning standards are also priorities, goals such as student engagement, physical fitness, and social/emotional growth.

In the system where I teach, we already have many assessments in place, assessments that do a good job assessing priority skills such as reading, writing, and math. I believe our challenge lies in the area using these assessments to more efficiently and productively inform follow-up, effective learning and teaching strategies, assessments, and programming for students who continually don't meet the goal. What can we do for these students? How can we maximize our collective resources to serve these students well? Where specifically are we "hitting the mark" and where can we do a better job in this regard?

Today, as you assess element 1C1 read the standard, indicator, element, criteria, key points, questions, and grid. Make a copy of the grid if you like and add implications for your own practice. I've also added a copy of my self analysis grid and a chart outlining the assessments currently used at my grade level to inform instruction.

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 1C1; Analysis and Conclusions

Criteria: (from proficient/exemplary descriptors)

Individually and with colleagues draws and models appropriate, actionable analysis and conclusions from a thorough analysis of a wide range of assessment data to improve short- and long- term instruction decisions.

Key Points/Questions:

Individually and with colleagues draws, models appropriate, actionable analysis. How do you and your colleagues systematically analyze data to best inform effective instruction?
Wide range of assessment data. Does the data you use represent a wide range, and does that range provide a holistic, helpful student(s) profile?
Improve short- and long- term instruction. How do you specifically use data to improve short- and long-term instruction?

Educator Self Evaluation Chart

My Self Assessment:

Current Standard Grade Level Measurements and Analysis (2012-2013 school year)

Measurement/Focus	Month	Analysis Process
GRADE/Reading	September, January	Study score report online. Students following below expected grade level receive extra targeted support in the classroom and via RTI efforts.
GMADE/Math	September or October	Study score report online. Students below expected grade level receive some extra targeted support in the classroom and via RTI efforts.
DIBELS/Reading Fluency and Accuracy	September, January, May	Study Reports. Alter classroom efforts in response to data. Offer extra support to students falling below expectations via RTI.
DIBELS Progress Monitoring Reading Fluency and Accuracy	Ongoing for students who score below benchmark.	Strategize and alter small group and individualized instruction reach optimal goals. Troubleshoot with PLC related to this effort.
DAZE Progress Monitoring Reading Comprehension	Ongoing for students who score below benchmark.	Strategize and alter small group and individualized instruction reach optimal goals. Troubleshoot with PLC related to this effort.
Read Naturally Cold Read, Warm Read Reading Fluency	Ongoing with students who fall below the benchmark.	Strategize and alter small group and individualized instruction reach optimal goals. Troubleshoot with PLC related to this effort.
MCAS Practice Tests Reading/Writing/ Math	All students prior to MCAS spring	Study results. Add instruction to benefit collective class efforts in preparation for these tests.
MCAS Math, ELA	All students spring	Use scores to determine who needs to be tested and assessed with greater scrutiny (generally students falling below benchmark). Analyze specific, collective aspects of the tests to determine instructional effectiveness, need for change.
That Quiz Fact Fluency Tests	All students, ongoing	Determine growth with fact speed and accuracy. Identify those who need greater coaching, varied strategies for learning gain.
Xtra Math	All students, ongoing	Determine growth with fact speed and accuracy. Identify those who need greater coaching, varied strategies.
Unit specific pre-, post- and formative assessments.	Related to each unit of study for all students.	Determine student need prior to unit teaching. Determine specific strategies and needs for all students and individuals via formative assessments. Determine overall unit strength and instructional effectiveness with well designed summative assessments.