Practitioner Tenured Non-Tenured School Grade/Subject Date Administrator Goals Regularly assess student learning in order to determine if the students have met the short-term instructional goals of a unit or lesson. Assess students to determine if curricular goals have been met. Modify instructional delivery if student assessment shows the need. Action Steps/Resources to Achieve Goal (What Will You Do?) Assessments can be used to provide feedback for students. Appropriately given assessments aligned with meaningful and authentic instruction can be used to determine the direction of learning. According to Marzanoʼs Classroom Instruction That Works, assessments are more likely to have a positive on student learning if time is set aside to make sure students understand what they did well and what they did not do well. Impact on Teaching and Learning Use assessments that are aligned with lesson objectives. Develop a portfolio of research articles related to assessment. Include multiple forms of assessment: –– teacher/student –– peer to peer –– self-assessment –– rubrics Take course on EducationalImpact.com relating to assessment.
DOMAIN I: PLANNING AND DESIGNING INSTRUCTION ELEMENT B: Content Knowledge: The library media specialist shall demonstrate a thorough knowledge of the subject matter and curriculum. MEETS THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Curricula is delivered consis- tently with accuracy and exem- plary strategies that align with New York State Standards. Curricula is delivered frequently with accuracy and appropriate strategies that are aligned with New York State Standards. Demonstrates growth in delivering curricula that is aligned with New York State Standards. Needs support with delivering curricula that is aligned with New York State Standards. Consistently strives to learn about current developments and research in the related to their teaching assign- ment and systematically trans- fers knowledge into practice. Frequently strives to learn about current developments and research in the related to their teaching assignment and systematically transfers knowledge into practice. Demonstrates growth in striving to learn about current developments and research in the related to their teaching assignments. Needs support with striving to learn about current developments and research in the related to their teaching assignments. Consistently makes connections for students with all content areas. Frequently makes connections for students with most content areas. Demonstrates growth in making connections for students with some content areas. Needs support making connections for students with other content areas. Effectively and thoroughly communicates subject matter, curricula with students, families, colleagues, and the community on a regular basis. Adequately communicates subject matter, curricula with accuracy to students, families, colleagues, and community most of the time. Demonstrates growth with some knowledge of subject matter but may make content errors when communicating concepts to students, families, colleagues, and community. Needs support in communicating accurate subject matter and curricula with students, families, colleagues, and community. Consistently demonstrates an in-depth knowledge of subject matter and curricula by utilizing a variety of strategies and resources. Regularly demonstrates strong knowledge of subject matter and curricula by utilizing a variety of strategies and resources. Demonstrates growth with basic knowledge of subject matter and curricula by utilizing a variety of strategies and resources. Needs support in demonstrating knowledge of subject matter.
ELEMENT C. Student Assessment: The library media specialist shall demonstrate that he or she implements assessment techniques based on appropriate learning standards designed to measure students’ progress in learning. MEETS THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Consistently uses multiple forms of authentic assessment which are outcome based, and involves student and fosters and accountability. Frequently uses multiple forms of authentic assessment which are outcome based, and encour- ages student Demonstrates growth in using some forms of assessment which are outcome based and involves students in self- evaluation. Needs support in using forms of assessment, with little encouragement for students’ self-evaluation and improvement. Consistently aligns assessment tools with instructional strate- gies so students demonstrate their learning plans and future activities based on student performance. Frequently aligns assessment with instruction so students demonstrate their learning and monitors and adjusts instruction based on student performance. Demonstrates growth in aligning assessment with instruction and makes some adjustments to instruction based on student performance. Needs support with aligning assessment and instruc- tion with little monitoring or adjustment of activities based on student learning. Assessment criteria and standards are clear and are consistently communicated to students and families. Assessment criteria and stan- dards are clear and frequently communicated to students and families. Demonstrates growth in assessing criteria and standards, with periodic communication to students and families. Needs support with assessment criteria and stand- ards which are poorly develop- ed and rarely communicated to students and families. Clearly and consistently communicates to students and families regarding student academic progress. Frequently communicates to students and families regarding student’s academic progress. Demonstrates growth in communicating to students and families regarding student’s academic progress. Needs support with communicating and providing information about academic progress or student records.