Standard 2: Content Knowledge of content Use of content- specific instructional strategies to teach concepts and skills Knowledge of school and district curriculum priorities and Ohio’s New Learning Standards Relationship of knowledge within the discipline to other content areas Connection of content to life experiences and career opportunities Design instructional units in mathematics that integrate Ohio’s New Learning Standards with district curriculum. Develop center groups to provide enrichment and remediation for students in math based on assessment results. Seek professional development to strategies for differentiation in math. Standard 3: Assessment Knowledge of assessment types Use of varied diagnostic, formative and summative assessments Analysis of data to monitor student progress and to plan, differentiate, and modify instruction Communication of results Inclusion of student self-assessment and goal-setting Use diagnostic reading assessments (at multiple points in the year) and analyze data to my instruction in the classroom. Need to learn strategies on how to differentiate reading instruction and intervention based on individual student data. Develop a communication plan for parents. Develop tools for students to their reading skills. assess
Standard 4: Instruction Alignment to school and district priorities and Ohio academic content standards Use of student information to plan and deliver instruction Communication of clear learning goals Application of knowledge of how students to instructional design and delivery Differentiation of instruction to support learning needs of all students Use of activities to promote independence and problem-solving Use of varied resources to support learner needs Use a self-monitoring system for students in mathematics. Students track their own progress for each math unit and set goals at beginning of unit, and reflect at end of unit. Alignment to Common Core Standards in Math. Use varied resources to support learner needs. Plan and deliver instruction that includes more higher-order questioning (feedback from principal). Standard 5: Learning Environment Fair and equitable treatment of all students Creation of a safe learning environment Use of strategies to motivate students to work productively and assume responsibility for learning Creation of learning situations for independent and collaborative work Maintenance an environment that is conducive to learning for all students Use consistent behavior management to ensure that students are treated fairly and equitably. Design opportunities for students to collaborate in partners and groups when appropriate in all subject areas. Develop and implement in-class management techniques to reduce the number of discipline referrals to the office (feedback from principal). Recognize good behavior in students by sending notes home. Work to reward students for good behavior and develop meaningful relationships with parents.
Standard 6: Collaboration & Communication Clear and effective communication Shared responsibility with parents/caregivers to support student learning Collaboration with other teachers, administrators, school and district staff Collaboration with local community agencies Participate in collaborative work with other staff members and take an active role in those groups. Provide guidance to newer fourth grade teachers when appropriate (ex. Planning time together) Increase communication student behavior to parents. Standard 7: Professional Responsibility and Growth Understanding of and adherence to professional ethics, policies and legal codes Engagement in continuous, purposeful professional development Desire to serve as an agent of change, seeking positive impact on teaching quality and student achievement Take leadership role in district curriculum committee and grade level meetings. Help colleagues access and interpret special education laws. Currently enrolled in a Master’s degree program focused on curriculum and supervision.
Handout 5: Orange School—Making Sense of School-Level Data Teacher Years of Experience Instructional Planning: Assessment Data Instruction & Assessment: Lesson Delivery Student Growth Measure(s) Rating Summative Rating A 13 Skilled Skilled Expected Skilled B 3 Developing Developing Expected Developing C 17 Skilled Skilled Above Accomplished D 23 Skilled Skilled Expected Skilled E 0 Developing Ineffective N/A Ineffective F 23 Developing Skilled Below Ineffective G 28 Skilled Skilled Expected Skilled H 0 Developing Developing N/A Developing I 27 Skilled Accomplished Above Accomplished J 7 Skilled Skilled Expected Skilled K 19 Skilled Skilled Above Skilled L 26 Skilled Skilled Expected Skilled M 34 Skilled Skilled Expected Skilled N 1 Skilled Skilled N/A Skilled O 5 Developing Developing Skilled P 15 Accomplished Accomplished Expected Skilled Q 10 Skilled Skilled Expected Skilled R 2 Developing Skilled Below Developing S 19 Developing Skilled Expected Skilled T 36 Skilled Skilled Expected Skilled Ms. Blue 15 Developing Skilled Below Developing V 3 Skilled Skilled Expected Skilled W 11 Skilled Developing Above Skilled X 3 Developing Skilled Expected Skilled Y 1 Developing Developing N/A Developing Z 7 Developing Ineffective Below Ineffective *Not to be used to determine Final Summative Ratings, only for use in professional learning decisions