Connections to the TPGES Framework for Teaching Domains Student Growth Peer Observation Professional...
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Transcript of Connections to the TPGES Framework for Teaching Domains Student Growth Peer Observation Professional...
Connections to the TPGESFramework for Teaching Domains
Student GrowthPeer Observation
Professional Growth PlanningReflection
What’s your level of understanding
with TPGES
Student Growth Process
Step 1:Determine
needs
Step 2:Create specific learning
goals based on pre-
assessment
Step 3:Create and implement teaching
and learning
strategies
Step 4:Monitor student progress through ongoing
formative assessment
Step 5:Determine whether students achieved the goals
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During first
weeks of school
Establish Baseline
Target students’ priority need
Identify the sources of evidence that will need to be in place to measure student’s level of proficiency in the
Enduring Skills
Identify what proficiency looks like for the Enduring Skills
Identify the Enduring Skills in the content area standards
Know the expectation of content area standards
Teac
her K
now
ledg
e
Defining ENDURINGLearning that • ENDURES beyond a single test date,• is of value in other disciplines, • is relevant beyond the classroom (applying
learning to new and unique situations)• is worthy of embedded, course-long focus,• may be necessary for the next level of
instruction.• Requires critical thinking (analyzing, creating
and evaluating)
ENDURING LEARNINGReading Example
EXAMPLES NON-EXAMPLESSummarize key supporting details and ideas
-Identifying main ideas of a text-Differentiate between bias and evidence.-Differentiate between essential and irrelevant information.-Skimming or scanning a text.
Sub Skills
Strategy
ENDURING LEARNINGScience Example
EXAMPLES NON-EXAMPLESDevelop models using an analogy, example, or abstract representation to describe a scientific principle or design solution.
Create a model of an erupting volcano using vinegar and baking soda.
Activity
ENDURING LEARNINGSocial Studies ExampleEXAMPLES NON-EXAMPLES
Produce an argument to support claims with appropriate use of relevant historical evidence.
Describe point of view for primary and secondary sources.
Use Chicago Style correctly when citing evidence.
Improve student perception of history.
Sub Skill
Strategy
Disposition
Talk with a Partner
What’s the enduring skill related to your work?
Defining ENDURINGLearning that • ENDURES beyond a single test date,• is of value in other disciplines, • is relevant beyond the classroom (applying
learning to new and unique situations)• is worthy of embedded, course-long focus,• may be necessary for the next level of
instruction.• Requires critical thinking (analyzing, creating
and evaluating)
SMART Goal Process for Student Growth
S
Specific- The goal
addresses student needs
within the content.
The goal is focused
on a specific area of need.
M
Measurable- An
appropriate instrument or
measure is selected to assess the
goal.
The goal is measurable and uses an appropriate instrument.
A
Appropriate- The goal is
clearly related to the role
and responsibilitie
s of the teacher.
The goal is standards-based and
directly related to the subject and
students that the teacher
teaches.
R
Realistic- The goal is
attainable.
The goal is doable, but rigorous
and stretches the outer bounds
of what is attainable.
T
Time-bound- The goal is
contained to a single school year/course.
The goal is bound by a
timeline that is definitive
and allows for determining
goal attainment.
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Sample Science Goal
This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric.
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Components of a Quality Student Growth Goal
• Meets SMART criteria
• Focuses on a standards-based enduring skill/learning
• Includes growth target
• Includes proficiency target
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Identify SMART criteria, the growth target and the proficiency target in the goal.
SPECIFIC
This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric.
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MEASURABLE
This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric.
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APPROPRIATE
This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric.
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REALISTIC
This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric.
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TIMEBOUND
This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric.
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Science sample growth goal
This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric.
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Enduring Skills
Science sample growth goal
This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric.
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Growth Target
Science sample growth goal
This school year, all of my sixth grade students will demonstrate measurable growth in their ability to engage in argument from evidence AND obtain, evaluate, and communicate information. 100% of my students will improve by 2 or more levels on the science rubric developed by my PLC in these areas. 85% of students will perform at level four on the 5-point science rubric.
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Proficiency Target
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sample
Why use rubrics?
Look over the rubric you are using. Talk at your table: What should rubrics do?
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What rubrics should do (CASL, pg.200)
• Define quality for ourselves.
• Describe quality for students.
• Make judgments more objective, consistent, accurate.
• Guide instructions• Provide a common
language.
• Promote descriptive feedback to students.
• Promote student self-assessment and goal-setting.
• Make expectations for students explicit.
• Eliminate bias.• Focus teaching.• Track student learning.
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Rubrics and Student Growth Goal-Setting
• An analytic rubric can help teachers combine multiple sources of data to– determine a baseline score for goal-setting– determine if students met the goal at the end of
the course, and – formatively assess, provide feedback, and adjust
instruction along the way• When developed together can meet
expectation for rigor and comparability
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Don’t forget
• Test your rubric with student work• Continue to refine your rubric
29
Engaging Students
• Students rewrite rubrics in student-friendly language• Students use models to identify criteria for quality• Students analyze poor models using the rubric
and identify how to improve• Students develop rubrics• Students use rubrics to provide peer feedback
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Program Review
Connections
Teacher
Effectiveness
Connections
Using Rubrics to create formative and summative assessments
Get a start: Work with a partner or small group to brainstorm a list of formative or summative assessments you would create that informs progress toward standards.
Be ready to share.
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Formative & Summative Assessment Ideas/Next Steps
• Peer review using the rubric (teachers and students)…introduce the rubric prior to instruction and use during peer/teacher conferencing (immediate feedback using the rubric)
• Gallery walk using the rubric (peer/teacher feedback)
• Organized checklist (spreadsheet) to collect anecdotal records…focused on certain parts of the rubric
32
Formative & Summative Assessment Ideas/Next Steps
• Peel and stick labels detailing specific areas of the rubric…less overwhelming for kids
• Intentional feedback on strips of paper• Rubric broken down to correspond with steps in
mini-units• student self-assessment throughout process• Coding text against criteria• Assessing parts of essay/writing (intro., etc.)
and focusing on areas of difficulty
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Formative & Summative Assessment Ideas/Next Steps
• Cold prompt…individual writing assessment to determine current level of performance
• Conferencing about last year’s on-demand score
• Pull data from a variety of sources to get an idea of where kids are
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Student Growth ProcessStep 1:Determine
needs
Step 2:
Create
specific
learning
goals based
on pre-
assessment
Step 3:
Create and implement teach
ing and
learning
strategies
Step 4:Monit
or studen
t progre
ss throug
h ongoin
g format
ive assessment
Step 5:
Determine whether
students
achieved the
goals
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